Name:___________________________________________________________Date:__________________________
)
Activity no. 1 (What a Bunch of Grapes!)
Procedure:
1. Hold up the bunch of grapes. Let the bunch of grapes represent the breathing system.
2. Within your group, locate the parts of the breathing system: the main stem as the trachea, the large branching stems as
the bronchi, and all the little stems as the bronchioles. The individual grapes are the airsacs or alveoli.
3. One by one, gently take out some of the grapes to expose more of the branching stems (bronchioles). Observe its
structure.
4. Trace the pathway of oxygen using the “Bunch of Grapes” model. Note that air moves from the nose (nasal cavity) and
mouth (oral cavity) to the trachea, bronchi, bronchioles, and then into the alveoli (air sacs). The air we breathe carries the
gas oxygen. When we breathe, the oxygen goes to the lungs
Part B.Procedure: 1. Refer to the diagram, and check your understanding of the breathing
system by labeling each part and giving its functions in the box corresponding to the part.
Name:___________________________________________________________Date:__________________________
Activity no. 1 (What a Bunch of Grapes!
Procedure:
1. Hold up the bunch of grapes. Let the bunch of grapes represent the breathing system.
2. Within your group, locate the parts of the breathing system: the main stem as the trachea, the large branching stems as
the bronchi, and all the little stems as the bronchioles. The individual grapes are the airsacs or alveoli.
3. One by one, gently take out some of the grapes to expose more of the branching stems (bronchioles). Observe its
structure.
4. Trace the pathway of oxygen using the “Bunch of Grapes” model. Note that air moves from the nose (nasal cavity) and
mouth (oral cavity) to the trachea, bronchi, bronchioles, and then into the alveoli (air sacs). The air we breathe carries the
gas oxygen. When we breathe, the oxygen goes to the lungs
Part B.Procedure: 1. Refer to the diagram, and check your understanding of the breathing
system by labeling each part and giving its functions in the box corresponding to the part.
Guide Questions:
Q1. What does each part of the “Bunch of Grapes” model represent, in relation to the
breathingsystem?
______________________________________________________________________
______________________________________________________________________
Q2. How will you describe the pathway of oxygen in the breathing system?
______________________________________________________________________
Q3. What will happen if one part of the system fails to carry out its function properly?
______________________________________________________________________
Activity 2 : Bottled Balloons
Procedure:
1. Using a pair of scissors, cut the bottom out of the 2-liter plastic bottle.
2. Create two holes that are apart from each other in the cap of the plastic bottle. Make sure
that each hole is just big enough for a straw to fit through.
3. Stick the two straws through the two holes of the bottle cap.
4. Place one balloon on the end of each straw, and secure them with rubber bands, as
shown in the figure below.
Guide Questions:
Q1. What does each part of the “Bunch of Grapes” model represent, in relation to the
breathingsystem?
______________________________________________________________________
______________________________________________________________________
Q2. How will you describe the pathway of oxygen in the breathing system?
______________________________________________________________________
Q3. What will happen if one part of the system fails to carry out its function properly?
______________________________________________________________________
Activity 2 : Bottled Balloons
Procedure:
1. Using a pair of scissors, cut the bottom out of the 2-liter plastic bottle.
2. Create two holes that are apart from each other in the cap of the plastic bottle. Make sure
that each hole is just big enough for a straw to fit through.
3. Stick the two straws through the two holes of the bottle cap.
4. Place one balloon on the end of each straw, and secure them with rubber bands, as
shown in the figure below.
5. Pull the larger balloon down; that is, away from the bottle, in order to blow up the two
small balloons.
6. Push the larger balloon towards the bottle in order to let the air out of the two small
balloons.
7. Write down your observations.
Guide Questions:
Q4. What does each part of the constructed lung model represent?
______________________________________________________________________
______________________________________________________________________
Q5. What happens as you pull down the balloon at the bottom of the model?
______________________________________________________________________
______________________________________________________________________
Q6. What happens as you push up the balloon?
______________________________________________________________________
______________________________________________________________________
Q7. How does the movement of the diaphragm cause the air to go in and out of the lungs?
______________________________________________________________________
______________________________________________________________________
Q8. What might happen if you prick the balloon?
______________________________________________________________________
5. Pull the larger balloon down; that is, away from the bottle, in order to blow up the two
small balloons.
6. Push the larger balloon towards the bottle in order to let the air out of the two small
balloons.
7. Write down your observations.
Guide Questions:
Q4. What does each part of the constructed lung model represent?
______________________________________________________________________
______________________________________________________________________
Q5. What happens as you pull down the balloon at the bottom of the model?
______________________________________________________________________
______________________________________________________________________
Q6. What happens as you push up the balloon?
______________________________________________________________________
______________________________________________________________________
Q7. How does the movement of the diaphragm cause the air to go in and out of the lungs?
______________________________________________________________________
______________________________________________________________________
Q8. What might happen if you prick the balloon?
______________________________________________________________________
Activity no. 3 : RESPIRATORY SYSTEM CROSSWORD PUZZLE
Activity no. 3 : RESPIRATORY SYSTEM CROSSWORD PUZZLE Name:___________________________________________________________Date:__________________________

Activity no. 3 (Let’s Organize)

 Activity no. 3 (Let’s Organize)

Name:___________________________________________________________Date:__________________________
Name:___________________________________________________________Date:________________
 Activity no. 4 The Rhythm of My Heart)
Procedure:
1. Sit quietly for a few minutes before beginning the activity.
2. When you are ready, place your first two fingers either on your neck or on the inside of your wrist and
locate your pulse.
3. Once you find your pulse, start the watch, and for 60 seconds, count the number of beats you feel. That is
your pulse.
4. Try the experiment again, but this time count for only 30 seconds. When you are done, multiply your
count by two. Compare your pulses.
5. Repeat by counting for 15 seconds and multiplying your count by four, then counting for 10 seconds and
multiplying by six, and so on.
6. Once you have determined your resting pulse, go to a place where you can exercise vigorously for at least
one minute. Exercise of this sort might include a fast jog, running stairs, skipping rope, or doing pushups.
When you are done, you should be breathing hard
Guide Questions:
Q1. What was your calculated resting pulse?
___________________________________________________________________
Q2. What was your pulse after exercising?
___________________________________________________________________
Q3. How would you differentiate your heart rates before and after exercising?
___________________________________________________________________
Q4. What is the advantage of timing for a full minute to find your pulse?
___________________________________________________________________
Q5. What is the advantage of timing over a shorter period of time, especially when you have just finished
exercising?
_______________________________________________________________________________________
_________________________________________
Q6. According to statistics, the maximum heart rate should be 220 minus a person's age. How would you
interpret your highest heart rate in relation to that given number?
________________________________________________________________
Name:___________________________________________________________Date:________________
Activity no. 4 The Rhythm of My Heart)
Procedure:
1. Sit quietly for a few minutes before beginning the activity.
2. When you are ready, place your first two fingers either on your neck or on the inside of your wrist and
locate your pulse.
3. Once you find your pulse, start the watch, and for 60 seconds, count the number of beats you feel. That is
your pulse.
4. Try the experiment again, but this time count for only 30 seconds. When you are done, multiply your
count by two. Compare your pulses.
5. Repeat by counting for 15 seconds and multiplying your count by four, then counting for 10 seconds and
multiplying by six, and so on.
6. Once you have determined your resting pulse, go to a place where you can exercise vigorously for at least
one minute. Exercise of this sort might include a fast jog, running stairs, skipping rope, or doing pushups.
When you are done, you should be breathing hard
Guide Questions:
Q1. What was your calculated resting pulse?
___________________________________________________________________
Q2. What was your pulse after exercising?
___________________________________________________________________
Q3. How would you differentiate your heart rates before and after exercising?
___________________________________________________________________
Q4. What is the advantage of timing for a full minute to find your pulse?
___________________________________________________________________
Q5. What is the advantage of timing over a shorter period of time, especially when you have just finished
exercising?
_______________________________________________________________________________________
_________________________________________
Q6. According to statistics, the maximum heart rate should be 220 minus a person's age. How would you
interpret your highest heart rate in relation to that given number?
________________________________________________________________
Name:___________________________________________________________Date:__________________________
Activity no. 5 (Phenotypes and Genotypes in Incomplete Dominance)
Procedure:
1. Read the given problem:
Show the possible outcome of the cross between two pink flowered four o’clock plants by using the
Punnett square.
2. Now, another cross was made involving a red flowered four o’clock plant and a pink flowered four
o’clock plant.
3. Using the Punnett square again, show the possible outcome.
4. Show your Punnett square for problems 1 and 2 on the space provided below.
Guide Questions:
Q1. How many types of gametes will each parent produce in problem no. 1?
________________________________________________________________________________
In problem no. 2? ________________________________________________________________
Q2. What is the phenotype of a heterozygous four o’clock flower?__________________
Q3. What are the possible phenotypes of the offspring from the cross of the parental
plants in problem no. 1?
________________________________________________________________________________
In problem no. 2?_________________________________________________________________
Q4. What are the possible genotypes of the offspring from the cross of the parental
plants in problem no. 1?___________________________________________________________
In problem no. 2?_________________________________________________________________
Name:___________________________________________________________Date:__________________________
Activity no. 5 (Phenotypes and Genotypes in Incomplete Dominance)
Procedure:
1. Read the given problem:
Show the possible outcome of the cross between two pink flowered four o’clock plants by using the
Punnett square.
2. Now, another cross was made involving a red flowered four o’clock plant and a pink flowered four
o’clock plant.
3. Using the Punnett square again, show the possible outcome.
4. Show your Punnett square for problems 1 and 2 on the space provided below.
Guide Questions:
Q1. How many types of gametes will each parent produce in problem no. 1?
________________________________________________________________________________
In problem no. 2? ________________________________________________________________
Q2. What is the phenotype of a heterozygous four o’clock flower?__________________
Q3. What are the possible phenotypes of the offspring from the cross of the parental
plants in problem no. 1?
________________________________________________________________________________
In problem no. 2?_________________________________________________________________
Q4. What are the possible genotypes of the offspring from the cross of the parental
plants in problem no. 1?___________________________________________________________
In problem no. 2?_________________________________________________________________
Name:___________________________________________________________Date:__________________________
Activity no. 6 (Mystery Bull)
Procedure:
1. Read the given problem:
Determine the possible traits of the calves if :
 a red (RR) bull is mated with a red (RR) cow 1
 a red(RR) bull is mated with a white (WW) cow 2
 a roan(RW) is mated with a red(RR)cow 3
2. Illustrate your answers using a Punnett square.Used the space provided below.
Q1. Will you be able to trace the father of the calves?______________
Q2. What are the possible phenotypes of the calves for each cow?
__________________________________________________________________________________
_____________________________________________________________________________
Q3. Do you think you will make Mang Marcelino happy about the result of
your investigation? _________________________________
Q4. How would you apply what you have learned to improve the breeds of livestock
in your area?
_____________________________________________________________
Q5. What possible suggestions can you give to animal breeders in your area?
__________________________________________________________________________________
__________________________________________________________________________________
____________________________________________________________________________
Name:___________________________________________________________Date:__________________________
Activity no. 6 (Mystery Bull)
Procedure:
1. Read the given problem:
Determine the possible traits of the calves if :
 a red (RR) bull is mated with a red (RR) cow 1
 a red(RR) bull is mated with a white (WW) cow 2
 a roan(RW) is mated with a red(RR)cow 3
2. Illustrate your answers using a Punnett square.Used the space provided below.
Q1. Will you be able to trace the father of the calves?______________
Q2. What are the possible phenotypes of the calves for each cow?
__________________________________________________________________________________
_____________________________________________________________________________
Q3. Do you think you will make Mang Marcelino happy about the result of
your investigation? _________________________________
Q4. How would you apply what you have learned to improve the breeds of livestock
in your area?
_____________________________________________________________
Q5. What possible suggestions can you give to animal breeders in your area?
__________________________________________________________________________________
__________________________________________________________________________________
____________________________________________________________________________
Name:___________________________________________________________Date:__________________________
Activity no. 7 (Boy or Girl)
Procedure:
1. Draw a Punnett square which shows the inheritance of the sex chromosomes. Represent the female sex
chromosomes with XX and the male sex chromosomes with XY.
 Guide questions:

Q 1. What will be the sex of a child produced when an egg is fertilized by a sperm that has a Y chromosome?
_______________________________________________
Guide questions:
Q 2. Based on this Punnett Square, what percent of children would you expect to be male?
Q 1. What will be the sex of a child produced when an egg is fertilized by a sperm that has a Y chromosome? ____________________________________________________
_______________________________________________
Q 3. Which sex chromosome is present in both male and
Q 2. Based on this Punnett Square, what percent of children would you expect to be male? female?_____________________________________________________
____________________________________________________
Q 4. Infer which sex chromosomes determines a person’s sex.
Q 3. Which sex chromosome is present in both male and _______________________________________________
female?_____________________________________________________

Q 4. Infer which sex chromosomes determines a person’s sex. Activity no. 8 (When Gender Matters)
_______________________________________________ Procedure:
1. Read the given problem:
A. Color-blindness is a recessive, sex-linked disorder in humans. A color-blind man has a child with a woman
Activity no. 8 (When Gender Matters) who is a carrier of the disorder.
Procedure: KEY: X = normal vision Xc = color-blindness
1. Read the given problem: 2. Illustrate using a Punnett square the probability of having children who will have normal vision and children
A. Color-blindness is a recessive, sex-linked disorder in humans. A color-blind man has a child with a woman who will be color-blind.
who is a carrier of the disorder.
KEY: X = normal vision Xc = color-blindness
2. Illustrate using a Punnett square the probability of having children who will have normal vision and children
who will be color-blind.

Guide Questions:
Q19. What is the genotype of the male?__________________________________
Q20. What is the genotype of the female?________________________________
Guide Questions: Q21. What is the chance that the child will be color-blind?_____________________
Q19. What is the genotype of the male?__________________________________
Q22. What is the chance that a daughter will be color-blind? ___________________
Q20. What is the genotype of the female?________________________________
Q23. What is the chance that a son will be color-blind?________________________
Q21. What is the chance that the child will be color-blind?_____________________
Name:____________________________________________________________ Date:__________
Q22. What is the chance that a daughter will be color-blind? ___________________
Summative Test (Module 2)
Q23. What is the chance that a son will be color-blind?________________________
Name:___________________________________________________________Date:__________________________

Activity no. 7 (Boy or Girl)

Procedure:
1. Draw a Punnett square which shows the inheritance of the sex chromosomes. Represent the female sex
chromosomes with XX and the male sex chromosomes with XY.
Name:____________________________________________________________ Date:__________
Summative Test (Module 2)
Name:____________________________________________________________ Date:__________ Name:____________________________________________________________ Date:__________
Activity no. 8 ( Causes of species extinction) Activity no. 8 ( Causes of species extinction)
Taking animals for profit Introduction of species Pollution Taking animals for profit Introduction of species Pollution
Hunting and trappins Destrucction of habitat Overharvesting Hunting and trappins Destrucction of habitat Overharvesting
 Activity no. 9 ( Environmental Issues)
Activity no. 9 ( Environmental Issues)
Complete the crossword puzzle below. There is no space between two-word answers.
Complete the crossword puzzle below. There is no space between two-word answers.
1
1
2
2
3 4
3 4

5
5

6 7
6 7
8
8

9
9

10
10

Across
3. It is the rapid rate at which trees are cut
down.
6. It happens when the concentration of
organic nutrients that comes from domestic
garbage are thrown in bodies of water, it is
also one of the effects of water pollution.
8. It is a fishing technique that uses encircling
net together with pounding devices.
9. A change in global climate patterns.
10. It is commonly known as acid rain.
Down
1. It is an increase in the earth’s temperature
because of C02.
2. A condition in which the number of species
becomes so low that can result to extinction.
4. It is the trapping of heat by gases in the
earth’s atmosphere.
5. A reduction of layer in the atmosphere.
7. It refers to the condition where species are
close to being endangered.
Across
3. It is the rapid rate at which trees are cut
down.
6. It happens when the concentration of
organic nutrients that comes from domestic
garbage are thrown in bodies of water, it is
also one of the effects of water pollution.
8. It is a fishing technique that uses encircling
net together with pounding devices.
9. A change in global climate patterns.
10. It is commonly known as acid rain.
Down
1. It is an increase in the earth’s temperature
because of C02.
2. A condition in which the number of species
becomes so low that can result to extinction.
4. It is the trapping of heat by gases in the
earth’s atmosphere.
5. A reduction of layer in the atmosphere.
7. It refers to the condition where species are
close to being endangered.
 e. Mindo (a city in Ecuador) has 832 toucans, 392 red headed barbets, 3 golden
headed quetzals, 500 tanagers, 899 parrots, and 50 white capped dippers.

Name:___________________________________________________________Date:__________ Name:___________________________________________________________Date:__________
Activity no. 10 (Simpson’s Diversity Index – Practice Problems) Activity no. 10 (Simpson’s Diversity Index – Practice Problems)
D = N(N-1) D = N(N-1)
∑ n(n-1) ∑ n(n-1)
D = diversity index D = diversity index
N = total number of organisms of all species found N = total number of organisms of all species found
n = number of individuals of a particular species n = number of individuals of a particular species
Example: A lake contains 934 brown trout, 733 smallmouth bass, 34 Example: A lake contains 934 brown trout, 733 smallmouth bass, 34
catfish, 2003 carp, catfish, 2003 carp,
234 steelheads, and 32 northern pikes. 234 steelheads, and 32 northern pikes.
Fish Number (n) n(n-1) Fish Number (n) n(n-1)
Brown Trout 934 934 x (934-1) = 871422 Brown Trout 934 934 x (934-1) = 871422
Smallmouth Bass 733 733 x (732) = 536556 Smallmouth Bass 733 733 x (732) = 536556
Catfish 34 34 x (33) = 1122 Catfish 34 34 x (33) = 1122
Carp 2003 2003 x (2002)=4010006 Carp 2003 2003 x (2002)=4010006
Steelheads 234 234 x (233)=54522 Steelheads 234 234 x (233)=54522
Northern Pike 32 32 x (31)=992 Northern Pike 32 32 x (31)=992
Total (N) 3970 Σ n(n−1) = 5 474 620 Total (N) 3970 Σ n(n−1) = 5 474 620

N ( N −1) = 3970 x 3969 = 15 756 930 N ( N −1) = 3970 x 3969 = 15 756 930
N ( N −1 ) 15756 930 N ( N −1 ) 15756 930
D= D= = 2.88 D= D= = 2.88
Σ n ( n−1 ) 5 474 620 Σ n ( n−1 ) 5 474 620
Problems: Problems:
a. An area of the Black Forest in Germany contains 134 pitch pines, 24 douglas a. An area of the Black Forest in Germany contains 134 pitch pines, 24 douglas
firs, and 53 red pines. firs, and 53 red pines.
b. A meadow contains 1532 chestnut oaks, 342 black cherry trees, 12 white ash b. A meadow contains 1532 chestnut oaks, 342 black cherry trees, 12 white ash
trees, and 1022 yellow birches. trees, and 1022 yellow birches.
c. Your backyard contains 12 fleas, 34 aphids, 84 ants, 93 beetles, and 1 c. Your backyard contains 12 fleas, 34 aphids, 84 ants, 93 beetles, and 1
butterfly. butterfly.
d. An African National Park contains 15 lions, 94 giraffes, 1000 wildebeests, 50 d. An African National Park contains 15 lions, 94 giraffes, 1000 wildebeests, 50
elephants, and 5 hyenas. elephants, and 5 hyenas.
 e. Mindo (a city in Ecuador) has 832 toucans, 392 red headed barbets, 3 golden
headed quetzals, 500 tanagers, 899 parrots, and 50 white capped dippers.

Answer the following questions: Answer the following questions:

1. Calculate Simpson’s diversity index for each location. Include the table in 1. Calculate Simpson’s diversity index for each location. Include the table in
your answer your answer