Quarter 1-Living Things and Their Environment

Week 5
Learner’s Activity Sheet

Photo Credit: https://www.pinterest.ph/pin/567101778054657225/

Authors:
Marjorie S. Del Rosario
Joshua Mae Fernandez

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Science – Grade 9 Activity Worksheet
Quarter 1 – Living Things and their Environment
First Edition, 2020

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Unit 1 Biodiversity and Evolution

Module 3
In an ecosystem, organisms need a balanced
environment. A balanced ecosystem is one in which all
living and non-living things are interacting harmoniously.
Look at Figure 1. This illustration shows how a healthy
marine ecosystem would look like.

However, as industrialization comes into context,

several changes have taken place which serves as a threat
Fig. 1 Marine Ecosystem
Source:https://youmatter.world/en/definition/d
to biodiversity. What do you think would happen to a
efinitions-biodiversity-what-is-it-definition- community if its species diversity is reduced? Does the loss
protection-loss-and-csr-commitments/ of biodiversity affect an ecosystem's ability to sustain the
species that remain or to perform certain functions that may
contribute to the needs of that ecosystem? This learner's
activity sheets will help you seek answers to these
questions.

At the end of this unit, you are expected to:

1. Relate species extinction to the failure of populations of
Fig. 2 Water Pollution organisms to adapt to abrupt changes in the environment
Source: https://mrdegregorio.weebly.com/62-
threats-to-biodiversity.html

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 NAME: ___________________________________________________________
GRADE AND SECTION: ___________________________ DATE: __________
TITLE OF THE ACTIVITY: Components of Biodiversity and Species Distribution
LEARNING COMPETENCY CODE: S9LT-Ie-f-30

Week 5 Day 1
For the learner:
This worksheet contains activities about the components of biodiversity. You may
answer directly to these activity sheets and make sure to follow the directions stated in each
part of the activity. Answer all questions the best that you can and please write legibly.
For the parent:
Learners may require your guidance in following the directions and answering the
questions in each part of the activity. Make sure that they answer each part of the worksheet.
ACTIVITY 1
WHAT TO KNOW
Biodiversity is the variety of life in an area that consists of many millions of distinct
biological species, the diversity of genes in the species, together with the places
where they are found. It consists of three components- the genetic, species, and
ecosystem diversity. What are these components and how are these responsible for maintaining
healthy biodiversity? Let us find out in the succeeding activities.
OBJECTIVES
• Discuss the different components of biodiversity
• Relate species richness and species evenness to the characteristic of a healthy biodiversity
• Measure species distribution using a mathematical way of expressing the amount of
biodiversity and species distribution in a community
• Determine the pattern of population distribution
•
WHAT I NEED (MATERIALS)
● Worksheet ● Pens

WHAT TO DO (PROCEDURE)
PART A: Directions: Using the illustration on the left, identify how the three
components of biodiversity are related. Write the caption for the diagram in the
table with a short description of it. Then, answer all the questions that follow.
Component of
Description
Biodiversity
A

Fig. 1 Overall Biodiversity C

Source: https://studyres.com/doc/9950677/name-
date-______-biodiversity-use-the-textbook-to-
answer-the

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PART B: Directions: Analyze the illustration below and answer the questions on the right

Which forest community demonstrates the

greatest species richness? Why?
_______________________________________
_______________________________________

Which forest community demonstrates the

greatest diversity? Why?
_______________________________________
_______________________________________

When can we say that an area has healthy

biodiversity? Explain
_______________________________________
Fig. 2 Comparison of Two Communities _______________________________________
Source: https://socratic.org/questions/what-is-the-difference- _______________________________________
between-species-diversity-and-species-richness

PART C: Directions: The Simpsons Reciprocal Index is a method used to measure the relative
biodiversity of a given community. Using the SRI formula below, compute for the diversity index
and compare the biodiversity of the 3 communities below. Then answer all the questions that
follow.

Fig. 3 Simpson’s Diversity Index Formula

Source: https://ib.bioninja.com.au/options/option-c-ecology-and-conser/c4-conservation-of-biodiver/biodiversity.html

Communities to Compare: Diversity Index

Community 1: Species A= 10; Species B= 8; Species C= 10 DI: __________
Community 2: Species A= 72; Species B = 1; Species C= 2 DI: __________
Community 3: Species A= 35; Species B= 0; Species C= 0 DI: __________
Guided Questions:
1. Which community is the most diverse according to Simpson's Index? Why?
_____________________________________________________________________
_____________________________________________________________________
2. What is the best measure of biodiversity: total number of species in an area, even
distribution of species across the area, or whether the species have different functions
in the ecosystem? Explain.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

PART D:
1. Study the three patterns of population distribution in figure 4
2. Using the given formula for computing population density, calculate the density of
each population. Density= no. of individuals/size of the area
3. Count the total number for each population. Record the number on the table.
4. Calculate the density of each population. Record it on the table.
5. Once you completed the table, use it in answering the Guide Questions:

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Table 1: Population Density
Population
# of organisms Density
Name

Q1: Compare the distribution patterns of the three

population. Which population has the greatest Fig. 4 Population Density
density? least density? Source:http://www.depednegor.net/uploads/8/3/5/2
/8352879/science_9_lm_draft_4.29.2014_1.pdf
_____________________________________________________________________
Q2: Infer from the recorded data the possible causes for the differences in population density.
_____________________________________________________________________
_____________________________________________________________________
Q3: What conditions could change the density of any of the population?
_____________________________________________________________________
_____________________________________________________________________
Q4: Describe how a population’s density can be used to learn about the needs and characteristics
of that population.
_____________________________________________________________________
_____________________________________________________________________

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 NAME: ___________________________________________________________
GRADE AND SECTION: ___________________________ DATE: __________
TITLE OF THE ACTIVITY: Philippine Biodiversity and Species Extinction
LEARNING COMPETENCY CODE: S9LT-Ie-f-30

Week 5 Day 2
For the learner:
This worksheet contains activities about Philippine Biodiversity. You may answer
directly to these activity sheets and make sure to follow the directions stated in each part of the
activity. Answer all questions the best that you can and please write legibly.
For the parent:
Learners may require your guidance in following the directions and answering the
questions in each part of the activity. Make sure that they answer each part of the worksheet.

ACTIVITY 2
WHAT TO KNOW
The Philippines is one of the few nations of the world that is regarded as a
biodiversity hotspot and megadiverse country. This means that the country is one of
the world's biologically richest but has the most threatened ecosystem which marks
a spot for the country to be in the top priority of global conservation. Moreover, the Philippines
has high species diversity in some groups of organisms with a very high level of endemism
consisting of 9,253 species of plants, 167 species of mammals, 535 species of birds, 237 species
of reptiles, 89 species of amphibians, and 281 species of freshwater fishes. Do you know some
of those endemic species in our country? Let’s name some of them on our succeeding activity.

OBJECTIVES
• Describe the diversity of plant and animal life in the Philippines
• Identify the different classification of organisms such as threatened, endangered, and
extinct
• Explain the local and global environmental issues that contributed to species extinction
•

WHAT I NEED (MATERIALS)

● Worksheet ● Coloring materials

WHAT TO DO (PROCEDURE)
PART A: Complete the table below by supplying the information about some
endemic plant and animal species in the Philippines.

Taxonomic
Common Name Scientific Name Short Description Location
Group
Bignay
It has distinct large eyes
and measures 12 cm long
Hawksbill Sea
Turtle

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 Pithecophaga
jefferyi
Plant Davao
The world’s smallest
commercial fish
Mindoro
Mammal
Island
Pandaka
pygmaea
The only herbivorous
marine mammal
Donsol,
Fish
Sorsogon
Pilandok
Canarium
ovatum

PART B:
Directions: Classify whether the following organisms below are considered as threatened,
endangered, or extinct. Color the illustration with yellow if the specie is threatened, orange if
endangered and red if extinct. Then answer all the questions that follow.

Q1: What is the difference between threatened, endangered, and extinct species?
_____________________________________________________________________
_____________________________________________________________________
Q2: What factors could be the reason why species become extinct? Explain
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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PART C: Directions: Watch the video presentation about the possible Holocene or sixth mass
extinction by scanning the QR code below. Then, using the fishbone diagram, identify the
different local and global environmental issues that contributed to or causes species extinction.

Video QR Code:
Fig. 5 The Sixth Mass Extinction
Source:https://www.youtube.com/watch?v=N2DP1I6
CnXw&t=7s

WHAT I CAN DO ABOUT IT (APPLICATION)

First Quarter Product/Performance Task: Spread awareness and preventive
measures on the most common Respiratory and Circulatory system-related
diseases in the Philippines by creating a 3–5-minute vlog. Use the following
notes as a guide for your output:
1. The class will be grouped into six groups. Collaborate with your groups to
accomplish this output. You can distribute the work to your members this way:
✓ Content Researchers – 2 members
✓ Actors or Actresses – 2 members
✓ Video editors – 1 to 2 members
2. Research local data and information from reliable online health websites to answer
the following guide questions:
✓ What are the most common respiratory/circulatory disorders recorded in
the Philippines?
✓ What are the probable causes of these diseases?
✓ What are the usual treatments employed by our local hospitals to their
patients? Are these helpful? How?

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 ✓ What are some of the proper care advises and preventive measures can the
local health providers share to the public?
3. From the gathered data and information, create a 3-5-minute vlog that aims to
spread awareness to the public about such diseases and how to prevent them.
4. Any video effects and editor can be utilized so to enhance the quality of the video
content and to foster creativity in your output. Avoid utilizing obscene, foul, and
unnecessary words and actions in your video.
5. The final output must be saved as an mp4 video with a maximum time limit of 5
mins. The vlog must be saved in the format: SECTION-Group#-Vlog (e.g.,
QUISUMBING-Group1-Vlog).
6. The video file will be uploaded in a google drive (provided by the teacher) and
will be uploaded on Facebook.
7. Together with the output attached, the post should also include a statement of
intent for the project. We need to make it clear that the project’s main purpose
is to help to spread awareness and prevention in avoiding respiratory and
circulatory system-related illnesses. A sample statement of intent is written below:

Respiratory related illnesses are one of the most prevalent sicknesses that the
Filipinos experienced nowadays. From a several sources such as
_______________________, we discovered that ______________________ is the most
common disorder of the Filipino people. As concern students and members of the
community, we would like to extend our help in promoting proper care of the
respiratory system and ways to prevent the disease called __________________. This
is the reason why we created this project not to gain popularity nor to have a high
grade but to spread awareness. Thank you!

8. The document/pdf file containing the gathered health data and documentations will
be submitted in the Canvas assignment tool.
9. Rubric for grading includes the following criteria:
✓ Data Collection (30 points)
✓ Content Facts and Information (30 pts)
✓ Script/Storyboard Organization and Video Quality (20 pts)
✓ Creativity and Awareness (20 pts)

CATEGORY VERY GOOD GOOD (9) FAIR (8) POOR (7)

(10)
DATA COLLECTION The local barangay The local barangay The local The local barangay
(x3) health data was health data was barangay health health data lacked
completely done. completely done. data lacked elements being
The group There were few elements asked for asked for and with
presented their disorganizations, but with accurate data that has
work in a smooth, but the group still data that has no mistaken and
organized, and presented their work mistake. The inaccurate. The
informative way. in a smooth, and group also group still made to
informative way. presented their present their work
work in a smooth, as smooth,
organized, and organized, and
informative way. informative as
possible.
CONTENT FACTS AND High level of Information is Some information Information is
INFORMATION science concept accurate and is inaccurate. No
(X3) understanding is concise. However, inaccurate, creative elements
apparent. Creative elements unclear or are included, or

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 Information is are included but rambling. the types of
accurate and don't enhance the Creativity is creative elements
concise. Creativity purpose of the lacking and used are
and original piece. doesn’t enhance inappropriate or
content enhance the content and/or distract from the
the purpose of the purpose of the content and/or
piece innovatively. piece. Creative purpose of the
elements may piece.
distract from the
content or
purpose.
SCRIPT/STORYBOARD The presentation The presentation The presentation The presentation
ORGANIZATION AND had great quality was clear and logical lacked style and was ineffective and
VIDEO QUALITY (X2) and style and was but lacks some quality. There insufficient. There
not just a list of clarity, and wow were few was no clarity and
facts or reading of factor. innovative innovation
information. patterns given but incorporated from
Viewers were did not enhance the media shown.
amazed. the effectivity of
the media well.
CREATIVITY AND Creativity and Awareness was Awareness was Awareness and
AWARENESS Awareness was observed. The observed, the creativity are not
(x2) highly observed. creativity employed creativity in too visible.
The creative media in the project is making the project
was successfully observable. can still be
posted on improved.
Facebook.
OVERALL SCORE /100

HEALTH DATA GUIDE QUESTIONS

Group Number:
Social Media Platform to Use:
TASKS MEMBERS IN CHARGE
Leader
Video Editor/s

Actors or Actresses

Content Researchers

1. What are the most common respiratory/circulatory disorders recorded in the

Philippines? Cite few information about the diseases mentioned.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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 2. What are the probable causes of these diseases?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. What are the usual treatments employed by our local hospitals to their patients? Are
these helpful? How?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

4. What are some of the proper healthcare advises and preventive measures can the local
health providers share to the public?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

DOCUMENTATIONS:

SOURCES/WEBSITES:

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REFLECTIVE ASSESSMENT

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 REFERENCES
Department of Education Bureau of Learning Resources (2014) Science 9 Learner's
Material. PDF [Online]. Available at: https://www.depednegor.net/grade-
9.html

Jane Reece, Lisa A. Urry, Michael L. Cain, Steven A. Wasserman, Peter V. Minorsky,
and Robert B. Jackson, Campbell Biology 10th Edition. USA: Pearson, 2014.

Lilia Rabago, Crescencia C. Joaquin, and Catherine Genevieve B. Lagunzad,

Functional Biology Modular Approach. Philippines: VIBAL Publishing House,
Inc, 2010.
Jonna Abistado, Meliza Valdoz, Marites Aquino, Mary Anne Bascara, and Gil Santos,
Worktext in Science and Technology: Science Links 9. Philippines: Rex Book
Store, Inc, 2014.

Name Date ______ Biodiversity Use the Textbook to answer the. Accessed June 19,
2020. https://studyres.com/doc/9950677/name-date-______-biodiversity-use-
the-textbook-to-answer-the.

“Brent Cornell.” BioNinja. Accessed June 19, 2020.

https://ib.bioninja.com.au/options/option-c-ecology-and-conser/c4-
conservation-of-biodiver/biodiversity.html.

pretty_in_pink. “Endangered Animals Worksheet.” TES Resources. Accessed June 22,

2020. https://www.tes.com/en-us/teaching-resource/endangered-animals-
worksheet-11829623.

“Animal Extinction Worksheet (PHONE).” Teachers Pay Teachers. Accessed June 22,
2020. https://www.teacherspayteachers.com/Product/Animal-Extinction-
Worksheet-PHONE-4220777.

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