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Science Grade 7 Q2

BSE Science (University of Caloocan City)

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7
Science
Quarter 2
Livings Things and
Their Environment

DO_Q2_Science 7_Module 1-7

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Science – Grade 7
Alternative Delivery Mode
Quarter 2 – Living Things and Their Environment

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Published by the Department of Education

Development Team of the Module

Writers:
Shylla Rose U. Laguador, Florencio A. Quimpo Jr., Apple L. Licuanan,
Gerald S. Alzate, Maria Carolina A. Madrigalejos, Holiday G. Jinggo

Editors:
Ma. Suzette S. Falcunitin, Hernanie B. Nacario, Noemi R. Mantos
Lilia H. Jaime
Reviewers:
Ritchel G. Galo, Emily L. Gabriel, Marivic T. Pangan

Layout Artist:
Gerald S. Alzate, Raphael A. Lopez

Management Team:
Meliton P. Zurbano, Assistant Schools Division Superintendent (OIC-SDS)
Filmore A. Caballero, CID Chief
Jean A. Tropel, Division EPS In-Charge of LRMS
Dr. Maria Lea Q. Prondo, EPS Science

Printed in the Philippines by ________________________

Department of Education – National Capital Region – SDO VALENZUELA

Office Address: Pio Valenzuela St., Marulas, Valenzuela City

Telefax: (02) 292 – 3247
E-mail Address: [email protected]

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What I Need to Know

Microscope is one of the oldest scientific inventions that has timeless and
priceless relevance and applications. The discovery of microscope was coined way
back 1590. The credit was given to a Dutch national in the name of Zacharias
Janssen as he was recognized as the discoverer of the first microscope. However, it
was Antoine van Leeuwenhoek, his countryman, who obtained better results in using
a powerful single-lens magnifier that he made by himself. After his death,
microscopic experiments slowed down because nobody knew how to make and use
the lenses that he once created. In nineteenth century, same-designed lenses were
perfected, thus, biologists were able to pursue the study of cells and microorganisms.

At the end of the lesson, you are expected to:

Identify parts of the microscope and their functions. (S7LT-IIa-1)

What I Know

Directions: Encircle the letter of the correct answer.

1. How do you call an optical instrument that is used to enlarge microscopic
specimen such as microorganisms and cells?
A. binocular C. microscope
B. telescope D. magnifying lens
2. Which part of the microscope is used to rotate and switch objectives?
A. eye piece C. low power objective
B. revolving nosepiece D. high power objective
3. Which part is used to hold the microscope in transferring from one place
to another?
A. stage and base C. base and arm
B. diaphragm and arm D. arm and revolving nosepiece
4. What was the primary effect of the invention of microscope to human
beings?
A. They discovered the ancestors of human species.
B. They observed keenly the interstellar bodies in the space.
C. They identified the origin or nature of many species which are
now extinct.
D. They were able to observe even minute details which were
previously unknown.
5. Which of the following is NOT true about microscope?
A. It can magnify the image of tiny particles.
B. It depends only on natural source of a light.
C. It requires specimen to be observed through the glass
lenses.

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D. The specimen under microscopic study appears

enlarged as it is projected to the naked eye.

Lesson
Microscopy
1

From the time that microscope was discovered until the present, human
beings can observe even minute details which were previously unknown. Tiny
particles and structures have been enlarged fifty to one hundred times of their
original sizes. Through the invention of microscope, the fields of science and medicine
take most of the benefits. Over the years, new microscopy techniques in studying
cells and other organisms have been widely used. Biological researches are carried
out successfully with the use of microscopes to study the objects that are too small
to be seen by the naked eye.

What’s New

Microscopes are laboratory instruments that intend to magnify the image of

tiny particles such as microorganisms and their compositions. Scientists commonly
utilize compound light microscopes which depend on a light source. Under such
condition, visible light passes through the specimen to be observed through the glass
lenses. The lenses bend the light in such a way that the specimen appears enlarged
as it is projected to our naked eye. The structure of a specimen becomes observable
because some of their parts reflect light.

What is It

Directions: Study the illustration shown below. Label the parts of a microscope.

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What’s More

Directions: Use the graphic organizer below to group the parts of the microscope
into their respective classifications.

MECHANICAL ILLUMINATING MAGNIFYING

PARTS PARTS PARTS

supports and regulates the enlarges the

controls the brightness of light specimen under
movements study

What I Can Do

Directions: Read the bible verse below and reflect about its message.

1 Corinthians 12:12 “The body is a unit, though it is made up of many parts;

and though all its parts are many, they form one body…”

Guided Question: In your opinion and belief, how can you relate the scripture with
the lesson about parts and functions of a microscope?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

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Assessment

Directions: Match the parts of a microscope in column A with their respective

functions in column B.
Column A Column B
1. mirror A. views the object placed on the stage
2. objective B. connects the head of the microscope to the
3. base bottom part
4. eyepiece C. reflects light from a light source up through
5. adjustment knob the bottom of the stage
D. brings the specimen into sharp and/or fine
focus
E. provides magnification and the majority of
image enhancement

What I Need to Know

In this learning material you will find out that using the microscope properly
can give us information about the mysterious world of microorganisms.

At the end of the lesson, you are expected to:

Focus specimens using the compound microscope. (S7LT-IIb-2)

What I Know

Directions: Encircle the letter of the correct answer.

1. Which of the following refers to the ability of microscope to make small objects
appear bigger?
A. Par-focal C. Resolution
B. Revolution D. Magnification
2. What is the total magnification of a microscope with two lenses when one lens
has a magnification of 10x, and the other lens has a magnification of 30x?
A. 10x B. 30x C. 60x D. 100x
3. Which of the following refers to the ability of microscope to distinguish small
gaps between two points of the image?
A. Par-focal C. Resolution
B. Revolution D. Magnification

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4. Which of the following shows letter “e” seen under the microscope?
A. B. C. D.
5. It is a technique of applying a drop of water over the specimen to make it more
visible.
A. Staining C. Fixation
B. Wet mount D. Dry mount

Lesson Focusing Specimen on the

2 Microscope
In your previous class, you found out that microscope consists of several
parts. The question is why do we see very small objects under the microscope? What
is the difference between magnification and resolution? How can we focus the
specimen using the microscope?

What’s New

Microscope is a tool used by the scientists to observe objects too small to be

seen by our naked eye. It has two properties – Magnifying Power or Magnification
and Resolving Power or Resolution.
Magnification allows us to view small objects to look bigger. In compound
microscope, the object can be magnified several times that even very small objects
can still be examined. It also applies to some tools like the smart phone by zooming
the image or using magnifying glass and eyeglasses. As the magnification of the
image increases, its light intensity decreases which makes the image appear blurry
and dimmer. Resolution is the ability to distinguish the distance between two points
of a specimen that allows us to know the details of an object.
Microscope has two magnifying parts – the eyepiece and the objectives. To
solve for the total magnification of the specimen, we simply multiply the
magnification of the eyepiece lens to magnification of the objective lens. Hence,

Eyepiece Lens x Objective Lens = Total Magnification

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The image formed in the microscope is bigger and inverted. The image
appears bigger because of the total magnification between the eyepiece lens and
objective lenses. The image also appears inverted since two lenses are used in the
compound microscope and the curvature of the objective lens makes the image look
upside-down.

What is It

To focus the specimen on the microscope, we follow these steps so that we can
examine the specimen clearly.

1. Turn the revolving nosepiece into the

lowest power objective lens. The low power
objective is the shortest one. Also move the
coarse adjustment knob while observing the
distance between the slide and the low power
objective.

2. Place the slide with the specimen on the

stage and fasten it with the stage clip.

3. Turn on the mirror/illuminator and adjust

the condenser to observe the specimen with
enough light.

4. Observe the specimen in the eyepiece.

5. Adjust again the coarse adjustment knob

and fine adjustment knob for the final focus.

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6. When the specimen is already visible and

clear, you can change the low power objective
to high power objective to view the specimen
in different magnification.

What’s More

Activity 1: Oh My! It’s Magnified!

Objective: Describe the image of a magnified object

Materials: worksheet, pencil, eraser, eyeglasses/magnifying glass/camera phone
Directions: 1. Look for a small object at home and draw it in the box on the
left side.
2. Use your eyeglasses or magnifying glass to magnify the image
then draw it in the box on the right side.

Normal View Magnified Object

Guided Questions:
1. How will you describe the image of the magnified object compared to its normal
view?
__________________________________________________________________________
2. Are the magnifying glass and the microscope have the same magnification?
Why?
__________________________________________________________________________

Activity 2: Two is Better than One!

Objective: Calculate the total magnification of the specimen

Directions: Complete the table below by calculating the missing lens or total
magnification.
Eyepiece Lens Objective Lens Total Magnification
5x 10x

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5x 30x
7x 63x
10x 45x
5x 80x

Activity 3: That’s an Order!

Objective: Arrange the steps on focusing specimen on the microscope

Directions: Write numbers 1 to 6 on the space provided to show the sequence on
focusing specimen on the microscope

Adjust again the coarse adjustment knob and

fine adjustment knob for the final focus.
Place the slide with the specimen in the stage
and fasten it with the stage clip.
When the specimen is already visible and clear,
you can change the low power objective to high
power objective to view the specimen in different
magnification.
Turn the revolving nosepiece into the lowest
power objective lens. The low power objective is
the shortest one.
Turn on the mirror/illuminator and adjust the
condenser to observe the specimen with enough
light.
Look the specimen in the eyepiece.

Guided Questions:
1. Why do we need to follow the proper way of focusing specimen on the
microscope?
___________________________________________________________________________
2. What will happen if you don’t turn the mirror on to the specimen under the
microscope?
___________________________________________________________________________

What I Can Do

Directions: Answer the following questions.

1. In what instances can we use a microscope?

___________________________________________________________________________
2. How can we prevent the spread of COVID-19 virus in our communities?
___________________________________________________________________________

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Assessment

Directions: Write the letter of the correct answer.

_____1. Which of the following refers to the ability of the microscope to distinguish
the distance between the two points of the specimen?
A. resolution B. magnification C. par focal D. revolution
_____2. Which of the following refers to the ability of microscope to make small
objects appear bigger?
A. magnification B. resolution C. par focal D. revolution

_____3. Which of the following shows letter “e” seen under the microscope?
A. B. C. D.
_____4. What is the total magnification of a microscope with two lenses when
one lens has a magnification of 6x and the other lens has a
magnification of 10x?
A. 10x B. 30x C. 60x D. 300x
_____5. It is a technique of applying a drop of water over the specimen to make
it more visible.
A. staining B. wet mount C. dry mount D. fixation

What I Need to Know

Living things possess characteristics that enable them to survive in their

environment. They can move, breathe, metabolize, adapt to changes and respond to
it, and produce their own kind. Living things are also made up of different structures
that are organized together to help living things to survive.

At the end of the lesson, you are expected to:

Describe the different levels of biological organization from cell to
biosphere. (S7LT IIc-3)

What I Know

Directions: Choose your answer from the words inside the box.
cell tissue organ system organism organ
_________________1. Group of cells
_________________2. Group of organs
_________________3. Group of tissues

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_________________4. Group of organ systems

_________________5. Smallest level and the basic unit of life

Lesson
Levels of Biological Organization
3
In your previous science class, you found out that living things include the
plants, animals, and human. The question is, what are these living things made of?
How does each part help one another? In this learning material you will find out that
living things are made up of different levels that are essential to life.

What’s New

Directions: Fill in the box to reveal the word best describe by the following
statements.

1. C - basic unit and function of all living things.

2. S - group of cells with similar structure and

function

3. N - group of tissues with similar structure and

function

4. R S - group of organs with

similar structure and
function
5. G - group of body systems that carries
life
6. P -group of similar organisms
living at the same place
and time

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What is It

Living things are made up small structures called cell. Cell is the basic unit
of life and present on all living things. These cells are made up also of parts and can
perform specific function. There are some special types of cells in our body that
perform specific functions such as nerve cells (neurons) in our brain, nephrons or
the cell of our kidney and the blood cells that transport nutrients in our body.
Tissue is made up of cells that work together to perform specific functions.
There are also four types of tissues in our body – epithelial, connective, nervous, and
cardiac tissues. Epithelial tissues are responsible for the protection of our body
such as the skin and can also be found in the linings of our internal organs such as
the stomach and bladder. Connective tissues are used for structural support like
the blood and bones. Cardiac tissues are specialized tissues that make up our heart
for pumping blood and Nervous tissue which is the main component of our brain
that controls our body.

Heart Kidney Bones

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Organ is a group of tissues working together that also perform specific

function (examples of organs are heart, brain, and liver). Heart is an example of an
organ of the circulatory system that is responsible for the pumping of blood and
nutrients to the different parts of the body. The kidney is an organ of the excretory
system that is responsible for eliminating wastes in our body that is no longer
needed. Our bones which is the organ of the skeletal system helps us by giving us
strength and framework.
When similar organs are grouped together, they form an Organ System.
Digestive, circulatory and skeletal are some examples of organ systems of our body.
When organ systems are grouped together, it will be called as Organism which
carries all the basic life processes.

Organism Population Community Ecosystem

Bones
When similar organisms are grouped together in a certain place at the same
time, they are called as Population. Example of it is the population of mango trees
or herd of cows in a farm. Community refers to the group of different living things
in a certain place at the same time. Examples are the community of tigers and lions
in the jungle or the flowers and bees in the garden. When living things interact
together with the non-living, they are called as Ecosystem. Example of it are the
forest and marine ecosystem. Biosphere is the largest level and the most inclusive
which consists of all the life on Earth and the non-living that supports life.

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What’s More

Activity 1: Search and Describe!

Objective: Identify the nine levels of biological organization.

Directions: Find and encircle the nine (9) levels of biological organization. Write your
answers arranged from lowest to highest level in the table below.

Levels of Biological Description

Organization
1.
2.
3.
4.
5.
6.
7.
8.
9.

Activity 2: You Affect Me!

Guided Questions:
1. What do you think will happen to the tissues, organs, and organ systems if
the cells were injured or diseased?
___________________________________________________________________________

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2. If the tissues, organs, and organ systems were injured or diseased, what do
you think will happen to the organism?
___________________________________________________________________________

Activity 3: It’s a Match!

Directions: Complete the table by connecting the cells with their corresponding
tissue, organ, and organ system. Use the words from the box.

Type of Cell Tissue Organ Organ System

Epithelial Cell
Nerve Cell
Cardiac Cell
Bone Cell
Nervous Tissue Bones Epithelial Tissue
Nervous System Brain Stomach
Connective Tissue Cardiac Tissue Circulatory System
Digestive System Skeletal System Heart

What I Can Do

During this time of pandemic, we need to protect our body and strengthen our
immune system. What are the ways that we can do at home to make our system fit
and healthy?
_________________________________________________________________________________
_________________________________________________________________________________

Assessment

Directions: Write the letter of the correct answer.

_____1. Which of the following refers to the lowest level of biological organization and
the basic unit of life?
A. cell B. tissue C. organ D. organ system
_____2. Which of the following levels of organization in an organism is arranged
from lowest to highest level?
A. Cell, Organ System, Tissue, Organ
B. Cell, Tissue, Organ, Organ System
C. Organ, Organ System, Tissue, Cell
D. Organ System, Organ, Cell, Tissue

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_____3. What level includes the living things and the non-living things that
interact to each other?
A. population C. ecosystem
B. community D. biosphere
_____4. In which level of biological organization do digestive, circulatory, and
respiratory are included?
A. cell B. tissue C. organ D. organ system
_____5. Which of the following is NOT considered as organism?
A. water B. plants C. human D. animals

What I Need to Know

Life comes from life. Have you ever wondered what your body are made up of?
Or how your body maintains, adapts, and changes through time? In this module you
are going to learn the “unseen workers” within your body that work hard for you to
enjoy life to the fullest. Enjoy reading the module and have fun in answering all the
activities prepared for you.

At the end of the lesson, you are expected to:

Differentiate the parts of plant and animal cells according to presence or
absence of organelles. (S7LT-IIc-3)

What I Know

Directions: Encircle the letter of the correct answer.

1. It holds the genetic information (DNA) of the cell. It controls all cell activities.
A. lysosome C. nucleus
B. mitochondria D. ribosome
2. This is considered as the food producer for the plant cell.
A. nucleus C. cytoplasm
B. chloroplast D. cell membrane
3. It acts as the digestive system which helps breakdown the old parts of the cell
and eliminates toxic waste inside the cell.
A. ribosome C. mitochondria
B. lysosome D. endoplasmic reticulum
4. It monitors and controls the entrance and exit of any substances inside the
cell.
A. vacuole C. chloroplast
B. ribosome D. cell membrane
5. It creates proteins and can float within the cytoplasm or can be attached to an
organelle.
A. ribosome C. nucleus
B. cytoplasm D. mitochondria

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Lesson
Plant Cell and Animal Cell
4
The cell, from Latin cella, meaning “small room’” is the basic structural,
functional, and biological unit of life in all organisms. Cells are the smallest unit of
life that can replicate independently and are often called the “building blocks of life”.

What’s New

Directions: Write FACT if the statement is correct and BLUFF if the statement is
wrong.
__________ 1. Plant cell has a single membrane.
__________ 2. Vacuoles are present in both plant and animal cells.
__________ 3. All cells have cell wall.
__________ 4. Mitochondria is the “powerhouse of the cell”.
__________ 5. Ribosomes helps in producing proteins.

What is It

Like humans and animals, plants are also composed of several cells. Let us
have a detailed look at the plant and animal cell, its structure, and functions of
different cell organelles. Both plant and animal cells are eukaryotic, so they contain
membrane-bound organelles like the nucleus and mitochondria. However, plant cell
and animal cell do not look exactly the same or have all the same organelles, since
each one has different needs. For example, plant cell contains chloroplasts which
they need to perform photosynthesis, but animals do not have.
Diagram of a Typical Animal Cell

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Diagram of a Typical Plant Cell

Both plant and animal cells have vacuoles. A plant cell contains a large,
singular vacuole that is used for storage and maintaining the shape of the cell. In
contrast, animal cells have many and smaller vacuoles.
Plant cells have a cell wall, as well as cell membrane. In plants, the cell wall
surrounds the cell membrane. This gives the plant cell its unique rectangular shape.
Animal cell simply have a cell membrane, and no cell wall.
Organelle Function
Cell Membrane A double layer that supports and protects the cell. Allows
and control the entrance and exit of different materials in
and out of the cell.
Lysosome Contains digestive enzymes that destroy damaged
organelles and invaders.
Cytoplasm Jelly-like fluid that surrounds and protects the organelles.
Nucleus The control center of the cell. Contains the DNA
Nuclear Surrounds the nucleus.
Membrane
Nucleolus A round structure in the nucleus that makes ribosomes.
Vacuole Stores food and water.
Golgi Body Processes and packages materials for the cell
Mitochondria The “Powerhouse” of the cell. Breaks down food to produce
energy in the form of ATP.
Rough E.R. Builds and transports substances through the cell. Has
(endoplasmic ribosomes on it.
reticulum)
Smooth E.R. Builds and transports substances through the cell. Does
(endoplasmic not have ribosomes.
reticulum)
Ribosome Helps make protein for the cell.

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What’s More

Directions: Compare and contrast plant and animal cells using the Venn diagram.

Animal Cell Plant Cell

What I Can Do

Directions: Answer briefly.

What makes animal and plant cells essential for life?
_____________________________________________________________________________
_____________________________________________________________________________

Assessment

Directions: Study the structure of plant and animal cells, then label the diagrams
below. Choose the answers in the word bank.

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What I Need to Know

While some bacteria live for a few minutes, several animals for half a century
and other plants for hundreds or thousands of years, organisms do not live forever.
Without the process of reproduction life would come to an end. It is one of the most
important and fundamental processes of living organisms.

At the end of the lesson, you are expected to:

Differentiate asexual from sexual reproduction in terms of the number of
offspring and similarities of offspring to parents. (S7LT-IIg-7)

What I Know

Directions: Encircle the letter of the correct answer.

1. Which of the following processes determine the DNA of an offspring?
A. asexual reproduction C. sexual reproduction
B. binary fission D. both A & B
2. Which is an example of sexual reproduction?
A. a starfish fertilizing a female
B. a sea sponge reproducing by mitosis
C. a bacterium reproducing by binary fission
D. both A & B
3. Which of the following is an advantage of sexual reproduction?
A. it is fast C. it is a better use of energy
B. it is safe D. it increases genetic variation
4. Which among the organisms reproduces quickly, saves energy and not
searching for a mate?
A. a starfish fertilizing a female
B. a sea sponge reproducing by mitosis
C. a bacterium reproducing by binary fission
D. both A & B

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5. Which of the following is NOT an advantage of asexual reproduction?

A. it is fast C. it is a better use of energy
B. it is safe D. it increases genetic variation

Lesson
Sexual and Asexual Reproduction
5
Organisms reproduce either asexually or sexually. Sexual reproduction occurs
when a new individual is formed by the union of two sex cells, or gametes. Hence,
the offspring is unique or not identical to the parents or siblings. Asexual
reproduction occurs when only one parent is involved in making a new creature.
Since there is only one parent involved all the traits of the parent are passed on to
the offspring which results into identical structures/features.

What’s New

Directions: Write Sexual if the statement described about sexual reproduction and
Asexual if the statement described asexual reproduction.
__________ 1. Two different types of sex cells unite to form a zygote.
__________ 2. The characteristics of the offspring are like those of the parent.
__________ 3. Internal fertilization is necessary.
__________ 4. The new individual may have been a part of the body of a single parent.
__________ 5. The union of a sperm cell and an egg cell results in a zygote.

What is It

Reproduction is the creation of a new individual or individuals from a

previously existing organism/s. In animals, this can occur in two primary ways:
sexual reproduction or asexual reproduction.

Sexual Reproduction
In sexual reproduction, two individuals are involved to produce offspring/s.
Each contributes half of the offspring's genetic makeup. Sexual reproduction involves
meiosis. It is a kind of cell division that has two stages which at the end part results
in the reduction number of chromosomes of both parent cells. Sexually reproducing
organisms have two sets of genes for every trait (called alleles). Offspring inherit one
allele for each trait from each parent. The combination of parents’ genes to their
offspring is the outcome of uniqueness among siblings.
Mammals, fishes, birds, amphibians, and reptiles practice sexual
reproduction. An easy rule of thumb is that larger animals tend to reproduce
sexually. There are two types of fertilization:
1. External Fertilization –This is usually done when eggs are laid in a wet
environment. The eggs are then fertilized by the male outside of the female

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body. It typically results in the production of a large number of offspring many of

which are killed before reaching adulthood. Amphibians and fish are examples of
animals that reproduce in this process.
2. Internal Fertilization – In this type of reproduction, fertilization occurs within
the female reproductive tract. It is usually results in a smaller number of offspring
which are cared for by the parents. Mammals, birds, and reptiles reproduce in
this process.
Sexual reproduction introduces new gene combinations into a population. New
combinations allow for great diversity, because the offspring is different from the mother
and father; it is a combination of both. This means that sexual reproduction produces a
greater chance of variation within a species. This variation improves the chances for a
species to adapt to its environment and survive.
Asexual Reproduction
On the other hand, asexual reproduction involves only one individual producing
offspring/s that are genetically identical to itself. These offspring are produced by
mitosis. Mitosis is cell division in which a complete set of chromosomes is passed on to
the daughter cell.
Single celled and simple life forms tend to reproduce asexually. An easy rule of
thumb could be that one celled and simple sea organisms reproduce asexually. Simple
creatures such as amoebas, sponges, hydras, and jellyfish reproduce asexually.
Asexual reproduction can be manifested by the following binary fission, budding,
fragmentation, and regeneration.
1. Binary fission - the cell divides creating two identical daughter cells
2. Budding - an offspring grows out of the body of the parent.
3. Fragmentation- the body of the parent breaks into pieces, each of which can
produce an offspring.
4. Regeneration- if a piece of a parent is detached, it can grow and develop into a
completely new individual.

What’s More
Directions: A. For each picture decide whether the organism reproduces asexually
or sexually. Write A for asexual reproduction, S for sexual reproduction
and B if both, on the blank provided before each number.

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Guided Questions:
1. Based on your answers, what are the two basic ways that organisms
reproduce?
__________________________________________________________________________
2. What is sexual reproduction and asexual reproduction? What are the key
differences?
___________________________________________________________________________
___________________________________________________________________________
3. Why do offspring produce by sexual reproduction shows variation from their
parents?
____________________________________________________________________________

Directions: B. Complete the table below.

NAME OF ORGANISM TYPE OF ASEXUAL NUMBER OF PARENTS
REPRODUCTION INVOLVED
Onion
Yeast
Starfish
Potato
Ginger

What I Can Do

Directions: Write the advantages and disadvantages of the given reproduction

processes.
Reproduction Process Advantage Disadvantage
Vegetative Propagation
Binary Fission
Fragmentation
Budding

Assessment

Directions. Encircle the letter of the correct answer.

1. What does asexual reproduction require?
A. two clones to produce offspring
B. two parents to produce offspring
C. only one parent to produce offspring
D. a combination of parents to produce offspring
2. Which of the following is NOT an example of an asexual reproduction?
A. Breeders cross different dogs to develop a new breed of dog

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B. Bread mold spreads on a slice of bread at the back of the fridge

C. New raspberry shoot sprouts in the lawn near the raspberry patch
D. Geneticists grow a field of blight-resistant wheat using the cells of a
single plant
3. Some bacteria do not have a nucleus and do not undergo mitosis. Which
reproductive method do they practice?
A. budding C. fragmentation
B. binary fission D. sexual reproduction
4. What do you call to the asexual reproduction process in which an organism
breaks apart and its fragments develop into new individual?
A. budding C. fragmentation
B. binary fission D. sexual reproduction
5. Which of the following is an example of vegetative reproduction?
A. A new starfish grows from the severed tip of a tentacle.
B. Strep throat bacteria quickly colonize in your body and make you sick
C. A single lily bulb once planted becomes a large colony of identical lilies
in three summers.
D. A new baby fern shows up your back yard, just like the fern your
neighbors have next door.

What I Need to Know

The environment is a collection of living and nonliving things. Mosses growing

on rocks, garden snails gliding on garden fences, and fish swimming in water are
just a few examples of how living and nonliving things interact. The living
components of the environment are also called organisms. The nonliving components
make up the physical environment.

At the end of the lesson, you are expected to:

Differentiate biotic from abiotic components of an ecosystem.
(S7LT-IIh-9)

What I Know

Directions: Encircle the letter of the correct answer.

1. Why do living things interact with each other and with their environment?
A. To produce offspring.
B. It is common to their nature.
C. This thing will result to extinction.
D. To meet their needs and to survive.
2. Which statement below is NOT true?
A. Organisms interact with each other.

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B. Some interactions are beneficial while others are harmful.

C. There is no interaction where organisms are neither benefitted nor
harmed.
D. All these interactions take place in ecosystems.
3. Which of the following is an example of an abiotic factor?
A. plants C. animals
B. sunlight D. bacteria
4. Which is NOT an example of abiotic factor?
A. Wind C. algae
B. Water D. energy
5. What type of ecological relationship exists when two or more organisms rely
on the same environmental resource?
A. competition C. predation
B. mutualism D. commensalism

Biotic and Abiotic Components and

Lesson
Different Ecological Relationships in
6
an Ecosystem
Interactions between organisms and their environment are also a familiar
sight: carabaos helping farmers till the soil, earthworms burrowing in the ground,
and birds using twigs to build their nests. Organisms interact with each other and
with their environment to meet their basic needs and in order to survive. Some
interactions are beneficial; others are harmful. There are also interactions in which
populations of organisms are neither benefitted nor harmed. All these interactions
take place in an ecosystem.

What’s New

The idea of helping someone to get some help in return is the essence of a
symbiotic relationship. Symbiosis describes close interactions between two or more
different species. It is different from regular interactions between species, because in
a symbiotic relationship, the two species in the relationship live together. Many
organisms are involved in symbiotic relationships because this interaction provides
benefits to both species. However, there are types of symbiosis that are not beneficial
and may in fact harm one or both species.

Symbiotic Relationships:
• competition—when two or more organisms rely on the same environmental
resource
• predation—behavior of one animal feeding on another.
• mutualism—a symbiotic relationship where both organisms benefit

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• commensalism—a symbiotic relationship where one organism benefits and

one does not benefit but is unharmed
• parasitism—a symbiotic relationship where one organism benefits and one is
harmed

What is It
Directions: Classify the ecological components in a given illustration

Abiotic Factors Biotic Factors

What’s More

Directions: A. Identify what kind of symbiotic relationship is being shown in each

picture. Write your answer on the blank.

1. _______________________ 2. __________________________

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3. _______________________ 4. __________________________

5. __________________________
Directions: B. Use the following symbols to describe the interactions between
organisms in each type of ecological relationship.

+ organism benefits
- organism is harmed
0 organism neither benefits nor is harmed (neutral)

Interaction Organism 1 Organism 2

Commensalism
Competition
Mutualism
Parasitism
Predation

What I Can Do

Directions: Answer the following questions.

1. How do producers affect the ecosystem?
________________________________________________________________________
2. What would happen to one of the organisms involved in a symbiosis if the
other organism is no longer present?
_______________________________________________________________________
3. How can symbiotic relationships among organisms in an ecosystem
influence population?
_______________________________________________________________________

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Assessment

Directions: Write the letter of the correct answer.

1. What are biotic factors?
A. weather and climate
B. non-living parts of the ecosystem
C. living organisms in an ecosystem
D. A and D
2. How will you classify the plants and animals found in forests?
A. biosphere C. abiotic factors
B. biotic factors D. ecological factors
3. Which is a biotic factor in the given situation?
A. carnivores that eat other animals
B. the kind of climate in a given region
C. the rate of water flow in a body of water
D. the concentration of hydrogen gas in the air
4. What is an example of a biotic factor?
A. air C. water
B. soil D. grass
5. Which of the following is an example of abiotic factor?
A. air C. fungi
B. algae D. plants

What I Need to Know

In the next lessons, you will realize how the biotic factors, like plants and
animals, depend on abiotic factors such as air, temperature, water, soil and the likes,
and how human activities affect the population of some species.

At the end of the lesson, you are expected to:

Predict the effect of changes in abiotic factors on the ecosystem. (S7LT-
IIh-10)

What I Know

Directions: Encircle the letter of the correct answer.

1. During harvest time, abundant supply of food is accompanied by the
increase in number of field mice that they prey on rice plant. Snakes that
prey on field mice will also increase in number. What could be the possible
outcomes if the farmers get rid of the snakes?

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I. The food supply will decrease

II. The snake population will increase.
III. The rice mice population will double.
IV. The rice mice population will control the snake
population.

A. I C. I and III
B. II and III D. II and IV
2. Which of the following is an abiotic factor that may affect the population
of organisms?
A. Parasite C. food availability
B. Predators D. extreme temperatures
3. Which of the following refers to a population?
A. Any organisms that live together and eat in one place.
B. Several numbers of organisms living in the same place.
C. Different organisms that live together in the same place and at the
same time.
D. Group of organisms of the same kind living in the same place and
at the same time.
4. Which of the following abiotic factors does NOT affect the population of
organisms?
A. drought C. predators
B. earthquakes D. typhoons
5. Which is NOT a negative effect of human activities on the ecosystem?
A. Pollution C. earthquake
B. overfishing D. deforestation

Lesson The Effect of Changes in Abiotic

7 Factors on the Ecosystem
The Philippines is gifted naturally with of natural resources including the vast
variety of biodiversity. Biodiversity is the variety of organisms in the ecosystem and
is attributed to two major factors, the country’s location in the equatorial region and
the big bodies of water surrounding the Philippines.

What’s New

Change in abiotic factors can result in extreme problems for some organisms.
For example, due to the change in temperature brought about by global warming,
which results to the melting sea ice in Arctic region causing the destruction of Polar
bears’ natural habitat, loss of food resources that end up to starvation or worse is,
death.
However, this can also have positive effects. For example, water pollution,
water becomes enriched with minerals. This affects plants, fishes and other
organisms but has a positive effect on the growth of algae.

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What is It
Directions: Study the diagram below and answer the questions that follow.
This is an example of food chain. Due to the change in temperature, frogs practice
estivation where they keep inactive life where they bury themselves in the mud to
avoid too much heat.

Guided Questions:
1. What do you think will happen to the population of the snake if the frogs
become inactive during dry season?
___________________________________________________________________________
2. What do you think will happen to the population of the grasshopper to which
the frogs feed on if they are inactive during dry season?
___________________________________________________________________________
This is a picture of tuna feeding on anchovies. But due to overfishing, the population
of tuna declines.

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3. What relationship exists between the tuna and the anchovies?

___________________________________________________________________________
4. What do you think will happen to the population of the tuna if overfishing
continues?
___________________________________________________________________________
5. How does overfishing and extreme temperature affect the balance in the
ecosystem?
___________________________________________________________________________
___________________________________________________________________________

What’s More

Directions: Complete the table below by providing the human activities contributing
to the threat and its effects on the ecosystem. The first is done as an
example.
Ecosystem How the threat happens Human Effect on the
threats activities ecosystem
contributing to
the threat
Pollution The introduction of -improper -ozone depletion
harmful materials to the dumping of -causes global
environment. garbage warming
-burning of fossil -causes diseases
fuel
Deforestation It refers to the decrease in
forest areas across the
world that are lost for
other uses.
Overpopulation The abundance of
species in a given area.

Guided Questions:
1. How does burning of fossil fuel contribute to global warming?
_________________________________________________________________________
_________________________________________________________________________
2. Give an example of human activity that contributes to global warming.
_________________________________________________________________________

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What I Can Do

Not all human activities affect the environment negatively. Recycling is one of them.
Explain how recycling helps to change the ecosystem in a good manner.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Assessment

Directions: Write TRUE if the statement is correct, FALSE if not. Write your answer
on the space provided before each number.
_________1. Abiotic factors like plants and animals affect the population of other
organisms.
_________2. Biotic factors like plants and animals depend on the abiotic factors
such as sunlight and water to survive.
_________3. The change in the population of one organism affects the balance of
the ecosystem.
_________4. Changes in the abiotic factors affect the number of populations of an
organism.
_________5. In the prey-predator relationship between a frog and insect, the insect
will multiply if the number of frogs declines due to the change in the
environment.

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References
• Exploring Life Through Science K to 12 Series (Grade 7); Published
by: REX Bookstore
• Science and Technology (Biology Textbook); Published by: NPSBE
• Functional Biology (Modular Approach); Published by: Vibal Publishing
House, Inc.
• amscope.com
• biologycorner.com
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introduction-to-cells/a/microscopy
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in-science-q1q2
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:~:text=Look%20through%20the%20eyepiece%20(1,view%20(what%20you%
20see).
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tgg7
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• https://www.youtube.com/watch?v=zzamomqlwxU&t=17s
• https://www.youtube.com/watch?v=27EUjnymG5c
• https://images.app.goo.gl/cLCnMgWoa5kQBZTQ7
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• https://images.app.goo.gl/CPxktp7TuvdSZFWcA
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plant-vs-animal-cells/a/hs-plant-vs-animal-cells-review
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plant-vs-animal-cells/a/hs-plant-vs-animal-cells-review
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complete-science-lesson-using-the-5e-method-of-instruction/
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complete-science-lesson-using-the-5e-method-of-instruction/
• https://www.khanacademy.org/science/high-school-biology/hs-cells/hs-
plant-vs-animal-cells/a/hs-plant-vs-animal-cells-review
• https://www.enchantedlearning.com/subjects/animal/cell/
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• https://www..keslerscience.com/plant-and-animal-cells-lesson-plan-a-
complete-science-lesson-using-the-5e-method-of-instruction/
• https://www.lincnet.org.( pdf cell structure exploration activities)
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complete-science-lesson-using-the-5e-method-of-instruction/
• reproduction_worksheet_5_asexual_reproduction_2015-2016

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• Sexual and asexual reproduction fact sheet

• https://www.nationalgeographic.org/activity/ecological-relationships/
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abiotic/#:~:text=The%20biotic%20factors%20refer%20to%20all%20the%20li
ving,the%20air%2C%20water%2C%20soil%2C%20etc.%29%20in%20an%20
ecosystem.
• https://www.thoughtco.com/biotic-versus-abiotic-factors-4780828
• https://www.youtube.com/watch?v=0mjafH5pVLA
• https://www.youtube.com/watch?v=VECARZ-zhKM
• Source: https://slideplayer.com/slide/14564049/
• https://www.gograph.com/vector-clip-art/the-food-chain.htm
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• https://www.livescience.com/22728-pollution-facts.html
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deforestation-causes-effects/
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warming-overview/
• Science 7 Learner’s Materials Pages 161-162, 337

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For inquiries or feedback, please write or call:

Department of Education – SDO Valenzuela
Office Address: Pio Valenzuela Street, Marulas, Valenzuela City
Telefax: (02) 8292-4340
Email Address: [email protected]

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