(week 1) MODULE 1-LESSON 1
Activity 1
DIRECTIONS: Arrange in sequence the process of genetic engineering from first to last by
writing 1 – 5 on the box provided before each stage. Write your answers on a
a separate sheet of paper.
(5) 1. The modified plasmid is inserted into the host bacterial cell to produce a genetically modified organism.
(3) 2. The bacterial plasmid is removed from the bacterial cell and cut open using enzymes.
(2) 3. The identified gene is extracted from the chromosome using enzymes.
(4) 4. The required gene is inserted into the bacterial plasmid and sealed using enzymes.
(1) 5. The section of DNA that contains the required gene is identified.
Activity 2
DIRECTIONS: Study the figures below. Choose and write the correct process of genetic
engineering inside the box. Write your answers on a separate sheet of paper.
* Multiplying the plasmid in bacteria
* Identification of the gene interest
* Removal of plasmid from bacterial cell
* Required gene is inserted into a bacterial plasmid
* Identified gene is extracted from the chromosome
MODULE 1-LESSON 2
Activity 1
DIRECTIONS: Choose the letter that corresponds to the correct answer and write it on a
separate sheet of paper.
1. Which of the following is NOT a tool in recombinant DNA technology?
A. Enzymes
B. Host organisms
C. Restriction enzymes
D. Vectors
2. Which of the following processes is where genes are inserted into the genome of a
different organism?
A. Cloning
B. Gene splicing
C. Gel electrophoresis
D. Selective breeding
3. Which is a commonly used host organism in recombinant DNA?
A. Bacteria
B. Cells
C. Plasmid
D. Vectors
4. Which of the following does NOT perform to produce recombinant DNA?
A. Selection of the perfect enzymes
B. Removal of the genetic sequences of an organism.
C. Selection of the perfect vector with which the gene must be integrated
D. Insertion of the genetic sequences into other sequences of another organism
5. Which among the choices below is used for improving human health conditions by
producing vaccines and pharmaceuticals?
A. Cloning
B. Gene splicing
C. Selective breeding
D. Recombinant DNA technology
Activity 2
DIRECTIONS: Below are some of the arguments about the use of Genetically modified
organisms or transgenic organisms (GMOs). From your perspective, briefly
answer the following questions in not more than 4 sentences.
1. Among the cited examples of transgenic or Genetic Modified Organism (GMO) which
do you think is the most beneficial?
- in my opinion, one of the most beneficial examples of genetically modified organisms is apple, which is engineered
to produce beta-carotene addressing Vitamin A deficiency in populations reliant on rice as a staple food.
2. If you are a farmer, would you take the chance of growing corn that is pest resistant?
Why or why not?
- if I am a farmer, I would likely to consider growing pest-resistant corn as it could potentially reduce the need for
chemical pesticides benefiting both the environment and crop yield. However, I would also weigh the potential long-
term impacts on biodiversity and ecosystem health.
3. Considering the knowledge gained in genetic engineering, would you try to
patronize GMO fruits and vegetables? Why or why not?
- personally, I would be open to consuming GMO fruits and vegetables if they have been deemed safe for
consumption through vigorous testing and regulation. Genetic engineering offers opportunities for enhancing crop
traits like disease resistance and nutritional concept potentially addressing food security challenges.
4. What is your view of creating or altering genes of an organism about natural creation
by God? Explain your answer.
- regarding altering genes of organisms in relation to natural creation by God, it depends on one’s theological
perspective. Some may view genetic engineering as away humans exercise stewardships over creation, while others
may see it as interfering with divine design. It’s a complex ethical and philosophical question.
5. Is genetic engineering morally permissible or not?
- the moral permissibility of genetic engineering varies depending on the context and specific applications. In some
cases, such as using gene editing to treat genetic diseases or improve crop yields, it may be viewed as morally
permissible if it promotes human well-being and respects ethical principles such as informed consent and
environmental stewardship. However, there are also concerns about unintended consequences, equitable, access,
and potential exploitation, which much be carefully considered.
(Week 2) MODULE 2- LESSON 1
ACTIVITY 1
DIRECTIONS: Write TRUE if the statement is true and write FALSE if the statement is false.
Write your answers in a separate sheet of paper.
TRUE 1. Modern humans evolved in the quaternary period.
FALSE 2. Oxygen has been in our atmosphere since the earth first formed.
FALSE 3. Animals colonized the land before plants did.
FALSE 4. The first life on earth was a plant.
TRUE 5. The first animals with backbones were fish.
Activity 2
DIRECTIONS: Copy and cut out the underlined geologic time events sentences and put them
in the correct order. Paste them in a short bond paper.
Planet Earth formed.
Earth’s core and crust formed.
The Earth’s first oceans formed.
Oxygen began to accumulate in the Earth’s atmosphere.
The first life appeared on Earth.
The first land plants evolved.
The first land animals with backbones evolved.
The first animals evolved.
The first animals with backbones (fish) evolved.
The first dinosaurs evolved.
The dinosaurs went extinct.
Modern humans evolved.
( week 3) MODULE 3- LESSON 1
ACTIVITY 1
DIRECTIONS: Answer the following questions comprehensively. Write your answer on a
separate sheet of paper
1. Which process would be faster, natural, or artificial selection? Why?
- artificial selection would generally be faster compared to natural selection. In natural selection, the process
relies on environmental pressures and random genetic variations within populations, which can take many
generations to produce noticeable changes in traits. On the other hand, artificial selection involves deliberate
breeding by humans to select for desired traits, such as larger fruits or faster growth rate crops or animals. Since
humans can control the breeding process and select for specific traits, artificial selection can produce changes in
traits within a relatively short period, often within a few generations.
2. How does artificial selection, natural selection, genetic drift, mutation, and recombination beneficial to the different
organisms?
- selection, whether natural or artificial, allows organisms to adopt to the environment by favoring traits that
enhance survival and reproductive success. It helps maintain genetic diversity within populations and drives
evolutionary change over time. Natural selection is the process by which organisms with advantageous traits are
more likely to survive and reproduce, passing on those traits to future generations. It leads to the adaption of
populations to their environment, increasing their fitness and survival chances. Genetic drift refers to the random
fluctuations in allele frequencies with populations due to chance events. While it can lead to a loss of genetic
diversity. It can also promote the fixation of beneficial alleles, particularly in small populations. Mutations introduce
genetic variation within populations, which is essential for evolution. While most mutations are neutral or harmful,
some can be beneficial, providing organisms with new traits that may enhance their survival and reproductive
success. Recombination during sexual reproduction shuffles genetic material between individual, increasing genetic
diversity within populations. It allows for the creation of new combinations of alleles, which can lead to the
emergence of novel traits and adaptions.
3. The International Union for the Conservation of Nature and Natural Resources (IUCN), has declared 418 animal
species in the Philippines to be threatened: meaning they are either vulnerable, endangered, or critically endangered. As
a learner, what small steps that you can do to save these animals.
- as a learner, there are several small steps you can take contribute to the conservation of threatened animal species
in the Philippines by educating and giving awareness. Support conservation efforts, reduce consumptions, practice
responsible tourism, advocate for policy change and promote habitat restoration. By taking these small steps,
learners can contribute to the conservation of endangered species in the Philippines and help ensure their survival for
future generations.
( week 4-5) MODULE 4-LESSON 1
ACTIVITY 1
DIRECTIONS: Identify the following statement as true or false. Write T if it is true and F if
it is false. Write your answer on a separate sheet of paper.
(T) 1. Descent with modification is also known as evolution.
(F) 2. Divergent evolution takes place when two different species started to share the same
traits.
(T) 3. A factor leading to these changes could be due to adaptation, natural selection.
(T) 4. The theory of evolution is all species are related and gradually change over time.
(F) 5. There are five main types of evolutionary patterns.
Activity 2
DIRECTIONS: Match the premise COLUMN A on the left with a given response
COLUMN B on the right
COLUMN A COLUMN B
(E) 1. Father of Natural Selection a. Evolution
(B) 2. Two different species started to share the same traits b. Convergent Evolution
(D) 3. Survival of the fittest c. Divergent Evolution
(F) 4. Closely related species diverge to form new species d. Natural Selection
(A)5. The basic unit of heredity e. Charles Darwin
f. Alfred Wallac
LESSON 2
Activity 1
DIRECTIONS: Choose the letter that corresponds to the correct answer and write it on a
separate sheet of paper.
1. Which of the following represents an idea that Darwin learned from the writings of
Thomas
Malthus?
A. The environment is responsible for natural selection.
B. Earth changed over the years through a series of catastrophic upheavals.
C. Technological innovation in agricultural practices permits exponential growth.
D. Populations tend to increase at a faster rate than their food supply normally
allows.
2. Which of the following ideas is NOT included in Darwin’s theory?
A. Natural selection eliminates adaptive
B. Natural selection preserves favorable traits.
C. Natural selection drives some evolutionary change.
D. The great variety of species that live today resulted from the ancestral species.
3. Which of the following statements is NOT compatible with Darwin’s theory?
A. Evolution occurs in individuals rather than in groups.
B. Natural selection eliminates unsuccessful variations.
C. Evolution has altered and diversified ancestral species.
D. All organisms have arisen by descent with modification.
4. Which of the following must exist in a population before natural selection can act
upon that population?
A. Sexual reproduction
B. Two of the responses are correct.
C. Three of the responses are correct.
D. Genetic variation among individuals
5. Which of the following does NOT contribute to the study of evolution?
A. Fossil records
B. Population genetics
C. Comparative embryology
D. Comparative morphology
Activity 2
DIRECTIONS: Enumerate the scientists who took part in the development of evolutionary
thought and cite their respective contributions in this field. Write your
answer on a separate sheet of paper.
SCIENTISTS CONTRIBUTIONS
1. CHARLES DARWIN -Proposed the theory of evolution by natural selection in
his book “on the origin of species” (1959). Darwin’s
theory explained how species evolve overtime through
the process of natural selection, where individuals with
advantageous traits are more likely to survive and
reproduce, leading to change in populations over
successive generations.
2. ALFRED RUSSEL WALLANCE -independently developed of the theory of evolution by
natural selection, which he presented jointly with Darwin
in a paper published in 1958. Wallace’s contributions
provided additional evidence and support for Darwin’s
theory, leading to its wider acceptance.
3. JEAN-BAPTISTE LAMARCK -proposed the idea of the inheritance of acquired
characteristics, suggesting that organisms can pass on
traits acquired during their lifetime to their offspring.
while Lamarck’s theory was later discredited, his ideas
contributed to the early development of evolutionary
thought.
4. GREGOR MENDEL -conducted experiments on pea plants that laid the
foundation for the modern understanding of genetics.
Mendel’s work on the principles of inheritance, including
the concepts of dominant and recessive traits, provided
crucial insights into how traits are passed down from
generation to generation, complementing Darwin’s
theory of evolution.
5. THOMAS HUXLEY -known as ‘Darwin’s Bulldog” for his strong advocacy of
Darwin’s theory of evolution. Huxley defended and
popularized Darwin’s ideas through his writings and
public lectures, helping to disseminate evolutionary
theory and promote its acceptance among scientists and
the general public.