9

Science
Quarter 1 - Module 4:
Biodiversity and Evolution

AIRs - LM
LU_Q1_Science9_Module4
Science 9
Quarter 1 - Module 4: Biodiversity and Evolution
Second Edition, 2021

Copyright © 2021
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form without written permission
from the copyright owners.

Development Team of the Module

Author: Mellany P. Rapacon

Editor: SDO La Union, Learning Resource Quality Assurance Team
Content Reviewer: Lorena C. Delizo
Language Reviewer:
Illustrator: Ernesto F. Ramos Jr.
Design and Layout: Mariza R. Mapalo

Management Team:

Atty. Donato D. Balderas Jr.

Schools Division Superintendent
Vivian Luz S. Pagatpatan, PhD
Assistant Schools Division Superintendent
German E. Flora, PhD, CID Chief
Virgilio C. Boado, PhD, EPS in Charge of LRMS
Rominel S. Sobremonte, EdD, EPS in Charge of Science
Michael Jason D. Morales, PDO II
Claire P. Toluyen, Librarian II

Printed in the Philippines by:

Department of Education – SDO La Union

Office Address: Flores St. Catbangen, San Fernando City, La Union
Telefax: 072 – 205 – 0046
Email Address: launion@deped.gov.ph
 9
Science
Quarter 1 - Module 4:
Biodiversity and Evolution
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear
learners, can continue your studies and learn while at home. Activities,
questions, directions, exercises, and discussions are carefully stated for you
to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you
step-by-step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in

each SLM. This will tell you if you need to proceed on completing this
module or if you need to ask your facilitator or your teacher’s assistance for
better understanding of the lesson. At the end of each module, you need to
answer the post-test to self-check your learning. Answer keys are provided
for each activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are
also provided to our facilitators and parents for strategies and reminders on
how they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on
any part of this SLM. Use a separate sheet of paper in answering the
exercises and tests. And read the instructions carefully before performing
each task.

If you have any questions in using this SLM or any difficulty in

answering the tasks in this module, do not hesitate to consult your teacher
or facilitator.

Thank you.
 Target

In this module, you will learn the importance of biodiversity and find out how
changes in the environment may affect species extinction related to the failure of
populations of organisms to adapt to rapid changes in the environment.

It also describes what happens to the biological diversity when humans contempt
the rules that maintain the network of life in the biosphere. Ecosystems may be
restored and maintained through the “balancing of nature”. Now, it is a call for
humans to respect other living things and the environment.

After going through this module, you are expected to:

Most Essential Learning Competency:

Relate species extinction to the failure of populations of organisms to adapt
to abrupt changes in the environment (S9LT-Ie-f-30).

Specifically, you should be able to:

a. Explain the importance of biological diversity.
b. Find out how changes in the environment can affect species extinction.
c. Distinguish environmental changes that may result in the loss of the
species.
d. Enumerate ways on how can you protect and preserve Earth’s biodiversity.

Here are some pointers to remember as you go over this module:

1. Read and follow the instructions carefully.
2. Observe the time limit given to finish the module.
3. Take down notes and record points for clarification.
4. Answer all the given tasks in the module.
5. Be sure to answer the gauge at the end of module.

Have fun in learning...................LEARN, EXPLORE and DISCOVER

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 Lesson

1 Biodiversity and Population

Imagine yourself that you are walking along the bay walk. Look around and see
the things that surround you. What can you say about it? Probably, you have
observed the people, the birds, the ants, the plants, the stones, the water, the sand
and the clouds as you passed by. You have must been astounded with the beauty of
nature!
Have you imagined life without others and the nature that surrounded you?
Can you survive without other organisms and the nature?
Everything that lives in an ecosystem is part of the network of life, including
humans that plays a vital role on earth. The interaction between plants, animals,
and insect species depend on one another for what each can offer, like food, shelter,
oxygen, and soil enrichment. Ecosystems have wide diversity of species and must
be maintained to preserve the network of life that sustains all living things.
Be ready and let’s work on activity no. 1 in order to understand biodiversity.

Jumpstart

Activity 1: Count Me!

Objectives:
After performing this activity, you will be able to:
1) define biodiversity operationally, and
2) describe the process of measuring biodiversity by using the given
formula in the table below.
3) explain the importance of Biodiversity

Materials:
Count Me! datasheet
pencils

Procedure:
1. Study the “species” in each circle (community) represented by different shapes

1 2 3 4 5
Ants grasshopper mango tree dog gumamela
Figure 1

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2. Each circle has a different combination of numbers of species and numbers of
individuals.

3. Record your answer on the table provided below

Table 1.
Species Community (Circle)

1 2 3 4 5

RICHNESS (number)
EVENNESS (high, medium or low)
DIVERSITY (high, medium, or low)
Diversity is calculated as:

I. D= N/n,

n = number of individuals of each

species
N = total number of individuals of
all species

Based on the activity you just did, answer the problems briefly.

1. Which community was the most biodiverse?

2. Which community was the least biodiverse?
3. Based on the pictures below. If humans were concerned about biological diversity,
would it be best to have a low or high I. D. for a particular environment? Explain
your answer.

Figure 2 Figure 3
Source: Source:
https://www.forbes.com/sites/daphneewingc https://www.azocleantech.com/news.aspx?newsID
how/2019/11/17/climate-smart-coconut =26806
agriculture-could-be-the-caribbeans-
tree-oflife/#1bf125df7ea6

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Unlocking Difficulty

Biological diversity (Biodiversity) is defined as the variety of life in an area. This

includes all living things and their unique characteristics.

Diversity measures the number of species (n) and the distribution of individuals
among the species (N) in a region or area.

Richness is the number of species in a region or specified area.

Maximum Evenness is how the species are distributed equally.

Evenness refers to the same number of individuals in all types of species.

High index of diversity are communities with many different species that can able
to survive environmental changes.

Low index of diversity are communities with only a few species.

Population pertains to the number of organisms of the same species living in a

certain place.

Ecosystem is composed of biotic and abiotic components which interact with one
another.

Discover

Organisms (biotic components) depend on their surroundings to continuously

survive. What will happen to the organisms in an ecosystem, if there are not enough
abiotic components like water, soil, sunlight, and air present? What will happen to
the ecosystem if the organisms are not in their state of balance or equilibrium?
Limiting factors are usually expressed as a lack of a particular resource. The
factors can be biotic or abiotic that affect an ecosystem and the organisms in it.
Perform activity 2, you will find out the different classification of limiting factors in
our ecosystem.

Activity 2: Build Me Up Before You Go

Objectives:
At the end of the activity, you should be able to:
a) classify the limiting factors in an environment.
b) distinguish environmental changes that may result in the loss of species.
c) explain how changes in the environment affect species extinction

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Materials: Activity Sheet Ballpen

Procedure:
1. Given inside the box are the limiting factors in our environment. Your task is to
write down the limiting factors and determine its classification on the space
provided on its respective columns. The first item was done as an example.

COMPETITION FOOD SHELTER SPACE

CAT PREY WATER TEMPERATURE
ALTITUDE SUNLIGHT

LIMITING FACTOR CLASSIFICATION

(ABIOTIC FACTOR/BIOTIC FACTOR)

1. SUNLIGHT ABIOTIC FACTOR

2.
3.
4.
5.
6.
7.
8.
9.
10.

2. Choose three (3) abiotic limiting factors and explain its importance in the
environment briefly. Provide examples for each.

3. Choose two (2) biotic limiting factors and explain its importance in the
environment substantially. Provide examples for each.

Carrying capacity refers to the maximum size of the population it can support. If
an organism, group, or population does not have enough resources to sustain it,
individuals will die through starvation, or they will fail to produce offspring. Does it
affect the biodiversity in an ecosystem?
An increase in biodiversity also increases the adaptability of the ecosystem to
changing environmental conditions; thus, increasing the population density. When
we talk about population density we consider the number of individuals per unit
area. The different factors of population density are;

1. Mobility refers to the organisms moving in to the ecosystem so the population

increases and if the organisms move out of the ecosystem, the population decreases

2. Birth rate is the number of live births per year

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 3. Death rate refers to the number of deceases in proportion to the population
of a certain area.

Population density can be calculated using this formula:

Population Density = number of individuals

Size of the area

Source: Science 9 LM, pages 68-69

Let’s try to compute for the population density of 5 goats in a 500sqm. farm. Use
the equation indicated above.
Do you think that limiting factors related to population density and vice versa?

Source: http://factsanddetails.com/world/cat53/sub339/item2184.html
Figure 4

The loss of biodiversity can lead to species extinction. This includes habitat
destruction, overexploitation, environmental conditions like global warming and
climate change, pollution, and competition due to limited resources. The species is
considered threatened when the population of a species decreases rapidly. A species
is considered endangered when its population is very low. Extinction occurs when
the last members of that species die. How about endangered species? Below are
examples of endangered and threatened species in the Philippines.

Photo adapted from the Science 9 Photo adapted from the Science 9
Photo adapted from the Science 9 Learner’s Module
Learner’s Module Learner’s Module

Tarsier Philippine Eagle Dugong

Figure 5 Figure 6 Figure 7

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 Explore

To fully understand Population Density, perform the next activity.

Activity 3. Measuring Population Density

Objective:
At the end of the activity, you are expected to:
1. relate species extinction to the failure of populations of organisms to adapt
to abrupt changes in the environment
2. calculate population density.

Materials: Ruler, Paper, Pencil

Vietnam Rose Gumamela plant Santan Plant

Figure 6. Population Distribution of Plants
Source: Science 9 LM, pages 68-69

Procedure:
1. Study the three (3) patterns of population distribution as shown in the Figure
above. Solve for the area (A= L x W) given that the Length is 20cm and Width is
20cm.
2. Count the number of organisms in each population and record it on the table
given below.
3. Using the given formula below, compute for the density of each population.

DENSITY= number of individuals

size of the area

Table 1. Population Density

Population Name Density Number of Organisms Population Density
Vietnam Rose
Gumamela plant
Santan Plant

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Guide Questions:
Q1. Compare the distribution patterns of the three (3) populations.
Q2. Which population has the greatest density?
Q3. What are the possible causes for the difference in population density?
Q4. What are the factors that could change the density of each population?
Q5. Describe how a population’s density can be used to learn about the needs and
characteristics of that population.

What I Have Learned

Activity 4: Complete me!

Objective:
At the end of the activity, you should be able to:
1. complete the Graphic Organizer about biodiversity.

Materials:
Activity Sheet, Ballpen / Pencil

Direction: Complete the Graphic Organizer choosing the appropriate word/words

inside the box.

Climate Change Organisms Temperature Food

Biodiversity Habitat Destruction Ecosystem Life
Overexploitation Survival Limiting Factors Biotic
Abiotic Sunlight Soil Nutrients Altitude

Figure 8
Source: https://znnhs.zdnorte.net/wp-content/uploads/2020/11/Sci9_Q1_W5.pdf

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 Deepen

As a student, what will you do to help in preserving our ecosystem to prevent

species extinction? You can choose one to express your ideas.
1. Poster – Slogan
2. Compose a poem
3. Create a video clip
4. Make a Blog

Rubrics:
Originality: 4
Message: 4
Coherence: 2
10

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Loop the word.

Direction: Encircle the words or phrases in the given puzzle that are
arranged diagonally, horizontally and vertically and relate the terms to
BIODIVERSITY.

A N D A F G H I O K D O L S H F O E L M M B B V X D V Z O S T

O R T Y I S O L L F H G T I B S D X S A D G H I O R T B S E R

S D I T P O P U L A T I O N N M I T Y G H E D S G S N V R S Y

B A T I O Y I E S T A N C O L I M I T I N G F A C T O R S S I

I K I L L E R S C D X C C O I I M N B L D E E R S O U N B C A

O O D H L S H Y R I E N A C A O S C X I O P R A U M I P A I N

D I E G U C I O D V E I A S A E D T A D M E S A A M B C D E R

I P C I T O D I A E R S S E D R F G E R E M F B I U M O T X C

V I O I I U E U A R T R R H F E R S Z L N O V I O N S P O I N

E E S A O R N R D S I D T G S A O Y A R D I B O R I D O I N T

R E Y A N T T E E I N D E X G A T R I R A U I T O T T R I N T

S U S A Y S R Y O T O N E P C E E R A N N E W I S Y B I S A S

I T T R E E S D R Y P E C O V S Q U I R G W E C N A S I C T Q

T D E A Y S T S A S T N B N O P L K T Y E S D F O C A I T E N

Y E M A S D T H Y L K E E M I D O R A R R S C A Y S C I E N T

H I S T O P A T H L O T H E N M A A I T E E D C N D R A I S V

P F B S N T K O I D F E M I S L Y O U R D T I T P I S R S T Y

P O P U L A T I O N D E N S I T Y I S E R G S O T A X D B A L

E G I R T F y I T Y I E R H T S O M R S R S R R I A C Q U I O

R R U O g V R I T R H A S O R D T U I I I V S S O O Z I B F L

Q U E L M I Y N B E I E W D M P L F L R O C P I N N V M T V V

P O P U L A T I O N D I S T R I B U T I O N J I S T I Y D Y E

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References
Rabago et.al Modern Biology

https://www.forbes.com/sites/daphneewingchow/2019/11/17/climate-smart-
coconut-agriculture-could-be-the-caribbeans-tree-oflife/#1bf125df7ea6

https://www.azocleantech.com/news.aspx?newsID=26806

http://factsanddetails.com/world/cat53/sub339/item2184.html

“Limiting Factors.” National Geographic. Accessed May 24, 2020.

https://www.nationalgeographic.org/topics/limiting-factors/

https://biologydictionary.net/limiting-factor/

Science - Grade 9 Learner’s Module (FEP Printing Corporation, 2014), 50-71.

Science - Grade 9 Teacher’s Guide (FEP Printing Corporation, 2014),

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 For inquiries or feedback, please write or call:

Department of Education – SDO La Union

Curriculum Implementation Division
Learning Resource Management Section
Flores St. Catbangen, San Fernando City La Union 2500
Telephone: (072) 607 - 8127
Telefax: (072) 205 - 0046
Email Address: launion@deped.gov.ph
lrm.launion@deped.gov.ph

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