General Biology 2 Quarter 2 Module 1.1 PDF

General Biology 2 Quarter 2 – Module 1.1: Compare and Contrast Processes in Plants and Animals: Reproduction and Development  Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the go...

General Biology 2 Quarter 2 – Module 1.1: Compare and Contrast Processes in Plants and Animals: Reproduction and Development  Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio SENIOR HS MODULE DEVELOPMENT TEAM Author : Janeleen M. De Guzman Co-Author - Content Editor : Ronald S. Mingi Co-Author - Language Reviewer : Queences Ricel C. Glocenda Co-Author - Illustrator : Ferdianne Antoine B. Bermudo Co-Author - Layout Artist : Melbourne L. Salonga Team Leaders: School Head : Reynaldo B. Visda LRMDS Coordinator : Melbourne L. Salonga DIVISION MANAGEMENT TEAM: Schools Division Superintendent : Romeo M. Alip, PhD, CESO V OIC- Asst. Schools Division Superintendent : William Roderick R. Fallorin, CESE Chief Education Supervisor, CID : Milagros M. Peñaflor, PhD Education Program Supervisor, LRMDS : Edgar E. Garcia, MITE Education Program Supervisor, AP/ADM : Romeo M. Layug Education Program Supervisor, Science : Edwin Riel Bermillo Project Development Officer II, LRMDS : Joan T. Briz Division Librarian II, LRMDS : Rosita P. Serrano Division Book Designer : Melbourne L. Salonga Printed in the Philippines by Department of Education – Schools Division of Bataan Office Address: Provincial Capitol Compound, Balanga City, Bataan Telefax: (047) 237-2102 E-mail Address: [email protected]  General Biology 2 Quarter 2 – Module 1.1: Compare and Contrast Processes in Plants and Animals: Reproduction and Development Introductory Message For the facilitator: Welcome to the General Biology 2 – Grade 12 Alternative Delivery Mode (ADM) Module on Compare and Contrast Processes in Plants and Animals: Reproduction and Development. This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module: Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners. As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module. 1 For the learner: Welcome to the General Biology 2 – Grade 12 Alternative Delivery Mode (ADM) Module on Compare and Contrast Processes in Plants and Animals: Reproduction and Development. The hand is one of the most symbolized part of the human body. It is often used to depict skill, action, and purpose. Through our hands we may learn, create, and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands. This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. This module has the following parts and corresponding icons: This will give you an idea of the skills or What I Need to competencies you are expected to learn in Know the module. This part includes an activity that aims to What I Know check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module. This is a brief drill or review to help you What’s In link the current lesson with the previous one. In this portion, the new lesson will be What’s New introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity or a situation. This section provides a brief discussion of What is It the lesson. This aims to help you discover and understand new concepts and skills. This comprises activities for independent What’s More practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module. 2  This includes questions or blank What I Have sentence/paragraph to be filled into Learned process what you learned from the lesson. This section provides an activity which What I Can Do will help you transfer your new knowledge or skill into real life situations or concerns. This is a task which aims to evaluate your Assessment level of mastery in achieving the learning competency. In this portion, another activity will be Additional given to you to enrich your knowledge or Activities skill of the lesson learned. This also tends retention of learned concepts. This contains answers to all activities in Answer Key the module. At the end of this module you will also find: References This is a list of all sources used in developing this module. The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don’t forget to answer What I Know before moving on to the other activities included in the module. 3. Read the instruction carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it! 3  What I Need to Know This module is designed and written to help you to understand the stages of life formation, development, and growth of plants and animals. It helps appreciates the value of care and nurturing of human being the existence of different organisms with a different role in the environment. At the end of this module, the learner is expected to: 1. Compare and contrast the following processes in plants and animals: reproduction, development, nutrition, gas exchange, transport/ circulation, regulation of body fluids, chemical and nervous control, immune systems, and sensory and motor mechanisms. STEM_BIO11/12-IVa-h-1 4  What I Know Direction: Identify what is being asked and choose your answer inside the box. Write your answers in your notebook. GROWTH ASEXUAL HAPLOID SEXUAL FRAGMENTATION TESTIS FERTILIZATION SEED PETALS POLLINATION BUDDING STAMEN CONTRACEPTION UTERUS DIPLOID ______________1. A mode of reproduction that does not involve the union of sex cells. ______________2. Stage of development characterized by an increase in size of an individual. ______________3. A mode of reproduction that involves the union of, sex cells. ______________4. It is the union of egg cell and sperm cell. ______________5. The outermost whorl of a flower collectively known as corolla. ______________6. The placement of the pollen grain from the anther to the stigma of a carpel of a flower. ______________7. The male reproductive structure of a flower. ______________8. Also known as the womb where the embryo develops with thick muscular walls, blood vessels, and endometrial lining. ______________9. A cell that contains only half the chromosome number. ______________10. A cell that contains the full chromosome number or two sets of chromosomes. ______________11. The process that blocks fertilization, implantation, and actual completion of development of fetus in humans. ______________12. A reproductive structure where a plant embryo and a food source are contained within a testa. ______________13. An outgrowth arises forming a bud from the body of a parent. ______________14. A male reproductive organ where sperm is produced. ______________15. The body breaks into two or more parts and each fragment are capable of becoming a complete individual. 5  Lesson 1 Reproduction and Development Plants and animals are diverse organism, particularly in terms of how they are able to reproduce. Each species needs to survive in an adaptive environment to continue the succession of life here on Earth. In this module, you will learn the process of reproduction and development. You will appreciate how reproduction and development occur as they grow and reproduce to form new species of its own kind. Are you ready? Let’s proceed! What’s In Direction: Identify the method and type of reproduction on how those organisms able to reproduce. Types of Reproduction Organisms Method of Reproduction (Sexual or Asexual) 1. Hydra 2. Banana 3. Frog 4. Onion 5. Human 6  Notes to the Teacher This lesson will help the learners understand the process of reproduction and development in plants and animals. What’s New Instruction: Observe the process used in plant and animal reproduction. A. Put a Check (/) if the process helps to produce offspring with genetic variation, then put a cross (x) if it produces offspring with no genetic variation. Process Genetic Variation in Offspring 1. Self pollination of a flower 2. Plant Cutting 3. Germination of seeds 4. Stolons producing new plants 7 B. The illustration shows the stages of development in human embryo. By looking at the picture above, describe the events that take place during fertilization up to the formation of an embryo. Criteria 5 4 3 2 1 Quality of The idea and The idea and The idea The idea The idea Writing opinion given opinion was and and opinion and was somewhat opinion were vague opinion excellent. informative were and was not and vague and somewhat related to organized. somewhat organized the topic organized. and completely disorganiz ed. Grammar Correct Few errors in Minimal Moderate Many Usage spelling, spelling, errors in errors in spelling or punctuation, punctuation, spelling, spelling, grammar and no and punctuatio punctuation, errors. grammatical grammar n, and and errors grammar grammar 8  What is It Reproduction is an essential characteristic of organisms to perpetuate their kind. Plants and animals can reproduce either sexually or asexually. The table below shows the difference between asexual reproduction and sexual reproduction. ASEXUAL REPRODUCTION SEXUAL REPRODUCTION No. of parents One Two involved Present; sperm has to fertilize the Gametes No need for gamete union egg Genetic Genetically identical to parent composition of Generally, are hybrids of parents. (Clone) offspring In terms of maximizing reproductive success, what is the advantage of asexual reproduction? How about its disadvantage? (although, asexual reproduction is extremely common to plants, it still has a downside). Now that you already know the difference between sexual and asexual reproduction, let us continue learning into a deeper understanding of plants and animal reproduction. PLANT REPRODUCTION For plants, every structure in the body and physiological processes exists for only one reason and it is to maximize its chances to produce offspring. Reproduction is what’s unconsciously goal of every organisms do. a. Asexual Reproduction in Plants Many of the plants on earth are produced through asexual means. This type of plants is advantageous when they are adapted to a particular environment and the genetic variation among plant members is not a necessity. One strategy of plants reproducing asexually is through vegetative reproduction (a type of reproduction in plants from its vegetative parts or specialized reproductive structures). The new plant that results from this type of reproduction is identical to its parent plant. The structure in plants that reproduce vegetatively came mostly from modified stems, such as runners, tubers, corm and rhizomes. 9  Stolon Rhizome Tuber Buds on leaf Another method used for plants to grow is by means of artificial plant propagation with a little help from the human. It is very useful because plants can grow faster than plants grown from the seeds. Some plants such as sugarcane, apple, pineapple, and other ornamental plants, can be propagated by stem cuttings using this method. Woody plants are reproduced through grafting, which attaches a piece of stem from one plant to the root or root-bearing of another plant. The result of combining it to a root-bearing stem host is called stock, and the grafted stem part is called the scion. When the vascular stem of scion merged with that of the stock, it will form a continuous vascular stem producing xylem and phloem to transport water and other nutrients through the plant’s body. b. Sexual Reproduction in Plants Are you amazed by the beautiful flowers around you? Most of us want to have a flower in our garden because they are decorative in nature and they gives us a very refreshing and wonderful feeling of happiness. Angiosperms or flowering plants are widely distributed in the world. Their life cycle centers on reproducing sexually through their flower. In what part of the flower do you think sexual reproduction occur? Sexual reproduction occurs in the sexual organ of the flower. 10  Let us examine a typical flower to see its parts and their role in plant reproduction. Look parts of a complete flower below. Male Organs of a Flower: a. Stamen – male reproductive part of a flower. b. Anther – makes tiny grains called “pollen”, which contains male sex cells c. Filament – holds up the anther. Female Organs of a Flower: a. Carpel – female reproductive part b. Stigma – top part of the carpel with sticky surface to trap the pollen c. Style – joins the stigma and the ovary d. Ovary – Contains the female sex cells called ovules Figure 2: Parts of a Flower Now that you already know the reproductive parts of a flower, we can now continue our lesson on how the attractive flower is useful in reproduction. Flowering plants may develop and reproduce through pollination wherein the pollen is transfer from the anther to the stigma. This will happen with the help of insects, animals, and wind. Another way on how flowering plants may be developed is through the process of double fertilization. Double fertilization process is seen in plants that bear fruits which may contain one or many seeds. What do you think is the main purpose of fruits? Fruits have two purpose: (1) to protect the seed from damage against animals and infectious agents, (2) to aid in seed dispersal. A fruit sometimes can be a mature ovary and its seeds or may include other parts of the flower. Some plants produce fleshy and edible fruits such as apples and tomatoes, whereas others produce dry and inedible fruits. Inside the seed, a plant embryo awaits its favorable growth. Having an ovary allows the plant to produce seeds enclosed within the fruits. Seeds protect the future embryo from harm and only grow when favorable conditions exist. Seed can be classified as monocot and dicot. Monocot is a plant 11 with one cotyledon inside its seed, while dicot is a plant with two cotyledons inside its seed. ANIMAL REPRODUCTION Just like this, reproduction is part of a life cycle in which individuals grow, develop, and reproduce according to instructions encoded in DNA. And such is, the most vital function of living organisms. a. Asexual Reproduction in Animals The type of reproduction in animals that reproduce asexually are commonly found among lower forms of organisms such as protists, cnidarians, hydra, amoeba, and some complex animals. The resulting offspring are identical to the parent in terms of characteristics. Why asexual reproduction is also called as ‘clonal reproduction’? There are three mechanism how asexual reproduction mitosis occur to unicellular organism showing the exact copy of the parent. 1. Fission – involves the division of body into two or more equal parts. Example: Amoeba and Paramecium. 2. Budding – a new individual arises as an outgrowth (bud) from its parent. The new outgrowth can become an independent animal or may remain to be attached to the parent forming a colony. Example: Hydra 3. Fragmentation – the body breaks into two or more parts, with each fragment capable of becoming a complete individual. Example: Starfish and Earthworms. Did you know that animals which can reproduce asexually also reproduce sexually? Well, in this case, a reproductive strategy is needed to ensure the perpetuation and survival of their species. Some parasitic worms reproduce asexually during certain stages of their life. Some species like flatworms, roundworms annelids, crustaceans, insects, fishes, and some reptiles can reproduce through the process known as parthenogenesis (parthenos-virgin; genesis-birth). This modified process of sexual reproduction results in a complete offspring from unfertilized eggs. Some species are completely parthenogenic whereas others can switch between parthenogenesis and sexual reproduction, depending on the condition of their environment. The adaptive advantage of reproducing asexually is that an organism can produce many offspring in a short period of time without exerting much energy to produce a gamete or to find a mate. The population of organism can increase rapidly when the conditions are favorable. The disadvantages include the lack of 12 variation among individuals and the changing environment may wipe out a group of organisms that cannot easily adapt to sudden changes of environment. b. Sexual Reproduction in Animals Most animals, particularly the higher forms, reproduce sexually (a process in which new individuals are formed from sex cells or gametes) produced by the parents in their sexual organs. The majority of these animals are dioecious (separate sexes). Sexual reproduction in animals occurs in three fundamental steps: 1. Gametogenesis : production of gametes 2. Spawning or mating: bringing gametes together 3. Fertilization: fusion of gametes (external fertilization or internal fertilization) Most numbers of vertebrates, earthworms, and some fishes are hermaphrodites. Few vertebrates, many fishes and some lizards undergo the process of sequential hermaphroditism or sex reversal (can change their sex) in response to social or environmental challenges. Animals like cnidarians develop temporary reproductive organ known as gonads during fall (mating season). The rest of the animals in the kingdom has permanent reproductive organs, such as testis (produce sperm) and ovaries (produce eggs). The reproductive systems of animals have accessory ducts and organs that aid the reproductive process of bringing the gametes together. Sexual reproduction involves two parents and the joining of male and female gametes during fertilization. The offspring inherit a mixture of genes from both parents, so are different to each other and their parents. The advantages of sexual reproduction: (1) produces genetic variation in the offspring; (2) the species can adapt to new environments due to variation, which gives them a survival advantage, and (3) a disease is less likely to affect all the individuals in a population. The only disadvantages of sexual reproduction are time and energy are needed to find a mate and it is not possible for an isolated individual to reproduce. 13 HUMAN REPRODUCTION Human reproduction consists of two components – main reproductive organs and accessory organs. Similar to other forms of animals, both have a pair of gonads (testis and ovaries) containing germ cells that will later on, give rise to mature sex cells or gametes. Male and female hormones control the maturity of the reproductive systems and the development of secondary sexual characteristics to prepare the body for reproductive processes. Male Reproductive System Examine the diagram showing the parts of the male reproductive system. Be familiar with the specific functions of the parts. Testis – produce sperm cells Scrotum– pouch-like sac that holds the testis Penis – places sperms into the vagina during mating Vas deferens - transports mature sperm to the urethra, the tube that carries urine or sperm to outside of the body, in preparation for ejaculation. Glands - Provide liquid in which sperm can swim a. seminal vesicle - Secretes one of the components of the semen b. prostate gland - Secretes a milky fluid that is discharged into the urethra as part of the semen. c. Bulbourethral gland - Mucous secreting glands located at the base of the penis. Figure 3: Cross Section of Male Reproductive System 14 Female Reproductive System The female reproductive system has the following functions: 1. Production of female sex cells 2. Reception of sperm cells from the male. 3. Nurturing the development of, and providing nourishment for, the new individual Take a look at the diagram showing the parts of a female reproductive system. Now, study the function of each part. Ovary - produces egg cells Oviduct - passageway of eggs from the ovary to the uterus (also the same place where the egg is fertilized). Uterus - place where fertilized egg develops. Vagina - receives the penis of male during mating. The female reproductive organ consists of the ovaries, uterine tubes (fallopian tubes), uterus, vagina, external genitalia, and mammary glands. The internal reproductive organs of the female are located within the pelvis, between the urinary bladder and rectum. The uterus and the vagina are in the middle line, with an ovary on each side of the uterus. Let us continue our discussion. Trace what happens to the ovulated egg after fertilization until birth. Figure 4: Female Reproductive System 15 HUMAN GROWTH AND DEVELOPMENT Fertilization begins with the fusion of sperm and egg cell to form a fertilized egg called a zygote. A series of cell division will take place as the zygote travels down the fallopian tube going to the uterus. The journey will take about 6 to 7 days after fertilization. The zygote is like a ball of cells attached itself to the uterine lining (endometrium) of the uterus in the process called implantation. When the zygote is already attached, it is known as embryo. The embryo/fetus will stay in the uterus for 9 months to develop until it is ready for birth. The illustration shown in figure 5 will help you understand the early steps of fertilization. Figure 5: Steps of Fertilization https://www.google.com/search?q=early+steps+of+fertilization&sxsrf=ALeKk00QxrkmW2W_keMcT3eJ3P Embryonic and Fetal Development Three weeks after fertilization, almost one-fourth of the inner surface of the uterus will become a spongy tissue composed of endometrium and embryonic membranes, the chorion. Through this tissue, the placenta and the embryo receive nutrients and oxygen from the mother and send out wastes in return. By looking at the figure, you will how the embryo developed from the first trimester of the nine months of human development that extends from fertilization to the end of the third month. It is the most critical period of embryonic development. In the second trimester, the development period is from the start of the fourth month to the end of the sixth month. All major organs have formed, and the growing individual is now called a fetus. And in the third trimester, the development of the fetus extends from the seventh month until birth. By the middle of the third trimester, the fetus will be able to survive on its own if born prematurely or removed surgically from the uterus. The advancement 16 in medical science has allowed fetuses, as young as 23-25 weeks to survive early delivery. Survival chances increase to about 95 percent in the 9th month. Birth takes place about 9 months or approximately 40 weeks after fertilization. The birth process begins when the uterus starts to contract. Birth typically occurs less than an hour after full dilation. Immediately afterward, uterine contraction forces fluid, blood, and the placenta from the body. The umbilical cord is now cut, and the newborn embarks on its nurtured existence in the outside world. Figure 6: Human Development from Fertilization to Birth 17  What’s More Concept Mapping: Fill-in the concept map of egg release (start with the ovary). Use the following statements to guide you in answering the activity. Ovary Ovary Releases an egg in a process called ____. The exact location of egg cell to meet the sperm. The fertilized egg will be deposited to the ______. If the egg is not fertilized, the uterine Walls lough off and blood comes out in the process called ____. If egg is fertilized it is called ____. 18  What I Have Learned Direction: With the use of Venn Diagram, compare and contrast the plant and animal reproduction process and development. PLANTS ANIMALS 19  What Can I Do Direction: Answer the following questions that pertain to the processes involved in plant and animal reproduction. Write your answer on a separate paper. 1. Male and female animals have a pair of gonads. What advantages does it provide to the species? 2. How do flowering plants reproduce asexually and sexually? 3. How do animals reproduce? 4. How do humans reproduce? 5. How can the use of hydroponics help increase the amount of food that can be grown on Earth? Criteria 5 4 3 2 1 Quality of The idea and The idea and The idea and The idea and The idea and Writing opinion given opinion was opinion opinion were opinion was was excellent. somewhat were vague vague and not related informative and and somewhat to the topic organized. somewhat organized and organized. completely disorganized. Grammar Correct spelling, Few errors in Minimal Moderate Many Usage punctuation, spelling, number of errors in spelling or and no punctuation, errors in spelling, grammar grammatical and grammar spelling, punctuation, errors. errors punctuation, and grammar and grammar 20  Assessment Direction: Choose the letter of the correct answer. Write your answers in your notebook. _____1. The process wherein an animal contains both ovaries and testes and can thus produce both eggs and sperms. a. Budding b. Fertilization c. Hermaphroditism d. Fertilization _____2. It is where the fertilized egg develops. a. Ovary b. Testis c. Uterus d. Vagina _____3. A gland in male reproductive system that secretes milky fluid that is discharged into the urethra as part of the semen. a. Bulbourethral b. Prostate c. Sperm d. Semen _____4. In what season do animals like cnidarians develop their temporary reproductive organ? a. Fall b. Summer c. Winter d. Rainy _____5. Which of the following animals do not undergo the process of hermaphroditism? a. Earthworms b. Fish c. Frog d. Sea horse _____6. A female reproductive organ of a flower that joins the stigma and the ovary. a. Sepal b. Stigma c. Style d. Stamen _____ 7. Which of the following is not an agent of pollination? a. Sunlight b. Insects c. Water d. Wind _____8. Which of the following is the function of fruit? a. To attract pollinators. c. It helps in seed dispersal. b. To nourish embryo development. d. It signals plant maturity. _____9. A type of contraception wherein men and women do not engage in sexual intercourse. a. Abstinence b. Condom c. Pills d. Abortion _____10. A male reproductive part of a flower that holds up the anther. a. Filament b. Petals c. Stamen d. Style 21  Additional Activities Conduct a research about government programs on population control. List down at least three (3) programs and take note of the family planning methods that are available and how they administer them to the community. Based on your research, answer the following questions. What can you say about the programs you listed? What are the risks of getting pregnant during this covid-19 pandemic? As a STEM student, how can you help in educating teenagers like you about teenage pregnancy? Criteria 5 4 3 2 1 Quality of The idea and The idea and The idea and The idea and The idea and Writing opinion given opinion was opinion opinion were opinion was was excellent. somewhat were vague vague and not related informative and and somewhat to the topic organized. somewhat organized and organized. completely disorganized. Grammar Correct spelling, Few errors in Minimal Moderate Many Usage punctuation, spelling, number of errors in spelling or and no punctuation, errors in spelling, grammar grammatical and grammar spelling, punctuation, errors. errors punctuation, and grammar and grammar 2  27 Assessment: 1. D 2. C 3. B 4. A 5. C 6. C 7. A 8. C 9. A 10.D What’s In What I Know: 1. Asexual 1. It reproduces through budding – Asexual 2. Growth 2. It produces through runners -Asexual 3. It produces through amplexus behavior - Sexual 3. Sexual 4. It produces through bulbs – Asexual 4. Fertilization 5. Can reproduce through the union of sperm and 5. Petals egg cell forming zygote - Sexual 6. Pollination 7. Stamen 8. Uterus 9. Haploid What’s More: 10. Diploid Ovary – Ovulation -- Fallopian Tube -- Uterus – Menstruation---Zygote 11. Contraception 12. Seed 13. Budding 14. Testis 15. Fragmentation Answer Key References DepEd (2020). Most Essential Learning Competencies with Corresponding CG codes. General Biology 2. Pp.631-633 CHED (2016). Teaching Guide for Senior High School in general Biology 2. First Edition. Pp.136-157 Morales-Ramos, A. C. and Ramos, J.D. (2017). Exploring Life Through Science Series- General Biology 2 for Senior High School. Quezon City: Phoenix Publishing House, Inc., pp. 177-193 Murphy-Capco, Carmelita.(2003).Phoenix Science Series:Biology. Quezon City: Phoenix Publishing House , Inc., pp.354-375 Introduction to Reproduction. Accessed October 1, 2020, https://www.toppr.com/guides/biology/how-do-organisms- reproduce/introduction-to-reproduction/ The Reproductive System. Accessed September 30, 2020, https://www2.estrellamountain.edu/faculty/farabee/biobk/BioBookREPR OD.html#:~:text=Human%20Reproduction%20and%20Development%20%7C %20Back,sex%20organs%20that%20produce%20gametes. 28 For inquiries or feedback, please write or call: Department of Education – Region III, Schools Division of Bataan - Curriculum Implementation Division Learning Resources Management and Development Section (LRMDS) Provincial Capitol Compound, Balanga City, Bataan Telefax: (047) 237-2102 Email Address: [email protected]