SMILE

(SIMPLIFIED MODULE INTENDED FOR LEARNING ENCOUNTERS)

Learner’s Packet
Name: _________________________________________ __________________________

Section: _________________________________ Date: ___________________________

SCIENCE 9
(Q1_LP1)

BACKGROUND INFORMATION FOR LEARNERS:

Our body is like a machine that is able to function with proper

organization of parts and systems. It is a captivating creation that can carry out
marvelous tasks and activities. Human body is composed of different systems
like Respiratory and Circulatory Systems.

The circulatory and respiratory systems work together to circulate blood

and oxygen throughout the body, they bring nutrients to the cell too. Air
moves in and out of the lungs through the trachea, bronchioles. Blood moves
in and out of the lungs through the pulmonary arteries and veins and connect
to the heart.

LEARNING COMPETENCY WITH CODE:

MELC: Explain how the respiratory and circulatory system work together to
transport nutrients, gases and other molecules to and from the different parts
of the body
CG LC/ Code: (S9LT-Ia-b-26)

ACTIVITIES/ EXERCISES:

1
 ACTIVITY 1: KNOW ME INTERNALLY

Directions: Refer to the illustration below and check your understanding of

the breathing system by labeling each part and by giving its corresponding
function. Choose your answer in the boxes. Box 1 contains the parts of the
respiratory system and Box 2 contains the function of the Respiratory system.
Write the letter and number only. (example: a-3 )

1. Serve as channel for airflow through the

a. NOSE nose in which the air is warmed,
b. TRACHEA cleaned and moistened
2. The finer subdivisions of the bronchi;
c. ALVEOLI
hair like tubes that connect the alveoli
d. BRIONCHIOLES 3. Also called windpipe; a hollow tube that
e. BRONCHI serves as passageway of air into the
f. NASAL PASSAGES lungs
4. The organ through which the air enters
and its filtered
5. Also called bronchial tubes; two
branching tubes that connect the
trachea to the lungs
6. The airsacs; allow the gas exchange in
lungs

ACTIVITY 2: WORKING LUNGS: JUST BREATHE!

Materials:
1 two-liter empty plastic bottle 1 pair of scissors
3 balloons (1 big, 2 small) 5 rubber bands
1 sturdy (hard or firm) straw

2
Procedures:
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
(Note: the straws represent the bronchi and the balloons represent the
lungs)
5. Stick the balloon ends of the straw through the bottle opening and screw
the lid on tightly.
6. Stretch out the larger balloon and place it over the open bottom of the
bottle. Secure it with the rubber band as tightly as possible.
(Note: the larger balloon represents the diaphragm)
7. Pull the larger balloon down; that is away from the bottle, in order to
blow up the two small balloons. (Note: this makes the chest cavity
larger and decreases the pressure)
8. Push the larger balloon towards the bottle in order to let the air out of
the two small balloons. (Note: this makes the chest cavity smaller and
increases the pressure)
9. Write your observations.

CRITERIA FOR THE OUTPUT

Criteria Rate
Achievement of the Objectives 35%
Creativity 30%
Neatness 15%
Presentation 20%
TOTAL 100%

GUIDE QUESTIONS:

Directions: Answer the questions in 3 to 5 sentences.

1. What do the following terms represent from the activity?
a. Straws c. small balloon
b. Larger balloon d. 2-liter plastic bottle

2. Describe what happens when you pull down the balloon at the bottom of
your model (inhale).
3. Describe what happens when you push up the balloon at the bottom of
your model (exhale)
4. Why do you think some people can inhale more air at one time than
others can?
What might happen if you prick the balloon at the bottom?

3
 ACTIVITY 3: ARRANGE ME…WHERE DO I START?

Directions: Organize the terms below to illustrate the gas exchange activity
within the lungs, capillary and the heart. Systematize the concepts.

LUNG HEART CAPILLARY LEFT ATRIUM

LEFT VENTRICLE VEINS RIGHT ATRIUM ARTERIES

RIGHT VENTRICLE

Guide Questions:

1. How do the heart and the lungs work together?

2. What takes place when you inhale and exhale?
3. What does blood deliver to every part of the body?
4. Why is oxygen important to your body?

ACTIVITY 4: TRACING THE PATH

Directions: In the given framework of the human body below, illustrate the
blood flow and gas exchange in the respiratory and circulatory systems using
diagrams and arrows. Color your work to show the distinction of oxygen and
carbon dioxide carried in the blood.

4
 REFLECTION:

Direction: Give your insights about your journey as you traverse with this lesson.

I have learned that……

______________________________________________________________________________
______________________________________________________________________________

I wish to ask my teacher about…….

______________________________________________________________________________
______________________________________________________________________________

REFERENCES FOR LEARNERS:

Science 9 Learner’s Module

Internet Sources: https:www.homesciencetools.comHomesciencetools.com
TeachEngineering.org

5
 ANSWER KEY:

ACTIVITY NO. 1 Know Me Internally!

1. B-3
2. E-5
3. D-2
4. C-6
5. A-4
6. F-1

ACTIVITY NO. 2 Working Lungs…. Just Breathe!

1. Straw = bronchi
2. Larger balloon = diaphragm
3. Small balloon = lungs
4. 2-liter plastic bottle = chest cavity
2. The two balloons inflate.
The air pressure inside the bottle is lowered by increasing the space inside the
bottle. The outside air then enters through the tube, which makes the two
balloons inside the bottle chest’ expand.
3. The two balloons deflate and return to their original size.
The air pressure inside the bottle is increased by decreasing the space inside
the bottle. The inside air then exits through the tube, which makes the two
balloons inside the bottle return to their original size.
4. They have a bigger chest cavity, larger lungs or stronger diaphragm muscle.
The larger the chest cavity, the more air a person can inhale at one time.
5.If one of the balloons is pricked, it will not inflate anymore because the air will
escape.

ACTIVITY NO. 3 Arrange Me….. Where Do I Start!

LUNG
LEFT ATRIUM
RIGHT ATRIUM

HEART
LEFT VENTRICLE
RIGHT VENTRICLE

VEINS

CAPILLARY
ARTERIES

Guide Questions:
1. The heart pumps the blood that transports the inhaled oxygen to every cell of
the body. Carbon dioxide is given off in the process and is carried by the blood
to the lungs and is released through exhalation.
2. Gas exchange happens when we inhale and exhale. We take in oxygen, and
emit carbon dioxide.

6
 3. Blood delivers nutrients, oxygen, and other substances that are needed by the
body.
4. Oxygen is important to our body because it is one of the substances needed by
the cells in order to make energy.

DEVELOPMENT TEAM

Author/ Writer: Ma. Chona M. Opida

Content Editor: Marites M. Ibieta
Language Editor: Lisa L. Peñaflor
Education Program Supervisor: Jade O. Alberto, EdD

7
Name: ___________________________________________________________________

Section: _________________________________ Date: ___________________________

SCIENCE 9
(Q1_LP2)

BACKGROUND INFORMATION FOR LEARNERS:

Do you know how big your heart is? The heart is a muscular organ about
the size of a fist, located just behind and slightly left of the breastbone. The
heart works all the time, pumping blood through the network of blood vessels
called arteries and veins. The heart and its blood vessels are known as
cardiovascular system.
The function of the heart is to pumps oxygenated blood to the other parts,
pumps hormones and other vital substances to different parts of the body,
receives deoxygenated blood and carrying metabolic waste products from the
body and pumping it to the lungs for oxygenation and to maintain blood
pressure.

LEARNING COMPETENCY WITH CODE:

MELC: Explain how the respiratory and circulatory system work together
to transport nutrients, gases and other molecules to and from the different
parts of the body
CG LC/ Code: (S9LT-Ia-b-26)

ACTIVITIES/ EXERCISES:

8
ACTIVITY 1: PUMP IT!
Directions: In this activity you are going to describe how the heart functions
and how the blood is pumped by the heart.
Materials:
1 wide mouthed jar or bottle 1 large pan or sink
1 balloon adhesive tape
2 flexible drinking straws water
1 pair of scissor
Procedure:
1. Fill the jar half full of water
2. Cut the neck of the balloon off at the part where it starts to widen into
balloon. Set the neck aside to be used later on.

cut balloon

3. Stretch the balloon over the opening of the jar, pulling it down as tightly as
you can. The flatter you can get the surface of the balloon, the better.

balloon

4. Carefully poke two holes on the surface of the balloon. Make them about an
inch apart from each other and near opposite edges of the jar.

hole

5. Stick the long part of straw into each hole. The straws should fit securely in
the holes so no air can get through around the straws.

straw

6. Slide the uncut end of the balloon neck onto one of the straws and tape it
around the straw.

9
 uncut balloon

7. Set your pump in a large pan or sink to catch the pumped water. Bend the
straws downward. Gently press in the center of the stretched balloon and
watch what happens to water in the jar.

NOTE: Output will be submitted

Guide Questions:
1. What does the water inside the jar represent?
2. How will you compare the heart pump model and the human heart?
3. How does the heart function as a pump?
4. Will the heart model be able to function properly if the straw is blocked?

ACTIVITY 2: THE BEAT GOES ON!

Directions: In this activity you are going to measure your pulse (heart rate) after
several activities and explain how to use different time intervals to measure your
heart rate.

Materials
Stopwatch / timer
Notebook for your data
Procedure:

1. Sit quietly for a few minutes before

beginning the activity.
2. When you are ready, place your
first two fingers on the inside of
your wrist and locate your pulse.

10
 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 pulse.
5. Repeat by counting for 15 seconds and multiplying your count by four
(4), then counting for 10 seconds and multiplying by six (6) and so on.
6. Once you determined your resting pulse, go to a place where you can
exercise vigorously for at least one minute (jog, running stairs, skipping
rope or push-ups). When you are done, you should be breathing hard.
NOTE: If you know that you have a serious medical condition, do not
perform this activity

7. Choose the length of the test you wish to perform and find your pulse
again
8. Compare your resting pulse with your pulse after exercise.
9. After the activity, record your observations and answer the guide
questions.

Guide Questions:
1. What was your calculated resting pulse?
2. What was your pulse after exercising?
3. How would you differentiate your heart rates before and after exercising?

ACTIVITY 3: TEST OF MIND

Directions: In this activity you are going to fill in the blanks using the wastes,
oxygen and carbon dioxide occur between tissues and the blood through the walls
of these small vessels.
Label the parts of the heart below.

11
Here is how you will be rated.

Criteria 4 3 2 1
Creativity and Includes many Includes some Includes an Finished the
Originality unique ideas unique ideas idea, but lacks activity but
and creative and several originality and provides no
use of materials were may imitated evidence of
materials, used, based someone else’s creativity
made his/her work on plan
connections to someone else’s
previous idea
knowledge in
generating
many ideas
Concept The output The output was The output The output
Understanding was well created was created was not
planned and but not created at all
created properly
Effort Gave effort far Completed the Finished the Did not
beyond the project in an output/project finish the
requirements above average but it lacks work in a
of the manner, yet finishing satisfactory
output/project more could have touches or can manner
been be improved
done/developed/ with little
accomplished effort
Timeliness of Submitted as Submitted 1 day Submitted 2 No
Submission scheduled later or more days submission
later

Direction: Give your insights about your journey with this lesson.

Things I learned about the lesson…

___________________________________________________________________________
___________________________________________________________________________

Interesting things from the lesson…

___________________________________________________________________________
___________________________________________________________________________

Questions I still have about the lesson…

___________________________________________________________________________
___________________________________________________________________________

12
 Science 9 Learner’s Module
Internet Sources: https:www.homesciencetools.comHomesciencetools.com
http://www.smm.org/heart/lesson/movs/heartPump.htm
http://www.hometrainingtools.com/make-a-heart-pump-science
project/1852/

A – Pump It!
1. The water represents the BLOOD – fluids that circulates all throughout
the body to deliver oxygen and nutrients as well as to collect carbon
dioxide and wastes.
2. The heart pump model demonstrates the real heart.
3. The heart is a single organ, but it acts as a double pump. The first pump
carries oxygen-poor blood to your lungs, where it unloads carbon dioxide
and picks up oxygen and get rid of carbon dioxide. The left side of the
heart receives oxygen-rich blood from your lungs and pumps it through
your arteries to the rest of your body.
4. The model will not function properly. Less or no water will come out just
like the real heart when the blood vessels are blocked, blood cannot flow
properly caused by disorders and disease of the heart.

ACTIVITY NO. 2 – THE BEAT GOES ON..

1. The answer of the students may vary due to measurement difference for
every person
2. The answer of the students may vary
3. Heart rate after exercise is greater or faster than before exercise.

ACTIVITY NO. 3 – TEST OF MIND

1. Aortic arch 11. Superior Vena Cava
2. Aorta
3. Left Atrium
4. Pulmonary Valve
5. Left Ventricle
6. Endocardium
7. Inferior vena cava
8. Right ventricle
9. Right atrium
10. Aorti

DEVELOPMENT TEAM

Author/ Writer: Ma. Chona M. Opida

Content Editor: Marites M. Ibieta
Language Editor: Lisa L. Peñaflor
Education Program Supervisor: Jade O. Alberto, EdD

13
Name: _________________________________________ __________________________

Section: _________________________________ Date: __________________________

SCIENCE 9
(Q1_LP3)

BACKGROUND INFORMATION FOR LEARNERS:

The leading causes of death around the world are diseases affecting the
respiratory and circulatory system. Yet, they can be prevented simply by having
a lifestyle that promotes wellness. Circulatory and respiratory diseases begin to
develop with unhealthy living. Symptoms of these illnesses must not be
neglected and appropriate cure must be given immediately.

LEARNING COMPETENCY WITH CODE:

MELC: Infer how one’s lifestyle can affect the functioning of respiratory
and circulatory systems
CG LC/ Code: (S9LT-Ic-27)

ACTIVITIES/ EXERCISES:

ACTIVITY 1: CIGARETTE SMOKING IS DANGEROUS TO YOUR HEALTH

In this activity you are going to cite the negative effects of cigarette smoking on
the circulatory and respiratory system.

Materials:
Pen and bond paper
Procedure:
1. Look at the picture of the smoker’s body below, and
take note of the illnesses that might develop due to
cigarette smoking.
2. Think and list down the effects of cigarette smoking
on a person’s respiratory and circulatory systems
at least 15.
3. From the listed effects of the cigarette smoking
identify those statements that fall under respiratory
and write it in box below so as to the circulatory
system.

14
 Cigarette Smoking

CIRCULATORY SYSTEM RESPIRATORY SYSTEM

ACTIVITY 2: PREVENTION IS BETTER THAN CURE

In this activity you are going to identify ways of detecting and preventing
diseases in the respiratory and circulatory systems and at the same time appreciate
the importance of healthy lifestyle in avoiding such diseases.

Procedure:
1. Create a poem or a song, poster or even a slogan that illustrate various ways
of preventing diseases that affect the respiratory and circulatory system. It
must also show the importance of keeping our bodies healthy and free from
illness.
2. Submit your output.
Criteria for Grading the Output

Criteria Rate
Preparation 15%
Achievement of Objective 35%
Imagination and Creativity 30%
Submission on Time 20%
Total 100%

15
ACTIVITY 3: THINK OF ME --- WHAT’S THE WORD
In this activity you are going to infer how one’s lifestyle can affect the
functioning of the respiratory and circulatory systems.

All four pictures in each given set depict negative ways of living. They are
connected by one common word that indicates the effect of one’s lifestyle on the
functioning of the respiratory and circulatory systems. The expected answers
are illnesses that are brought by the negative lifestyles. Write your answers in
the box provided for each number.
1.

What’s the word?

A____A

2.

What’s the word?

H_ _ _ _ _ _ _ _ _ _N

3.

What’s the word ?

A____A

16
Guide Questions:
1. What idea is common in each set of pictures?
2. What are the negative lifestyles that are depicted in the pictures?
3. How can lifestyle affect the functioning of the respiratory and circulatory
systems?
4. How can these negative lifestyles be changed?
5. What might happen if a person goes on with a negative style such as what
were seen in the activity?

REFLECTION:

I have learned that……

______________________________________________________________________________
______________________________________________________________________________

I wish to ask my teacher about…….

______________________________________________________________________________
______________________________________________________________________________

Science 9 Learner’s Module

Science 9 Teacher’s Guide
Internet Sources: https:www.homesciencetools.comHomesciencetools.com
https:www.homesciencetools.comHomesciencetools.com
Google.com/search

17
 A – Cigarette Smoking is Dangerous to your Health
Answers depend on the learners / Answers vary
B – Prevention is better than Cure
Output depends on the learner (to be submitted)
C – Think of Me! – What’s the Word
1. ASTHMA
2. HYPERTENSION
3. ANEMIA
Guide Questions:
1. Each set of pictures show negative ways of living
2. Cigarette smoking, polluting the environment, eating unhealthy foods,
drinking liquor, sleep deprivation, etc.
3. One’s lifestyle has a significant impact on the body as it can either
strengthen or weaken the respiratory and circulatory system.
4. Negative lifestyles can be changed if a person decides to pay attention to
his or her well – being by eating healthy foods, avoiding vices, exercising
regularly and having adequate rest. Various diseases affecting the
respiratory and circulatory systems might begin to develop

DEVELOPMENT TEAM

Author/ Writer: Ma. Chona M. Opida

Content Editor: Marites M. Ibieta
Language Editor: Lisa L. Peñaflor
Education Program Supervisor: Jade O. Alberto, EdD

18
Name: _________________________________________ __________________________

Section: _________________________________ Date: __________________________

SCIENCE 9
(Q1_LP4)

BACKGROUND INFORMATION FOR LEARNERS:

In Grade 8, you learned that cells divide to produce new cells and meiosis is one of
the processes producing genetic variations in Mendelian patterns of inheritance. The
Mendelian Pattern of inheritance follows the Principle of Dominance wherein the dominant
trait masks the expression of the recessive trait. Certain traits however do not always follow
the Mendelian principle of Heredity. These are referred to as Non-Mendelian Patterns of
Inheritance. Here, we will discuss the first two patterns.

LEARNING COMPETENCY WITH CODE:

MELC: Explain the different patterns of Non-Mendelian Inheritance

CG LC/ Code: (S9LT-Id-29)
Specific Objectives:
• Identify characters whose inheritance do not conform with predicted outcomes
based on Mendel’s laws of inheritance.
• Define Incomplete Dominance and Codominance.
• Solve sample problems on Incomplete Dominance and Codominance.

ACTIVITIES/ EXERCISES:

Let us try to assess what you know and what you wish to know about Non-Mendelian
Patterns of Inheritance using the KWL Chart.

ACTIVITY 1: KWL CHART

INSTRUCTIONS

Fill out the KWL Chart below by

writing what you already know about
Non-Mendelian Patterns of
Inheritance and what you wish to
know. Just leave the ‘What I
Learned’ part first. Go back to it after
you went through this Learning
Activity Sheet.

19
Incomplete Dominance
ACTIVITY 2: LIKE PARENTS, LIKE OFFSPRING? PART 1!
Consider the picture below and answer the following guide questions. Write your
answers on the blank provided

GUIDE QUESTIONS
What are the colors of the parents?
_______________________________________

What are the colors of the offspring?

______________________________________

How do you describe the phenotype (color) of

the offspring relative to that of the parent?
______________________________________

Look at the genotypes of the parents and F1

generation. What is the genotype of the plant
with pink flowers?
______________________________________
Source: Pinterest
What are the genotypes of the parents?
_________________________________________

What is shown above is an example of Incomplete Dominance. Incomplete

Dominance is a form of intermediate inheritance in which one allele for a specific trait is
not completely dominant over the other. The result is a third phenotype in which the
expressed physical trait is a combination of the dominant and recessive phenotypes.

ACTIVITY 3: THE FOUR O’CLOCK BLAST

Read the word problems below. Predict the phenotype and genotype of the offspring
through the use of a punnet square. Use the sample below as your guide.

Sample
In four o’clock plants, R is the allele for red color and W is allele for white color. What
will be the possible outcome if two pink-flowered four o’clock plants were crossed?

Step 1: Identify the genotype and phenotype of

the parent
Let R = red
Let W = white
Let RW = pink
Thus, Genotype of parents which are two
pinks are RW x RW
Step 2: Fill out the punnet square
• Put each allele in separate boxes.

20
 • In each square, write the two-letter gene combination given from the mother
and father's alleles. In other words, take the letter from the space's column
and the letter from its row and write them together inside the space.

Step 3: Evaluate the result.

• In this example, we have 1 red flower (RR), 2 pink flower (RW), and 1 white
flower (WW)

Your Turn:
1. A red flower four o’clock plant is crossed with a pink flower four o’clock plant. What will be
the genotype and phenotype of the offspring?

2. What will be the genotype of the offspring if a white four o’clock flower and a pink four
o’clock flower are crossed?

Codominance
Activity 4: LIKE PARENTS, LIKE OFFSPRING? PART II!
Study the picture below and answer the following guide questions. Write your answers
on the blank provided
Guide Questions:
What are the colors of the parents?
________________________________________

What is the color of the offspring?

_______________________________________

How do you describe the phenotype (color) of the

offspring relative to that of the parent?
_______________________________________

How is this different from Incomplete

Dominance?
________________________________________
________________________________________
________________________________________

Source: Pinterest
21
The picture above shows codominance. Codominance is another pattern of inheritance.
This results when one allele is not dominant over the other. The resulting offspring
exhibits the trait of both parents.
Another good example of codominance is roan fur in cattle. Roan refers to cows with red
hair and white blotches. Cattle can be red (RR = all red hair), white (WW = all white hair) or
roan (RW= red & white hairs together). You may refer to the punnet square below showing a
cross between pure red-haired cattle and a pure white one.

Notice from the punnet square that the cross between

pure red-haired cattle and a pure white one resulted to
cattle which are all roan, that is, with white and red
blotches.

At this point, let us try the activity below.

Activity 5: OFFSPRING OF ROAN!

Suppose two roan cows (RW) are crossed with each other, what will be the phenotypes and
genotypes of the offspring? Show your answer through a punnet square.

Now that you already know what incomplete dominance and codominance are as
well as how to predict the offspring of particular cross through the use of punnet square, you
are ready to proceed to the next topic. Let us test your understanding however before doing
so.

In 5-10 sentences explain how incomplete dominance is different from

codominance.

22
 REFERENCES

Science 9 Learner’s Module,

Science 9 Teacher’s Guide

Internet Sources:
Biology Wise & Buzzle.com, Inc. (n.d), Codominance explained with examples
retrieved from https://biologywise.com/codominance-explained-with-examples
Manjares, G. (n.d). Science Grade 9 Quarter 1, Module 7, Non-Mendelian Pattern of
Inheritance
Pinterest.ph. (n.d), Codominance retrieved from
https://www.pinterest.ph/pin/506725395545001701/

ANSWER KEY:

Activity 1: KWL CHART – answers vary

Activity 2: LIKE PARENTS, LIKE OFFSPRING? Part I!

- Red and white

- Pink
- Intermediate of the characteristics of the parents
- Genotype of the plants with pink flowers: RW
- Genotype of the parents: RR (red); WW (White)

Activity 3: THE 4 O’CLOCK BLAST

23
 Red (RR) x Pink (RW) White (WW) x Pink (RW)

R R W W

R RR RR R RW RW

W RW RW W WW WW

Activity 4: LIKE PARENTS, LIKE OFFSPRING? Part II!

- Red and white
- Combination of red and white
- It exhibited both the characteristics of the parents
- In incomplete dominance the offspring is intermediate of the characteristics of the
parent, here both of the traits are exhibited

Activity 5
R W
Roan (RW) x Roan (RW)
Genotype: RR-1, RW-2, WW-1
R RR RW Phenotype: Red-1, Roan-2, White-1

W RW WW

DEVELOPMENT TEAM

Author/ Writer: Jona A. Saladino

Content Editor: Marites M. Ibieta
Language Editor: Lisa L. Peñaflor
Education Program Supervisor: Jade O. Alberto, EdD

24
Name: _________________________________________ __________________________

Section: _________________________________ Date: __________________________

SCIENCE 9
(Q1_LP5)

BACKGROUND INFORMATION FOR LEARNERS:

In the last activity sheet, you have learned about Incomplete Dominance and
Codominance as two of Non-Mendelian Patterns of Inheritance. Incomplete Dominance
and Codominance are controlled by two alleles. This however is not always the case.
Some traits are controlled by more than two alleles while there are those that are
controlled by several genes found in different chromosomes. Here, we will be discussing
about these sorts of Non-Mendelian Patterns of Inheritance

LEARNING COMPETENCY WITH CODE:

MELC: Explain the different patterns of Non-Mendelian Inheritance

CG LC/ Code: (S9LT-Id-29)
Specific Objectives:
• Identify characters whose inheritance do not conform with predicted outcomes
based on Mendel’s laws of inheritance.
• Define Multiple Allelism and Polygenic Pattern
• Solve sample problems on Multiple Allelism and Polygenic Pattern

ACTIVITIES/ EXERCISES:

Activity 1: HOW WELL DO YOU KNOW ME?

Reflect and evaluate how well you know the following. Do this by checking the
corresponding column. Be honest. It’s just a way for you to have a grasp of yourself.

Concept I know it very I have a fair I have very This is the

well knowing on little first time
the topic knowledge that I hear
of the topic about it.
Certain traits do not follow the
Mendelian Principle of Heredity.
In Incomplete Dominance, the
phenotype of the offspring is a
combination of the dominant and
recessive phenotypes

25
In codominance, both the traits of
the parents are exhibited by the
offspring.
The expression of our blood types is
controlled by more than two alleles.
The expression of our skin color is
controlled by different genes.

Multiple Allelism

Activity 2: THE ABO BLOODTYPES

Directions: Study the table below and answer the following guide questions. Write your
answer on the blank provided.
Guide Questions:
How many types of alleles are there?
__________________________________
What are these?
__________________________________
How many possible genotypes can be
formed out of these alleles?
__________________________________
How many phenotypes can be expressed?
__________________________________
Which is dominant Allele A or B?
__________________________________
Which is recessive?
__________________________________

ABO Blood Types in Humans as shown above is an example of Multiple

Alleles. These traits are controlled by more than two alleles. These alleles are found in
different chromosomes so that there could be several combinations in a population
since only two alleles can be present in an individual. Here, it is evident that O is
recessive. Two alleles must be present in a person for him to have type Blood O. A and
B on the other hand are codominant. If a person receives an A Allele and a B Allele,
their blood type is AB.

ACTIVITY 3: WHAT’S THEIR BLOOD TYPE?

Direction: Using a punnet square (you were already taught on how to use a punnet
square in the previous module, predict the blood types of the offspring of the following
parents:

1. A mother who has a type A blood (IA IA) and a father who has type B Blood (IB IB)

26
 2. A mother who is type AB (IA IB) and a father who is type B (IB IB)

3. A mother who is type O (i i) and a father who is type AB (IA IB)

Polygenic Pattern of Inheritance

Activity 3: THE SKIN COLOR CODE

Directions: Study the table below and answer the following guide questions. Write your
answer on the blank provided.

Source: Manjares, G. (n.d). Science 9 SLM Non-Mendelian Patterns of Inheritance

Guide Questions:
How many possible shades of skin color are there? ________________________

The numbers on the boxes indicate the number of capital letters present in the
genotype. The shade of the boxes shows the phenotype of the offspring. Using this idea
and by observing the table, complete the sentences below.
a. The higher the number in the box, the ________________(darker/lighter) the
shade.

27
 b. The more capital letters present in the genotype, the
_____________________
(darker/lighter) the skin color.
c. The more genes that control the production of melanin
the_____________(darker/lighter) the skin color.

Test your Mind

Using your knowledge of ABO Blood Types and Multiple Allelism, use a punnet square
to infer the blood types of the offspring of your parents (Of course, you’ll do this by
asking their blood types) Compare the result of the punnet square with your blood type
and that of your siblings.
Did the result of the punnet square show your and your sibling’s blood type?
Explain your answer.

I learned that…
___________________________________________________________________
___________________________________________________________________
I need to ask my teacher about …
___________________________________________________________________
___________________________________________________________________

REFERENCES

Science 9 Learner’s Module

Science 9 SLM,
Science 9 Teacher’s Guide

Internet Sources:
Biology Wise & Buzzle.com, Inc. (n.d), Codominance explained with examples
retrieved from https://biologywise.com/codominance-explained-with-examples
Manjares, G. (n.d). Science Grade 9 Quarter 1, Module 7, Non-Mendelian Pattern of
Inheritance
Pinterest.ph. (n.d), Codominance retrieved from
https://www.pinterest.ph/pin/506725395545001701/

28
 ANSWER KEY:

Activity 1: HOW WELL DO YOU KNOW ME? – answers may vary

Activity 2: THE ABO BLOODTYPES

- 3
- IA IB i
- 6 genotypes
- Both a and b are dominant, they are codominant with each other
- allele i is recessive

Activity 3: WHAT’S THEIR BLOOD TYPES?

DEVELOPMENT TEAM

Author/ Writer: Jona A. Saladino

Content Editor: Marites M. Ibieta
Language Editor: Lisa L. Peñaflor
Education Program Supervisor: Jade O. Alberto, EdD 29
Name: _________________________________________ __________________________

Section: _________________________________ Date: __________________________

SCIENCE 9
(Q1_LP6)

BACKGROUND INFORMATION FOR LEARNERS:

In Grade 8, you learned about the concept of species, classification of organisms

using the hierarchical taxonomic system and the advantage of high biodiversity in
maintaining the stability of an ecosystem. Here, you will learn the importance of
biodiversity, find out how changes in the environment may affect species extinction and
relate species extinction to the failure of populations of organisms to adapt to abrupt
changes in the environment.

LEARNING COMPETENCY WITH CODE:

MELC: Relate species extinction to the failure of populations of organisms to adapt to

abrupt changes in the environment.
CG LC/ Code: (S9LT-Ief-30)
Specific Objectives:
• Explain the importance of biological diversity.
• Find out how changes in the environment can affect species extinction.
• Distinguished environmental changes that may result in the loss of species

ACTIVITIES/ EXERCISES:

Activity 1: HOW WELL DO YOU KNOW ME?

Categorize the words in the word bank based on how well you’re familiar with them. Do this
by writing the words in their proper column.

Word Bank
• Species
• Biodiversity Familiar A bit Familiar Not Familiar
• Population
• Threatened
• Extinct
• Endangered
• Climate Change
• Sustainable
Development 30
Activity 2: PICTURE PERFECT STORY
Directions: Study the pictures below and answer the following guide questions. Write your
answers on the blanks provided.

Figure 1: Tubbataha Reef Figure 2: Coconut Plantation

How many different species can you see in Figure 1? What about in figure 2?
___________________________________________________________________

Is there a species that dominates the area in figure 2? If yes, what is it?
___________________________________________________________________

Which of the two has a greater chance of survival when faced with environmental
changes? Why do you think so?
___________________________________________________________________

The Tubbataha Reef Marine Park has many populations. You can see hundreds
of different species of organisms, whereas in a coconut plantation, only 1 species
dominates. A population is a group of living things within a certain area that are all of
the same species. Several different populations may be found in a community. A
population of one kind may affect a population of another kind within a community. A
jungle has greater amount of biological diversity, or biodiversity, than a cornfield.
Biodiversity refers to the variety of life in an area. Communities with many different
species will be able to withstand environmental changes better than communities with
only a few.

Activity 3: WHAT LIES AHEAD?

There are two sets of pictures below, the pictures found in Column A and those in
Column B. Your task is to explain how the picture in Column B affects that of its
corresponding picture in column A. Write your answer in the space provided.

31
 Column A Column B EFFECT OF B TO A

123rf. (n.d).

Turrentine, J. & MacMillan, A, 2021

Wikipedia, 2021 Ronald Laubenstein/U.S. Fish and Wildlife

Service

Changes in the environment may leave individuals less well adapted to compete
successfully for resources such as food, water and mates. Sometimes an entire species
may become unable to compete successfully and reproduce. These problems can lead to
extinction (BBC, 2021). Extinction is the disappearance of a species when the last of its
members die. There are a lot of local and global environmental issues that contribute to
species extinction.

ACTIVITY 4: THE RIPPLE EFFECT

Direction: Analyze the pictures below. List down possible effects it may bring to the
environment especially to different species.

32
There are a lot of local and environmental problems that cause species extinction.

Local and Environmental Problem that Causes Species

Extinction

Deforestation – the rapid rate by which trees are cut down results in loss of habitat for
many species, placing many at risk and leading to large-scale extinction

Water Pollution – Water pollution can have harmful effects outside and the
contamination of the water we drink. It also disrupts marine life, sometimes altering
their reproductive cycles and increasing mortality rates. A major problem in lakes,
rivers, and ponds is eutrophication. It happens when the concentration of organic
nutrients that comes from domestic garbage are thrown in bodies of water.

Air Pollution – It is directly linked to other environmental issues, such as acid

rain and eutrophication. Animals and humans are also at risk
of developing a number of health problems due to air pollution.

Climate Change – It destabilizes the Earth’s temperature equilibrium and has far
reaching effects on human beings and the environment. During the course of global
warming, the energy balance and thus the temperature of the earth change, due to the
increased concentration of greenhouse gases, which
has a significant impact on humans and the environment.

Urban Sprawl – Has been linked to environmental issues like air and water
pollution increases, in addition to the creation of heat-islands.

Overfishing– Leads to a misbalance of ocean life, severely affecting natural

ecosystems in the process. Furthermore, it also has negative
effects on coastal communities that rely on fishing to support
their economies
Waste production– Not only does this create explosion hazards, but methane also
ranks as one of the worst of the greenhouse gases because of its high global warming
potential.

33
 Population Growth– This results in a number of issues, such as a lack of fresh
water, habitat loss for wild animals, overuse of natural resources and even species
extinction.

Test your Mind

I AM PART OF THE SOLUTION!

Using your knowledge of species extinction and the local and
environmental issues that cause it, identify a problem in your environment that
may result to the loss of species. Plan on how you as a student can help solve
or mitigate its effect. Your work will be graded based on the rubric given
below.

Identified Community Problem that may result to the loss of species:

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
My plan on how to be part of the solution:
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Rubric for Scoring

Score Description
20 The problem is well-identified. Planned solution is well-communicated, plausible,
relevant, realistic, and responsive.
15 The problem is well-identified. There seems to be confusion in the planned
solution yet is still plausible, relevant, realistic, and responsive.
10 The problem is broad and not well-communicated. The planned solution is a bit
plausible, not really relevant, not realistic, and not that responsive
5 The problem is not well-communicated. Planned solution is not plausible, not
relevant, not realistic or too idealistic, and not responsive

34
I learned that…
________________________________________________________________
________________________________________________________________
I need to ask my teacher about …
________________________________________________________________
________________________________________________________________

REFERENCES

Science 9 Learner’s Module

Science 9 SLM
Science 9 Teacher’s Guide
Delandia, Novy A.(n.d). Science 9 SLM Quarter 1 -Module 10 Biodiversity: Local and Global
Environmental Issues
Internet Sources:
Allen, K.(2020, July 22). Polar bears may be extinct by 2100 if Arctic ice melts at
projected rate, according to new study.Abc news.retrieved from
https://abcnews.go.com/US/polar-bears-extinct-2100-arctic-ice-melts-
projected/story?id=71895289
BBC.(2021). Evolution, extinction and biodiversity. Retrieved from
https://www.bbc.co.uk/bitesize/guides/zw9jq6f/revision/2
Denchak, Melissa (2018, May 14) Water Pollution: Everything You Need to Know.
Natural Resources Defense Council retrieved from
https://www.nrdc.org/stories/water-pollution-everything-you-need-know
Desert Kangaroo. (2021). retrieved from https://en.wikipedia.org/wiki/Desert_rat-
kangaroo
Eric Boneman. (2008). CoralMania. The Many Advantages of Blast Fishing and a New
Method of Coral Propagation.Reefkeeping Magazine. retrieved from
http://reefkeeping.com/issues/2003-04fool/eb/index.php
Environment Guide. (n.d) Effects of Subdivisions. retrieved from
http://www.environmentguide.org.nz/activities/subdivision/effects-of-
subdivision/
Home Stratosphere. (2021).10 Different types of grasshoppers. Retrieved from
https://www.homestratosphere.com/types-of-ladybugs/
Ronald Laubenstein/U.S. Fish and Wildlife Service

ANSWER KEY:

Activity 2:
-There are many different species in Figure 1. There are only two species (the grass
and coconut tree) in figure 2.

35
-Yes, there is. The coconut tree dominates the area.
-Figure 1 (Tubbataha reef) has a greater chance of survival when faced with
environmental changes because it has more species.
Activity 3:
Note: Answers may vary. Exact answers however are those that state that the species
will be affected and thus might lead to extinction.
Activity 4:
Answers may vary

DEVELOPMENT TEAM

Author/ Writer: Jona A. Saladino

Content Editor: Marites M. Ibieta
Language Editor: Lisa L. Peñaflor
Education Program Supervisor: Jade O. Alberto, EdD

36
Name: ___________________________________________________________________

Section: _________________________________ Date: ___________________________

SCIENCE 9
(Q1_LP7)

BACKGROUND INFORMATION FOR LEARNERS:

Plants and other autotrophic organisms are necessary to sustain life

on Earth. They provide humans and other heterotrophic organisms with foods and
oxygen necessary for survival.
How do plants manufacture its own food? What makes the process
possible? Plants manufacture their own food through photosynthesis. It is the
process of putting together carbon dioxide and water through the presence of light
captured by the chlorophyll to produce glucose and oxygen as by-product. Where
do most of the process occurs? It’s in the leaves of a plant, though may also occur
on the stem. Leaves serve as the main site of photosynthesis since most of the
chlorophyll are found on it. Typically, leaf is made-up of upper and lower
epidermis, mesophyll (spongy and palisade), vascular bundles like xylem and
phloem and the stomata.
As mentioned above, chlorophyll, the green pigment in the leaves
make photosynthesis possible. These green pigments are housed in the so-called
chloroplast-consists of outer and inner membrane, intermembrane space, stroma
and thylakoids containing the chlorophyll stacked in grana. These structures are
important in order for the reaction to occur.
On the other hand, energy obtained from food must be digested and
processed in order to make it usable for the cells and that process is called cellular
respiration. It is a process that ensures the continuous flow of energy in the
ecosystem. If chloroplast houses the chlorophyll necessary for photosynthesis,
mitochondrion is the organelle responsible for the conversion of energy into
Adenosine Triphosphate (ATP)-the energy currency of the cell. Mitochondrion, the
powerhouse of the cell is consisting of outer and inner membrane, cristae,
intermembrane and matrix.
To better understand the processes of photosynthesis and cellular
respiration, first, we need to take a look at the organelles involved in the processes.
The next activities will simply enlighten you with the description and
function of each part of the organelles of photosynthesis and cellular respiration.

37
 LEARNING COMPETENCY WITH CODE:

MELC: Differentiate basic features and importance of photosynthesis and

respiration.

CG LC/ Code: (S9LT-Ig-j-31)

Describe each part of the organelle involved in photosynthesis and cellular
respiration.

ACTIVITIES/ EXERCISES:

ACTIVITY 1: I’ve Got to Know You Well, Organelles!

Directions: Study the labeled pictures presented below. Use these

pictures as guide in describing the organelles involved in photosynthesis and
cellular respiration. You will be asked to match the organelle to its
corresponding description which may also include its function and vice versa.
Write your answer on the space provided.

A. Internal Structure of a Leaf

https://www.google.com/search?q=internal+structure+of+a+leaf&tbm=isch&chips=q:internal+structure+of+a+leaf,g_1:labeled:0sR6r7FGWLk%3D&usg=AI4_-
kRGOvc-JLfyVxdRty-Ss7j9VueFrA&sa=X&ved=2ahUKEwiX_oqD8LbxAhUQVpQKHQKdAjMQgIoDKAF6BAgHEAs&biw=1094&bih=504#imgrc=U3wMzIqRDazZjM

38
Matching Type: Match Column A with Column B. Don’t forget to use the labeled
picture above for reference.

Column A Column B
Parts of a Leaf Description

______1. Cuticle A. middle part of the leaf where most

photosynthesis occurs

______ 2. Epidermis B. outer layers of cells covering the leaf

______ 3. Mesophyll C. vascular tissue which carries food

______ 4. Xylem D. waxy, waterproofing cover of epidermis

______ 5. Phloem E. entrance and exit of carbon dioxide and

Oxygen
______ 6. Stomata F. vascular tissue for carrying water
G. provide structure and support to leaf

Guide Questions:
1. Which among these parts of a leaf have to do with photosynthesis?
______________________________________________________________________________
______________________________________________________________________________

2. Why is it that most of the photosynthetic process occurs in mesophyll?

______________________________________________________________________________
______________________________________________________________________________

B. Chloroplast:

The picture above shows a chloroplast with unlabeled part. You are tasked to
identify each part of the chloroplast (highlighted) by choosing your answer from the

39
options below. Read each description and be guided in choosing your answer. Write
your answer on the space provided.

1. __________________________________________

2. __________________________________________

3. __________________________________________

4. __________________________________________

5. __________________________________________

6. __________________________________________

Guide Questions:

In which part of the chloroplast is the site of photochemical or light-dependent

reactions of photosynthesis? Explain your answer briefly.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

C. Mitochondrion

40
Study the labeled picture of a mitochondrion. Complete the table below by writing
the corresponding description of each part on the specified column. Choose your
answer from the options provided below.

Parts of Mitochondrion Description

1. Outer membrane
2. Inner membrane
3. Cristae
4. Intermembrane
5. Matrix

Guide Question:

Why is it that mitochondrion is considered as the “powerhouse of the cell”?

_________________________________________________________________________

_______________________________________________________________________.

REFLECTION:

I learned about…
______________________________________________________________________________
______________________________________________________________________________
If given the chance to ask, I would ask about…
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

REFERENCES FOR LEARNERS:

Science 9 Learner’s Module, Quarter 1, Module 4, Ecosystem: Life Energy. Deped-

Central Office, 2014

41
Internet Sources:
BiologyDictionary.Mitochondria. https://www.biologydictionary.net/mitochondrial.
Retrieved: June 26, 2021
Cindy Grigg. The Structure of a Leaf.
https://www.mrsd.org/cms/lib/NH01912397/Centricity/Domain/245/the%20str
ucture%20of%20a%20leaf%20reading.pdf . Retrieved: June 26, 2021Gauthier,
Nicholas, Mitochondrial Matrix: Definition and
Function.https://www.study.com/academy/lesson/mitochondrial-matrix-
definition-function-quiz.html. Retrieved June 27,2021

ANSWER KEY:

DEVELOPMENT TEAM

Author/ Writer: Rochelle P. Aranas

Content Editor: Marites M. Ibieta
Language Editor: Lisa L. Peñaflor
Education Program Supervisor: Jade O. Alberto, EdD

42
Name: _________________________________________ __________________________

Section: _________________________________ Date: ___________________________

SCIENCE 9
(Q1_LP8)

BACKGROUND INFORMATION FOR LEARNERS:

Chloroplast and mitochondrion are the two organelles necessary

in order for the interrelated processes like photosynthesis and cellular
respiration occurs.
Photosynthesis as we all know is simply putting together the raw
materials in the presence of light captured by the chlorophyll to produce
product and by-product, but the process is not as simple as that. The process
is actually a complex one which occurs in two stages: light-dependent reaction
and the light-independent reaction or Calvin cycle (dark reaction).
Light-dependent reaction happens in the presence of light which
occurs in the thylakoid membrane converting light energy into chemical energy.
Water is utilized and facilitates the formation of free electrons and oxygen.
Energy harvested during this stage is stored in the form of ATP (Adenosine
Triphosphate) and NADPH (Nicotinamide Adenine Dinucleotide Phosphate
Hydrogen) which will be needed in the next stage of photosynthesis.
Calvin cycle (dark reaction) or light-independent reaction takes
place in stroma and converts carbon dioxide into sugar. The energy produced
from the previous stage of photosynthesis is used in this process.
Another complex process which occurs in an organism is the
cellular respiration. This process is very important because these processes the
energy obtained from glucose. Three stages are involved: glycolysis, Krebs cycle
and Electron Transport Chain (ETC). In glycolysis, 6-carbon sugar is broken
down into pyruvate (3-carbon molecule) accompanied by a net gain of 2 ATP
and 2 NADH molecules. This pyruvate as it enters the mitochondrial matrix
generates pool of chemical energy. In the process, pyruvate loses carbon
dioxide to form acetyl-CoA, a 2-carbon molecule. Acetyl CoA is then oxidized to
carbon dioxide and chemical energy is captured in the form of NADH, FADH 2
and ATP. The last stage was the electron transport chain which produces large
amount of chemical energy stored in reduced NAD+( NADH) and reduced FAD
(FADH2).
The processes are really complex to be understood easily, no
worries because the succeeding activities will refine our understanding of the
processes.

43
 LEARNING COMPETENCY WITH CODE:

MELC: Differentiate basic features and importance of photosynthesis and

respiration.

CG LC/ Code: S9LT-Ig-j-31)

Specific Objectives:
Describe the processes of photosynthesis;
Describe the processes of cellular respiration; and
Compare and contrast photosynthesis and cellular respiration.

ACTIVITIES/ EXERCISES:

ACTIVITY 1: It’s really fantastic and full of magic, Photosynthetic!

Directions: The diagram below shows the two stages of Photosynthesis. Label
each part of the process. Choose your answers from the options provided below
the diagram.
A.

https://www.google.com/search?q=diagram+of+photosynthesis+with+label+grade+9&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjMyu
qU2LfxAhVSIaYKHf1NC4wQ_AUoAXoECAEQAw&biw=1094&bih=504#imgrc=Pao3r4d3eqv22M

44
Guide Questions:

1. Would light-dependent reaction proceeds without sunlight? Why?

__________________________________________________________________________________
__________________________________________________________________________________

2. What is the main raw material in light-dependent reaction? In Calvin cycle?

__________________________________________________________________________________
__________________________________________________________________________________

3. What end-products are produced from each stage of photosynthesis?

__________________________________________________________________________________
__________________________________________________________________________________
4. In what form of energy does Calvin cycle used in order to proceed its
reaction? What would happen if this energy was already used up?
__________________________________________________________________________________
__________________________________________________________________________________

B. The stages of Photosynthesis undergo several steps before coming-up with the
desired product. The following are steps in the light-dependent and Calvin cycle or
dark reactions; your task is to sort these processes as to light-dependent or Calvin
cycle. Be sure to arrange the steps in chronological order. Write your answers in a
tabular form similar below:

LIGHT-DEPENDENT REACTIONS CALVIN CYCLE OR DARK

REACTIONS

Choose your answers below:

45
Guide Question:

In your own statement, how will you describe the light-dependent and light-
independent reaction of Photosynthesis?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

ACTIVITY 2: Let’s Figure It Out!

Directions: Study the unlabeled diagram of a cellular respiration. Fill-out the

missing concepts. Options are provided below.

Options:

https://www.google.com/search?q=cellular+respiration+diagram+labeled&tbm=isch&ved=2ahUKEwj6z_fN4bnxAhVsEqYKHZqhBRAQ2-
cCegQIABAA&oq=cellular+respiration+diagram+labeled&gs_lcp=CgNpbWcQAzICCAAyAggAMgIIADIGCAAQBRAeMgYIABAFEB4yBggAEAUQHjIGCAAQBRAeMgYIABAFEB4yBggAEAUQHjIGCAAQCBAeUKPkJFiW5yRg7O4kaABw
AHgAgAGTA4gB0QWSAQUzLTEuMZgBAKABAaoBC2d3cy13aXotaW1nwAEB&sclient=img&ei=fXTZYLqdFuykmAWaw5aAAQ&bih=504&biw=1077&hl=en#imgrc=bbOCVrPltt_r3M

46
B. Cellular respiration has three stages. Below are some of the steps in cellular
respiration. Identify the following as to steps in glycolysis, Krebs cycle or electron
transport chain stage. Write your answer on the space provided.
________ 1. Uses the pyruvate molecules to generate 2 ATP as well as several
molecules of FADH2 and NADH.
________ 2. Glucose splits into two molecules called pyruvate and 2 ATP molecules
are generated per molecule of glucose as well as 2 molecules of NADH.
________ 3. Pyruvate, is transported into the mitochondrion and converted to a
compound called acetyl coenzyme A or acetyl CoA.
_______ 4. Proton gradient is created that ultimately leads to the production of
large amount of ATP.
_______ 5. Oxygen joins with protons and electrons to form water.

Guide Question:
From the above diagram, summarize the process of cellular
respiration.
__________________________________________________________________________________
__________________________________________________________________________________

ACTIVITY 3: Let’s compare and contrast!

Directions: Complete the table below:

BASIS OF COMPARISON PHOTOSYNTHESIS CELLULAR

RESPIRATION
Cell organelle involved
Raw materials
End-products
Energy requirement

Rubric for Scoring:

PARAMETERS 5 3 1
(EXPERT) (CAPABLE) (BEGINNER)
Completeness and Complete and all There are missing Incomplete and
correctness of concepts concepts and very few answers
concepts presented are presented some are correct.
presented. correct. incorrect answers.
Grammar, usage No errors in There are few So many errors in
and mechanics spelling, errors in spelling, spelling, grammar
punctuation and punctuations and and punctuation.
grammar. grammar.
Modified from Sample Essay Rubric for Elementary Teachers by ThoughtCo.

Guide Question:

From your answers above, how will you describe the recycling of materials through
the chloroplast and mitochondrion?
_________________________________________________________________________
_________________________________________________________________________

47
 REFLECTION:

I learned about _________________________________________________________________

_________________________________________________________________________________.
If given the chance to ask, I would ask about
_________________________________________________________________________________
_________________________________________________________________________________.
Over-all, the learning activity was ________________________________________________
_________________________________________________________________________________.

REFERENCES FOR LEARNERS:

Science 9 Learner’s Module, Quarter 1, Module 4, Ecosystem: Life Energy.

DepEd-Central Office, 2014

Internet Sources:

https://www.google.com/search?q=diagram+of+photosynthesis+with+label+grade+9&so
urce=lnms&tbm=isch&sa=X&ved=2ahUKEwjMyuqU2LfxAhVSIaYKHf1NC4wQ_AUoAXo
ECAEQAw&biw=1094&bih=504#imgrc=Pao3r4d3eqv22M. Date accessed: July 16,
2021

https://www.google.com/search?q=cellular+respiration+diagram+unlabeled&tbm=isch&v
ed=2ahUKEwiY-6uo4bnxAhVyJqYKHZeFB2UQ2-
cCegQIABAA&oq=cellular+respiration+unlabele&gs_lcp=CgNpbWcQARgBMgIIADIGCA
AQCBAeMgYIABAIEB46BwgAELEDEEM6BAgAEEM6BggAEAUQHjoECAAQGFD3jgR
YnKwEYI_DBGgAcAB4AIABogGIAcQPkgEEMC4xNZgBAKABAaoBC2d3cy13aXotaW1
nwAEB&sclient=img&ei=LnTZYJisIPLMmAWXi56oBg&bih=504&biw=1077&hl=en#imgr
c=eFUWIJ5FvnJPQM&imgdii=tAMNt_dZMrt9VM .Date accessed: July 16, 2021

https://www.google.com/search?q=cellular+respiration+diagram+labeled&tbm=isch&ved
=2ahUKEwj6z_fN4bnxAhVsEqYKHZqhBRAQ2-
cCegQIABAA&oq=cellular+respiration+diagram+labeled&gs_lcp=CgNpbWcQAzICCAAy
AggAMgIIADIGCAAQBRAeMgYIABAFEB4yBggAEAUQHjIGCAAQBRAeMgYIABAFEB
4yBggAEAUQHjIGCAAQCBAeUKPkJFiW5yRg7O4kaABwAHgAgAGTA4gB0QWSAQU
zLTEuMZgBAKABAaoBC2d3cy13aXotaW1nwAEB&sclient=img&ei=fXTZYLqdFuykmA
Waw5aAAQ&bih=504&biw=1077&hl=en#imgrc=bbOCVrPltt_r3M. Date accessed: July
16, 2021

48
 ANSWER KEY:

nd energy requirements of photosynthesis and cellular respiration.

49
Answers to guide question may vary.

Another way is through an essay on describing how the process works

by putting emphasis on the cell organelles involved, raw materials, end products
and energy requirements of photosynthesis and cellular respiration.

Rubric to be used should be crafted by the subject teacher.

DEVELOPMENT TEAM

Author/ Writer: Rochelle P. Aranas

Content Editor: Marites M. Ibieta
Language Editor: Lisa L. Peñaflor
Education Program Supervisor: Jade O. Alberto, EdD

50