Learning Area Science 9

Learning Delivery Modality Modular Distance Modality (Learners-Led Modality)

School Tanauan School of Fisheries Grade Level Grade 9
Teacher Marites B. Tibay Learning Area Science 9
LESSON Teaching Date November 11 – 13, 2020 Quarter First
EXEMPLAR 3 (see PIVOT 4A BOW for the number of days)
Teaching Time No. of Days

I. OBJECTIVES At the end of the lesson the learners must be able to:
1. Find out how changes in the environment can affect species extinction,
2. Distinguish environmental changes that may result in the loss of the species,
3. Show a connection between the extinction of species and their ability to adapt to
changes in the environment.
A. Content Standards  The learners demonstrate understanding of how changes in the environment may
affect species extinction.
B. Performance  Make advocacy programs/projects to avoid extinction of species.
Standards
C. Most Essential  MELC 4: Relate species extinction to the failure of populations of organisms to adapt to
Learning Competencies abrupt changes in the environment.
(MELC) S9LT-le-f-30
D. Enabling
Competencies
(If available, write the
attached enabling
competencies)
II. CONTENT  Species Extinction and Adaptation
III. LEARNING
RESOURCES
A. References
a. Teacher’s
Guide Pages K-12 Teacher’s Guide pages. 38-43
b. Learner’s Alvarez, Liza A, Ma. Teresa B Delos Santos, Dave G Angeles, Herman l Apurada, Ma.
Material Pages Pilar P Columna, Oliver A Lahorra, Judith F Marcaida, et al. “Unit 1 Module 2.” In Science –
Grade 9 Learner's Module, First Ed., 34–35. FEP Printing Corporation, n.d., 2014

Delos Santos, Ma. Teresa B. Science 9 Learner's Module. First ed. Pasig City, Philippines:
Department of Education, 2014.
c. Textbook Abistado, Jonna M., Meliza P. Valdoz, Marites D. Aquino, Mary Anne T. Bascara, and Gil
Pages Nonato C. Santos. Worktext in Science and Technology - Science Links 9. Seamless K-12 Edition.
Quezon City, Philippines: Rex Bookstore, Inc., 2014.
d. Additional “Biodiversity Is Amazing.” Biodiversity Module - Activities, University of Georgia,
Materials gen.uga.edu/biodiversity_activity.html.
from Greentumble. “10 Reasons Why Species Become Endangered.” Greentumble, 5
Learning Sept. 2019, greentumble.com/10-reasons-why-species-become-endangered/
Resources en.wikipedia.org/wiki/Pollution#/media/File:Litter.JPG.
Ewing-Chow, Daphne. “Climate-Smart Coconut Agriculture Could Be the
Caribbean's Tree of Life.” Forbes, Forbes Magazine, 18 Nov. 2019, www.forbes.com/sites/
daphneewingchow/2019/11/17/climate-smart-coconut-agriculture-could-be-the
caribbeans-tree-of-life/#1cf80a5c7ea6.
B. List of Learning Kidz, Peekaboo. "How Your Heart Works? - The Dr. Binocs Show | Best Learning
Resources for Videos for Kids | Peekaboo Kidz." YouTube. August 17, 2018. Accessed June 18, 2020. https:
Development www.youtube.com/watch? v=tg_ObDJEaGo.
and Betts, G.J., et.al. 2017. The Cardiovascular System. Anatomy and Physiolo-gy. Open
 Engagement Stax
Activities Person. “Circulatory System Anatomy, Diagram & Function.” Healthline. Health line Media,
January 21, 2018. https:/www.healthline.com/ human-body-maps/circulatory-system#3.
Dominant and Recessive Traits.” U*X*L Complete Life Science Resource.
Encyclopedia.com, June 8, 2020. https://www.encyclopedia.com/social-sciences/applied-
and-social-sciences-magazines/dominant-and-recessive-traits

U n d e r s t a n d i n g O u r C i r c u l a t o r y S y s t e m”, n. d. h t t p s: / /
esklalanga.files.wordpress.com/2011/01/understanding-our- circulatory-system.pdf
IV. PROCEDURES
A. Introduction What I need to know?
 The content of the lesson will be presented.
 Learning objectives will also be introduced to guide the learners on the learning
targets founded on KSAV principles
 The learners will relate species extinction to the failure of populations or
organisms to adapt to abrupt changes in the environment.
 In their notebook, the learners will answer the Learning Task No.1
“Adapting in the New Normal Life” by writing a simple paragraph about
the changing environment in this time of pandemic. They will cite at least
three changes that they need to adapt to survive in the New Normal. They
will complete the paragraph given.

Learning Task 1:
Adapting in the New Normal Life

There are three changes that I need to adapt to survive in the new normal.
These are_____________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

B. Development What I know?

 In their notebook, the Learners will do the Learning Task No. 2

Learning Task 2: Complete the table to be familiarized with the extinct animals of the
Philippines. Identify their common names. Use the pool of words below.

Extinct Animals in the Philippines common name / scientific

 Description Common/Scientific Name Period
1. 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
2. Once roamed in the
plains of Luzon, Mindanao
entire Philippine
Archipelago. Unfavorable
geographical conditions
and human exploitation
caused their extinction.
3. Discovered in Palawan in
2011. The fossil has not yet
been extracted from the
rocks in fear of destroying
the natural heritage caves
of Palawan. Future
technology in fossil
extraction is the only way
to get and identify the
fossil.
4. Excavations in Callao
Cave, in the low-land (c. 85
m elevation) Cagayan
River-Valley of
northeastern Luzon, Philip
pines, have produced the
first fossils of
any endemic genera of
Philippine murinae
rodents.

5. Two articulated phalanx

bones and another
phalanx piece was found
amidst an
assemblage 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, early hu-
mans had accumulated the
bones.

Common name /
Description Period
scientific name
 Common name/scientific name Period

Pleistocene
Asian
elephant Fossil Cebu tamaraw
marines
Elephas Bubalus
maximus cebuencis

Holocene

Stegodon
luzonensis
Miocene

Palawan fossil Tiger Philippine

Sirenia Panthera Tigris rhinoceros
sp. Rhinoceros
Dugong sp. philippinensis

Philippine
rhinoceros
Rhinoceros Philip-
pinensis
 Extinct Animals in the Philippines common name / scientific

Common name /
Description scientific name Period

6. 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.

7. Lived on the island of Cebu before be-

coming extinct in modern times, primarily
due to habitat destruction and human ex-
ploitation. The subspecies was declared extinct
in 2000, however, other warty
pig subspecies still survive on another Philip-
pine islands.

8. 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 mod-
ern Mindoro tamaraw.

Common name/scientific name Period

Pleistocene
Asian elephant Cebu tamaraw
Fossil marines
Bubalus
Elephas maximus cebuencis

Holocene
 Stegodon
luzonensis
Miocene

Tiger
Palawan fossil Philippine
Sirenia rhinoceros
Panthera Tigris sp. Rhinoceros
Dugong sp. philippinensis

Philippine
rhinoceros
Rhinoceros Philip
pinensis

C. Engagement What is More?

 The learners will answer the Learning Task no. 3 “Causes of Species Extinction”

Learning Task 3: Read the words in both columns. Match column A with column B.
Write your answer in your notebook.
Column A

A. Climatic Heating and Cooling

B. Changes in Sea Level or Currents
C. Asteroids / Cosmic Radiation
D. Acid Rain
E. Disease / Epidemic
F. Spread of Invasive Species
G. Human Causes of Extinction
H. Habitat Degradation
I. Climate Change and Global Warming

Column B
1. From John W. Williams’ research, their findings indicated that “By the end of
the 21st century, large portions of the Earth’s surface may experience climates not
found at pre-sent and some 21st century climates may disappear.
2. Habitat loss and degradation affect 86% of all threatened birds, 86% of
mammals and 88% of threatened amphibians.
3. Increase in population, destruction/fragmentation of habitat, pollution, and
climate change/global warming
4. They use resources that the other species depend on. Once competition gets
too great, the survival of the fittest plan will begin, and one of the species, usually
the natural one, will die off.
5. This forms when sulfur dioxide and / or nitrogen oxides are put into the
 atmosphere. Increases the acidity of the soil which affects plant life. It can also
disturb rivers and lakes to a possibly lethal level.
6. Each species has defense mechanisms like immunities 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.
7. The biodiversity Earth cannot keep up with the rapid changes in temperature
and climate. The species are not used to severe weather conditions and long
seasons.
8. This is the result of melting freshwater. The denser, saltier water sinks and
forms the currents that marine life de-pends on. Ocean floor spreading and rising
also affects sea level.
9. The reverberations of their impact to Earth can be felt around the world. The
impact site is destroyed. Radiation is being emitted from outer space and the sun.
A supernova remnant is one source of cosmic radiation.

What I can Do?

 Based on the previous activity, one of the causes of extinction of species is disease or
epidemics. Relating to the present situation, the learners will think if someday human
beings will become extinct also because of diseases and pandemics. The learners will
make program or projects they would like to propose to avoid the extinction of human
beings to happen. They will write their advocacy program or projects in their
notebook.
B. My Advocacy Board

You have learned from the previous activity that one of the causes of extinction 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 extinction of human beings to happen?
Write your advocacy program or projects in your notebook.

What else I can Do?

Supplementary Activity
 The learners will compose an acrostic poem. They will choose a word or name and
use each letter in the name as the beginning of a word or line that tells something
about the topic. They will be guided with the given example.
S – Sometimes when we go to the beach, I will get sunburn
U – Usually, if I put sunblock on my skin, I will not burn
 N – Noon is when I am prone to burning
D. Assimilation What I have learned?

 The learners will do the Learning Task No. 4 by answering the given questions.
They will prepare a simple proposal to show their thoughts on the issue.
Learning Task 4:

Adaptation to Changing Environment

This activity increases your awareness and interest to do something for the
changing environment. Below is the research entitled “The Conflict Between Adaptation
and Dispersal in Maintaining Biodiversity in Changing Environments”.
Make an analysis of the abstract of this research by identifying the objectives or purpose of
the research, methodology or design, and findings.

Objective / Purpose

Methodology / Design

Assessment:
A. You have learned the importance of Biological Diversity, as well as how to preserve
our natural resources. Now, carefully read the questions and give the correct
answer by filling in the blanks.

1. Group of organisms of the same species living in a certain place is

called________________.
2. _____________ is the major cause of wildlife depletion.

3. When population of species begins declining rapidly, the species is said to be

_________________ species.
4. The principal causes of deforestation are __________________,
 __________________,________________________________,
_________________________, and _________________________________.
5. In _____________________, nutrients are washed away from the land of enrich
bodies of water. It causes excusive growth of aquatic plants and algae and
results in algal boom, in water, causing fish and other aquatic organisms to die.
6. ________________________ are environmental condition that keep a
population from increasing in size and help balance ecosystem.
7. _______________________ is a result of air pollution mostly from factories and
motor vehicles.
8. Coral reef destruction Is caused by __________________ and
_____________, while the mangrove destruction is caused by
______________________ and ______________.
9. Communities with many different species has a ____________________
And communities with only few species has a
___________________________.
10. The loss of forests, wetlands, grasslands, and other habitats contributes to loss
of _________________________.

B. Multiple choice:
Choose the best answer that completes each sentence.
1. Which of the following importance of biodiversity is aesthetic in perspective?
A. Sources of food and Industrial products
B. Buffer of extreme climatic events
C. Allows people to enjoy nature
D. Sources of drugs and pharmaceutical products
2. Pollutants dumped into the rivers and streams eventually find their way
to ______________.
A. the ocean C. ground water supplies
B. the atmosphere D. Pollution
3. Some endangered species of plants in tropical rain forest may be sources of
_________________.
A. fossil fuel B. medicine C. hazardous waste D. food supply
4. Which of the following is not a natural cause of extinction?
A. Introduction of non-native species
B. Catastrophic events
C. Competition due to overpopulation
D. Disease
5. What is known as the process by which a body of water becomes enriched in dissolve
nutrients (such as phosphates) that stimulate the growth of aquatic plant, life usually
resulting in the depletion of dissolved oxygen?
A. Acid rain C. Eutrophication B. Deforestation D. Purification
6. The number of organisms of one species that an environment can support is
called____________.
A. Population density C. Biodiversity
B. Carrying capacity D. Carrying capacity series
7. The building up of pollutants in organisms at highest tropic level in a food
chain is known as ____________.
A. eutrophication B. acid rain
 C. Biological magnification D. Global effect
8.What is called as the increase in the earth’s temperature from the rapid build-up
cartoon dioxide and other gases?
A. Greenhouse effect C. Pollution density
B. Index of diversity D. Carrying capacity
9. The mathematical way of expressing the amount of biodiversity and species
distribution in a community is known as______________.
A. population density
C. density
B. index of diversity
D. carrying cap
10. The trapping of heat by gases in the earth’s atmosphere is called _________.
A. Global warming B. Greenhouse effect C. Air pollution D. Water pollution
V. REFLECTION  The learners will write their personal insights about the lesson in their notebook,
journal, or portfolio same as below.

I understand that
__________________________________________________________________.

I realized that
__________________________________________________________________.
__________________________________________________________________.

Prepared by:

MARITES B. TIBAY
Teacher III - Science

Checked:

JHURAYDA C. NONES FE M. LIZARDO

Master Teacher I- Science Head Teacher III, Related Subjects Dept.

Noted:

SHIRLEY C. SIMAN, Ph.D. ROWENA B. TERCERO

Vocational School Administrator II Public School District Supervisor, West 2

Validated:
 DENNIS B. MASANGCAY, Ph.D.
Education Program Supervisor, Science

Recommending Approval:

EDNA U. MENDOZA, Ph.D

Chief Education Supervisor
Curriculum Implementation Division

Approved:

RHINA O. ILAGAN, Ed.D

Officer -in- Charge
Office of the Schools Division Superintendent

SUPPLEMENTARY ACTIVITIES

Name: ________________________________________________ Date: ________________________________

Grade and Section: ______________________________________ Score: ________________________________
Parent’s Signature: ______________________________________
 MELC 4: MELC 4: Relate species extinction to the failure of populations of organisms to adapt to abrupt changes in
the environment (S9LT-le-f-30).
Lesson: Species Extinction and Adaptation

Activity 1
Acrostic Poem
An acrostic poem is one where you choose a word or name and use each letter in the name as the beginning of a word
or line that tells something about the person or topic. In this case let us start with the word BIODIVERSITY and try to
describe what happened to our environment now. You will be guided with the given example. The word is SUN.
S – Sometimes when we go to the beach, I will get sunburn
U – Usually, if I put sunblock on my skin, I will not burn
N – Noon is when I am prone to burning
B _______________________________________________________________
I _______________________________________________________________
O _______________________________________________________________
D _______________________________________________________________
I _______________________________________________________________
V _______________________________________________________________
E _______________________________________________________________
R _______________________________________________________________
S _______________________________________________________________
I _______________________________________________________________
T _______________________________________________________________
Y ________________________________________________________________

Name: ________________________________________________ Date: ________________________________

Grade and Section: ______________________________________ Score: ________________________________
Parent’s Signature: ______________________________________

MELC 4: MELC 4: Relate species extinction to the failure of populations of organisms to adapt to abrupt changes in
the environment (S9LT-le-f-30).
Lesson: Species Extinction and Adaptation
 QUIZ NO. 4

C. You have learned the importance of Biological Diversity, as well as how to preserve our natural
resources. Now, carefully read the questions and give the correct answer by filling in the blanks.

2. Group of organisms of the same species living in a certain place is called________________.

2. _____________ is the major cause of wildlife depletion.

3. When population of species begins declining rapidly, the species is said to be _________________
species.
4. The principal causes of deforestation are __________________,
__________________,________________________________,
_________________________, and _________________________________.
5. In _____________________, nutrients are washed away from the land of enrich bodies of water. It
causes excusive growth of aquatic plants and algae and results in algal boom, in water, causing fish and
other aquatic organisms to die.
6. ________________________ are environmental condition that keep a population from increasing in
size and help balance ecosystem.
7. _______________________ is a result of air pollution mostly from factories and motor vehicles.
8. Coral reef destruction Is caused by __________________ and
_____________, while the mangrove destruction is caused by
______________________ and ______________.
9. Communities with many different species has a ____________________
And communities with only few species has a
___________________________.
11. The loss of forests, wetlands, grasslands, and other habitats contributes to loss of
_________________________.

D. Multiple choice:
Choose the best answer that completes each sentence.
1. Which of the following importance of biodiversity is aesthetic in perspective?
A. Sources of food and Industrial products
B. Buffer of extreme climatic events
C. Allows people to enjoy nature
D. Sources of drugs and pharmaceutical products
2. Pollutants dumped into the rivers and streams eventually find their way
to ______________.
A. the ocean C. ground water supplies
B. the atmosphere D. Pollution
3. Some endangered species of plants in tropical rain forest may be sources of _________________.
A. fossil fuel B. medicine C. hazardous waste D. food supply
4. Which of the following is not a natural cause of extinction?
A. Introduction of non-native species
B. Catastrophic events
C. Competition due to overpopulation
D. Disease
5. What is known as the process by which a body of water becomes enriched in dissolve nutrients (such as
phosphates) that stimulate the growth of aquatic plant, life usually resulting in the depletion of dissolved
oxygen?
A. Acid rain C. Eutrophication B. Deforestation D. Purification
6. The number of organisms of one species that an environment can support is called____________.
A. Population density C. Biodiversity
B. Carrying capacity D. Carrying capacity series
7. The building up of pollutants in organisms at highest tropic level in a food
chain is known as ____________.
 A. eutrophication B. acid rain
C. Biological magnification D. Global effect
8. What is called as the increase in the earth’s temperature from the rapid build-up cartoon dioxide and
other gases?
A. Greenhouse effect C. Pollution density
B. Index of diversity D. Carrying capacity
9. The mathematical way of expressing the amount of biodiversity and species distribution in a community
is known as______________.
A. population density
C. density
B. index of diversity
D. carrying cap
10. The trapping of heat by gases in the earth’s atmosphere is called _________.
A. Global warming B. Greenhouse effect C. Air pollution D. water pollution