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Living Things and

Their Environment
Quarter 3: Module 5-7

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 Republic of the Philippines
Department of Education
N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

DEVELOPMENT TEAM OF THE MODULE

WRITERS: EVANGELINE B. FUMAR, Master Teacher I

JENIFER T. HERRERA, Master Teacher I
TRIXIA A. PALMOS, Master Teacher I
ROSALINDA S. VALE, Master Teacher I
MARIA ANGELA S. FERNIZ, Teacher I
LAILA MARIE F. ILAGAN, Teacher I
ALLAN F. MANATO, Teacher I
LORENA G. OFLAS, Teacher I
MONICA S. PINEDA, Teacher I
RU CHIN N. SALCEDO, Teacher I
JOEL C. SODELA, Teacher I
YOLANDA D. TABIRAO, Teacher I
MARK PAUL D. YALUNG, Teacher I

CONSOLIDATOR: LAPRIZAL P. CASTUERAS, Head Teacher VI

LANGUAGE EDITOR: JENNYDEL D. DOMINGO, Teacher I

JOHN R. REY REAL, Teacher I

CONTENT VALIDATORS: CYNTHIA B. ONG, Master Teacher II

ANTHONETTE R. ESTUYE, Master Teacher I
ERIC JAMES PAGUIO, Master Teacher I
CARMELITA G. YAP, Master Teacher I

COVER PAGE AIRA MARI CON M. AUSTERO

ILLUSTRATOR:

TEAM LEADER: DR. RAQUEL M. AUSTERO

Education Program Supervisor

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 Module 5 Evidences of Evolution

Most Essential Learning Competencies

Explain how fossil records, comparative anatomy, and genetic information provide
evidence for evolution. (S10LT-IIIf-39)

What’s In
All organisms found on Earth has exhibited changes in their physical
appearance – structure, traits and abilities, as well as their genetic makeup which
greatly supports the idea of evolution. These changes were vital in surviving the ever-
changing environment during their existence.
Now the question is, how were the scientists able to record these changes?
One good way is through the use of fossils. Fossils are remains (bones, teeth, or
shell) or traces that are embedded in rocks of past living organisms that have been
preserved by natural processes or catastrophic events. They are commonly found in
sedimentary rocks. Scientists who study fossils are called paleontologists.

(a) (b)

Images were taken from

(a) https://upload.wikimedia.org/wikipedia/commons/a/ab/Palais_de_la_Decouverte_Tyrannosaurus_rex_p1050042.jpg

(b) https://cdn.cnn.com/cnnnext/dam/assets/180810094218-carcharocles-angustidens-teeth-exlarge-169.jpg

Images were taken from

https://lh3.googleusercontent.com/proxy/ZVHlnvI7_spB-
46xWUn002KzcX8h5nzpT6VIPxhYU-
Jt34V420e6OiaBg6hSxomEJhkGb9r4I94aqIj1azwn94s6ptZdYO
vDDaS8IxI

(a) (b)

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 There are two types of fossils present: (a) compression and (b) impression.
(Refer to the image above). The picture above shows a fossil of the Gingko leaf. The
fossil on the left formed a compression and represents the positive side. This side
has more organic material in it. However, the fossil on the right formed an impression
or imprint and represents the negative side. This side shows the external mold left by
the animal or plant tissue with little or no organic material.
The age of fossils intrigues almost everyone. Students not only want to know
how old a fossil is, but they want to know how that age was determined. Some very
straightforward principles are used to determine the age of fossils. Students should
be able to understand the principles and have that as a background so that age
determinations by paleontologists and geologists don't seem like black magic.
There are two types of age determinations. Geologists in the late 18th and early
19th century studied rock layers and the fossils in them to determine relative age.
William Smith was one of the most important scientists from this time who helped to
develop knowledge of the succession of different fossils by studying their distribution
through the sequence of sedimentary rocks in southern England. It wasn't until well
into the 20th century that enough information had accumulated about the rate of
radioactive decay that the age of rocks and fossils in number of years could be
determined through radiometric age dating.
Three methods can be used to determine the age of a fossil, these are rock
formation, geologic time scale and carbon-14 dating.
Rock Formation: A rock formation is an isolated, scenic, or spectacular
surface rock outcrop. Rock formations are usually the result of weathering and
erosion sculpting the existing rock. The term rock formation can also refer to specific
sedimentary strata or other rock unit in stratigraphic and petrologic studies.

Geologic Time Scale: The geologic time scale (GTS) is a system of

chronological dating that relates geological strata (stratigraphy) to time. The table
of geologic time spans, presented here, agree with the nomenclature, dates and
standard color codes set forth by the International Commission on Stratigraphy (ICS).

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 Some examples of events listed on the geologic time scale include the first
appearance of plant life on Earth, the first appearance of animals on Earth, the
formation of Earth's mountains, and the extinction of the dinosaurs.
The geologic time scale is an important tool used to portray the history of the
Earth—a standard timeline used to describe the age of rocks and fossils, and the
events that formed them. It spans Earth's entire history and is separated into four
principle divisions.
Carbon-14 Dating: Radiocarbon dating (also referred to as carbon
dating or carbon-14 dating) is a method for determining the age of an object
containing organic material by using the properties of radiocarbon, a radioactive
isotope of carbon.

Example:

Source: Payawal P. (1993)

Radiocarbon dating is a method that provides objective age estimates for

carbon-based materials that originated from living organisms. An age could be
estimated by measuring the amount of carbon-14 present in the sample and
comparing this against an internationally used reference standard.

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 https://www.google.com/search?q=explain+rock+formation&oq=explain+rock+formation&aqs=chrome..69i57j
0l4.7807j1j15&sourceid=chrome&ie=UTF-8

Radiocarbon dating involves determining the age of an ancient fossil or

specimen by measuring its carbon-14 content. Green plants absorb
the carbon dioxide, so the population of carbon-14 molecules is continually
replenished until the plant dies. Carbon-14 is also passed onto the animals that eat
those plants.

Homologous vs Analogous
Features of animals that have similar structure are classified as homologous if
they have a common evolutionary origin, even if they have different functions in
different animals. A classic example of homologous structures is that of the wing of a
bat and the arm of a human. Both have similar internal bone structure, and as
mammals, the evolutionary origin is clearly similar. However, the wing of a bat is
utilized for flying, whereas the arm of a person is used to carry items or to perform
other tasks and is not suited for flight. Similarly, the leg of a dog, wing of a bird, and
fin of a whale are also homologous to the human arm.
Alternatively, many structures that are clearly similar have entirely different
evolutionary ancestors. These have converged to have the same or comparable
function despite differing origins and are known as analogous or homoplastic
structures. Consider bird wings and insect wings; both features of these organisms
allow for flight, but the development of wings on the bird and the insect evolved
differently and subsequently converged to allow both to function similarly.

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https://www.google.com/search?q=homologous+and+analogous+structure&hl=en&source=lnms&tbm=isch&sa=X&ved=2ahUK
Ewi98t_znvzqAhWrIqYKHZLfBM4Q_AUoAXoECA4QAw&biw=1366&bih=657#imgrc=NsXez45QAAVnXM

What’s More

Activity 1: Crossword Puzzle

Directions: Using the clues below, guess the mystery words related to fossils.

1.
2.
3.
4.

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Activity 2. Matchy, Matchy!
Directions: Draw a line to match the picture with the method of determining the age
of fossils.

A B

1. Carbon-14 Dating

2. Radiometric Dating

https://sharedveracity.net/2019/02/09/does-carbon-14- https://www.tripadvisor.com.ph/LocationPhotoDirectLink-
radiometric-dating-undermine-the-bible-or-confirm-it/ g2095498-d10211630-i273831094-Biri_Island_

3. Rock Formation
C D

4. Law of Superposition

5. Geologic time scale

https://clarkscience8.weebly.com/law-of-superposition--
index-fossils.html https://www.pinterest.ph/pin/9710955416851410/

https://content.dodea.edu/VS/HS/Aventa/Earth_Science/
EARTHSCIx-HS-U10/a/unit03/es_3.a.5.html

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Activity 3. Fill me up!
Directions: Complete the table by studying the forelimbs of different animals given in
the picture. Identify which pair of limbs are analogous and homologous. Write your
answer in the table.

https://www.google.com/search?q=homologous+and+analogous+structure&source=lnms&tb
m=isch&sa=X&ved=2ahUKEwj41aj5hPzqAhVLw4sBHQ3MBfAQ_AUoAXoECA8QAw&biw=1
366&bih=657#imgrc=2tgudRFZVl2yqM

Homologous Function of Analogous Function of

Structure limbs Structure limbs

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 What I Have Learned
Directions: Answer the following questions below

1. How do homologous and analogous structures support evolution?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

2. Explain how genetic information in DNA provides evidence for evolution?

______________________________________________________________
______________________________________________________________
______________________________________________________________

3. What if two organisms (Ex. Horse & Monkey) have the same number of amino
acid in common from a given species/animal (Human) Cytochrome C? In
situations like this, how would you decide which is more closely related to the
given species or animals (Human)?
______________________________________________________________
______________________________________________________________
______________________________________________________________

What I Can Do
Directions: The diagram below depicts the lines of evolutionary descent of
different species, organisms, or genes from a common ancestor. The trees have
branches, the length of which is proportional to the hypothesized time between the
divergence of the organisms. Each node at the fork represents a common ancestor.
Guide Questions:
1. Look at organisms B, C, and D. These are
organisms that can be found in present time.
Sequence the common ancestors shown from
oldest to most current.
2. Look at organisms B and C. They share three
common ancestors, X, A, and Z. How many
common ancestors do organisms D and B
share?
3. Which of the present day organisms are the most closely related?

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 Q3 Module 6 Biodiversity and Evolution

Most Essential Learning Competencies

Explain the occurrence of evolution. (S10LT-IIIg-40)

What’s In

This module recalls the different sources of possible evidence for evolution
such as fossil records, rock formation, comparative anatomy, and genetic information
which gave way to the different concepts about the origin of life.

a. Fossil records b. Rocks formation

Image taken fromhttps://lh3.googleusercontent.com/proxy/ZVHlnvI7_spB-46xWUn002
KzcX8h5nzpT6VIPxhYU-Jt34V420e6OiaBg6hSxomEJhkGb9r4I94aqIj1azwn94s6ptZdYOvDDaS8IxI

c. Time scale
d. Genetic information
https://www.google.com/search?q=explain+rock+
formation&oq=explain+rock+formation&aqs=chrome..69i57

https://www.google.com/search?q=homologous+and+analogous+structure&hl
=en&source=lnms&tbm=isch&sa=X&ved=2ahUKEwi98t_znvzqAhWrIqYKHZLfBM4Q_
AUoAXoECA4QAw&biw=1366&bih=657#imgrc=NsXez45QAAVnXMj0l4.7807j
1j15&sourceid=chrome&ie=UTF-

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WHAT IS IT
Occurrence of Evolution
What makes one kind of organism different from another? How do organisms
change through time? How does evolution happen?

Evolution is the transformation of species through time. It includes

the changes that happen within an organism, as well as the origin
of the new species.

Theories of Evolution
There are many different theories that explain how
different life forms exist. Before, people believed in
creationism that all life forms are created by a Supreme
Being. However, creationists failed to explain many known
facts. Several known theories also tried to explain how life
existed and evolved.

Jean – Baptiste Lamarck – (Born in

1744 -1829 in France) A French naturalist and
first evolutionist to believed that organisms
change over time. It is based on the principle
that physical changes in organism during their
lifetime – such as greater development of an
organ or a part through increased use – could
be transmitted to their offspring. For instance,
giraffes before have short necks, but because
of the need to survive and in order to reach tall
trees for food, they kept stretching their necks
until these became longer and able to reach
taller trees.

Lamarckism involved three theories as follows:

1. The theory of Need which states that organism

changes in response to their environment. Their ability to survive helped them
develop characteristics necessary for them to adapt in a given environment which
influences organisms. A drastic change in the environment brings drastic
changes in organisms. In order to respond to these changes, organisms
developed needed characteristics or abilities in order to survive to their
current environment.

2. The theory of Use and Disuse states that organs not in use will disappear
while organs in use will developed, body structures that are not utilized would
d ecrease in size over generations and eventually disappear, while those
body structures that are often used will transform and develop further.

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 3. The theory of Acquired Traits states that an organism can pass on to its
offspring physical characteristics that the parent organism acquired through use or
disuse during its lifetime. The idea is also called the inheritance of acquired
characteristics or soft inheritance.
Charles Robert Darwin – An English
naturalist, geologist and biologist, best known for
his contributions to science of evolution.
Darwinism – is a theory stating that all species of
organisms arise and develop through the natural
selection of small, inherited variations that
increase the individual’s ability to compete,
survive and reproduce.
• The four key points of Darwin’s theory of
evolution are:
1. Individuals of a species are not identical.
2. Traits are passed from generation to
generation.
3. More offspring are born than can survive.
4. Only the survivors of the competition for
resources will reproduce.
https://images.app.goo.gl/iQ3WbcreYCJCw81ZA

• There are four principles at work in evolution– variation, inheritance,

selection and time. These are considered the components of the evolutionary
mechanism of natural selection.

(Principles or mechanisms of natural selection – use the V I S T A

Framework)
1. V- Variation - In all species, individuals differ in their genetic makeup,
producing many differences in their physical features.
2. I- Inheritance- Individuals pass some of their genetic material to their
offspring.
3. S- Selection- Some individuals have inherited character(genes) that allows
them to better survive or produce more offspring.
4. T- Time- Over time, selection results in changes in species. These changes
may take days, decades, or millions of years to occur. Successful
variations accumulate over time.

A- Adaptation- maybe added where successful organism are able to

reproduce more individuals when they have potential to adjust themselves to
fast changing type of environment.

• Comparison between Lamarck’s idea and Darwin’s idea on the theory of

evolution:
- Darwin believed that individuals were simply born with different traits and
that these differences were mostly random. He noticed that within any
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 population of organisms, there were always individuals with different traits;
Unlike Lamarck who said that traits could be develop and change during an
organism’s lifetime. Traits acquired during the lifetime of an organism could be
passed down to future generations.

What’s More!
Activity 1: Photo Off!
Directions: Study each set of pictures shown below.
Rearrange the letters to form the word or phrase that
relates to the process of evolution presented.

1. N N O - M A R D O N G A M I N T 3. I N O S T A M T U

2. E E G N I C T FRIDT 4. N E G E WOLF

5. L A T U R N A ELECTIONS

(Adopted from Department of Education – Region IX– Dipolog City Schools Division)

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Activity 2 Arrange Me…!

Directions: Arrange the letters to form a word which defines the statement
given below. Write your answer on the space provided before each
number.
_____________________1. V I A R T O N I A – A change in the form,
position, condition or amount of something.
_____________________2. H E C R I N I E T A N – The reception of genetic
qualities by transmission from parent to offspring.
____________________ 3. A P I O T A D T A N – Modification of an
organism or its parts that makes it more fit for
existence under the conditions of its environment.
_____________________4. D I R E C Q U A – T o come to have as a new or
added characteristic, trait, or ability.
_____________________5. D E N E – A physiological or psychological
requirement for the well-being of an organism.
_____________________6. S I T E L E C O N – A collection of things chosen
from a group of similar things.
_____________________7. I S S U E D – To discontinue the practice or use
____________________ 8. M I T E – The point or period when something
occurs.

Activity 3. It’s a Match!

Directions: Match the statements below to the theories proposed by
Lamarck. Write the letter of the best answer in your paper.

___1. There is a need for an organism to change

to be able to adapt to its environment. A. Theory of Use and Disuse
___2. A body part is likely to improve and B. Theory of Need
develop if it is constantly used.
___3. Any improvement in an organism C. Theory of Acquired traits
will be passed on to its offspring.
___4. A body part becomes vestigial when an D. Theory of Selection
organism use does not use it often.
___5. New needs arise in animals as a result of a change in the environment.

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 Activity 4: True or False.
Directions: Write if the statement is true or if the statement is
false.

_____ 1. Artificial selection occurs when nature selects for beneficial traits.

_____ 2. Fossils proved to Darwin that species can evolve.

_____ 3. The term fitness to refer to an organism’s ability to outrun its hunters.

_____ 4. Giraffes developed long neck because of how they eat.

_____5. Darwin proposed his theory of evolution to prove that Lamarck’s

theory of evolution is true.

Activity 5: Check Me In…!

Direction: Put a check ( / ) if the statement is under Lamark’s idea, or Darwin’s
idea of the theory of evolution.

Statement on the differences between Neo-Darwinism, Darwin’s Lamarck’s

Neo- Lamarckism: idea idea
1. Genetic changes are NOT directed
towards need.
2. Genetic changes are directed toward need
and usage.
3. Time scale needs millions of years to
gradually evolve.
4. The first generation of a trait being just one
individual is more vertical.
5. Time scale is fast and in sudden leaps,
typically, within a Lifetime.
6. Evolution is more horizontal, with the first
Generation having multiple offspring from
multiple parents with the same new trait.
7. Evolution as scientists can correctly
predict the precise genetic locus that is
going to get a needed change, across
a whole generation.

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 What I Have Learned

A. Activity…ASSESS Me!
Direction: Read each item carefully and choose the letter of
the correct answer. Write the letter of your answer on the
space before each item.
1. Which of the following statements best explains the theory
of natural selection?
A. Organisms developed the necessary
characteristics just to survive and to adapt to
the environment.
B. Body structures that are not utilized will disappear
while those that are often used will further develop
C. Only those organisms that are most adapted to
their environment will survive and will be able to
pass their genes to the next generation
D. Organisms acquired characteristics that can be inherited
by their offspring
2. How does the Use and Disuse theory help explain
evolution?
A. The stronger organisms are going to survive and be able
to reproduce.
B. Mutation helps organisms become fitter, stronger, and
live longer than others.
C. The acquired characteristics of our ancestor were
passed on to the next generation.
D. The parts of an organism that the organism uses
most will become larger and more developed.
3. Which of the following is associated with non-random
mating that leads to evolution?
A. The mechanisms for evolutionary change
B. Gives rise to new individuals with the most adaptive traits
C. Organisms interbreed with another organism with the
same characteristics.
D. Organism mating with an organism of different
traits disturb the equilibrium distribution of
the genotype in a population.
4. Which of the following describes evolution?
A. When there is a change in the characteristics and
adaptive traits of the organism from one generation to
another

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 B. When there are differences in the characteristics of an
organism from other organisms
C. Natural catastrophe causes the disappearance of an
organism
D. It happens because we were able to inherit the good traits
from our ancestors.
5. The Theory of Inheritance of Acquired
Characteristics hypothesized that it was possible to
pass on the acquired characteristics of parents to the
next generation. Who was the proponent of this
theory?
A. Thomas Malthus C.Jean– Baptist de Lamarck
B. Georges Curvier D. Charles Darwin
6. Who was the man behind the famous Theory of Evolution
by natural selection?
A. Charles Darwin
B. Erasmus Darwin
C. Georges Curvier
D. Jean Baptiste de Lamarck
7. In Lamarck's explanation of evolution, what role do
acquired traits play?
A. Help organism easily adapt and survive in an
environment
B. Support organisms in the environment to adapt and
survive easily
C. For the next generation to benefit from useful traits
developed by their parents
D. Nothing important; only inherited traits can be passed on
to the next generation
_____ 8. Which of the following statements explains Lamarck’s theory of
Use and Disuse?
A. Body structures develop because they are used extensively.
B. Body structures develop because they are not in use.
C. Body structures develop because of competition.
D. Body structures develop because of mutation.

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B. Picture…picture!

Directions: Refer to the figure and answer the given questions.

1. How did the organism evolve in the photo? Which process of
evolution is involved?

2. How does natural selection lead to evolution?

_____________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Note: Please be guided by the rubric below.
RUBRIC

What I Can Do

A. Aside from “Survival of the Fittest”, make a tag-line or hash-tag that

describes Darwin’s theory. Write your answer on the space provided.

___________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

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 Module 7 Ecosystem: Biodiversity

Most Essential Learning Competencies

Explain how species diversity increases the probability of adaptation and survival of o
environments (S10LT-lllh-41)
Explain the relationship between population growth and carrying capacity
(S10LT-llli-42)

What’s In

In module 6, you learned how evolution through natural selection can result in
biodiversity. Biodiversity can influence the stability of an ecosystem, the relationship
between population growth and carrying capacity of a specific environment.
Biodiversity describes how varied are life forms in different ecosystems. The
Philippines is known for its very rich biodiversity. According to an article published
in the Department of Environment and Natural Resources (DENR) 2014 website,
“The country has more than 52,177 described species of which more than half is
found nowhere else in the world.” On a per unit area basis, the Philippines probably
harbors more diversity of life than any other country on the planet. But our country
is also considered as a biodiversity hotspot. This is because our country is
continuously experiencing an alarming rate of environmental destruction like
damage of coral reefs, forests and other similar important resources. Do you know
how important biodiversity is? You will find out as you go through this module.
Biodiversity refers to the amount of diversity between different plants, animals, and
other species in each habitat at a time. The different varieties and types
of animals and plants that live in the ocean is an example of biodiversity.
Biodiversity boosts ecosystem productivity where each species, no matter how
small, all have an important role to play. For example, A larger number of plant
species means a greater variety of crops. Greater species diversity ensures natural
sustainability for all life forms.
It has been shown that biodiversity of an area has a large impact on the ecosystem
stability of that area. Ecosystem stability is the capability of an ecosystem to remain

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constant despite changing environment, number of species, population sizes, and
interactions. If an ecosystem is unstable, one small change could cause many
species to die and if an ecosystem is stable, it does not change easily. Ecosystem
is the community of living things interacting with the environment and Organisms
are part of biodiversity and may be economically and ecologically valuable.

Values of Species
• Direct economic value - If their products are sources of food, medicine,
clothing, shelter and energy. For example are medicines extracted from
plants.

• Indirect economic value - If there are benefits produced by the organism

w/out using them. For example certain species cycle materials in the soil and
absorb pollutants.

• Aesthetic value - A lot of species provides visual or artistic enjoyment, like a

forested landscape and the calming beauty of a natural park; or they may be
used for spiritual meditation like the Prayer Mountains.

Stability

Resilience to withstand changes that may occur in the environment. There are
many changes that occur in the environment which may be a result of natural or
human activities. These changes may severely reduce biodiversity and result to the
instability of the ecosystem.

Population

A group of organisms of the same species that live in a certain area.

➢ Birth Rate - Number of births in a population.
➢ Death/Mortality Rate - Number of deaths that are dying in a population.

The Ups and Downs of Population Growth

Ecologists regularly monitor the number of organisms in many populations, but why
do they do this? Why should we care if the number of organisms in an area is
increasing or decreasing? Well, populations that are growing or diminishing can be
indicators of potential problems in the organisms’ environment, and such conditions
alarm the ecologists if something is going wrong. But it is not enough to simply
know if the number of organisms in an area is increasing or decreasing; ecologists
need to know why the number of organisms is decreasing. So, one of the main

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questions ecologists ask themselves is this: Why is a population’s size increasing or
decreasing? There are many factors that can cause a population’s size to change.
But first, you must understand the basic reasons behind why a population increases
or decreases. Any population, whether it be that of humans, animals, the mold
growing on bread, or the bacteria living in your intestines, will grow if more
organisms are being developed (Genetically modified organisms), or born, than are
dying. The number of births in a population is called the birth rate (natality). The
number of organisms that are dying in a population is called the death rate
(mortality). Thus, if the birth rate is greater than the death rate, a population will
grow. If the death rate is greater than the birth rate, then the population will
decrease.

Population Density

While populations would probably to continue to grow in size, a population of

organisms cannot grow forever—its growth will be limited, or stopped, at some
point, and the death rate will be greater than the birth rate. A population’s growth is
limited by two general factors: density-independent factors and density dependent
factors.
To understand why scientists named these factors in the way they did, you must
first understand the concept of population density. Population density refers to the
number of organisms per unit area. If a population’s density is very high, that means
there are a lot of organisms crowded into a certain area. If a population’s density is
low, that means there are very few organisms in an area.

Sample Population Density of People in a certain community

https://www150.statcan.gc.ca/n1/pub/92-195-x/2011001/other-autre/pop/pop-eng.htm

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Limiting Factors

Density-independent limiting factors that can stop a population from growing can
be such things as natural disasters, temperature, sunlight, and the activities of
humans in the environment. Natural disasters such as tropical cyclones, floods,
earthquakes and fires will stop a population from growing no matter how many
organisms are living in a certain area. The same goes for the temperature of an
area and the amount of sunlight it receives. If the temperature increases due to
global warming, this will cause a decrease in a population’s numbers, no matter
how large or small the population was to begin with. Human activities that alter the
environment will also decrease the number of organisms in a population, regardless
of the size of a population.
Density-dependent limiting factors come into play when a population reaches a
certain number of organisms. For example, when a population reaches a certain
size, there won’t be enough resources (food, shelter, water) for all of the organisms.
This could cause the population to stop growing when it reaches the maximum
number of organisms that can be supported, or “carried,” by the environment. This
number is known as the population’s carrying capacity in a particular environment.

Carrying Capacity

Each population of organisms has a different carrying capacity, depending on the

amount of resources available in the area in which it lives. Before a population
reaches its carrying capacity, it experiences a period of rapid growth. This period of

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growth is called exponential population growth. During this period, there are
plenty of resources available for all organisms, so more births are recorded than
deaths in organisms.
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When resources are unlimited, populations exhibit exponential growth, resulting in a

J- shaped curve. When resources are limited, populations exhibit logistic growth. In
logistic growth, population expansion decreases as resources become scarce, and
it levels off when the carrying capacity of the environment is reached, resulting in
an S-shaped curve.

Limiting Factors that depend on population density

Density-dependent limiting factors tend to be biotic—living organism-related—as
opposed to physical features of the environment. Some common examples of
density-dependent limiting factors include:
• Competition within the population. When a population reaches a high density,
there are more individuals trying to use the same quantity of resources. This can
lead to competition for food, water, shelter, mates, light, and other resources
needed for survival and reproduction.

• Predation. Higher-density populations may attract predators who wouldn’t bother

with a sparser population. When these predators eat individuals from the
population, they decrease its numbers but may increase their own.

• Disease and parasites. Disease is more likely to break out and result in deaths
when more individuals are living together in the same place. Parasites are also
more likely to spread under these conditions.

• Emigration. Emigration occurs when, as a population approaches its carrying

capacity, and individual organisms leave and go to a new area where they can
find enough resources for survival and reproduction. This will obviously cause a
decrease in the amount of organisms in a population.

• Waste accumulation. High population densities can lead to the accumulation of

harmful waste products that kill individuals or impair reproduction, reducing the
population’s growth.

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 Diagram of Limiting Factors
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Environmental Issues and Problem

The Philippines is considered as one of the biologically richest country in the world
because of its high biodiversity at various levels. Our country has both aquatic and
terrestrial ecosystems, and also a high degree of endemism, meaning high
numbers of native species of flora and fauna are found only in tropical communities.
We have all these rich natural biological resources but we have not truly protected
them. We are losing this global heritage due to habitat destruction, overuse and
pollution. As our forests are destroyed at a fast rate, the natural habitats which are
dwelling places of plant and animal species are also lost. Our coral reefs, where the
fishes lay eggs, are badly damaged by destructive fishing methods such as muro-
ami, dynamite and fine nets in fishing. In addition, people hunt animals, collect
plants, and sell corals and exotic animals for livelihood, and other activities that
cause the population of these organisms to decrease at a faster rate. Hence, in
view of these harmful human activities, our country is also noted in the world as a
hot spot for conservation and protection of species.
The rate of development in some parts of the country is extraordinary. The natural
landscape has been changed by tall buildings, establishments, housing projects,
expressways, railway systems and overpasses. Other reclaimed areas have been
converted into industrial structures and techno parks.

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https://dochub.com/eveliasadullo/8adOrbPVQ354DBR24Mj7D5/m4-unit-3-g10

https://dochub.com/eveliasadullo/8adOrbPVQ354DBR24Mj7D5/m4-unit-3-g10

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 https://dochub.com/eveliasadullo/8adOrbPVQ354DBR24Mj7D5/m4-unit-3-g10

(Adapted from the Science 10 Learner’s Material)

What’s More

Activity 1. Cross-o-Diversity
Directions: Complete the crossword puzzle by using the given clues

L O S

R I A I

S T

P T

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Activity 2. GRAPH ANALYSIS!
Directions: Below is a graph showing the population of individuals in some areas
where in time has reached its carrying capacity. Write your answer on the space
provided.

Graph 2: Population of individuals through

time
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Questions: ation.html

1. What does the curve tell you about the population of individuals through time?
_______________________________________
2. Based on the graph, what is the carrying capacity?
_______________________________________
3. Approximately during which year did this population reach the carrying
capacity of its ecosystem?
_______________________________________
4. About how many years did it stay at the carrying capacity?
_______________________________________
5. What happens before a population reaches its carrying capacity?
_______________________________________

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 Activity 3. Cause and Effect
Adapted from Science Learner’s Manual 10)
Directions: Read the causes on the left side of the chart then predict and write the
effect on the right side of the table.

CAUSE EFFECT
1. Statistics show that the number of babies
born per day doubles the number of deaths
per day.
2. Palawan government creates more
improvised breeding areas for the
endangered marine turtle and coral reef
fishes in their area.
3. Sharks are hunted and killed for their fins.

What I Have Learned

Directions: Read the situation below and briefly answer the questions.

Mr. J shoots all the bears in two forests, in the first forest, everything dies
as a result. In the second forest, a couple animals die, but things remain mostly
the same. Which has higher biodiversity? Which is more stable? Why?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Dir
_________________________________________________________________
_________________________________________________________________

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 What I Can Do

Directions: Make a video clip/vlog on the relationship between the population growth
and carrying capacity and post it on our FB page/Group Chat (GC).
You are graded using the rubrics below.

RUBRICS IN VIDEO CLIPS/VLOG

POINTS INDICATORS
50 The video expertly explains the relationship between the
population growth and carrying capacity using precise
information; finished it in 2 minutes.
40 The video explains the topic’s relationship but the information
is not complete; finished the video in less than 2 minutes.
30 The video states the relationship of the topic but provides little
explanation; finished the video in just 1 minute.
20 The video states the relationship of the topic but of a little
confusion; finished the video in less than a minute.
10 Refuse to participate/ make a video clip.

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 Answer Key

MODULE 5 Module 6
Activity 1 Photo Off!
Activity 1 1. Non – Random Mating
1. Impression 2. Genetic Drift
2. Evolution 3. Mutations
3. Compression
4. Gene Flow
4. Fossil
5. Natural Selection
5. Sedimentary
Activity 2 Arrange Me!
Activity 2 1. Variation
1. A 2. Inheritance
2. E
3. Adaptation
3. B
4. Acquired
4. C
5. D 5. Need
6. Selection
7. Disuse
Activity 3 8. Time
Activity 3 It’s a match
Homologous Function of Analogous Function 1. b.
Structure limbs Structure of limbs 2. a.
Human arm Human arm Bat wing Both for 3. c.
and bat for grabbing, and bird flying 4. a.
wing bat’s wing wing
for flying 5. b.
Lion’s limb Lion’s limb is Whale’s Serve Activity 4 TRUE OR FALSE
and Whale’s for limb and as
limb walking/runni frog’s limb flipper 1.
ng while
whale’s limb
is used as 2.
flippers for
swimming
Human arm Human arm 3.
and horse for grabbing,
limb horse limb
for 4.
walking/runni
ng 5.
What I Have Learned
Activity 5 Check Me In!
1. DNA is the code for making proteins, the 1. Darwin’s idea
closer the DNA, the closer the amino acid sequence, 2. Lamarck’s idea
and thus the closer the final proteins are. This 3. Darwin’s idea
genetic evidence allows us to trace the origin and 4.Darwin’s idea
relationship of species with one another. 5. Lamarck’s idea
2. In situations like that, we can decide which 6. Lamarck’s idea
is more closely related to humans by comparing
anatomy structures, evolutionary tree or comparing
them to the human genes by using another protein.

What I Can Do
2. 1
3. B & C

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 MODULE 7

Activity 1

Across Down
2. Species 1. Biodiversity
3.Carrying Capacity 4. Population
5. Limiting Factors 6. Ecosystem
8. Population 7. Species
9. Organism
Activity 2

1. Since there are unlimited resources for

individuals making the population to
increase in numbers. It just levels off
when the carrying capacity of the
environment has reached.

2. 45 thousand

3. Year 2000

4. 15 years

5. Before a population reaches its carrying

capacity, it experiences a period of rapid
growth. During this period there are
plenty of resources available for all
organisms, so more births are recorded
than deaths in organisms.

Activity 3

CAUSE EFFECT
1. Statistics show There will be an increase
that the number of in the population of
babies born per human. There will be a
day doubles the shortage of resources.
number of deaths More food demand in a
per day. limited
supply.
2. Palawan The population of marine
government species
creates more will increase and can
improvised decrease the
breeding areas for danger of extinction.
the endangered
marine turtle and
coral reef fishes in
their area.
3. Sharks are Sharks population will
hunted and killed decrease and
for their fins. become endangered.

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