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10 ​
D​ Science ​Teacher’s
Guide
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Science – Grade 10 Teacher’s Guide First Edition 2015
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TABLE OF CONTENTS
UNIT 3. Living Things and their Environment
Introduction​...........................................................................................164
Module 1. Coordinated Functions of the Nervous,
Endocrine, and Reproductive System​................................165
Pre-assessment..............................................................................166

The The Control The Endocrine Menstrual Nervouse Endoctrine ​ D​ Activity

E​
Activity Activity Activity Activity Activity Nervous Endocrine Nerve of ​ System

Body Cycle.............................................................................181 Glands

Cell...............................................................................168 System 2. 4. 5. 6. 1. 3.
System......................................................................167 A How Who’s Mark Break What

P​
System...................................................................176 Processes Nervous
 E​
Working and to Fast My Went It in ​ Maintain Their

Down!........................................................167
Control?....................................................177
Calendar!..................................................181 Is
Trip........................................................173

D
Wrong?.................................................179 Your Together through ​

Hormones.........................................176 Homeostasis................................183

C​
Reaction?....................................172 the with ​ Nervous
 O​ PY
System..............170 ​

Performance Task: Vidoe Making...................................................184

Summary........................................................................................185
Answers to Summative Assessment..............................................187
Glossary..........................................................................................188
References and Links.....................................................................189
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Module 2. Heredity: Inheritance and Variation​....................................191
Overview........................................................................................191 Answers to
Pre-assessment...........................................................192
Activity 1. Getting to Know the DNA and RNA Structures.......193 Activity 2. DNA Makes
DNA....................................................195
Activity 3. What’s the Message...............................................199 Activity 4. Relay the
Message.................................................203
Module ​Summary........................................................................................214 Answers
Glossary References
Overview.........................................................................................221 Answers Sources

Evolutionary ​ D​ 3. ​Activity Activity Activity Activity Activity Activity Activity Activity

 E​
Activity ​Biodiversity ​of to ​ to of Evidences

Pre-assessment...........................................................222
Terms...........................................................................216 6. Summative 5. 6. 1A. 1B. 2.
3. 4. 5. and Patterns Survivor....................................................................233 AHA! Let’s

P​
Trace Follow Chromie So, ​ Where What’s

Links.....................................................................217 Who ​and

E​
Compare.........................................................230 Analogous! the The ​ from in

Do My Assessment..............................................215
Change.....................................................210
Evolution​.................................................221 is
Code.......................................................207 the
Track.....................................................232 My I
 Age?...................................................226 Comparative

D​
Belong?.............................................224 ​ Study

Relative?.........................................229 Homologous!...............................228 of

C​
Evolution............................223 ​ Anatomy.........................227

OPY
Performance Task..........................................................................235
Summative Assessment.................................................................236 Summary of
Concepts....................................................................237
Glossary..........................................................................................238
References.....................................................................................238
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Module 4. Ecosystem: Biodiversity​....................................................240
Overview.........................................................................................240
Pre-assessment..............................................................................241
Biodiversity and Stability
Activity 1. Classifying the Value of Biodiversity....................242

The Limiting Environmental Answers Glossary References ​ D​ Ups Activity

Activity Activity Activity Activity

E​
Factors..............................................................................243 ​ and to of

Summative Terms..........................................................................254 and Downs 2. 3. 4.

P​
5. 6. Problems ​ Links.....................................................................255
 E​
Dependent Analyzing Biodiversity Product Showcasing of ​ Population

Assessment..............................................253 and

D​
Creation.................................................249 Environmental ​ of Status

Issues..............................................246 of Independent..................................245
Products.....................................252 Growth....................................242

C​
in ​ the Community..................248 Issues.........................247
 OPY
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UNIT 3
EP​
D​Living ​ Environment
 ED C​ O​
Things ​ and ​ Their

PY
163
UNIT 3: Living Things and Their Environment
Introduction
In the past years, the students have learned about the coordinated func- tions of the
digestive, respiratory, and circulatory systems. It has been explained that nutrients enter
the bloodstream and combine with oxygen taken in through the chromosomes, parents
before they familiar sugar is processes present students through enhance used
respiratory fail molecules All There Module Module Module Module The are by to
mental about scientific to to their modules offspring. cells are now apply adapt role are

D​ knowledge, related 2: 3: 4: how 1: system. and and of during extinct, through

four science Heredity: Biodiversity Ecosystems Coordinated Nervous investigations. to

 E​
K-12 in the plants hands-on They changes ​ Grade ​modules to cellular functions

They science and each photosynthesis, concepts have understanding, Systems capture

P​
Inheritance ​ 10 ​have have and in activities other. Functions respiration. in

E​
discovered ​Unit ​the teachers These they this ​ Evolution realized also and

energy ​3-Living ​environment. quarter, perform and skills that understood instructional
D​
of and skills, is They that Variation that from are the to in ​Things ​namely:

have in addressing effectively most learner-centered species and Reproductive, have

C​
the the ​ The the learned ability transmission activities species sun ​and ​found

O​
students structure become ​ and facilitate ​Their ​real-world to that out that
 P​
transfer are store Endocrine, that stored ​Environment ​have ​ of to extinct have

of designed learning genes enable traits these energy problems learning. become

Y​
existed

energy when from and

and two
the
by to in
guiding the students in performing every task and initiating an inquiry-based learning
phase rather than merely making the students passive recipients of information. At the
end of Grade 10, the learners should have already developed scientific, technological,
and environmental literacy that will lead them to rational choices on any issue that they
will face in life.
164
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Unit 3
Suggested time allotment: 12 to 14 hours ​MODULE​
1
Coordinated Functions of the Nervous,
Endocrine, and Reproductive Systems
The ​the mechanisms, the systems. how the reproduce nervous, organism ​learners

these organisms ​D​ Content ​and feedback endocrine, ​demonstrate

E​
maintain which survive. as ​of...

P​
Standards ​ mechanisms are having homeostasis and coordinated
 E​
understanding ​reproductive feedback

D​
help to

by

C​ O​ P​ Y
Performance ​ The learners... ​ Standard ​

165
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create a campaign advertising video about the common and effective contraceptive
measures used in family planning, in line with the Reproductive Health Law
Overview
By going through Module 1, the students will realize that for whatever action they do
from the moment they get up in the morning to the time they go to bed, there is always a
part of the body that requires the support of another part to achieve its purpose. Take
note that our body is made up of different systems that coordinate with one another in
order to perform their functions well; if any part of these organ systems malfunctions,
the body will become unbalanced. The students have already studied from the past that
human body systems are the combined functional units composed of various organs
working in full coordination with each other. Emphasize that the instability caused by the
impairment of one system cannot be compensated by other systems because each
system has its own function in the body. In Grade 9, they have already studied how the
circulatory and respiratory systems work together, and how a person’s lifestyle affects
these systems. Now they will learn about the coordinated functions of the reproductive,
endocrine and nervous systems.
This module will enable the students to show understanding of organisms as
having feedback mechanisms, which are coordinated by the nervous and
endocrine systems. They will also understand how these feedback mechanisms
help the organism maintain homeostasis to reproduce and survive.
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At the end of this module, students are expected to:
1. Describe the parts of the nervous, endocrine, and reproductive sys-
tems, along with their functions.
2. Explain the role of hormones involved in the female and male repro-
ductive systems.
3. Describe the feedback mechanisms involved in regulating processes
in the female reproductive system.
4. Describe how the nervous system coordinates and regulates feed-
back mechanisms to maintain homeostasis.
In Module 1, students will answer the following key questions:
Pre-assessment
Odd Organ Out (Answers)
Odd One Out Reason
The heart is a part of the circulatory system, while
HEART ​
all the rest are parts of the nervous system.
LUNGS
The lungs are a part of the respiratory system, while the rest are parts of the female
The skull is a part of the skeletal system, while the
reproductive system. ​SKULL ​
rest are parts of the endocrine system.
INTESTINE
The intestine is a part of the digestive system, while the rest are parts of the male
 reproductive system.
The students have studied in the past that cells make up a tissue, tissues make up an
organ, and organs make up a system. Now, they will first try to understand the organ
system before going to the cellular level to know how the individual cells of the nervous
system work.

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COPY
166
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The Nervous System

The Structure of the Nervous System
Activity 1
Break It Down!
In this activity, students will be able to identify the components of the nervous ​Answers
 E​
D​ system ​in the ​ by ​Activity:

P​ E​ D ​ C​
filling ​ in ​ the missing ​ parts ​ of the

O​ P​ Y
graphic ​ organizer. ​

167
Teaching Tips:
• Before the students perform the activity, you may show pictures of the ​different parts

of the nervous system.

• Three-dimensional models of the nervous system may also be shown to ​the class so

that the students can have a more realistic visualization.

 • You may choose to use the provided template for the graphic organizer or • • •

Answers Q1. Q2. ​The ​All ​allow It

​ ​animated For
​ ​model recyclables, Let
​ ​identify The
​ for

​ ill the the the a Central ​to ​the more

connects information corresponding well. ​Nerve w ​

also other entire ​of Guide

​ ​each students
​ ​D​ students the
​ ​visual Cell
​ ​the through
​

be engaging Nervous parts ​food, nervous

​ ​part. central
​ ​Questions: ​nervous functions,
​

E​
useful ​ exploration use
​ of ​or to the
​ the ​anything. nervous
​ System ​map system
​

P​ E​
different activity, ​ to nerves. ​system nervous
​ and search ​the of ​ (CNS)

while the system ​concepts you

​ ​the colors
​ ​or system
​ other for ​nervous may
​ the
D​
the serves
​ web to to Peripheral body ​on let
​ ​brain the
​ indicate will ​their

C​
resources ​system. the
​ as organs not systems ​ the ​using students
​ ​own. be
​

O​
different Nervous main and able ​ clay, will
​ of processing limbs create to
 P​
videos be structures ​paper System
​ carry ​ affected by their showing out relaying

Y
mache, ​

center (PNS)
their own and as
Teaching Tips:
• Let the students study Figure 1 and look at the different parts of the nerve cell or
neuron. Explain to them that there are billions of neurons in the body. Let them
distinguish the parts such as dendrites, cell body, and axon. Note that the axon shown
in the figure is covered by glial cells, which are the most abundant cell types in the
central nervous system.
168
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D​ When ron. because like is to • a Point receive nucleus, teaching You hand
 E​
Simply below. they out can and and perform hold ​ to cell use about arm,

P​
transmit the out membrane the ​ students so basic the your simplest that signal.

E​ D​
nervous ​ arm cellular the that and and model ​ students other
 C​
neurons system, functions spread to organelles; can ​ illustrate your it are and

O​
is understand essential similar fingers have ​ a but neuron the to as their

P​ Y
to other same shown its go primary structure using ​

over types components, in only the the function of better. figure neu- cells
your
Your hand represents the “cell body” (also called “soma”); your fingers represent
“dendrites”, bringing information to the cell body, your arm represents the “axon”, taking
information away from the cell body.
• For enrichment activity, you may also ask the students to create their own nerve cell
models out of different materials, such as beads, strings, or clay. Let them label the
structures of the model they made and use it to remember the parts and function of a
neuron.
169
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Control of Body Processes through the Nervous System

The Nerve Impulse
Teaching Tips:
• Explain to the students that neurons have the special ability to carry sig- nals or
impulses. Tell the students that their thoughts, emotions, learn- ing, and many body
functions are controlled by nerve impulses carried
• • • • by Make You click of Let Explain connecting chain transported Another simple a
one that of ten the awhich. Remind neuron connections dots, developmental how the
the the “neurons” dots may each side each the the paper. of neurons. a exercise

D​ students that how suggested on the also nerve chemical paper of students

neuron switch neuron through the the is with each Ask students show have

E​
represented impulse would paper. other to understand in other activity, the

P​
makes imagine neuron reactions, show the to or been illustration the ​ students
 the side. be to row that neurons. Let travels axon connections an really how instruct

E​
class connected, receives ​ that on these As the by effector that and the and

D​
neurons to during you along an dirty. you a given Let connect nerve ​ the

dots dot dendrites transmitted actual off. have can an them cell a students and with may
This discussion represent exercise impulse neuron. connect impulses see board a such

C​
each it know the board will actually ​ gets receive from to 10 give to as of dot
 O​
and that with the is very with neurons, draw dots have light is Figure a ​ on the

make quite doing muscle. next passes if an other a complicated bulbs one on they

P​
students a ten row impulse domino 6, neuron. the ​ simple. thousands the side

and (10) neurons. finish of only and it Through other switches. on following

Y​
assume with dots ​ an quickly

four that effect. all to Each after idea

side the
the
the As on
of
of is a
Figure 3. ​“Connect the Dots” exercise, showing the complexity of
neuron connections.
170
• For fast learners, you may show pictures, animated videos, and interactive web
applications depicting Action Potential Depolar- ization as enrichment for the concept of
nerve impulse being an electrochemical charge.
Suggested web links for Action Potential Depolarization are:
1. http://brainu.org/files/movies/action_potential_cartoon.swf
understand the by detect As that when greater skills survival testing 2. 3. 4. 5. they
nervous there can seeing https://www.youtube.com/watch?v=ifD1YG07fB8
https://www.youtube.com/watch?v=U0NpTdge3aw
https://www.youtube.com/watch?v=7EyhsOewnH4
https://www.youtube.com/watch?v=-6t_n6kTj1A

The the ​D​ self-awareness, and do improve are their stimuli next Activity more

E​
success system. and ​ different visual activity listening in of their 2 the

P​
the in and Students and skills visual life.
 E​
environment strategy concepts that are record ​ auditory and and the required.

D​
build development, strategies ​ their students auditory on senses. and upon

C​
the reaction Nevertheless, make control reaction ​ involved will what Tell and
 O​
perform times, the them of they ​ times ongoing corresponding body in they to

P​
have they reacting will ​ use and processes will will practice already enable their

Y​
ultimately, also ​ to quickly something senses response. learn of them

through learned
these learn
their that to to
171
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Activity 2
How Fast Is Your Reaction? ​Teaching Tips:
• One way of motivating the students is by actually getting a quick reac- tion from the
class and then discussing it. For example, you can throw a small object such as a candy
or a ball into a group of students, catch- ing them off-guard, drop a book, or make a loud
noise. Lead a general discussion of reaction time by asking students how they usually
react to ​Answers Q3. Q4. Q5​. ​Q6. ​• • • The The Answers Answers different Get grate

the use After them of practicing math Give action mines ations, ​and message
​ ruler the

to ​activity students the ​death. the

​ practical realize problems, the ​Guide ​concept who

time, will will like ​D​ was formula situations. students concept helped depend

E​
depend that wins when travels caught the the ​Questions: ​to ​ examples of think

they typing, t value interval and = you driving of have long on on from ​√​(2d/g) faster

P​
“Free will ​ critically who whether whether learn of term performed reading one
 E​
perform. between practice, a of loses. with Fall” ​ car, and knowing memory.

D​
neuron what the the eyes as music, it master?” Even For ​ can which

stimulation person person the what draws open.

to one’s more Ask mean activity more another and they may is is objects (Examples

C​
them, ​ various advanced reaction left-handed left-handed importantly, the have
 O​
also about and until difference “What toward be reaction, ​ learned sports it

P​
reaction time. discussed may reaches classes, or or other in the ​ include

right-handed. right-handed. activities). In in real-life between often time, earth. Grade

Y​
sports, skills the you in ​ deter- terms

brain. make
doing Inte-
may
situ- 9 has
life re- to
Then, the brain’s response is also transmitted by another set of neurons.
Q7. ​First, the eye sees the ruler, then sends a message to the brain. The brain sends a
response through the muscles in the hand. Finally, the muscles contract to allow the
person to catch the ruler.
172
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KEY CONCEPT TO EMPHASIZE:
Neurons have the special ability to carry signals or impulses. A ​nerve impulse ​is an
electrochemical signal moving along an active neuron. The space between neurons is
called ​synapse​. A ​stimulus ​is any factor in the environment that influences behavior. A
response ​is a reaction to a condition or stimulus. To survive, an organism must be able
to respond to a stimulus. ​Reaction time ​is the length of time between application of a
stimulus and detection of a response.
Activity 3
A Nervous Trip
In this activity, the students will be able to explain how the body processes are
controlled through the nervous system
Teaching Tips:
• Since this is a kinesthetic activity, the class needs more space to work with their team,
so it is advisable to move the chairs a little to allow the members to move freely.
Another option is to make the two teams line up at each side of the classroom.
• You may decide to do the activity simultaneously for all groups or one after another,
with the aid of a timer or stopwatch.
• You may creatively think of different situations that you may write down on the card to
show different stimuli.
Suggested ideas to be written on the card are:
1. Touching a hot stove
2. Smelling spoiled food
3. Stepping on a thumb tack
4. Hearing a loud bang
• Refer to the following illustration to see how you will position the students in the game.
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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Figure 7​. ​The game setup showing the relay course from start to end
• When giving instructions to the students, it is important to note that the organ that will
be receiving the stimuli may or may not be the same organ to make the response from
the brain to the motor neurons. Point out that it could be another part of the body or a
muscle that will carry out the action. Explain the difference between the ​receptor ​and
the ​effector​.
• You may ask the students how anesthesia enables loss of sensation to avoid the
feeling of pain. Explain that anesthesia disrupts the nerve im- pulse transmission in
sensory ​neurons,​ leading to a temporary numbness or ​loss of sensation.
• The suggested enrichment activities in the learners’ module may or may not be given
to the students, depending on their level of mastery. These enrichment activities may
also be given to the students as project or cul- minating task.
Suggested Enrichment Activities:
• During the first three years, a child’s brain triples in weight and establishes about
1,000 trillion nerve connections. Thus, the child’s experiences dur- ing the first three
years of life are crucial to ​brain development. ​Gather and write down information about
the different ways of stimulating brain development in children.
* Suggested web references for the enrichment activity:
1. http://www.kidsgrowth.com/resources/articledetail.cfm?id=259
2. http://www.my-newborn-baby-care.com/infant-brain-development.
html
3. http://www.zerotothree.org/child-development/brain-development/

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KEY CONCEPT TO EMPHASIZE:
When a receptor such an organ perceives a stimulus, the impulse is sent to the brain by the
sensory neurons, ​transmitting information from one nerve cell to another. As the message
reaches the brain, it processes the information and commands an effector such as a muscle or
an organ to respond. The message coming from the brain is sent through the ​motor neurons.
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
• Design a flyer that will disseminate information about the different diseases affecting
the human nervous system.
* ​In assessing the informational flyers created by the learners, it would be helpful
to create a rubric to be shown to the class as a guide in doing the activity
Answers to Guide Questions:
Q8. The brain receives the information through the ​sensory neurons ​that
transmit the message from one neuron to another.
Q9. Q10. Q11. Q12. Q13. Q14. The Any Answers The As Information National while

D​
transmit information processes neurons parts, of Rabies and transmit ​ public

E​
soon sensory damage message come the since Prevention the ​ as Mental to

the may health motor up the the the travels is messages impulse. message neurons in

P​
with vary sent from information ​ the brain organ, care neurons Health a

E​
depending by in and nervous the response programs receives The the ​ transmit
the from gland brain are Program, Control transmit nervous sensory sense and not one

D​
system is or on impulses the to properly sends relayed that Program,

muscle.
neuron organ be the Epilepsy impulses system information, neurons deal affects sent

C​
students’ ​ a by receives response transmitted to from with through and through

O​
the another Camp, from the to ​ the the the many motor locality. it function the

the processes receptor nervous the brain. through Universal the going throughout
P​
message, brain others. neurons neurons. neurons Some of The to system to to

Y​
the other ​ the the Health the the brain that examples motor and that the

effector. message
body effector. brain
are
then
body. the
Care,
After learning about the structure and funtions of the nervous system, students are now
ready to learn that there is another system that controls and regulates body processes.
Emphasize to the students that the endocrine system is in control of the body
mechanisms that slowly take place, unlike the nervous system that controls rapid body
processes. The given table lists all the major glands with their functions, locations, and
the hormones they release.
175
The Endocrine System
Endocrine Glands and Their Hormones
Hormones ​
Gland Functions Location ​ Released
Pituitary
Oxytocin,
Thyroid

E​
D​ controls metabolism stimulates storage regulates ​ other the bones of

P​ E​
glands growth and calcium functions body causes ​ and in

D​ C​
of ​ at the the brain base ​ of
 O​
Adrenocorticotropic Hormone Growth Hormone, Hormone Vasopressin,

P​
Stimulating Luteinizing Prolactin, ​ Hormone, (ACTH),

Follicle

Y
(FSH) ​

176
Thyroxin, Calcitonin
below the voice box ​
Parathyroid
controls the calcium levels in your body and normalizes bone growth
in the neck Parathyromone
Thymus
enables the body to produce certain antibodies
in front of the
Thymosin
heart ​
Adrenal
prepares the body for action, and controls the heart rate and breathing in times of
emergency
Adrenaline
at the top of the kidneys ​
regulates blood sugar
Pancreas ​
levels
between the
Insulin, Glucagon
kidneys ​
Reproductive ​- ​Testes
(Males)
- ​Ovaries
(Females)
control maturation and male characteristics
influence female traits and support reproductive function
lower abdomen
lower abdomen
Androgen, Testosterone
Estrogen, Progesterone
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Activity 4
Who’s in Control?
In this activity, the learners will identify some of the major endocrine glands in the
human body and their functions. Let them study each picture that shows the role of a
particular gland in the endocrine system, write down the name of the endocrine gland,
and explain its effect according to its function.
Answers ​1. 2. 3. 4. 5. ​Ovaries ​Secrete ​Adrenal ​Produces ​Pituitary ​Produces ​Thymus
 E​
Secretes ​Pancreas ​Secretes ​D​ in the ​ more ​Gland Gland ​thymosin

insulin ​Gland Activity:

P​
adrenaline growth ​ progesterone that hormones

E​ D​
to ​ regulates to stimulate activate ​ and blood production short-term
 C​ O​
estrogen ​ sugar to of stress ​ levels

P​ Y
promote T- cells response ​ against pregnancy ​

infection
177
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
KEY CONCEPT TO EMPHASIZE:
The endocrine system consists of glands that secrete chemicals called hormones that control
various body processes. This control system usually brings about slow changes in the body
because hormones move through the circulatory system more slowly than the nerve impulses.
The major glands in the body are the pituitary, thyroid, parathyroid, thymus, adrenal, pancreas,
ovaries and testes.
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.
Answers to Guide Questions:
Q15. The pituitary gland controls the output of other glands in the body.
Q16. The thyroid gland is located below the voice box and regulates body metabolism
by producing calcitonin that reduces blood calcium level; while parathyroid gland is
located on the thyroid glands and produces parathormone that increases blood calcium
levels and normalizes bone growth.
Q17. The person’s pancreas is possibly involved when blood sugar level
becomes unstable.
Q18. The thymus gland enables the body to produce T- cells that help in
fighting infections and diseases.
Q19. A person born without a thymus gland will not develop an adaptive
immune system and may eventually die.
Q20. The adrenal gland produces adrenaline that enables the body to have
the energy in doing spontaneous work during emergency situations.
Q21. Because the diabetic person’s pancreas does not produce enough
insulin for the body, insulin injections must be administered to the body to regulate
blood sugar levels.
Q22. During menopause there is a significant change of hormone levels
produced by the ovaries which eventually stops the menstrual cycle.
Q23. Birth control pills contain hormones that control the functioning of the ovaries and
the uterus. Most pills have the combination of the hormones estrogen and progesterone
to prevent ovulation (the release of an egg during the monthly cycle).
Q24. Oxytocin and prolactin enable milk production that provides the required
nourishment for the baby.

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Activity 5
What Went Wrong?
This activity will get the students familiarized with the different disorders in the
endocrine system due to hormonal imbalance and the hormones responsible. After
doing the activity, they will be able to explain the effect of a particular hormone in the
body, if not properly regulated.

Answers Answers ​Q25. Q26​. ​Q27. 1. 2. 3. ​ D​ A ​Dwarfism ​The growth gland

abnormality ​in to Dwarfism ​There gland, ​Gigantism

E​
There gland ​Goiter ​There much person ​the Guide ​thyroid ​ will causing or

Activity: ​is is is hormones. thus with too an an too have may ​Questions:

P​
gland in resulting excessive abnormal little little excessive thyroid arise too a
 E​
condition ​ of secretion amount much the if to secretion. the enlargement

D​
secretion secretion stunted ​ person growth of pituitary called of secreted

C​
growth is growth. to of ​gigantism​. of ​ inflamed gland the growth of growth
 O​
hormones hormone. the person. ​ is thyroid hormones not hormones as there

P​ Y​
producing ​ by gland the is by by ​ an pituitary due the the enough

underlying to pituitary
pituitary too
Q28. The gland cannot make enough thyroid hormone if it does not have
enough iodine in the blood, so taking iodized salt is helpful.
Q29. Answers may vary.
179
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The Reproductive System

The Male Reproductive System
Let the students be familiar with the functions of each part using the table:
Part Function ​Testis Produces sperm cells Scrotum Sac that holds the testis
Penis Deposits sperm cells into the vagina during mating Vas deferens
Passage of sperm cells from testes to urethra ​
(Tube) ​ Urethra Passage of sperm cells
and urine out of the body Glands a. seminal vesicle
b. prostate gland
c. bulbourethral
gland
 (Cowper’s gland) Let the students Ovary ​Part ​ D​ study ​The ​Provide ​- - -

E​
components charged Secretes Secretes Secretes each neutralizes ​Female

P​ E​
Produces ​ liquid part as a a a and ​Reproductive ​ in fluid slightly thick

D​
part the of egg which its the any of that and cells corresponding ​ the

alkaline semen sperm trace makes clear semen

 C​
Function ​of mucus can ​System ​ milky up acidic most swim

O​ P​
function: fluid that ​ urine of that lubricates the in ​ is the dis

Y
urethra ​

and
Serves as passageway of eggs from the ovary to ​
Oviduct ​ the uterus; site of egg
fertilization
Site of egg implantation; serves as the place where Uterus
fertilized egg develops
Vagina Receives the penis of male during mating
180
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 The Role of Hormones in Male and Female Reproductive
System
KEY CONCEPT TO EMPHASIZE:
Hormones play an important role in both male and female reproductive systems. The
pituitary gland controls the functions of both the testes and the ovaries. These
hormones keep the reproductive ​The Activity ​involved ​Teaching ​• • ​system
Menstrual ​Processes Feedback ​In You for sure For photocopy or download

representation. ​D​ in this redraw this ​6 ​procedure may regulating that ​Tips:

E​
properly ​activity, learning ​ want both the pictures Figure ​Cycle ​figure

P​
Mechanisms ​groups the ​in ​to number processes ​functioning. ​activity.
 E​
separate 14 ​the l​ earners from in ​ showing ​Mark ​receive bond three

D​
Female ​the However, in students ​ will ​My ​internet paper the in the

different describe the ​Calendar! ​female ​Involved s​ ame if to ​Reproductive

C​
learners’ into you for ​ be episodes a reproductive information. the groups
 O​
decide cut clearer ​ feedback out module, ​in t​ o of later in and ​Regulating

P​
separate females ​ the system. on. you more mechanisms menstrual ​System

Y​
You ​ may and accurate them, may simply males

cycle make
also
• Be aware that there might be cultural sensitivities regarding this activity for individual
learners, so you have to be cautious in facilitating the discussion.
• You may use an overhead or LCD projector in explaining the menstrual cycle to the
class before the activity proper.
181
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• As a developmental activity, you may start by correcting myths and misconceptions
about menstruation. A checklist of statements to be answered with ​fact o ​ r ​myth m
​ ay be
given to the students to check their prior understanding on the topic to be discussed.
Answers to Guide Questions:
Q30. Q31. Q32. Q33. Q34. natural of prevent The After The It greatly ovary. mature
uterus the and Ovulation sexual is thickened young important continues average

fertilization, Uterus changes continues unwanted among egg ​ D​ reproduction.

E​
egg takes is length thickens uterus to then to women in ​ that study place

P​
pregnancy grow the to pregnancy. released thicken. of occur ovary break ​ The

to inside (ranging the a and prepare menstrual menstrual information in begins off
 E​
takes the by If the the and no the from egg womb. for ovary fertilization to

D​
place. leave ovary. cycle the mature. 21 enters cycle is and to attachment

C​
the also The is 35 to ​ 28 the vagina the Estrogen useful of egg days). be days.
 O​
uterus egg uterus. able attaches ​ as of in occurs, However, to fertilized is

P​
family menstruation. as secreted understand Meanwhile ​ essential to the

Y​
planning the egg. it ​ cells uterus by varies The

part the
the
the of
to
182
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Nervous System Working Together with Endocrine System to

Maintain Homeostasis
Answers to Guide Questions:

Q35. Failure in homeostasis can be potentially dangerous to a person as it ​may lead to

various diseases and even death. Q36.

​ Glucagon is released in response to low blood

glucose level due to ​skipped lunch, thus increasing blood sugar into normal level. Q37.
​
Q38. Q39. The Insulin ​to temperature the nervous,
​ The ​Breastfeeding

Pregnancy Copulation ​ D​ eating body nervous

​ following ​The baby as the Correct

required birth levels also rise and to help As their endocrine reproduction. ​is

E​
sweets, down. endocrine,
​ ​contract ​released ​prolactin ​the sucking at abdominal

brain act detach of through corresponding ​and ​and ​of of

​ the brain ​are ​the on

P​
balance these ​the throughout
​ ​ hild ​endocrine ​onset system the ​thus
commands C

the baby. ​some ​of and the ​in ​processes ​internal breastfeeding.
​ ​and ​the hormones, nervous
 E​
response ​ womb muscles. placenta ​decreasing oxytocin
​ ​Birth

of Until of ​examples ​infant ​reproductive ​then labor, sex pregnancy biological ​organs

D​
systems ​the in the system, physical at produce order When which ​to ​are

hormones mother’s mood causing mother’s the ​an ​In ​blood of

​ ​such needed.
​ order breast to

C​
work increase the ​is ​ specifically the functions. swings ​systems: ​stimulation, with

reduce secretions delivered ​as regular

​ ​sugar body
​ ​coordinated ​baby body to ​together
 O​
progesterone ​of levels ​by The
​ ​ produce can the ​in ​to ​producing is
​ the ​into has
​

contractions secretion the ​blood ​be born, shortly be mother. The steadily the that risk

P​
​ ​adapted ​
normal to nurturing brain. very milk, ​functions ​sex ​lower ​sex oxytocin of

glucose ​are afterwards. and common ​sweat bleeding

​ is organs hormones ​Oxytocin ​rising

Y​
level. glands
​ necessary stimulated ​the ​to of towards ​estrogen ​the the

continues ​of level ​to until

​ perform as ​the ​cool and
​ higher in womb levels such
they ​due ​the
the
the for by
to is
Menstrual Cycle
Follicle-Stimulating Hormone (FSH) stimulates the ovaries to release estrogen. High levels
of estrogen then prevent the further production of FSH. Estrogen also stimulates the release
of Luteinizing Hormone (LH) from the pituitary gland, which in turn controls the production of
progesterone. High levels of progesterone then inhibit the further release of LH.
183
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Performance Task: Video Making ​Topic: Family Planning

Note to the Teacher: ​You may create your own rubric or scoring guide for this
performance task or use the suggested rubric that is given below.
Suggested Rubric to be used in rating:
CATEGORY 4 3 2 1
Presentation

D​ The video communicates some of the important ideas, and is slightly persuasive

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The video does not sufficiently communicate any idea that can persuade the audience
Creativity and Originality
The video clearly communicates the main idea, and is strongly persuasive
The video indirectly communicates the idea, and is hardly persuasive
All the wordings and melody reflect an exceptional degree of students’ ingenuity in their
creation.
Most of the wordings and melody used in the jingle reflect students’ ingenuity in their creation.
The wordings and melody were made by the student but were copied from the ideas of others.
The wordings and melody were not made by the student.
 Accuracy and Relevance of the Content
Most of the contents of the video are accurate and related to the topic.
Some contents in the video are accurate and related to the topic.
The contents of the video are neither accurate nor related to the topic.
Required Elements ​(persuasiveness, musicality, language, etc.)
The contents of the video are accurate and related to the topic.
The campaign advertising includes all required elements as well as additional details.
All required elements are included.
Few required elements are included.
Required elements are missing.
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Summary
• The nervous system is composed of cells, tissues, and organs that regulate the body’s
responses to internal and external stimuli. Each component of the nervous system has
a specific role to do as an important part of a team.
• The nervous system has two main divisions, which are the Central Nervous System
(CNS) and the Peripheral Nervous System (PNS).
• • • • • • The for ​brain​, The extend the The have Neurons is neurons may changes.
organism of When to cell and message The the an time the ​Somatic ​to basic ​Central

commands ​Endocrine ​induce ​dendrites ​ D​ electrochemical ​Peripheral ​brain

another. a and outside between entire receptor is have A coming must unit the called by

E​
response ​ Nervous Nervous ​a nervous of the the As ​spinal ​the be nerve and

an the application ​System ​such from the ​synapse​. special ​sensory ​able brain
P​
Nervous ​effector nervous ​axons ​message ​cord​.

E​
gradient ​System ​is impulse ​System ​the as system. to and a ​ ability consists

respond an brain reaction ​neurons​, that A of such system spinal organ ​stimulus

D​
System ​a ​(CNS) ​reaches moving and that It to ​ aid is stimulus has as carry

sent to of cord. to perceives the in is initiates a a transmitting serves ​glands ​a two

transmitting the stimulus. muscle along through the signals ​Autonomic ​is condition
 C​
(PNS) ​It and ​ nerve any main has brain, as physiological a detection a that

O​
factor or two or neuron. the stimulus, the cell, ​ components, ​Reaction

contains it impulses. information or an the processes secrete main ​motor ​main

P​
Nervous ​called stimulus. in organ message. the of ​ The divisions, “processing

the a ​neurons​. ​time neuron​. all chemicals environment A and response. to space
 Y​
nerve ​impulse from the ​System​. To ​ which respond. nerves is behavioural

information survive, one the which Neurons ​impulse ​between are center”
is length
called nerve sent
The that
that are the
an
hormones ​which control various body processes. This control system usually brings
about slow changes in the body because chemical agents move more slowly than nerve
impulses. The major glands in the body are the pituitary, thyroid, parathyroid, thymus,
adrenal, pancreas, ovaries and testes.
185
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
• Hormones affect various processes in the body as they regulate and balance the
functioning of organs, tissues, and cells. Hormones greatly influence growth,
appearance, emotions, and reproductive functions. It plays an essential role in the
prevalence of disorders such as diabetes, thyroid disease, growth and/or sexual
dysfunction. Hormones act in very small amounts. An increase or decrease in the said
amount may result in a body disorder due to hormonal imbalance.
• The ​Reproductive System ​is a collection of organs in an organism that
• • • • function the gland. fallopian Hormones systems. ovaries. Hormones pituitary A
substance affects hormone ​Homeostasis ​equilibrium bodily ​feedback ​penis, functions
the The These gland together tubes The may the production secreted influences with

play ​ D​ female ​mechanism ​pituitary inhibit control is testicles, and hormones

 E​
every by an the for the ​ ovaries.

by important reproductive sexual the state other the of the gland endocrine the the

P​
hormones production ​ menstrual keep level reached is ovaries part.

E​
reproduction. epididymis, controls the role the of ​ This and process organs
 D
another reproductive in and when of in cycle. the is the nervous another ​

both attained a the functions menstrual each The small are through substance. vas

C​
male systems. male hormone. the part gland system ​ through deferens, of and

O​
vagina, cycle. reproductive which of both in the ​ A female properly the the
 P​
negative the High body the and regulation uterus brain testes ​ level levels

reproductive the functioning. functions organs called feedback prostate (womb), and

Y
of of of one one are
the
the
the in
186
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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 - electronic or mechanical
including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Answers to Summative Assessment:

I. ​(Understanding)
1. Like the CPU, the CNS serves as the main processing center of the sys-
tem. The main function of the CNS like the CPU is to process and inte- grate of
information.
2. During puberty, there are significant hormonal activities occuring in the ado- lescent’s
body that cause observable physical and emotional changes.
3. The nervous system uses nerve impulses while the endocrine system
uses hormones that normally enter the circulatory system to communicate messages.
4. It is important to maintain homeostasis in the body to ensure balance and
proper bodily functions in order to survive.
II. ​(Knowledge)
1. d. 2. g. 3. e. 4. c. 5. b. 6. a. 7. f. 8. h.
III. ​(Process)
• ​• • • • • •

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Glossary
Axon ​the part of the neuron that transmits impulses away from
the cell body
Dendrite ​the branch-like structure of the neuron that extends from the cell body to
receive the impulse
Embryo ​an organism in its early stages of development, ​Endocrine Egg Cell
Fertilization Homeostasis Hormone Impulse Neuron Semen Gland
D​ especially form an directly also a to the equilibrium a and an the cell, nervous

E​
the from bulbourethral ​ process chemical produce organ electrochemical ability

P​
basic ejaculated regulates that called the ​ into system seminal transmits that

E​
unit or that before ovum substance by an the tendency ​ gland produces of the

regulating fluid occurs embryo bloodstream the vesicle, (plural: it activity messages has
 D​
signal containing ​ nervous when produced of reached chemical ova); an its

C​
prostate of moving processes the certain organism system, ​ to sperms the

O​
sperm and a in secretions along distinctively gland, female the cells ​ from also

to and body and a maintain or and gamete

 P​
the neuron called secretions egg organs ​ that poured

central visible
combine
controls
nerve

Y
internal ​

Sperm ​shorter term for spermatozoon (plural: spermatozoa); the

male gamete
Stimulus ​any factor in the environment that influences the behavior
of an organism
Synapse ​the space between neurons where electrochemical
signals pass
188
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

References and Links

Printed Materials:
Rabago, L., et. al., (2010). ​Functional Biology - Modular Approach​. 2nd ed.
Philippines: Vibal Publishing House, Inc
 D​
Strauss, ​Electronic ​(DepEd Pearson BEAM: EASE, EASE, APEX ​ Materials)

E​ P​
E; ​Sources: ​Lisowski, Biology Module Module ​ Biology Education ​ M.

E​
– 9: 13: – Unit Organ (2003). Life Reproductive Asia ​ IV, Support The System

D​
Pte ​Biology: ​ ​ ndocrine Systems
Ltd.. Organ Systems – Systems ​The E
 C​ O​ P​ Y
Web ​ ​ nd ​Life​. Nervous ​
of a 2nd ed. ​

Systems
Philippines:
189
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical
including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
(Online Resources)
ADAM Inc. (2013). Central Nervous System. Retrieved July 5, 2014 from:
http://www.nlm.nih.gov/medlineplus/ency/article/002311.htm
Alzeimer’s Association (2011). Three Main Parts of the Brain. Retrieved July
4, 2014 from:https://www.alz.org/braintour/3_main_parts.asp
Encyclopedia KG from: MCB Missouri National Public Tamarkin, University Investments
Berkely http://www.kidsgrowth.com/resources/articledetail.cfm?id=259 2014
homeostasis
from:http://mcb.berkeley.edu/courses/mcb135e/central.html
Retrieved neuroscience/02_structure_and_pharmacology.pdf
http://www.zerotothree.org/child-development/brain-development/
Library 2014 pbio.0020115
http://faculty.stcc.edu/AandP/AP/AP1pages/nervssys/unit10/division. htm
http://teachhealthk-12.uthscsa.edu/ asp Center University Dawn of from: from: Texas

(2014). Britannica ​ D​ of for (2014). Science (2011). July

http://global.britannica.com/EBchecked/topic/270188/
 E​
http://www.plosbiology.org/article/info:doi/10.1371/ of (2012). Infants ​ The 5,

P​
Science 2014 The Stimulation Inc. (2004). Central (2014). Health ​ Nervous

E​
(2014). from: and A ​ Nervous Science. Zero Technology Window
 D​
http://web.mst.edu/~rhall/ Crucial Homeostasis. System. to ​ Three.

curriculum/ System. Retrieved into to Devt. Retrieved (n.d.). the Retrieved

C​
Retrieved Retrieved Brain. Retrieved Neuroscience.

O​
July brain/brain01e-Wires. ​ July Retrieved 3, July 2014 July 4, July July 2014
 P​
5, 5, 4, from: 2014 3, July journal. 2014

2014

Y
from: ​

from:
4,
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Unit 3

Suggested time allotment: 8 hours ​MODULE​

2
Heredity: Inheritance and Variation
Content Standard ​The learners demonstrate understanding of...
• the information stored in DNA as being • how changes in DNA molecule may cause •
mutations that occur in sex cells as being ​Overview
does problems and Mendelian DNA their ​understanding takes it changes is

polygenes; DNA ​transposed ​and not In In ​place, ​ D​ Grade make ​in ​Grade

E​
conform influence related patterns. ​the ​ how ​models 9, and ​of structure ​10,

P​
into ​learners to ​the ​to ​RNA ​their ​ identify Learners incomplete the learners

structure proteins, ​of characteristics.

 E​
is ​DNA Mendelian ​ and ​were ​made ​the were molecule. ​function will ​law able

D​
dominance, ​of and using ​also ​the ​that ​work ​to patterns ​explain ​identify

C​
DNA, ​able was ​of ​They ​the ​ on a ​used inherited
O​ P​ Y
changes to make ​ in proteins its ​

product
characters whose inheritance of inheritance, solve genetic codominance, multiple
alleles not strictly followed in the non- to describe the structure of the also learned that
the genes in
activities to assess their explain how DNA replication information from DNA, how
how mutations may cause protein.
In this module, learners are expected to:
1. Explain how a protein is made using information from DNA. a. Identify the role of
DNA and RNA in protein synthesis b. Relate DNA replication to its complementary
structure. c. Trace the process of replication, transcription and translation. d. Describe
the steps in protein synthesis.
191
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
2. Explain how mutations may cause changes in the structure and
function of a protein. a. Compare the different types of mutations and their possible
results.
The key questions will be used by the teacher as a guide in planning the lessons that
are included in the Learners’ Material.
Key questions for this module:
The pre-assessment questions will allow the teacher to discover what is already known
in a specific topic. The information gained in pre-assessment will be used to make
instructional decision about learners’ strength and needs and determining which
learners are ready for advance instructions.
Answers to Pre-assessment:
1. T T G G G A C T C A G A
2. C G U U C A U G G A C U
3.
Answer

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Arginine Serine Tyrptophan Threonine
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4. ​Any change in the sequence of nitrogenous bases in the DNA, and any mistake in the
transcription of genetic information from DNA to RNA or pairing of the codon and
anticodon, can cause changes in the kind, sequence, and number of amino acids of
proteins synthesized by cells. These changes are called mutation.
Suggestion to the Teacher: Try out all activities (Activities ​Activity ​learners’

​ his 1. 2. 3. ​
expected ​Teaching T D​ 1 to ​understanding to Establish the visual

alike Ask separate The and Tell molecule ​1 ​activity ​6) ​Getting ​compare ​Tips:
 E​
one ​ visual ___. teacher ​before ​learners or ahead different. group sets and the

P​
is ​ of ​to ​the ​you ​can an the of motivation of the ​Know ​to of of structures time).

E​
RNA initial ​start ​learners use DNA think the nucleotides ​the ​the and DNA ​with
D​
Help molecule​. ​assessment about for DNA to ​DNA ​of DNA ​the ​and the

put the the of working and ​lesson.

C​
nucleotides ​and ​together lesson. ​ RNA students DNA the (The RNA activity

O​
RNA ​RNA and structures. teacher ​ on Direct the nucleotides see RNA
 P​
molecule, ​Structures ​a [six(6) nucleotides that puzzle. the learners’ ​ should

Y​
molecule. will The pieces “pieces” as ​ on measure Prepare learners prepare

attention if of pages each fitting the that DNA set]. ___ this
two are
are the
the to
pieces in a puzzle.
4. Ask learners to show their output.
5. Ask leading questions to the activity.
• How is DNA different from RNA?
• What nitrogen bases are found in DNA and RNA?
193
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6. Ask the learners to work on Activity 1 individually.
7. Remind learners to answer the guide questions.
Point out the location of DNA and RNA in prokaryotic and eukaryotic cells.
Based on the structure of the nucleus, cells may be one of two types: prokaryotic or
eukaryotic. The main difference is that the prokaryotic cell lacks a nuclear membrane.
Its genetic materials, which is a long circular DNA, occupies a space in the cell called
nucleoid, a space in the nucleoid. Both the RNA and same compartment.
Meanwhile, the eukaryotic cell, has the means that its nuclear materials are enclosed
order to make proteins, the messenger RNA the nucleus through transcription. The
coded mRNA is translated through protein synthesis Answer to comparison table.
Answers ​Q1. 1. 2. 3. 4. ​Basis ​The Number Location Type Nitrogenous DNA ​of ​a. b.

c. ​Comparison ​of ​to s​ ugar phosphate nitrogenous ​ D​ and sugar of in ​Guide

E​
RNA strand the bases ​ cell ​group, ​are ​base.

P​
Questions​: ​ made ​and
E​ D​
up ​deoxyribose A, nucleus ​of ​DNA ​T, ​three ​ 2 ​C, G

components: namely:
cytoplasm
A, ribose
RNA ​U, ​1
C, G
Q2. DNA and RNA are different in the following:
a. DNA is double stranded while RNA is single-stranded. b. The sugar in DNA is deoxyribose
while that in RNA is ribose. c. The nitrogen bases in DNA are adenine (A), guanine (G), thymine
(T) and cytosine (C). In RNA are adenine, guanine, cytosine and uracil.
Q3. Uracil

C​
protein so genetic (mRNA) using by called ​ a while nuclear transfer are
 O​
information ‘true’ is ​ synthesized it assembled is nucleus, membrane. RNA

P​
DNA ​ carried occupies (tRNA).

Y​
inside which in ​ the

by In
194
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
KEY CONCEPT TO EMPHASIZE:
• A ​DNA ​molecule consists of two strands of nucleotides composed of sugar,
phosphate, and nitrogenous bases that pair through hydrogen bonds. The paired
strands form a twisted- sipper shape called a double helix.
• RNA molecule is single stranded and is composed of nucletides.
• RNA is three major types: mRNA, rRNA and tRNA.
• In DNA, ​adenine ​bodns with ​thymine ​and ​cytosine ​bonds with ​guanine​.
• In RNA, ​adenine ​bonds with ​uracil ​and ​cytosine ​bonds with ​guanine​.
Activity 2
DNA Makes DNA
In this activity, the learners will demonstrate the replication of the DNA molecule and the
specificity of base pairing between nitrogenous bases. They will make a model of a
DNA template to determine the sequence of bases in the new DNA strand.
Teaching Tips:
• Before working on the activity, introduce a reading strategy. Ask the students to study
the diagram and read a paragraph about DNA replication. You may also show a DNA
replication video which you can download from the YouTube.
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

E​ P​
D​ Note: Material The ​ about teacher ​ replication may

E​ D ​
read for ​ from background Biology
CO​
knowledge.

P​ Y
books ​ and Learner’s ​

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A DNA “unzips” to form two strands, as shown in Figure 1. Notice that, as the molecule
unzips, the base pairs separate. Each single strand of DNA then picks up bases present
in the cell’s cytoplasm. In this way, two complete molecules of DNA are created. Notice
that each new DNA molecule has the same order of base pairs as the original. The
copying process is called replication.
Figure 1. Unzipping of DNA Molecule
• After learners have completed the reading activity or viewed the video on replication,
you may check for understanding. Ask the following questions:
1. Why does DNA replicate? ​(To produce a copy of the genetic material that will be
transferred to new cells during mitosis or to new gametes during meiosis.)
2. Which nitrogen bases fit together to make base pairs? ​(Adenine and thymine fit
together, and guanine and cytosine fit together.)
3. When a DNA molecule unzips to form two strands, what is added to each strand?
What is produced? ​(Complementary bases attach to the exposed bases on the
strands so that two complete molecules of DNA are produced.)
4. What is the copying of the DNA called? ​(replication)
5. How is the gene in the DNA coded? ​(It is usually coded by a
particular sequence of base triplet called codons.)
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

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196
6. In what form does a gene carry information? ​(A gene carries information through
the sequence of nitrogenous bases that may code for RNA or amino acids in
proteins.)
• Determine the number of groups in your class for the activity. ​Ideally, about ten (10)
learners or less per group.
• Provide the learners with the patterns of the components of the DNA found on page
___. The other materials should have been assigned a
​ 4. ​Q5. ​The ​DNA daughter ​hydrogen ​hydrogen ​Each ​The day
• • • • • ​Answers Q

Explain be Check able Remind Ask may Lead ​ D​ result ​two able strand ​new
 E​
before the to decide learners ​to c​ hains on strands do ​ bonds the to learners

strand is ​them ​bonds ​Guide t​ he follow correctly ​the ​and the procedure as

P​
groups to of to ​formation ​with activity. are to ​formed ​the answer nucleotides

​ lso “show guanine, Steps

between the to the how ​Questions: a

E​
complementary steps answers from many of ​is ​complementary the ​of ​the ​a ​and
 D​
3​ time the and ​two complement ​to guide groups activity; in and to tell”

C​
Step bases. come to ​DNA ​a the thymine DNA time; questions. something ​ 12.

guide will daughter ​molecules ​make up In molecule see to actually ​of ​with DNA,

O​
questions. each ​ forms ​one ​sure to the about it strands. ​of ​containing other.
 P​
that present). that cytosine expected two are ​ the ​their the the held hydrogen

Y​
original ​The ​ learners learners output. forms together output. the two

strands. ​original
bonds (You
three are will
new
by
with adenine.
Q6. The pairing of the bases produces a long, two-stranded molecule that is often
compare to a zipper. If you look at a zipper, the sides of the zipper represent the sugar
and phosphate units, while the teeth of the zipper represent the pairs of ​nitrogenous
bases ​of the DNA.
197
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Q7. Before a cell can divide by mitosis or meiosis, it must first make a copy of its
chromosomes. The DNA in the chromosomes ​are then copied in a process called DNA
replication.
Q8. The variety of life forms is encoded in the DNA sequences of these organisms.
More variations are alternative forms of genes cross-over and recombine in meiosis.
Production of different gametes containing different sets of these genes and subsequent
fusion with other gametes result to a myriad of variations in the population.
• Assess the learners’ understanding by reviewing the steps of the replication process.
The following events can help the learners understand how DNA copies itself:
Step 1. An enzyme ​called helicase breaks the bond between nitrogenous
bases. The two strands of DNA split.
Step 2. The bases attached to each strand then pair up with the free nucleotides
found in the cytoplasm.
Step 3. The complementary nucleotides are added to each strand by DNA
polymerase to form new strands. Two new DNA molecules​, each with a parent strand
and each with a new strand are formed. The DNA replication is known as
semi-conservative replication, because one of the old strands is conserved in each new
molecule. Figure 2 illustrates the semi-conservative replication of DNA.
Figure 2. ​DNA Replication

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Note: The teacher can read from Biology books and Learners Material about
transcription for background knowledge.
Activity 3
What’s the Message
In this activity, the learners will find out how the information in DNA, which is found in
the nucleus, moves to the ribosome in the cytoplasm. Learners will demonstrate the
process of transcription through the use of paper DNA and mRNA models.
Teaching Tips:
• Introduce the lesson using guided inquiry to activate learners’ prior knowledge.
• Establish the importance of the transcription process in gene expression.
1. What happens during the process of cell cycle? ​(Learners should answer that DNA
is replicated and new cell structures are formed). Emphasize that DNA is already
replicated before “cell division.” In eukaryotes, this process takes place in S
phase of the interphase. The statement maybe applicable to bacterial cell
division.
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.
KEY CONCEPT TO EMPHASIZE:
• DNA ​is made up of nucleotides containing ​sugars​, ​phosphate ​groups, and
nitrogenous bases ​and its shape is double helix. The complementary structure of
DNA’s two strands allow each strand to serve as a template during replication.

D​
• The specificity of base pairing in DNA, ​adenine ​with ​thymine​, ​ and accuracy.

EP​ E​ D ​ C​
cytosine ​ with ​ guanine​, ​ allows ​ DNA
 O​ PY ​
to replicate ​ itself with

199
• Next establish the need for mRNA to carry the genetic code from the nucleus to the
cytoplasm.
1. How are proteins made? ​(Learners should know that proteins
are made by ribosomes). ​2. Where are ribosomes located in the cell? ​(Learners
should
know that ribosomes are located in the cytoplasm). ​3. Where are genes located in
the cell? ​(Learners should know that genes are located on DNA, which is located
in the
• • • • • • Determine about Provide and been Explain be Check able Remind Ask may
able 4. RNA the to decide assigned ten on ​nucleus cells). ​How ​should in sequence.

the proteins). ​D​ do the to learners the them found ​the ​(10 the follow correctly

E​
the ​message ​procedure learners as does learners groups to ​ DNA ​number to

be ​a on answer the to ​of ​day how the ​able ​pages ​The ​“show ​sequence ​Steps
P​
eukaryotic ​steps with before from genetic many ​is ​of or of ​to ​the ​messenger

E​
the less the ​translated ​groups 29 and 6 time ​ and ​understand ​up guide the

D​
groups activity. to patterns code per tell” ​is ​come to 31. to activity. ​ cells ​in

“copied” ​9. group.

time, questions. something The your get will up ​into ​Make ​RNA ​of ​and ​out see other
 C​
that ​actually with class the ​ amino ​of ​leaves ​sure to ​or ​components

cytoplasm the ​the materials about the for it ​transcribed ​that present). that expected

O​
genetic ​ the nucleus? ​acid the ​their the the activity. should ​nucleus ​learners

P​
sequence ​ learners output. of ​in code ​output. ​(Learners ​the ​into bacterial

Ideally,
 Y
have ​

DNA ​found
(You are ​RNA
will ​and in
• Lead learners to the answers to guide questions.
Q9. It resembles the complementary strand that was not used.
200
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Q10. It can be unzipped by RNA polymerase and make corresponding RNA
that maybe translated proteins required by the cell. This is important to keep the
integrity of the DNA as the basis of heredity but at the same time produce the products
that are encoded in the genes.
Q11. RNA brings the information from the DNA, which is in the nucleus, and brings it to
the cytoplasm and serves as a template for protein synthesis.
Q12. • transcription:
• • • The The through eukaryotes, where ribosomes. Assess transcription Step

molecule ​Step sequence Step along the the ​ D​ following messenger nitrogenous
 E​
sequence 1. 2. 3. the the ​ When the As RNA the that of DNA information events

P​
the DNA-dependent the learners’ bases process. polymerase ​ the of will RNA

E​
DNA ​strand mRNA bases bases process be will on ​ carries molecule

transcribed. is and understanding the of moves help on translated the enzyme

 D​
RNA ​of the links the RNA the base-pairing complementary opens, from

C​
DNA ​information strand free learners synthesis binds into the ​ strand ​RNA ​the

by would nucleus proteins and RNA reviewing nucleotides is understand

O​
were of or completed, opens be ​DNA ​the transcription. polymerase to with
 P​
CCG GGC gene ​ the strand. the the the cytoplasm, TTA AAU that the in ​DNA

Y​
the help steps the Hence, pair CAT, process slides GUA.

RNA
In
DNA
of
with of the if the
of
molecule breaks away as the DNA strands rejoin. The RNA leaves the nucleus and
goes to the cytoplasm. Figure 6 shows the transcription process.
201
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Note: The teacher can read from Biology books and Learner’s Material about
transalation for background knowledge.
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Figure 3. ​Transcription
After doing the three (3) activities, the learners should be able to explain the following
concepts:
• DNA directs the production of proteins.
• DNA determines the formation of mRNA.
• The order of bases of mRNA determines the protein synthesized.

D​ KEY ​• • ​• CONCEPT ​The in There and ​mRNA ​to messenger the order ​tRNA​.

E​
ribosomes are carries of three ​TO ​ nucleotides ​EMPHASIZE:

P​ E​
RNA the types found ​ information in a of in process RNA in ​ the DNA that

cytoplasm.

D​
in ​ determines DNA, called help which build ​transcription.
 C​ O​
the proteins: is found order ​ in of ​mRNA, ​the nucleotides

P​
nucleus, ​rRNA

Y
202
Activity 4
Relay the Message
In this activity, the learners will demonstrate the process of translation. Learners will find
out how the message of the mRNA is translated to proteins.
Teaching Tips:
• ​• Introduce ​Establish 1. 2. ​D​ How ​the proteins. information ​What ​of

E​
metabolites). ​the ​biomolecules ​ information ​the do ​Central ​are conceptual

P​ E​
cells ​Through ​ cell ​from ​Dogma. ​use structures ​ needed DNA the

D​
DNA ​including ​relationship ​Refer ​processes ​ is ​to ​to ​used ​made ​to ​make
 C​
Figure ​make lipid, ​between ​to ​ of? ​of ​proteins? ​make ​4.

O​
transcription functional (Proteins carbohydrates, ​ DNA, ​proteins).

P​ Y
(Most ​ mRNA ​molecules and and genes ​

and ​other translation, and ​protein. ​contain called

types other
The Central Dogma of Molecular Biology
Figure 4. ​The Central Dogma on the Flow of Genetic Information
Source: www.accesssexcellence.com
203
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
• Explain ​that a particular gene in the DNA that code for proteins is transcribed into a
single-stranded molecule called messenger RNA (mRNA). The mRNA travels out of the nucleus
into the cytoplasm, where it is translated by the ribosome and transfer RNA (tRNA) molecules
into a peptide sequence. Once the peptide sequence is translated, it folds into a
three-dimensional protein, which acts to work or provide structure to the cell.
• Before starting the activity, determine the number of groups in your class for the
• • • • • • activity. Provide found day Explain follow Check Step Remind Ask decide Lead before
the 9, them on the on as the Ideally, learners the them the pages steps to the the to learners

D​ procedure learners how the to groups activity.

E​
about __, and answer to many answers “show ​ __, are come with from ten of groups

P​
and able the (10) the and ​ the to up time __. guide to the activity, with learners tell”
 E​
patterns will do The to guide ​ questions. the something time it actually other correctly.

D​
make expected questions. per of seeing ​ materials the group present). sure about

C​
components to output. or that it ​ that their should less). the starting output. learners
 O​ P​
have of the with (The been ​ DNA will Step teacher assigned be and

Y​
6 able up RNA

can to
to a
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including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Answers to Guide Questions:

Q13. In tRNA , the nucleotides are adenine, uracil, guanine and cytosine.
The same nitrogenous bases are found in mRNA. The tRNA contains other nitrogenous
bases that are derivatives of the same nucleotides.
Q14. Adenine pairs with uracil and vice-versa.
Q15. Q16. Q17. Q18. Q19. • Assess process. The specific called RNA. In A Transfer

When It Each to is amino ​ D​ codon resembles tRNA released following the the
 E​
The tRNA an nucleotides a acids. amino there stop ​ is RNA learners’ anticodon

P​
tRNA a from molecule events set the codon is brings acid. ​ a carries of job the

E​
sequence understanding in three in because is of ribosome. an the ​ attaches
 D​
translation reached, the only amino mRNA nitrogenous tRNA ​ of the they

three to acid translation amino codon. and by only can bond reviewing in nucleotides

C​
the bases help one the acid These to hollow cytoplasm the type ends the that

O​
in the codon three mRNA learners of the that blocks and steps amino
P​
anticodon nucleotides are of to amino which represent of the the

Y​
complementary understand acid. the ​ messenger ribosomes. acid codes

translation specifies.
are
strand
the for the a
process:
• Step 1. As translation begins, ​mRNA ​binds to a ribosome in which the ribosomal RNA
is found. Then​, tRNA ​molecules, each carrying a specific amino acid, attract the
ribosome. The ​tRNA ​anticodon pairs with the first ​mRNA ​(start) codon AUG, to form the
initiation complex. The two molecules temporarily join together.
205
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