This document is the teacher's guide for the 10th grade science textbook published by the Department of Education of the Philippines. It provides an overview of the textbook's contents, including introductions, learning objectives, and lesson plans for four modules that cover topics related to living things and their environment: 1) the coordinated functions of the nervous, endocrine and reproductive systems, 2) heredity and inheritance, 3) biodiversity and evolution, and 4) ecosystems and environmental issues. The document also lists the authors and reviewers involved in developing the textbook and provides publishing details and copyright information.
GRADE 10 SCI MODULE TEACHER'S GUIDE UNIT 321ST CENTURY
GRADE 10 SCI MODULE TEACHER'S GUIDE UNIT 3
- Trust me when I say this is unit 3 even though in the cover it says Unit 5. When you look closely or when you look at the table of contents, it says right at the top, UNIT 3. So, i therefore conclude that this module is UNIT 3.Thank you.
GRADE 10 SCI MODULE TEACHER'S GUIDE UNIT 321ST CENTURY
GRADE 10 SCI MODULE TEACHER'S GUIDE UNIT 3
- Trust me when I say this is unit 3 even though in the cover it says Unit 5. When you look closely or when you look at the table of contents, it says right at the top, UNIT 3. So, i therefore conclude that this module is UNIT 3.Thank you.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
Sci10 TG 3RD Q
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Science
Department of Education
Republic of the Philippines
This book was collaboratively developed and reviewed by educators
from public and private schools, colleges, and/or universities. We encourage
teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at
action@deped.gov.ph.
We value your feedback and recommendations.
Teacher’s Guide
Unit
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Science – Grade 10
Teacher’s Guide
First Edition 2015
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking
permission to use these materials from their respective copyright owners. All means have been
exhausted in seeking permission to use these materials. The publisher and authors do not
represent nor claim ownership over them.
Only institutions and companies which have entered an agreement with FILCOLS and
only within the agreed framework may copy from this Teacher’s Guide. Those who have not
entered in an agreement with FILCOLS must, if they wish to copy, contact the publishers and
authors directly.
Authors and publishers may email or contact FILCOLS at filcols@gmail.com or (02)
439-2204, respectively.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
Printed in the Philippines by: REX Book Store, Inc.
Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)
Office Address: 5th Floor Mabini Building, DepEd Complex
Meralco Avenue, Pasig City
Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: imcsetd@yahoo.com
Development Team of the Teacher’s Guide
Authors: Herma D. Acosta, Liza A. Alvarez, Dave G. Angeles, Ruby D. Arre,
Ma. Pilar P. Carmona, Aurelia S. Garcia, Arlen Gatpo, Judith F. Marcaida,
Ma. Regaele A. Olarte, Marivic S. Rosales and Nilo G. Salazar.
Reviewers: Eligio C. Obille Jr., Marlene Ferido, Ma. Helen DH Catalan,
Vic Marie Camacho, Lilia M. Rabago and Cerilina M. Maramag
Illustrators: Joseph V. Bales, Ramon C. Gatpo, Regaele A. Olarte, Marivic
S. Rosales, Ruel C. Quindoy, Antonio I. Basilla, and Jose Leo Vic O. Albaño
DepEd Specialists: Joseph R. Jacob and Maria Amparo R. Ventura
Photo Credits: Herma D. Acosta, Dave G. Angeles, Liza A. Alvarez, Ruby
D. Arre, Aurelia S. Garcia, Judith F. Marcaida, Regaele A. Olarte, Jane
Chavarria and Nilo G. Salazar,
Layout Artists: Joselito B. Asi and John Ralph G. Sotto
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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UNIT 3. Living Things and their Environment
Introduction...........................................................................................164
Module 1. Coordinated Functions of the Nervous,
Endocrine, and Reproductive System................................165
Pre-assessment..............................................................................166
The Nervous System......................................................................167
Activity 1. Break It Down!........................................................167
The Nerve Cell...............................................................................168
Control of Body Processes through the Nervous System..............170
Activity 2. How Fast Is Your Reaction?....................................172
Activity 3. A Nervous Trip........................................................173
The Endocrine System...................................................................176
Endocrine Glands and Their Hormones.........................................176
Activity 4. Who’s in Control?....................................................177
Activity 5. What Went Wrong?.................................................179
Menstrual Cycle.............................................................................181
Activity 6. Mark My Calendar!..................................................181
Nervouse System Working Together with
Endoctrine System to Maintain Homeostasis................................183
Performance Task: Vidoe Making...................................................184
Summary........................................................................................185
Answers to Summative Assessment..............................................187
Glossary..........................................................................................188
References and Links.....................................................................189
TABLE OF CONTENTS
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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Module 2. Heredity: Inheritance and Variation....................................191
Overview........................................................................................191
Answers to Pre-assessment...........................................................192
Activity 1. Getting to Know the DNA and RNA Structures.......193
Activity 2. DNA Makes DNA....................................................195
Activity 3. What’s the Message...............................................199
Activity 4. Relay the Message.................................................203
Activity 5. Trace the Code.......................................................207
Activity 6. Chromie Change.....................................................210
Summary........................................................................................214
Answers to Summative Assessment..............................................215
Glossary of Terms...........................................................................216
References and Links.....................................................................217
Module 3. Biodiversity and Evolution.................................................221
Overview.........................................................................................221
Answers to Pre-assessment...........................................................222
Sources of Evidences in the Study of Evolution............................223
Activity 1A. Where Do I Belong?.............................................224
Activity 1B. What’s My Age?...................................................226
Evolutionary Patterns from Comparative Anatomy.........................227
Activity 2. AHA! Analogous! Homologous!...............................228
Activity 3. So, Who is My Relative?.........................................229
Activity 4. Let’s Compare.........................................................230
Activity 5. Follow The Track.....................................................232
Activity 6. Survivor....................................................................233
Performance Task..........................................................................235
Summative Assessment.................................................................236
Summary of Concepts....................................................................237
Glossary..........................................................................................238
References.....................................................................................238
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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Module 4. Ecosystem: Biodiversity....................................................240
Overview.........................................................................................240
Pre-assessment..............................................................................241
Biodiversity and Stability
Activity 1. Classifying the Value of Biodiversity....................242
The Ups and Downs of Population Growth....................................242
Limiting Factors..............................................................................243
Activity 2. Dependent of Independent..................................245
Environmental Problems and Issues..............................................246
Activity 3. Analyzing Environmental Issues.........................247
Activity 4. Biodiversity Status in the Community..................248
Activity 5. Product Creation.................................................249
Activity 6. Showcasing of Products.....................................252
Answers to Summative Assessment..............................................253
Glossary of Terms..........................................................................254
References and Links.....................................................................255
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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UNIT 3
Living Things and Their
Environment
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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UNIT 3: Living Things and Their Environment
Introduction
In the past years, the students have learned about the coordinated func-
tions of the digestive, respiratory, and circulatory systems. It has been explained
that nutrients enter the bloodstream and combine with oxygen taken in through
the respiratory system. They have also understood the structure of genes and
chromosomes, and the functions they perform in the transmission of traits from
parents to offspring. They have discovered that most species that have existed
before are now extinct, and have realized that species become extinct when
they fail to adapt to changes in the environment. The students have become
familiar about how plants capture energy from the sun and store energy in
sugar molecules through photosynthesis, and have learned that stored energy
is used by cells during cellular respiration. They have found out that these two
processes are related to each other.
All modules in Grade 10 Unit 3-Living Things and Their Environment
present mental and hands-on activities that are learner-centered to enable the
students to apply science concepts and skills in addressing real-world problems
through scientific investigations. These instructional activities are designed to
enhance their knowledge, understanding, skills, and ability to transfer learning.
There are four modules in this quarter, namely:
Module 1: Coordinated Functions of the Reproductive, Endocrine, and
Nervous Systems
Module 2: Heredity: Inheritance and Variation
Module 3: Biodiversity and Evolution
Module 4: Ecosystems
The role of K-12 science teachers is to effectively facilitate learning by
guiding the students in performing every task and initiating an inquiry-based
learning phase rather than merely making the students passive recipients
of information. At the end of Grade 10, the learners should have already
developed scientific, technological, and environmental literacy that will lead
them to rational choices on any issue that they will face in life.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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Content Standards
The learners demonstrate understanding
of…
Performance Standard
The learners…
the organisms as having feedback
mechanisms, which are coordinated by
the nervous, endocrine, and reproductive
systems.
how these feedback mechanisms help
the organism maintain homeostasis to
reproduce and survive.
create a campaign advertising
video about the common and
effective contraceptive measures
used in family planning, in line with
the Reproductive Health Law
Overview
By going through Module 1, the students will realize that for whatever
action they do from the moment they get up in the morning to the time they go
to bed, there is always a part of the body that requires the support of another
part to achieve its purpose. Take note that our body is made up of different
systems that coordinate with one another in order to perform their functions
well; if any part of these organ systems malfunctions, the body will become
unbalanced. The students have already studied from the past that human body
systems are the combined functional units composed of various organs working
in full coordination with each other. Emphasize that the instability caused
by the impairment of one system cannot be compensated by other systems
because each system has its own function in the body. In Grade 9, they have
already studied how the circulatory and respiratory systems work together, and
how a person’s lifestyle affects these systems. Now they will learn about the
coordinated functions of the reproductive, endocrine and nervous systems.
This module will enable the students to show understanding of
organisms as having feedback mechanisms, which are coordinated by
the nervous and endocrine systems. They will also understand how
these feedback mechanisms help the organism maintain homeostasis to
reproduce and survive.
Unit 3
MODULE
1
Suggested time allotment: 12 to 14 hours
Coordinated Functions of
the Nervous, Endocrine,
and Reproductive Systems
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At the end of this module, students are expected to:
1. Describe the parts of the nervous, endocrine, and reproductive sys-
tems, along with their functions.
2. Explain the role of hormones involved in the female and male repro-
ductive systems.
3. Describe the feedback mechanisms involved in regulating processes
in the female reproductive system.
4. Describe how the nervous system coordinates and regulates feed-
back mechanisms to maintain homeostasis.
In Module 1, students will answer the following key questions:
Pre-assessment
Odd Organ Out (Answers)
Odd One Out Reason
HEART
The heart is a part of the circulatory system, while
all the rest are parts of the nervous system.
LUNGS
The lungs are a part of the respiratory system,
while the rest are parts of the female reproductive
system.
SKULL
The skull is a part of the skeletal system, while the
rest are parts of the endocrine system.
INTESTINE
The intestine is a part of the digestive system,
while the rest are parts of the male reproductive
system.
The students have studied in the past that cells make up a tissue, tissues
make up an organ, and organs make up a system. Now, they will first try to
understand the organ system before going to the cellular level to know how the
individual cells of the nervous system work.
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The Nervous System
The Structure of the Nervous System
Activity 1
Break It Down!
In this activity, students will be able to identify the components of the
nervous system by filling in the missing parts of the graphic organizer.
Answers in the Activity:
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Teaching Tips:
• Before the students perform the activity, you may show pictures of the
different parts of the nervous system.
• Three-dimensional models of the nervous system may also be shown to
the class so that the students can have a more realistic visualization.
• You may choose to use the provided template for the graphic organizer or
allow the students to map the concepts on their own.
• It will also be useful to search for web resources of videos showing
animated visual exploration of the nervous system.
• For a more engaging activity, you may let the students create their own
model of the nervous system or the brain using clay, paper mache,
recyclables, food, or anything.
• Let the students use different colors to indicate different structures and
identify each part.
Answers to Guide Questions:
Q1. The Central Nervous System (CNS) serves as the main processing center
for the entire nervous system while the Peripheral Nervous System (PNS)
connects the central nervous system to the organs and limbs by relaying
information through the nerves.
Q2. All the other parts of the nervous system will not be able to carry out their
corresponding functions, and the other body systems will be affected as
well.
The Nerve Cell
Teaching Tips:
• Let the students study Figure 1 and look at the different parts of the
nerve cell or neuron. Explain to them that there are billions of neurons in
the body. Let them distinguish the parts such as dendrites, cell body, and
axon. Note that the axon shown in the figure is covered by glial cells,
which are the most abundant cell types in the central nervous system.
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When teaching about the nervous system, it is essential to go over the neu-
ron. Point out to the students that neurons are similar to other types of cells
because they perform basic cellular functions and have the same components,
like a nucleus, cell membrane and other organelles; but their primary function
is to receive and transmit signal.
• You can use the simplest model to illustrate a neuron using only your
hand and arm, so that the students can understand its structure better.
Simply hold out your arm and spread your fingers as shown in the figure
below.
Your hand represents the “cell body” (also called “soma”); your fingers
represent “dendrites”, bringing information to the cell body, your arm
represents the “axon”, taking information away from the cell body.
• For enrichment activity, you may also ask the students to create their
own nerve cell models out of different materials, such as beads, strings,
or clay. Let them label the structures of the model they made and use it
to remember the parts and function of a neuron.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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Control of Body Processes through the Nervous System
The Nerve Impulse
Teaching Tips:
• Explain to the students that neurons have the special ability to carry sig-
nals or impulses. Tell the students that their thoughts, emotions, learn-
ing, and many body functions are controlled by nerve impulses carried
by the neurons.
• Make the students imagine that you have a board with a row of switches.
You may also show to the class an actual board of light bulbs and quickly
click each switch in the row on and off. This will give the students an idea
of how a nerve impulse travels along a neuron.
• Let the students understand that nerve impulses have a domino effect.
Explain how each neuron receives an impulse and passes it on to the
connecting neuron or to an effector cell such as a muscle. Through a
chain of chemical reactions, the dendrites receive an impulse that is
transported through the axon and transmitted to the next neuron.
• Another suggested illustration during discussion is doing the following
simple exercise to show how neurons connect with other neurons. As
a developmental activity, instruct the students to draw ten (10) dots on
one side of the paper. Let these dots represent neurons, and assume
that each neuron makes connections with the 10 dots on the other side
of the paper. Ask the students to connect each dot on one side with the
ten dots on the other side. As you can see from Figure 6, only four of
the “neurons” have been connected, and it gets very complicated after
awhich.
• Remind the students that the given exercise is quite simple. Each
neuron that is represented by a dot may actually make thousands of
connections with other neurons. Let them know that if they finish all the
dots, the paper would be really dirty.
Figure 3. “Connect the Dots” exercise, showing the complexity of
neuron connections.
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• For fast learners, you may show pictures, animated videos, and
interactive web applications depicting Action Potential Depolar-
ization as enrichment for the concept of nerve impulse being an
electrochemical charge.
Suggested web links for Action Potential Depolarization are:
1. http://brainu.org/files/movies/action_potential_cartoon.swf
2. https://www.youtube.com/watch?v=ifD1YG07fB8
3. https://www.youtube.com/watch?v=U0NpTdge3aw
4. https://www.youtube.com/watch?v=7EyhsOewnH4
5. https://www.youtube.com/watch?v=-6t_n6kTj1A
The next activity that the students will perform will enable them to
understand more of the concepts on the control of body processes through
the nervous system. Students build upon what they have already learned
by testing their visual and auditory senses. Tell them to use their senses to
detect the stimuli in the environment and make the corresponding response.
As they do Activity 2 and record their reaction times, they will quickly learn
that there are different skills and strategies involved in reacting to something
when seeing and listening are required. Nevertheless, they will also learn that
greater self-awareness, strategy development, and ongoing practice of these
skills can improve their visual and auditory reaction times and ultimately, their
survival and success in life.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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Activity 2
How Fast Is Your Reaction?
Teaching Tips:
• One way of motivating the students is by actually getting a quick reac-
tion from the class and then discussing it. For example, you can throw
a small object such as a candy or a ball into a group of students, catch-
ing them off-guard, drop a book, or make a loud noise. Lead a general
discussion of reaction time by asking students how they usually react to
different situations.
• Get students to think critically what draws objects toward the earth. Inte-
grate the concept of “Free Fall” as what they have learned in Grade 9 to
the activity that they will perform. For more advanced classes, you may
use the formula t = √(2d/g)
• After the students have performed the activity about reaction time, make
them realize the value of practice, which may also be discussed in terms
of the concept of long term memory. Ask them, “What other skills has
practicing helped you learn and master?” (Examples may include doing
math problems, typing, reading music, and various sports activities).
• Give practical examples of knowing one’s reaction time. In sports, re-
action time, the interval between stimulation and reaction, often deter-
mines who wins and who loses. Even more importantly, in real-life situ-
ations, like when driving a car, it can mean the difference between life
and death.
Answers to Guide Questions:
Q3. Answers will depend on whether the person is left-handed or right-handed.
Q4. Answers will depend on whether the person is left-handed or right-handed.
Q5. The ruler was caught faster with eyes open.
Q6. The message travels from one neuron to another until it reaches the brain.
Then, the brain’s response is also transmitted by another set of neurons.
Q7. First, the eye sees the ruler, then sends a message to the brain. The
brain sends a response through the muscles in the hand. Finally, the
muscles contract to allow the person to catch the ruler.
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Activity 3
A Nervous Trip
In this activity, the students will be able to explain how the body
processes are controlled through the nervous system
Teaching Tips:
• Since this is a kinesthetic activity, the class needs more space to work
with their team, so it is advisable to move the chairs a little to allow the
members to move freely. Another option is to make the two teams line up
at each side of the classroom.
• You may decide to do the activity simultaneously for all groups or one after
another, with the aid of a timer or stopwatch.
• You may creatively think of different situations that you may write down on
the card to show different stimuli.
Suggested ideas to be written on the card are:
1. Touching a hot stove
2. Smelling spoiled food
3. Stepping on a thumb tack
4. Hearing a loud bang
• Refer to the following illustration to see how you will position the students
in the game.
KEY CONCEPT TO EMPHASIZE:
Neurons have the special ability to carry signals or impulses.
A nerve impulse is an electrochemical signal moving along an active
neuron. The space between neurons is called synapse. A stimulus
is any factor in the environment that influences behavior. A response
is a reaction to a condition or stimulus. To survive, an organism must
be able to respond to a stimulus. Reaction time is the length of time
between application of a stimulus and detection of a response.
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• When giving instructions to the students, it is important to note that the
organ that will be receiving the stimuli may or may not be the same organ
to make the response from the brain to the motor neurons. Point out that it
could be another part of the body or a muscle that will carry out the action.
Explain the difference between the receptor and the effector.
• You may ask the students how anesthesia enables loss of sensation to
avoid the feeling of pain. Explain that anesthesia disrupts the nerve im-
pulse transmission in sensory neurons, leading to a temporary numbness
or loss of sensation.
• The suggested enrichment activities in the learners’ module may or may
not be given to the students, depending on their level of mastery. These
enrichment activities may also be given to the students as project or cul-
minating task.
Suggested Enrichment Activities:
• During the first three years, a child’s brain triples in weight and establishes
about 1,000 trillion nerve connections. Thus, the child’s experiences dur-
ing the first three years of life are crucial to brain development. Gather
and write down information about the different ways of stimulating brain
development in children.
* Suggested web references for the enrichment activity:
1. http://www.kidsgrowth.com/resources/articledetail.cfm?id=259
2. http://www.my-newborn-baby-care.com/infant-brain-development.
html
3. http://www.zerotothree.org/child-development/brain-development/
Figure 7. The game setup showing the relay course from start to end
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• Design a flyer that will disseminate information about the different diseases
affecting the human nervous system.
* In assessing the informational flyers created by the learners, it would be helpful
to create a rubric to be shown to the class as a guide in doing the activity
Answers to Guide Questions:
Q8. The brain receives the information through the sensory neurons that
transmit the message from one neuron to another.
Q9. As soon as the brain receives the information, it processes the message
and come up with a response to be sent through the neurons.
Q10. The message from the brain is relayed by the motor neurons that
transmit the message from one neuron to another going to the effector.
Q11. The sensory neurons transmit impulses from the receptor to the brain
while the motor neurons transmit impulses from the brain to the effector.
Q12. Information travels in the nervous system through the neurons that
transmit the impulse. The sense organ receives the message, and the
information is sent by the sensory neurons to the brain. The brain then
processes the information and sends a response through the motor
neurons to the organ, gland or muscle.
Q13. Any damage in the nervous system affects the function of other body
parts, since messages are not properly transmitted throughout the body.
Q14. Answers may vary depending on the students’ locality. Some examples
of public health care programs that deal with the nervous system are
National Mental Health Program, Epilepsy Camp, Universal Health Care,
Rabies Prevention and Control Program, and many others.
After learning about the structure and funtions of the nervous system,
students are now ready to learn that there is another system that controls
and regulates body processes. Emphasize to the students that the endocrine
system is in control of the body mechanisms that slowly take place, unlike the
nervous system that controls rapid body processes. The given table lists all the
major glands with their functions, locations, and the hormones they release.
KEY CONCEPT TO EMPHASIZE:
When a receptor such an organ perceives a stimulus, the impulse
is sent to the brain by the sensory neurons, transmitting information from
one nerve cell to another. As the message reaches the brain, it processes
the information and commands an effector such as a muscle or an organ
to respond. The message coming from the brain is sent through the motor
neurons.
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The Endocrine System
Endocrine Glands and Their Hormones
Gland Functions Location
Hormones
Released
Pituitary
stimulates growth and
controls the functions of
other glands
at the base of
the brain
Oxytocin,
Vasopressin,
Growth Hormone,
Adrenocorticotropic
Hormone (ACTH),
Prolactin,
Luteinizing
Hormone, Follicle
Stimulating
Hormone (FSH)
Thyroid
regulates body
metabolism and causes
storage of calcium in
bones
below the
voice box
Thyroxin, Calcitonin
Parathyroid
controls the calcium
levels in your body and
normalizes bone growth
in the neck Parathyromone
Thymus
enables the body
to produce certain
antibodies
in front of the
heart
Thymosin
Adrenal
prepares the body for
action, and controls the
heart rate and
breathing in times of
emergency
at the top of
the kidneys
Adrenaline
Pancreas
regulates blood sugar
levels
between the
kidneys
Insulin, Glucagon
Reproductive
- Testes
(Males)
- Ovaries
(Females)
control maturation and
male characteristics
influence female
traits and support
reproductive function
lower
abdomen
lower
abdomen
Androgen,
Testosterone
Estrogen,
Progesterone
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Activity 4
Who’s in Control?
In this activity, the learners will identify some of the major endocrine
glands in the human body and their functions. Let them study each picture that
shows the role of a particular gland in the endocrine system, write down the
name of the endocrine gland, and explain its effect according to its function.
Answers in the Activity:
1. Ovaries
Secrete more progesterone and estrogen to promote pregnancy
2. Adrenal Gland
Produces adrenaline to activate short-term stress response
3. Pituitary Gland
Produces growth hormones
4. Thymus Gland
Secretes thymosin to stimulate production of T- cells against infection
5. Pancreas
Secretes insulin that regulates blood sugar levels
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Answers to Guide Questions:
Q15. The pituitary gland controls the output of other glands in the body.
Q16. The thyroid gland is located below the voice box and regulates body
metabolism by producing calcitonin that reduces blood calcium level;
while parathyroid gland is located on the thyroid glands and produces
parathormone that increases blood calcium levels and normalizes bone
growth.
Q17. The person’s pancreas is possibly involved when blood sugar level
becomes unstable.
Q18. The thymus gland enables the body to produce T- cells that help in
fighting infections and diseases.
Q19. A person born without a thymus gland will not develop an adaptive
immune system and may eventually die.
Q20. The adrenal gland produces adrenaline that enables the body to have
the energy in doing spontaneous work during emergency situations.
Q21. Because the diabetic person’s pancreas does not produce enough
insulin for the body, insulin injections must be administered to the body
to regulate blood sugar levels.
Q22. During menopause there is a significant change of hormone levels
produced by the ovaries which eventually stops the menstrual cycle.
Q23. Birth control pills contain hormones that control the functioning of the
ovaries and the uterus. Most pills have the combination of the hormones
estrogen and progesterone to prevent ovulation (the release of an egg
during the monthly cycle).
Q24. Oxytocin and prolactin enable milk production that provides the required
nourishment for the baby.
KEY CONCEPT TO EMPHASIZE:
The endocrine system consists of glands that secrete chemicals
called hormones that control various body processes. This control system
usually brings about slow changes in the body because hormones move
through the circulatory system more slowly than the nerve impulses. The
major glands in the body are the pituitary, thyroid, parathyroid, thymus,
adrenal, pancreas, ovaries and testes.
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Activity 5
What Went Wrong?
This activity will get the students familiarized with the different disorders
in the endocrine system due to hormonal imbalance and the hormones
responsible. After doing the activity, they will be able to explain the effect of a
particular hormone in the body, if not properly regulated.
Answers in the Activity:
1. Dwarfism
There is too little secretion of growth hormones by the pituitary
gland, thus resulting to stunted growth.
2. Gigantism
There is an excessive secretion of growth hormones by the pituitary
gland causing too much growth to the person.
3. Goiter
There is an abnormal enlargement of the thyroid gland due to too
much or too little amount of secreted hormone.
Answers to Guide Questions:
Q25. Dwarfism may arise if the pituitary gland is not producing enough
growth hormones.
Q26. A person with excessive secretion of growth hormones by the pituitary
gland will have a condition called gigantism.
Q27. The thyroid gland of the person is inflamed as there is an underlying
abnormality in thyroid secretion.
Q28. The gland cannot make enough thyroid hormone if it does not have
enough iodine in the blood, so taking iodized salt is helpful.
Q29. Answers may vary.
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The Reproductive System
The Male Reproductive System
Let the students be familiar with the functions of each part using the table:
Part Function
Testis Produces sperm cells
Scrotum Sac that holds the testis
Penis Deposits sperm cells into the vagina during mating
Vas deferens
(Tube)
Passage of sperm cells from testes to urethra
Urethra Passage of sperm cells and urine out of the body
Glands
a. seminal vesicle
b. prostate gland
c. bulbourethral
gland
(Cowper’s
gland)
Provide liquid in which sperm can swim
- Secretes a fluid that makes up most of the
components of the semen
- Secretes a slightly alkaline milky fluid that is dis
charged as part of the semen
- Secretes a thick and clear mucus that lubricates and
neutralizes the any trace of acidic urine in the urethra
The Female Reproductive System
Let the students study each part and its corresponding function:
Part Function
Ovary Produces egg cells
Oviduct
Serves as passageway of eggs from the ovary to
the uterus; site of egg fertilization
Uterus
Site of egg implantation; serves as the place where
fertilized egg develops
Vagina Receives the penis of male during mating
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The Role of Hormones in Male and Female
Reproductive System
Feedback Mechanisms Involved in Regulating
Processes in the Female Reproductive System
The Menstrual Cycle
Activity 6
Mark My Calendar!
In this activity, the learners will describe the feedback mechanisms
involved in regulating processes in the female reproductive system.
Teaching Tips:
• You may want to separate students into groups of females and males
for this learning activity. However, if you decide to separate them, make
sure that both groups receive the same information.
• For procedure number three in the learners’ module, you may simply
photocopy Figure 14 showing different episodes in the menstrual cycle
or redraw the figure in bond paper to be cut out later on. You may also
download pictures from the internet for a clearer and more accurate
representation.
• Be aware that there might be cultural sensitivities regarding this activity
for individual learners, so you have to be cautious in facilitating the
discussion.
• You may use an overhead or LCD projector in explaining the menstrual
cycle to the class before the activity proper.
KEY CONCEPT TO EMPHASIZE:
Hormones play an important role in both male and female
reproductive systems.The pituitary gland controls the functions of both
the testes and the ovaries. These hormones keep the reproductive
system properly functioning.
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• As a developmental activity, you may start by correcting myths and
misconceptions about menstruation. A checklist of statements to be
answered with fact or myth may be given to the students to check their
prior understanding on the topic to be discussed.
Answers to Guide Questions:
Q30. The average length of a menstrual cycle is 28 days. However, it varies
greatly among women (ranging from 21 to 35 days).
Q31. The young egg in the ovary begins to mature. Estrogen is secreted by the
ovary. Uterus thickens to prepare for the attachment of fertilized egg. The
mature egg is then released by the ovary.
Q32. Ovulation takes place and the egg enters the uterus. Meanwhile the
uterus continues to thicken. If no fertilization of egg occurs, the cells of
the thickened uterus break off and leave the vagina as menstruation.
Q33. After fertilization, pregnancy takes place. The egg attaches to the uterus
and continues to grow inside the womb.
Q34. It is important to study the menstrual cycle to be able to understand the
natural changes that occur in the ovary and the uterus as essential part
of sexual reproduction. The information is also useful in family planning to
prevent unwanted pregnancy.
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Nervous System Working Together with Endocrine
System to Maintain Homeostasis
Answers to Guide Questions:
Q35. Failure in homeostasis can be potentially dangerous to a person as it
may lead to various diseases and even death.
Q36. Glucagon is released in response to low blood glucose level due to
skipped lunch, thus increasing blood sugar into normal level.
Q37. Insulin is released in response to an increase in blood glucose level due
to eating sweets, thus decreasing blood sugar into normal level.
Q38. The nervous and endocrine systems work together to lower the
temperature of the internal organs such as by producing sweat to cool
the body down.
Q39. The following are some examples of the coordinated functions of the
nervous, endocrine, and reproductive systems:
Breastfeeding
The brain commands the mother’s body to be nurturing towards the
baby through breastfeeding. In order to produce milk, hormones such
as prolactin and oxytocin are needed. The secretion is stimulated by
the sucking of the infant at the breast of the mother.
Pregnancy and Child Birth
Correct balance of sex hormones progesterone and estrogen is
required throughout pregnancy with levels steadily rising until the
birth of the baby. Until the mother’s body has adapted to the higher
levels of these hormones, mood swings can be very common as they
also act on the nervous system, specifically the brain. Oxytocin levels
rise at the onset of labor, causing regular contractions of the womb
and abdominal muscles. When the baby is born, oxytocin continues
to contract the womb in order to reduce the risk of bleeding and to
help detach the placenta which is delivered shortly afterwards.
Copulation
As the brain processes physical stimulation, the sex organs perform
their corresponding biological functions. The sex glands in the
endocrine system then produce secretions that are necessary for
reproduction.
Menstrual Cycle
Follicle-Stimulating Hormone (FSH) stimulates the ovaries to release
estrogen. High levels of estrogen then prevent the further production
of FSH. Estrogen also stimulates the release of Luteinizing Hormone
(LH) from the pituitary gland, which in turn controls the production
of progesterone. High levels of progesterone then inhibit the further
release of LH.
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Performance Task: Video Making
Topic: Family Planning
Note to the Teacher: You may create your own rubric or scoring guide for
this performance task or use the suggested rubric that is given below.
Suggested Rubric to be used in rating:
CATEGORY 4 3 2 1
Presentation
The video clearly
communicates
the main idea,
and is strongly
persuasive
The video
communicates
some of the
important
ideas, and
is slightly
persuasive
The video
indirectly
communicates
the idea, and
is hardly
persuasive
The video
does not
sufficiently
communicate
any idea that
can persuade
the audience
Creativity and
Originality
All the wordings
and melody
reflect an
exceptional
degree of
students’
ingenuity in their
creation.
Most of the
wordings
and melody
used in the
jingle reflect
students’
ingenuity in
their creation.
The wordings
and melody
were made by
the student
but were
copied from
the ideas of
others.
The wordings
and melody
were not
made by the
student.
Accuracy and
Relevance of
the Content
The contents of
the video are
accurate and
related to the
topic.
Most of the
contents of
the video are
accurate and
related to the
topic.
Some
contents in
the video are
accurate and
related to the
topic.
The contents
of the video
are neither
accurate nor
related to the
topic.
Required
Elements
(persuasiveness,
musicality,
language, etc.)
The campaign
advertising
includes all
required
elements as well
as additional
details.
All required
elements are
included.
Few required
elements are
included.
Required
elements are
missing.
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Summary
• The nervous system is composed of cells, tissues, and organs that regulate
the body’s responses to internal and external stimuli. Each component of the
nervous system has a specific role to do as an important part of a team.
• The nervous system has two main divisions, which are the Central Nervous
System (CNS) and the Peripheral Nervous System (PNS).
• The Central Nervous System (CNS) serves as the main “processing center”
for the entire nervous system. It has two main components, which are the
brain, and the spinal cord.
• The Peripheral Nervous System (PNS) contains all nerves that
extend outside the brain and spinal cord. It has two main divisions, which are
the Somatic Nervous System and the Autonomic Nervous System.
• The basic unit of the nervous system is the nerve cell, called neuron. Neurons
have dendrites and axons that aid in transmitting the message.
• Neurons have the special ability to carry signals or impulses.A nerve impulse
is an electrochemical gradient moving along a neuron. The space between
neurons is called synapse. A stimulus is any factor in the environment that
may induce a nerve impulse that initiates physiological and behavioural
changes. A response is a reaction to a condition or stimulus. To survive, an
organism must be able to respond to a stimulus. Reaction time is the length
of time between application of a stimulus and detection of a response.
• When a receptor such as an organ perceives a stimulus, the impulse is sent
to the brain by the sensory neurons, transmitting information from one nerve
cell to another.As the message reaches the brain, it processes the information
and commands an effector such as a muscle or an organ to respond. The
message coming from the brain is sent through the motor neurons.
• The Endocrine System consists of glands that secrete chemicals called
hormones which control various body processes. This control system usually
brings about slow changes in the body because chemical agents move more
slowly than nerve impulses. The major glands in the body are the pituitary,
thyroid, parathyroid, thymus, adrenal, pancreas, ovaries and testes.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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• Hormones affect various processes in the body as they regulate and balance
the functioning of organs, tissues, and cells. Hormones greatly influence
growth, appearance, emotions, and reproductive functions. It plays an
essential role in the prevalence of disorders such as diabetes, thyroid disease,
growth and/or sexual dysfunction. Hormones act in very small amounts. An
increase or decrease in the said amount may result in a body disorder due to
hormonal imbalance.
• The Reproductive System is a collection of organs in an organism that
function together for sexual reproduction. The male reproductive organs are
the penis, the testicles, the epididymis, the vas deferens, and the prostate
gland. The female reproductive organs are the vagina, uterus (womb),
fallopian tubes and ovaries.
• Hormones play an important role in both male and female reproductive
systems. The pituitary gland controls the functions of both the testes and the
ovaries. These hormones keep the reproductive system properly functioning.
• Hormones secreted by the ovaries and a small gland in the brain called the
pituitary gland control the menstrual cycle.
• A feedback mechanism is the process through which the level of one
substance influences the level of another substance. A negative feedback
affects the production of hormones in the menstrual cycle. High levels of one
hormone may inhibit the production of another hormone.
• Homeostasis is the state reached when each part of the body functions in
equilibrium with every other part. This is attained through the regulation of the
bodily functions by the endocrine and nervous systems.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.