CLMD4A ScienceG9
CLMD4A ScienceG9
CLMD4A ScienceG9
9
QUARTER 1
LEARNER’S MATERIAL
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CLMD CALABARZON
PIVOT 4A CALABARZON
Science
Grade 9
Science Grade 9
PIVOT IV-A Learner’s Material
Quarter 1
First Edition, 2020
Further, this learning resource hopes to engage the learners in guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.
You are expected to assist the child in the tasks and ensure the learner’s
mastery of the subject matter. Be reminded that learners have to answer all
the activities in their own notebook.
The module is designed to suit your needs and interests using the IDEA
instructional process. This will help you attain the prescribed grade-level
knowledge, skills, attitude, and values at your own pace outside the normal
class- room setting.
Parts of the
Description
LM
Introduction
What I need to
know The teacher utilizes appropriate strategies in present-
ing the MELC and desired learning outcomes for the
day or week, purpose of the lesson, core content and
relevant samples. This allows teachers to maximize
learners awareness of their own knowledge as re-
gards content and skills required for the lesson
What is new
Development
PIVOT 4A
CALABARZON
WEEKS TRANSPORT OF NUTRIENTS IN THE
The best way to keep you in good health is to maintain an internal bal-
ance or homeostasis of your cells and organ systems. You need to take healthy
foods for continuous energy, do a regular exercise, have a good and sound
sleep to rest your mind and body, take vitamins and a lot more of the positive
ways to boost your immune system.
When you eat foods, you are actually using the chemical energy that
fuels your body to do various activities. How are these nutrients, other fluids,
gases and other molecules transported in your body? Can you enumerate the
differ- ent organ systems in your body that work together to perform each
functions to maintain homeostasis?
You can start by doing a simple exercise! Are you ready? Try to jump five
times before you continue studying the lesson. Have you felt some changes in
your body? Try to feel the left part of your chest. Do you feel an increased and
faster heartbeat than when you are just sitting or doing a regular routine of be-
ing stationary in your place? Are you grasping for more air?
There are two organ systems that work together to allow the exchange of
gases when you are doing strenuous activity like jumping. These are the respir-
atory system and the circulatory system.
Nowadays in the time of pandemic, if a person is experiencing symptoms
like fever, colds and has a hard time breathing, there is a necessary measure to
keep oneself away from the suspicion of having acquired the virus that weakens
the respiratory system. This can be explained by the interaction of respiratory
and circulatory system if the virus gets in the body. How is this possible?
You will learn all these in the succeeding lessons.
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I
Let`s start by studying the coordinated parts and functions of the organs
of the respiratory and circulatory system that will aid in the transport of nutri-
ents, gases, and other molecules to and from the different parts of the body.
In humans and other animals, the necessary nutrients , gases and liq-
uids are transported in the body though the blood. Blood is carried through the
body via blood vessels. There are three blood vessels in the human body. These
are the vein, artery and capillary.
An artery is a blood vessel that carries blood away from the heart, where it
branches into ever-smaller vessels. All arteries have relatively thick walls that
can withstand the high pressure of blood ejected from the heart. Eventually, the
smallest arteries, vessels called arterioles, further branch into tiny capillaries,
where nutrients and wastes are exchanged, and then combine with other vessels
that exit capillaries to form venules, small blood vessels that carry blood to a
vein, a larger blood vessel that returns blood to the heart.
The respiratory system works directly with the circulatory system
to provide oxygen to the body. This substance moves into the blood vessels that
circulates the oxygen-rich blood to tissues and cells in the body. The chart be-
low shows the comparison of the arteries and veins in human body.
Arteries Veins
Direction of blood flow Conducts blood away Conducts blood toward the
form the heart heart
General appearance rounded Irregular; often collapsed
pressure high low
Well thickness thick thin
Relative oxygen con- Higher in systemic Lower in systemic veins; higher
centration arteries; lower in pul- in pulmonary veins
monary arteries
valves Not present Present most commonly in
limbs and veins inferior to the
heart
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Learning Task 1: Study the diagram of the human respiratory system.
Identify the parts of the respiratory system. Copy the diagram and label the
parts cor- rectly. Choose form the words listed below.
AB
mouth nose
bronchi air sacs C
D
E
lung branching tubes
trachea F
G
Learning Task No. 2: Use the diagram showing the exchange of gases in
and out of the cells. Copy and complete each statement.
1. The main artery of the body, supplying oxygenated blood to the circulatory
system.
2. The upper right chamber of the heart that receives oxygenated blood from the
lungs.
3. The chamber within the heart that is responsible for pumping oxygen-depleted
blood to the lungs.
4. The artery carrying blood from the right ventricle of the heart to the lungs for
oxygenation.
5. Is the thickest of the heart's chambers and is responsible for pumping oxygen-
ated blood to tissues all over the body.
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Learning Task 3: Read the instruction in each activity. Prepare and write
your answers in your notebook.
INHALING EXHALING
1. air moves out of the lungs
2. air moves into the lungs
3. ribs move out
4. ribs move in
5. chest space becomes smaller
6. chest space becomes larger
7. diaphragm moves down
8. Diaphragm moves up
PIVOT 4A CALABARZON
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Learning Task 4: Read the handout about the heart and blood circulation.
Prepare and write your answers in your notebook.
The human heart consists of four chambers: The left side and the right side
each have one atrium and one ventricle. Each of the upper chambers, the
right atrium (plural = atria) and the left atrium, acts as a receiving chamber
and contracts to push blood into the lower chambers, the right ventricle and
the left ventricle. The ventricles serve as the primary pumping chambers of the
heart, propelling blood to the lungs or to the rest of the body.
There are two distinct but linked circuits in the human circulation called
the pulmonary and systemic circuits. Although both circuits transport
blood and everything it carries, we can initially view the circuits from the point
of view of gases. The pulmonary circuit transports blood to and from the
lungs, where it picks up oxygen and delivers carbon dioxide for exhalation. The
systemic circuit transports oxygenated blood to virtually all of the tissues of
the body and returns relatively deoxygenated blood and carbon dioxide to the
heart to be sent back to the pulmonary circulation.
T
The right ventricle pumps deoxygenated blood into the pulmonary trunk,
T
which leads toward the lungs and bifurcates into the left and right pulmonary t
arteries. These vessels in turn branch many times before reaching the pulmo- t
nary capillaries, where gas exchange occurs: Carbon dioxide exits the blood
a
and oxygen enters. The pulmonary trunk arteries and their branches are the on-
a
ly arteries in the post-natal body that carry relatively deoxygenated blood. t
b
PIVOT 4A CALABARZON
Dual System of the Human Blood Circulation Blood flows from the right
atrium to the right ventricle, where it is pumped into the pulmonary circuit.
The blood in the pulmonary artery branches is low in oxygen but relatively high
in carbon dioxide. Gas exchange occurs in the pulmonary capillaries (oxygen
into the blood, carbon dioxide out), and blood high in oxygen and low in carbon
dioxide is returned to the left atrium. From here, blood enters the left
ventricle, which pumps it into the systemic circuit. Following exchange in the
systemic ca- pillaries (oxygen and nutrients out of the capillaries and carbon
dioxide and wastes in), blood returns to the right atrium and the cycle is
repeated. (Anatomy
and Physiology.Betts, J. G., et.al..Open Stax))
Diagram showing the dual blood circulation (Anatomy and Physiology.Betts, J. G., et.al..Open Stax)
Guide Questions:
After reading the handout about the heart and blood circulation, answer the fol-
lowing questions.
1. What are the two circuits by which the gases are circulated in and out of
the lungs?
2. What tissues in the body transport the nutrients, gases and other
substances in the human body?
3. Describe the transport of gases in a pulmonary circuit.
4. Describe the transport of gases in a systemic circuit.
5. Describe the exchange of gases in a pulmonary capillaries.
PIVOT 4A CALABARZON
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Learning Task 5:Read and understand the procedures indicated in the activi-
ty. Perform them one by one. Make use of other materials available to you.
Project Description:
1. Design 2. Usability 3. Comfort
Guide Questions:
1. What is the economic implication of making your own washable face mask?
2. Why is it that wearing of face mask is mandatory in this time of pandemic
caused by Covid 19?
3. How will you relate this activity in your lesson on respiratory and circulatory
exchange of gases?
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WEEK
Healthy Lifestyle
3 I
This lesson allows you to infer how one’s lifestyle can affect the function-
ing of respiratory and circulatory system. Eating nutritious foods, doing regular
exercise and gaining adequate sleep daily can keep your respiratory system, car-
diovascular or circulatory system and immune system stronger. These activities
will give your body enough knowledge, skills and attitudes towards a healthy
lifestyle.
To have a healthy lifestyle, we must be conscious of what we are doing,
like monitoring the amount of sleep we have daily, how we move in our
position when doing something like working in front of the computer, eating
the nutri- tious food and avoiding what is not necessary in our body. Science
can reveal that healthy body, eating correct food for our age and body and
having fitness routines can help prevent diseases like hypertension, stress, high
cholesterol, diabetes, and even simple respiratory tract diseases like cough,
colds, asthma, sinusitis and allergies. Also, preventing the corona virus to
enter our systems can be learned.
In the succeeding activities, you will experience cardiovascular exercise
that will help you to strengthen the heart muscles and make the respiratory
tract clear and free from particulates in the environment. Doing the breathing
exercise and stretching the muscles in our body can reverse our tendency to
ex- perience diseases.
You do not need to go to the gym or drink expensive medicines to make
your body healthy, just monitor your attitude towards a healthy lifestyle.
“Having a healthy lifestyle making your body on style” - Vier Nama.
source: workoutlabs.com
Healthy Lifestyle
I
Learning Task 1: Read the instruction in doing the simple regular exercise at
home. Choose any material available at home. Sign a pledge of commitment.
Benefits: Jumping rope helps develop better body awareness, hand-foot coordi-
nation, and agility.
Safety: Your jump rope should be adjusted for your height. Stand with both
feet on the middle of the rope and extend the handles to your armpits. That’s
the height you’re going for. If it’s too long, cut or tie it to avoid tripping on the
rope.
If you’re a beginner:
Start by jogging forward as you swing the jump rope over your head and under
your feet. Do this move for 15 seconds.
1. Next, reverse your direction and jog backward as you continue to swing the
jump rope. Do this move for 15 seconds.
Finish your set by doing a hopscotch jump for 15 seconds. To do this move,
jump rope in place, and as you jump, alternate between jumping your feet
out to the sides and then back to the center, similar to how you’d move them
while doing jumping jacks. Do this move for 15 seconds.
1. Rest for 15 seconds between sets.
2. Repeat 18 times.
3. If you’re an intermediate exerciser, you can perform the moves for 30 sec-
onds and rest for 30 seconds between sets. The advanced circuit should be per-
formed for 60 seconds at a time, followed by 60 seconds of rest.( https://
www.healthline.com/health/fitness-exercise/aerobic-exercise-examples#athome-exercises )
4. Sign the commitment form below.
L
h
A
Weeks of the Month Cut Down On 2-3 Times a Week 3-5 Times a Week Everyday
1st Week
2nd Week
3rd Week
4th Week
5th Week
Guide Questions:
1. What have you realized on the questions being ask to you?
2. What are the things that you will stop doing?
3. What are the things that you need to continue?
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CALABARZON
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Learning Task 4: In this activity make a menu for the week using the table
be- low. Make sure that you have a good combination of balance, healthy but not
expensive food. Remember that your family will benefit from this menu. Pre-
pare a table showing the nutritional contents and benefits of the itemized
menu of the day as shown in the sample table on the next page.
Break-
fast
Lunch
Dinner
Describe
the menu
of the
day. Why
did you
choose
them?
A
Learning Task 5: This activity will find out the health status of your family.
From the previous activity about maintaining a healthy lifestyle, Choose five
(5) questions for you to analyze and identify the status of your family health.
List down the answer of each of the family members. Write all their answers
in your notebook.
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CALABARZON
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WEEK
Non-Mendelian Inheritance
4-5
I Lesson
Term Meaning
Incomplete Pattern of heredity in which one allele is not
dominance completely dominant over another
Codominance Pattern of heredity in which both alleles are
Simultaneously expressed in the heterozygote
Multiple alleles A gene that is controlled by more than two alleles
Pleiotropy When one gene affects multiple characteristics
Lethal allele Allele that results in the death of an individual
Polygenic trait Traits that are controlled by multiple genes
There are different activities that you can explore in this lesson. You
will be able to analyze monohybrid crosses involving incomplete dominance,
codominance and sex linkage. You will also describe the complex patterns of
inheritance and analyze monohybrid crosses of blood types. ( images from
www.google.com)
source:https://www.google.com/imgres..i
I
Learning Task 2: Read the handout about exploring snapdragon. Answer the
guide question in your notebook.
source:https://www.google.com/imgres..i
Guide Question :
1. State Mendel`s Law of Inheritance.
2. What are the two alleles for flower color in snapdragon?
3. State the Law of Non-Mendelian Inheritance in snapdragon.
Exploring Snapdragons
Prove how the following flower color was produced in the F 1 and F2 generation.
F1 100% Pink
White flower - Fw
Pink flower -
F2 25% Red
FRFW
50% Pink
25% White
FR FR
Fw
F1 100% FRFw Pink flower
FRFw FRFw
(example)
Fw FRFw FRFw
D
Learning Task 2: Answer the following questions. Write your answer in your
notebook.
Guide Questions
1. Based on the results of the genetic crosses , why do you think the red and
white flower alleles can “interact with one another? Explain both the F1 and
F2 generations.
2. How are the results of the crosses differ if the red allele was dominant over the
white allele? Explain both the F 1 and F2 generations.
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E
Using the given genotype find the F 1 and F2 generation of the crossed between
black rabbit and chinchilla, also the crossed of himalayan and albino. Use the
Punnet squares below to guide you.
Guide Question
1. Based on the results of the genetic crosses you have shown, how do you
think the red and white flower alleles can “interact with one another?
Explain both the F1 and F2 generations.
2. How are the results of the crosses differ if the red allele was dominant over the
white allele? Explain both the F1 and F2 generations.
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Learning Task No. 4. Find the F1 and F2 crosses given the genotypes for Him-
alayan and Albinoc
Guide Question
1. Based on the results of the genetic crosses you have shown, how do
you think the red and white flower alleles can “interact with one
another? Ex- plain both the F1 and F2 generations.
2. How are the results of the crosses differ if the red allele was dominant over
the
Lesson
6
I
This lesson will relate species extinction to the failure of populations or
organisms to adapt to abrupt changes in the environment.
Extinction happens when the last member of the species dies. A species
becomes extinct if it can no longer adapt to changes in the environment and
con- sistently compete with other organisms in its environment.
From the research entitled “Cause and Consequences of Species Extinc-
tions” the authors Sodhi, Brook and Bradshaw (2014) concluded that, although
extinctions are a normal part of evolution, human modifications to the planet in
the last few centuries, and perhaps even millennia, have greatly accelerated the
rate at which extinctions occur. Habitat loss remains the main driver of extinc-
tions, but it may act synergistically with other drivers such as overharvesting and
pollution, and, in the future, climate change. Large-bodied species, rare species,
and habitat specialists are particularly prone to extinction as a result of rapid
human modifications of the planet. Extinctions can disrupt vital ecological pro-
cesses such as pollination and seed dispersal, leading to cascading losses, eco-
system collapse, and a higher extinction rate overall.
We are living in a dynamic changing environment and most species are
dependent on it. There are organisms that can easily adapt to the changing envi-
ronment depending on the resistant into it. There are organism that can adapt
easily but others are not.
Now is the time to embrace change, because even in the pandemic, we
are experiencing perhaps disappearance of living organisms that even human
beings can not adapt . But creative innovations are everywhere, discover new
approach- es instead of just waiting for solutions and blaming others for
mistakes. The only way to succeed over time is to exceed the effort of making
the environment safe for everyone.
I
Learning Task 1: Write a simple paragraph about the changing
environment in this time of pandemic. Cite at least three changes that you need
to adapt in order to survive in the New Normal. Complete the paragraph
below.
_.
D
Learning Task 2: Complete the table to be familiar with the extinct animals of
the Philippines . Identify their common names. Use the pool of words below.
Common name /
Description Period
scientific name
Introduced in the 13th-16th? century
from Sabah in the reign of the Sultanate
of Sulu, and became extinct
on Maguindanao or were transported back to
Sabah. Bone fragments are the only proof left
behind of their existence
Once roamed in the plains of Luzon, Mindanao
entire Philippine Archipelago. Unfavorable geo-
graphical conditions and human exploitation
caused their extinction.
Discovered in Palawan in 2011. The fossil has
not yet been extracted from the rocks in fear of
destroying the natural heritage caves of Pala-
wan. Future technology in fossil extraction is
the only way to get and identify the fossil.
Excavations in Callao Cave, in the lowland (c.
85 m elevation) Cagayan River Valley of north-
eastern Luzon, Philippines, have produced the
first fossils of any endemic genera of Philip-
pine murinae rodents.
Two articulated phalanx bones and another
phalanx piece were found amidst an
assem- blage of other animal bones and
stone tools
in Ille Cave near the village of New Ibajay. From
the stone tools, besides the evidence for cuts on
the bones, and the use of fire, it would appear
that early humans had accumulated the bones.
Due to the lack of a complete skeleton, it lived
during the Pleistocene era (2.588 million –
11,700 years ago) and that it was essentially
the larger version of its modern cousin.
Lived on the island of Cebu before becoming
extinct in modern times, primarily due
to habitat destruction and human exploitation.
The subspecies was declared extinct in 2000,
however, other warty pig subspecies still sur-
vive on other Philippine islands.
Stood only 75 cm (2 ft 6 in) and weighed
about 150 to 160 kg (330 to 350 lb).The
species was smaller than the modern
Mindoro tamaraw.
PIVOT 4A CALABARZON
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E
Learning Task 3: Read the words in both columns. Match column A with Col-
umn B. Write your answer in your notebook.
A. Causes of Extinction of
Species
Column B
Column A
1. From John W. Williams’ research, their findings indicated
that “By the end of the 21st century, large portions of the
A. Climatic Heating
Earth’s surface may experience climates not found at pre-
and Cooling sent and some 21st century climates may disappear.
B. Changes in 2. Habitat loss and degradation affect 86% of all threatened
Sea Levels or birds, 86% of mammals and 88% of threatened amphibi-
Cur- rents ans.
C. Asteroids /
3. Increase in population, destruction/fragmentation of
Cos- mic
habi- tat, pollution and climate change/global warming
Radiation
D. Acid Rain 4. They use resources that the other species depend on.
Once competition gets too great, the survival of the fittest
E. Disease /
plan will begin, and one of the species, usually the natural
Epi- demic
one, will die off.
F. Spread of Inva-
sive Species 5. This forms when sulfur dioxide and / or nitrogen
oxides are put into the atmosphere. Increases the
G. Human Causes
acidity of the soil which affects plant life. It can also
of Extinction
disturb rivers and lakes to a possibly lethal level.
H. Habitat
Degra- dation 6. Each species has defense mechanisms like immunities
I. Climate Change and the ability to fight disease. With the changing
climate and landscape certain species are losing their
ability to fend off disease. They are becoming more
susceptible to disease and epidemics, which can lead to
their eventual extinction.
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B. My Advocacy Board
You have learned from the previous activity that one of the causes of extinc-
tion of species is disease or epidemics. Relating it to our present situation do you
think someday human beings will become extinct also because of diseases and
pandemics? What program or projects you would like to propose to avoid the ex-
tinction of human beings to happen? Write your advocacy program or projects in
your notebook.
A
Learning Task 4 : Answer the following questions. Prepare a simple proposal
to show your thoughts on the issue.
Objective / Purpose
Methodology / Design
PIVOT 4A CALABARZON
Findings
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WEEKS
This lesson will lead you to differentiate basic features and importance
of photosynthesis and respiration. Try to read and understand some concepts in
some activities to know more on these.
The two biological reactions that complement each other in the environ-
ment are photosynthesis and respiration that occur in a reverse manner. In the
process of respiration, oxygen and glucose yield water and carbon dioxide,
while carbon dioxide and water yields glucose and oxygen in photosynthesis.
Both photosynthesis and respiration can function enough as living organisms
provide carbon dioxide for plants that undergo photosynthesis and produces
glucose. Bacteria and plants release oxygen that is required for all living
organisms for respiration.
PIVOT 4A
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Learning Task 1: Observe the diagram showing the exchange of materials
dur- ing photosynthesis and cellular respiration. Answer the guide question based
on the diagram.
Guide Question:
1. In which part of the cell does photosynthesis happen?
2. In which part of the cell does respiration happen?
3. What energy is needed by photosynthetic organisms during the process
of photosynthesis?
4. What energy is needed by organisms during cell respiration?
5. What are the materials needed during photosynthesis?
6. What are the materials produced after the process of photosynthesis?
7. What are the materials needed during cell respiration?
8. What are the materials produced after the process of cell respiration?
9. Describe the materials needed during photosynthesis, where does they
come from?
10. Describe the materials needed during cell respiration, where does they
come from?
D
Learning Task 2: Read and perform the task in each part. Write your answer
in your notebook.
PHOTOSYNTHESIS EQUATION
This activity will help you explore the photosynthesis equation.
Photosynthesis is the process used by plants and some bacteria to
create energy from sunlight. Chlorophyll is the green pigment in plants that
is responsible for this conversion process. During photosynthesis,
photoauto- trophs use energy from the sun, along with carbon dioxide and
water, to form glucose and oxygen.
A. Illustrate the photosynthesis equation and label properly.
B. Fill in the table below to describe the stages of photosynthesis. There are
two stages of photosynthesis, the light-dependent reactions and the Calvin
cycle.
REQUIRES
STAGE LOCATION EVENTS
SUNLIGHT?
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Learning Task 3: Answer the following questions after reading the paragraph.
Write your answer in your notebook.
TERM MEANING
The process happening inside the cells of organisms breaking
down glucose and can be used as energy
The primary energy carrier in living things
B. Fill in the term being describe by the sentence on the right. Choose your
WORD POOL
Aerobic Mitochondria Cytoplasm
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E
Learning Task 4: Answer the following questions after performing the activity.
Write your answers in your notebook.
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A
Learning Task 5 : Study the table before answering the questions below. Write
your answer in your notebook.
1. How will your describe cellular respiaration in your own words? What
about photosynthesis?
2. What made the two processes different from each other?
a mga katanungan o puna, sumulat o tumawag sa:
ment of Education Region 4A CALABARZON Office Address: Gate 2 Karangalan Village, Cainta Rizal Landline: 02-8682-5773 local 420/42
ddress:
PIVOT 4A
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