The Wonderfully Made Human Body

VOLUME I. THE HUMAN BODY EPISODE 1.
YOU ARE WONDERFULLY MADE
OVERVIEW OF THE EPISODE This episode presents an overview of the different body systemsskeletal, digestive, respiratory, circulatory, endocrine, nervous, and urinary. It shows that while the human body looks like a single entity, it is made up of systems that work together but carry out different functions. It also discusses the levels of organizationeach system is made up of organs, each organ consists of tissue, each tissue is made up of cells, each cell consists of organelles, and each organelle consists of molecules which are made up of nonliving substances. The episode provides an overview of all the body systems that pupils have studied from grades 4 to 6. It serves as a brief prologue to Episode 7, A New Life is Born. SCIENCE AND HEALTH CONCEPTS 1. The human body is made up of systems that work together but carry out different functions. 2. The human body consists of different parts that are organized from simple to complex. OBJECTIVES 1. Match the organ systems of the human body with their functions 2. Order the parts of the human body from the smallest (simplest) to the largest (most complex) VALUES Gratitude to our Creator for our wonderfully made body Respect for ones body LIFE SKILLS Self-awareness INTEGRATION WITH OTHER EPISODES Episodes 2 to 7 of Volume I
SCIENCE MADE EASY
VOCABULARY WORDS cell immune system integumentary system muscular system
organ skeletal system tissue
PREVIEWING ACTIVITIES Activity 1. Draw Me Material a sheet of manila paper and a marking pen for each group. Procedure Divide the class into groups of 8. Each group will have a sheet of manila paper and a marker. Ask a pupil in each group to lie down on the manila paper and have the other group members trace around the pupils body. Let the pupils recall the body organs and the body systems they have studied in grade 4. Have the pupils draw the organs and body systems on the body outline. When all the groups have finished their work, have them post their drawings on the board. Discuss the similarities and differences in their drawings. Activity 2. Look, Listen, and Learn Write the following guide questions on the board. remind the pupils that they need to look and listen to the videolesson to answer these questions. A. Individual Work 1. What parts make up the human body? 2. How are these parts arranged from the smallest to the largest? Learning Pair Have the pupils work in pairs in answering these questions: 1. What are the systems of the body? 2. What is the work of each system?
B.
VIEWING ACTIVITY PLAY: 13:53 and PAUSE at 15:05 to allow the pupils to answer the first two questions. When necessary, replay this segment. When they are done, ask them to seat with a partner. PLAY 15:34. PAUSE the video after every organ system to give the pair enough time to write and check their answers.
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EPISODE 1. YOU ARE WONDERFULLY MADE
POST-VIEWING ACTIVITIES Activity 3 Discuss the answers to the questions. As the pupils give their answers, have them point to the parts of the body they are referring to. Activity 4 A. Order Us Materials 5 cards containing a labeled picture of cell, tissue, organ, system and human body Procedure Ask five (5) volunteers and distribute to them the cards randomly. Tell the class that when you say say GO, the pupil-volunteers should arrange themselves according to the name of the body parts indicated on the cards. Each card holder has to say something about the cards he or she is holding. After these, call on other groups to do the same. B. Match Us Materials 9 cards each with a picture of an organ system (See pp. 7 & 8) 9 cards each with the function of each organ system masking tape A picture of the skeletal system A picture of the muscular system A picture of the digestive system A picture of the reproductive system A picture of the respiratory system A picture of the excretory system Gives shape to the body Holds the bones together Breaks down food for the body Produces another human being
Enables us to breath Transports food and air to the systems of the body
SCIENCE MADE EASY
A picture of the nervous system A picture of the immune system A picture of the integumentary system
Controls all the body systems Protects the body from diseases by producing antibodies Protects us from the ultraviolet radiation of the Sun
Procedure 1. Post the cards with pictures of the organ systems on the board and distribute the cards with the functions of each organ system to the pupils. 2. Give a pupil one of the function cards and ask him or her to go to the board, match it with the correct picture of the organ system and post it beside the picture. After matching, ask the pupil to give additional information about the organ system. 3. Repeat step 2 but call on another pupil. Do this for the rest of the pictures. Activity 5. Let Us Do Something Good About It Procedure Group the pupils by threes. Let them brainstorm on the answers to the following questions. 1. Who should we thank for our being wonderfully made? 2. What should we do to show that we are thankful for our being wonderfully made? It is expected that each learning trio will have a creative output after the bra instorming. It could be a poe m, a pra ye r, a song, or a sloga n. Ask each trio to present their output in class.
EVALUATION Directions: Choose the letter of the best answer. Write only the letter of your choice. (10pts.) ______ 1. Which of the following organ systems is responsible for breaking down food? A. circulatory system C. digestive system B. skeletal system D. muscular system 2. What is the smallest part of the body? A. cell C. tissue B. organ D. system 3. What is the main function of the respiratory system? A. controls all body systems B. holds the bones together C. removes body wastes D. transports food and gases in the body 4. What body system serves as the framework of the body? A. immune system C. muscular system B. skeletal system D. integumentary system 5. Which of the following is NOT a tissue? A. blood C. bone B. cartilage D. protoplasm 6. What is the correct organization pattern (simple to complex) of the following body parts? A. cells-organs-tissue-systems B. systems-tissue-cells-organs C. cells-tissue-organs-systems D. organs-cells-tissue-systems 7. Which of the following body systems protects the body from the ultraviolet rays of the Sun? A. muscular system C. lymphatic system B. immune system D. integumentary system
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8. Which of the following body systems holds the bones together? A. muscular system C. lymphatic system B. immune system D. integumentary system 9. Which of the following body systems controls all body systems? A. nervous system C. endocrine system B. circulatory system D. lymphatic system 10. Which of the body systems protects the body by producing antibodies? A. endocrine system C. excretory system B. immune system D. reproductive system
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ANSWER KEY 1. C 2. A 3. D 4. B 5. D
6. 7. 8. 9. 10.
C D A A B
BIBLIOGRAPHY Balce, M. E., Carale, L. R., de la Pena, A., & Garcia, P. (1997). Teaching support materials for Elementary Science (Vol. 1). Diliman, QC: Institute for Science and Mathematics Education Development University of the Philippines. Berkow, R. Fletcher, A. J., & Bogin, R. M. (Eds.). (1997). The Merck manual of medical information (Home Edition). NJ: Merck & Co., Inc. Vicencio, E. M., Amparado, E. A., & Cena, V. A. (1996). Science and Health: An integrated approach 5. Marikina City: Instructional Coverage System. Vicencio, E. M., Cena, V., Cruz, L., Badana, J., Acosta, L., Bautista, R., & Magpantay, N. (2002). Science amazes 4. Marikina City: Instructional Coverage System.
SCIENCE MADE EASY
VOLUME I. THE HUMAN BODY EPISODE 2. FOOD: WHERE DOES IT GO?
OVERVIEW OF THE EPISODE The episode presents the structure and function of the digestive system. It describes what happens to food as it moves along the digestive tract. It discusses ways of keeping the digestive system healthy. SCIENCE AND HEALTH CONCEPTS 1. The digestive system consists of the mouth, pharynx, esophagus, stomach, small intestines, large intestines, rectum, and anus. 2. The digestive system changes the food you eat into a form your body cells can use. 3. It is important that we take care of our teeth by eating foods rich in calcium and by brushing and flossing every after meal. 4. Ailments of the digestive system can be prevented and controlled. 5. The digestive system includes organs that lie outside the digestive tract; namely, the pancreas, the liver, and the gall bladder. 6. There are practices that one should do to keep the digestive system healthy, like eating a balanced diet, drinking plenty of water to avoid constipation, taking good care of the teeth and the gums by having regular dental checkups and brushing and flossing the teeth. 7. The common diseases of the digestive system are tooth decay, appendicitis, diarrhea, hepatitis, and constipation. OBJECTIVES 1. Describe the structure and function of the digestive system. 1.1.1 Identify the major parts of the digestive system 1.1.2 Trace the pathway of food in the body and the changes the food undergoes 1.1.3 Explain why food has to be digested 2. Practice desirable health habits to keep the digestive system healthy. 2.1.1 Discuss ways of preventing and controlling common ailments of the digestive system 2.1.2 Demonstrate ways of keeping the digestive system healthy SCIENCE PROCESSES Communicating, inferring
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VALUES Moderation in eating Choosing the right food Practicing desirable health habits LIFE SKILLS Wise decision making INTEGRATION WITH OTHER EPISODES Episodes 1 to 7 of Volume 1 CONTENT BACKGROUND FOR TEACHERS Digestion is the process of changing complex solid food into simpler soluble forms, which can be absorbed by body cells. Cells cannot use the food we eat unless it is changed into soluble, absorbable forms in the body. Enzymes in digestive juices help complete the process of digestion. The digestive system is composed of the alimentary canal, which is made of the mouth, pharynx, esophagus, stomach, small intestines, large intestine, anus, and its accessory organs; namely, the teeth, tongue, salivary glands, pancreas, liver, and gallbladder. Digestion starts in the mouth where food is cut, ripped, and ground by the teeth. Different kinds of teeth perform specific functions. The incisors are used to cut food, the cuspids or canines are used to tear food, the bicuspids or premolars are use to grind food. The saliva containing enzymes starts the chemical process of digesting carbohydrates. The saliva and the movement of the tongue turn the food into a soft, pliable ball called a bolus. This enables the bolus to slide down the pharynx as it is swallowed. Then, it goes through the esophagus where it is pushed to the stomach by rhythmic, muscular contractions called peristalsis.
Figure 2.1 Digestive System
Digestion of protein starts in the stomach. Peristalsis continues to push the food from the stomach into the small intestines. Here, the digestion of proteins, carbohydrates, and fat is completed through the powerful work of
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EPISODE 2. FOOD: WHERE DOES IT GO?
enzymes in the digestive juices in the stomach and the small intestines. The food, which is now turned into a soluble fluid, is transported across the walls of the small intestines into the bloodstream, and finally, into the body cells. The food molecules are used by the body for energy, for repair of body tissues, and for producing new cells. On the other hand, the undigested food (feces), goes to the large intestine and leaves the alimentary canal through the anus. VOCABULARY WORDS absorption anus appendicitis bicuspids bile bolus collagen cuspids constipation diarrhea digestion digestive juices
esophagus feces floss fluoride food tube gall bladder gastric juice hepatitis incisors large intestine liver molars
pepsin peristalsis pharynx plaque premolars protein saliva salivary gland small intestine stomach transfusion villi
PRE-VIEWING ACTIVITIES Activity 1. Getting to Know the Digestive System Materials 5 picture outlines of the body on manila paper 5 sets of cutouts of the organs of the digestive system 5 sets of names of the organs of the digestive system 5 rolls of masking tape Procedure Divide the class into five groups. Give each group a set of materials. Tell the class to tape the organs and their names and their functions on the outline of the body. Have the pupils post their outputs on the wall to showcase their creativity. Have a gallery walk afterwards. Ask pupils what they know about the digestive system. Write all the information they give on the board.
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Activity 2. Look, Listen and, Learn Write these questions on the board: 1. What is the work of the digestive system? 2. Where is each organ of the digestive system located? 3. What happens to the food in the different parts of the digestive system? 4. Why is it important to eat moderately? Tell the pupils that they need to pat attention to the video to be able to answer them: VIEWING ACTIVITY PLAY segment 9:12 - 10:40 and PAUSE at the end of the segment to allow the pupils to answer the first two questions. If necessary, replay this particular segment. Resume PLAY at 10:41. PAUSE the video after every process the food undergoes. Ask follow-up questions to reinforce learning and hypothetical questions to trigger pupils critical thinking. This segment on the digestive process ends at 13:33. POST-VIEWING ACTIVITIES Activity 3. Look, Listen, and Learn Discuss the answers to the questions. Have pupils tape the cutouts of the organs in their correct position on the outline of the body, and use the illustrations as an aid in tracing the pathway of food in the body. Activity 4. Make a Comic Strip Ask the students to make a comic strip which focuses on the story of a piece of food they ate. The story must involve the digestion process. The story should also include healthy eating habits to be followed to prevent common diseases of the digestive system.
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EPISODE 2. FOOD: WHERE DOES IT GO?
EVALUATION Directions: Choose the letter of the best answer. Write only the letter of your choice. ______ 1. Which of the following is NOT found in the alimentary canal? A. small intestines C. teeth B. mouth D. stomach 2. What are chemical substances that promote chemical reactions? A. saliva C. enzymes B. digestive juices D. bolus 3. Where does the digestion of protein take place? A. mouth C. stomach B. esophagus D. tongue 4. What happens to undigested food in the body? A. It goes to the small intestine. B. It goes to the blood stream. C. It goes to the large intestine. D. It stays in the stomach. 5. Where does digestion start? A. mouth B. esophagus C. stomach D. small intestine
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6. Where does the digestion of carbohydrates begin? A. mouth C. stomach B. esophagus D. large intestine 7. What term refers to the rhythmic muscular contractions responsible for pushing food from the esophagus to the stomach? A. bolus C. indigestion B. digestion D. peristalsis 8. What kind of teeth is used to tear foods? A. incisors C. cuspids B. molars D. bicuspids
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9. What kind of teeth is use to cut foods? A. incisors C. cuspids B. molars D. bicuspids 10. What is the process of changing simpler soluble forms which can cells called? A. bolus C. B. peristalsis D. 6. 7. 8. 9. A 10. C complex solid foods into be absorbed by the body digestion constipation A D C
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ANSWER KEY 1. D 2. C 3. C 4. C 5. A
BIBLIOGRAPHY Berkow, R., Fletcher, A. J., & Bogin, R. M. (Eds). (1997). The Merck manual of medical information (Home Edition). NJ: Merck & Co., Inc. Balce, M. E., Carale, L. R., de la Pena, A., & Garcia, P. (1997). Teaching support materials for Elementary Science (Vol. 1). Diliman, QC: Institute for Science and Mathematics Education Development University of the Philippines. Vicencio, E. M., Amparado, E. A., & Cena, V. A. (1996). Science and health: An integrated approach 5. Marikina City: Instructional Coverage System.
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VOLUME 1. THE HUMAN BODY EPISODE 3. THE BREATH OF LIFE OVERVIEW OF THE EPISODE This episode presents the structure and functions of the respiratory system. The episode particularly focuses on the process of respirationthe organs involved in the process and the pathway of air in the body. It identifies the pa rts of the system a nd the path of the a ir we bre a t he in. It a lso shows a procedure for making a low-cost model of the lungs the teacher can replicate. The episode also helps clear misconceptions about the composition of the air we inhale and exhale and the common ailments of the respiratory systemtheir causes, signs and symptoms, and prevention and control. SCIENCE AND HEALTH CONCEPTS 1. The respiratory system consists of the nose, pharynx, larynx, trachea, bronchial tubes, and lungs. 2. Respiration is the process of taking in oxygen, using oxygen to produce energy, and giving off carbon dioxide from the body. 3. The respiratory system keeps the body cells alive and gives the body heat and energy. 4. Air enters the nose, travels down the pharynx, the larynx, the windpipe, the bronchial tubes, and the lungs. 5. Oxygen is absorbed by the capillaries of the lungs and carried to the body cells. 6. Carbon dioxide is given off by the cells to the blood vessels to the lungs. It passes out in the reverse course that oxygen takes in coming in. 7. There are ways to protect ourselves from ailments of the respiratory system. OBJECTIVES 1. Describe the structure and function of the respiratory system 1.1 Identify the major parts of the respiratory system 1.2 Trace the pathway of air in the body 1.3 Explain what happens to the air as it passes through the different parts of the respiratory system 1.4 Construct a model of the lungs to demonstrate the mechanism of breathing. 15
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2. Relate pollution, smoking, and inhaling drugs to common ailments of the respiratory system 2.1 Describe common ailments of the respiratory system 2.2 Describe ways to prevent and control ailments of the respiratory system 3. Practice desirable health habits to keep the respiratory system healthy 3.1 Describe proper ways of caring for the respiratory system 3.2 Demonstrate ways of caring for persons affected by common ailments of the respiratory system. SCIENCE PROCESSES Observing, inferring, hypothesizing, comparing, and communicating VALUES Respect for the rights of others Caring for the sick LIFE SKILLS Wise decision making INTEGRATION WITH OTHER EPISODES Episodes 1 to 7 of Volume 1 CONTENT BACKGROUND FOR TEACHERS The organs of the respiratory system are the nose (nasal cavity), pharynx, larynx (voice box), trachea (windpipe), bronchial tubes, and lungs. The main function of the respiratory system is to supply the body with oxygen and remove carbon dioxide from it. Respiration happens in three stages: external respiration or breathing, internal respiration, and cellular respiration or oxidation. External respiration is the exchange of oxygen and carbon dioxide between the surrounding air and the body. It consists of inhalation and exhalation. Through inhalation, the air is warmed, moistened, and filtered as it goes to the air sacs of the lungs (alveoli) with the blood: red blood cells give up oxygen to the cells 16
Figure 3.2 Respiratory System
EPISODE 3. THE BREATH OF LIFE
and absorb carbon dioxide. These actions are made possible by the red pigment in the red blood cells. Oxidation uses oxygen to release biochemical energy stored within the cells. A lot of energy is released in the form of heat to maintain the temperature of the body. When food is oxidized, waste products like carbon dioxide and water are given off by the cells and are carried by the blood to the excretal blood cells of the lungs and kidneys. The most common ailments of the respiratory system are the common cold, pharyngitis, laryngitis, tonsillitis, asthma, pneumonia, influenza, bronchitis, and tuberculosis. To protect oneself from these ailments, one should practice the following health habits: 1. 2. 3. 4. 5. Have enough rest, sleep, and exercise. Maintain good posture. Avoid substances that harm the respiratory system. Avoid polluted air. Have a regular physical checkup.
VOCABULARY WORDS alveoli asthma bronchi bronchial tubes bronchioles bronchitis emphysema exhalation expiration PRE-VIEWING ACTIVITIES Activity 1. Breathe! Procedure Ask the pupils: What do you think will happen if we stop breathing? Write their answers on the board. Tell them that after viewing the video segments on the respiratory system, they will find out whether their answers are correct or not. After viewing, address all misconceptions accordingly. 17 inhalation inspiration laryngitis nicotine oxidation pharyngitis pharynx pneumonia respiration stethoscope stimulant tar tonsillitis trachea tuberculosis vocal cord
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Activity 2. Look, Listen, and Learn Procedure Group the pupils by 3. Tell each group to watch and listen carefully to the videolesson so they will be able to answer the following questions: 1. What are the functions of the respiratory system? 2. What are the parts of the respiratory system? 3. How does respiration take place? VIEWING ACTIVITIES PLAY the segment on The Gas Our Body Needs. PAUSE at 00:52 and allow students to answer the questions. Play the segment on Inhalation and Exhalation. PAUSE video at 00:55. Let them do the inhalation and exhalation properly. As they do this, instruct them to place their hands on their chest and the other on their diaphragm area. Ask the students to analyze what happens to their diaphragm when they inhale and exhale. You may repeat this particular segment to confirm their observation. POST-VIEWING ACTIVITIES Activity 3. Role Playing Procedure Ask each group to present their answers to the questions posed in Activity 2 through role playing. Set the time limit to five minutes per presentation. This is to give all the groups the opportunity to present their answers. Supplement and substantiate every presentation as needed. Activity 4. How Much Air Can Your Lungs Hold? Materials dishpan measuring cup 60 cm rubber or plastic tubing water ruler a marked gallon jug to show liters and fractions of a liter 18
Procedure 1. Fill the dishpan with water to about one-fourth its height. 2. Fill the jug with water. 3. Cover the mouth of the jug with your hand and invert the jug into the dishpan. Make sure that no air gets into the jug. 4. Put one end of the tubing in your mouth and insert the other end into the mouth of the jug. 5. Take a deep breath and then blow into the tubing with one continuous breath until you are out of a r. i Pinch the tube tightly a s you re m ove the other end of the tube from the water, making sure that the mouth of the jug remains below the water level. 6. Slide your hand over the mouth of the jug, Figure 3.2 Blowing air into the tubing and turn it right side up. 7. Measure the amount of water needed to refill the jug. How much water did you use to refill the jug? How does the amount of water you used to refill the jug compare with the amount of air you exhaled into it? Activity 5. How Do Your Lungs Work? Materials heavy plastic jug with its bottom cut off rubber diaphragm. This is made by cutting a large circular balloon into two horizontally; use the bottom half of the balloon for the diaphragm. rubber bands or tapes 2 small balloons glass tube
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Safety Note Observe the following safety precautions while doing this activity: Wipe the mouthpiece of the plastic tubing with cotton moistened with alcohol each time a pupil has used it; or better yet, provide each pupil with a sanitized plastic tubing. (Note: Plastic tubing can be bought in pet shops.) Tell the pupils to use a clamp to keep the air inside the jug long enough while they record their results. Otherwise, the air will escape as soon as they take the hose from their mouth. Procedure 1. Stretch the rubber diaphragm securely across the bottom opening of the plastic jug and secure it with rubber bands or tape. 2. Pull the rubber diaphragm (to represent inhalation) and air fills the small balloons (lungs). Push the rubber diaphragm (to represent exhalation) and the small balloons (lungs) deflate.
Figure 3.3 Lung model (left); diaphragm while breathing in and breathing out (right). The model simulates the action of the diaphragm, the muscle that works with the lungs to allow a person to inhale and exhale. As the diaphragm moves down, the volume of the chest cavity increases. This causes the pressure to decrease. Air rushes in to equalize the pressure, causing the balloon to inflate. As the diaphragm moves up, the volume of the chest cavity decreases. the pressure increases, and the air goes out of the lungs, causing them to deflate. When the diaphragm moves down, it creates a partial vacuum in the lungs and air fills up the lungs (inhale). When the 20
diaphragm relaxes, the lungs collapse as air is forced out (exhale) out of the lungs. Activity 5. Interviewing A. Ask the pupils to interview a medical doctor or a member of any allied medical profession about the most common ailments of the respiratory system. B. Based on the interview, complete the chart below. Common Ailments of the Respiratory System Ailment Causes Signs and Symptoms Prevention Treatment
Activity 6. Health Campaign: Making a Slogan-Poster On bond paper, have the pupils make a slogan-poster to promote healthy habits to keep the respiratory system healthy. Photocopy the slogan-posters and request permission from jeepney drivers for pupils to post the poster in their vehicles. Activity 7. Dramatization: Caring for the Sick Divide the pupils into five groups. Let them plan a dramatization on how to take care of a sick loved one. Let them be guided by the following criteria: the patient should be made to feel comfortable, happy, and willing to follow doctors orders. EVALUATION Directions: Choose the letter of the correct answer. Write only the letter of your choice. ______ 1. What is the other name for voice box? A. trachea C. pharynx B. larynx D. windpipe 2. Which of the following is not a stage in respiration? 21
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A. oxidation B. breathing ______ A. bronchioles B. bronchi A. B. C. D.
C. internal respiration D. pigmentation C. alveoli D. bronchial tubes
3. Where do the red blood cells take up oxygen?
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4. What happen during inhalation? The red blood cells give up oxygen. The red blood cells take in carbon dioxide. The air is warmed and filtered. Biochemical energy is stored in the cells.
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5. Which respiratory ailment is characterized by an inflammation of the mucous membrane of the trachea? A. common cold B. pharyngitis C. laryngitis D. bronchitis
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6. What respiratory ailment is a form of allergy that is accompanied by obstruction of the bronchial airways? A. laryngitis C. asthma B. common cold D. pharyngitis 7. What infectious respiratory disease is caused by bacteria? A. asthma C. laryngitis B. bronchitis D. tuberculosis 8. What happens when blood is oxidized? A. It carries oxygen to the different parts of the body B. Waste products are given off by the cells. C. It is filtered in the lungs. D. Biochemical energy is released and stored in the cells. 9. What happens to the diaphragm when you inhale? A. B. C. D. It contracts. It expands. It stays the same. It pulls down the diaphragm.
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10. How long can the small intestine be when it is fully stretched? A. 5 meters C. 7 meters B. 6 meters D. 8 meters
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ANSWER KEY 1. 2. 3. 4. 5. B D C C D 6. 7. 8. 9. 10. C D B A C
BIBLIOGRAPHY Balce, M. E., Carale, L. R., de la Pena, A., & Garcia, P (1997). Teaching support materials for Elementary Science (Vol. 1). Diliman, QC: Institute for Science and Mathematics Education Development University of the Philippines. . Berkow, R., Fletcher, A. J., & Bogin, R. M. (Eds). (1997). The Merck manual of medical information (Home Edition). NJ: Merck & Co., Inc. Carin, A. A. (1997). Teaching science through discovery. NJ: Merrill. Vicencio, E. M., Cena, V., Cruz, L., Badana, J., Acosta, L., Bautista, R., & Magpantay, N. (2002). Science amazes 5. Marikina City: Instructional Coverage System.
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VOLUME 1. THE HUMAN BODY EPISODE 4. THE BODYS TRANSPORT SYSTEM OVERVIEW OF THE EPISODE This episode presents the structure and function of the major parts of the human circulatory system and shows the movement of blood throughout the body. It also discusses the diseases that afflict the system and the health habits that can help prevent and control them. SCIENCE AND HEALTH CONCEPTS 1. The circulatory system is made up of the heart, blood, blood vessels, and the lymphatic system. The circulatory system transports food nutrients and oxygen to and from the different parts of the body. It carries waste materials from the cells to the organs, which remove them from the body. 2. The blood is made up of plasma, red cells, and platelets. Blood helps keep the body maintain its water content and body temperature. The white cells protect the body by destroying germs that enter it. The platelets help the blood to clot to control the bleeding. 3. The blood vessels consist of arteries, veins, and capillaries. 4. The lymphatic system consists of the lymph, lymph nodes, lymph vessels, thymus gland, lymph tissues, spleen, and the tonsils. 5. The blood circulate s throughout the body in two wa y s: ge n er al a n d pulmonary. 6. There are disorders of the heart, the blood, and the blood vessels. 7. There are practices you can do to help keep your circulatory system healthy. OBJECTIVES 1. Describe the structure and functions of the circulatory system. 1.1 Identify the major parts of the circulatory system 1.2 Explain the functions of the circulatory system 1.3 Demonstrate the movement of the blood throughout the body. 2. Enumerate desirable habits that help prevent and control common ailments of the circulatory system.
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EPISODE 4. THE BODYS TRANSPORT SYSTEM
SCIENCE PROCESSES Communicating, inferring, using mathematical relationships VALUES Interest and participation in the activities Appreciation of how the heart, the blood, and the blood vessels work together LIFE SKILLS Critical and creative thinking INTEGRATION WITH OTHER EPISODES Episodes 1 to 7 of Volume 1 CONTENT BACKGROUND FOR TEACHERS The circulatory system (Figure 4.1) is a closed blood vessel system, which means that blood remains inside the blood vessels and is transported throughout the body to form a closed circuit of blood; it does not normally leave the blood vessels. The circulatory system consists of the heart, blood, blood vessels, and lymphatic system. Heart The he at r is a powe f rul muscle tha t is approximately the size of an adults fist. It efficiently and astoundingly pumps blood through the blood vessels to all parts of the body at about 70 times per minute. The heart pumps about 8 liters every minute. Blood Figure 4.1 The Circulatory that leaves the heart travels at about 100 meters System per minute. As blood passes smaller and smaller blood vessels, the speed decreases. It goes back to the lungs, back to the heart again, then out of the body tissues, and finally returns to the heart, in approximately 23 seconds. The contraction of the heart sends the blood rushing through the arteries. The force of the blood makes the walls of the blood vessels expand. This expanding and relaxing of the blood vessels is called the pulse. 25
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The heart is divided into two parts, the right and the left (Figure 4.2). Each half is in turn divided into two parts creating four chambers. The upper two chambers are called the right atrium and left atrium. The lower chambers are the left ventricle and right ventricle. During each heartbeat, each heart chamber relaxes as blood fills it. This period is called diastole (diastolic). As it contracts, it pumps blood, a period called systole (systolic).
Figure 4.2 The Circulatory System
Blood Blood is tissue in liquid form (83% water). It is composed of liquid plasma and solid blood cells (Figure 4.3). Plasma transports blood cells throughout the body. It carries nutrients and hormones to the cells and transports waste materials from the cells to the excretory organs of the body. Blood cells are the red blood cells, white blood cells, and plasma. The red blood cells transport oxygen to the cells and carbon dioxide from the cells for excretion. White blood cells protect the body from bacteria and foreign matter by engulfing and digesting them. The platelets help the blood clot when there is bleeding. Blood helps the body maintain its water content and body temperature as well as its acid-base balance.
Figure 4.3 Types of Blood Cells
Blood Vessels The heart pumps blood to all parts of the body through a network of blood vessels composed of the arteries, capillaries, and veins. 26
Arteries carry oxygenated blood from the heart to the capillaries, except the pulmonary arteries, which carry deoxygenated blood from the heart to the lungs. The arteries transport blood under very high pressure; they are thus the strongest of the blood vessels. The aorta is the largest artery in the body. It leads away from the right side of the heart and branches into smaller arteries. The smaller arteries branch into the arterioles, which give rise to the smallest blood vessels, the capillaries. The capillaries are microscopic and its walls are very thin, enabling nutrient molecules and oxygen to pass to the surrounding tissues. Waste products pass back into the blood stream for excretion. Tiny openings in the capillary walls let white blood cells leave the bloodstream and enter tissue spaces to destroy the bacteria. In the capillaries, some plasma diffuses out of the bloodstream and into the tissue spaces. The fluid in the tissue spaces is the lymph, which is returned to the bloodstream through the lymphatic vessels. The veins carry deoxygenated blood away from the capillaries to the heart in the small veins. Veins are like arteries, but are less elastic and muscular. Veins have thinner walls since they do not have to withstand high pressure. Pressure from the hearts contraction is lesser by the time the blood reaches the veins on its return journey. Some veins have valves that allow blood to flow only in one directiontowards the heart. The largest vein is known as the vena cava. Lymphatic System The lymphatic system (Figure 4.4) supplements the circulatory system. It consists of the lymph, lymph nodes, lymph vessels, spleen, thymus gland, lymphoid tissue, the intestinal tract, the adenoids, and tonsils. The lymph is a fluid, similar to plasma, which acts as an intermediary between the blood and the capillaries and the tissues. It carries digested food, oxygen, and hormones to the cells to the capillaries for excretion. The lymph vessels accompany the veins and are found in almost all the tissues and organs that have blood vessels. The lymph nodes are tiny, oval-shaped structures located alone or grouped in various places along the lymph vessels. They filter harmful substances from the lymph. If there are too many harmful substances, the lymph nodes become inflamed, causing swelling in the lymph glands.
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SCIENCE MADE EASY
The spleen is located near the upper left of the abdominal cavity, below the diaphragm. It filters blood just like any lymph node. The spleen stores blood cells and helps destroy harmful microorganisms in the blood. The thymus gland is located above the heart. It produces a type of white blood cells. It is both a lymphatic organ and an endocrine gland. Adenoids and tonsils are lymphatic tissues located in the pharynx. Circulation The blood circulates around the body through two major routesthe systemic circulation and the pulmonary circulation. The systemic circulation carries nutrients, oxygen, water, and secretions to the tissues, removes wastes products such as carbon dioxide and other dissolved wastes away from the tissues and carries them back to the heart. The pulmonary circulation carries the blood to and from the lungs. Disorders of the Circulatory System Heart 1. Acute rheumatic heart disease 2. Arrhythmia 3. Congenital heart disease 4. Heart failure 5. Myocarditis 6. Angina pectoris 7. Heart murmur
Figure 4.4 The Lymphatic System
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Blood vessels 1. Arteriosclerosis 2. Gangrene 3. Varicose veins 4. Hemorrhoids 5. Cerebral hemorrhage 6. Aneurysm Blood 1. Anemia 2. Iron-deficiency anemia 3. Pernicious anemia 4. Thrombosis 5. Leukemia Blood pressure disorders 1. Hypertension (high blood pressure) 2. Hypotension (low blood pressure) VOCABULARY WORDS
aneurysm angina pectoris aorta arrhythmia arteriosclerosis auricle capillary diastolic gangrene hemophilia hemorrhoids hypertension leukemia lymph oxygenate pernicious anemia plasma platelets pulmonary circulation spleen systolic thrombosis vein ventricle
PRE-VIEWING ACTIVITIES Activity 1. Show and Tell Procedure 1. Show a sphygmomanometer to the class. Ask the pupils for words that come to their mind whenever they see the object. Write them on the board. Briefly discuss the words listed on the board. 2. Apply a tourniquet on a pupil-volunteer using a sphygmomanometer. Ask the rest of the class to observe what happens to the arm of the pupil-volunteer as you tighten and release the tourniquet. Ask them to list their observations on a piece of paper. Tell the pupils that the video they are about to watch will validate their observations. 29
SCIENCE MADE EASY
Ask the pupil-volunteer to narrate what he or she felt while you were doing the tourniquet test on him/her. Conduct further discussion after the viewing session Activity 2. Look, Listen, and Learn Procedure 1. Write the following sentences on the board. After viewing, ask the pupils to tell whether or not they agree with each statement. Have them give a reason for their answer. a. The circulatory system is like a highway. b. The white blood cells are like soldiers. c. The red blood cells are like trucks carrying goods. d. Pulse refers to heartbeat per minute. 2. After viewing, ask the pupils to complete the unfinished sentences below. a. The heart is _________. b. The lymphatic system is ____________. c. The blood _________. d. I have learned ___________. e. From now on I will __________. VIEWING ACTIVITY a. I have learned ___________ PLAY 3:18 and PAUSE at 15:40. Replay this particular segment if b. From now on I will __________ needed.
POST-VIEWING ACTIVITIES Activity 3. Lets Talk About It Have the pupils read their observations during the pre-viewing activity. Ask them to validate their observations by citing information from segments in the video presented. Let them reflect on the importance of the circulatory system by asking What if questions. For example: What if your heart stops pumping blood? Activity 4. Around the Body in a Minute Have the pupils prepare a story board on Around My Body in a Minute by tracing the path of blood around the body. This can be given as a group 30
work. Have each group present the story board in various creative ways like dramatization, rap, cartoons, comic strip, etc. Activity 5. Pamphlet Making Materials construction paper magazines colored markers paste scissors Procedure Group the pupils into learning trios. Ask each group to choose a disease of the circulatory system. Make sure that there are no duplications. Let the groups get as much information as they can from different sources about their chosen diseasecharacteristics, description, sign and symptoms, causes, prevention, treatment, and cure. Let each group make a brochure about the disease using the available materials. EVALUATION Directions: Choose the letter of the correct answer. Write only the letter of your choice on the blank before each number. (10 points) ______ 1. Why is blood red? A. B. C. D. ______ It is thick. The corpuscles are red. The bone marrow that makes them is red. A material in the blood makes it red. C. red blood cells D. white blood cells C. tonsils D. lymph C. heart D. lungs 31
2. What helps the blood to clot? A. plasma B. platelets
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3. What carries hormones to the cells? A. adenoids B. spleen
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4. What organ propels blood through the blood vessels? A. brain B. blood vessels
SCIENCE MADE EASY
______
5. Sore throat might lead to which kind of heart disease? A. heart block B. chest pain C. congenital heart disease D. rheumatic heart disease
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6. Which organ does not belong to the circulatory system? A. blood C. lungs B. heart D. plasma 7. Why does your lymph node become swollen? A. Fats clog it. B. It is not receiving enough blood. C. It has too much blood. D. It may be infected with bacteria. 8. What helps the body maintain its water content and temperature? A. blood B. heart C. lymph nodes D. veins
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9. Aside from food nutrients, what else does the circulatory system transport to the different parts of the body? A. blood B. oxygen C. carbon dioxide D. waste materials C. slower D. remains the same
6. 7. 8. 9. 10. C D A B A
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10. How does your heart beat when you exercise? A. faster B. irregular
ANSWER KEY
1. 2. 3. 4. D B D C 5. D
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BIBLIOGRAPHY Balce, M. E., Carale, L. R., de la Pena, A., & Garcia, P. (1997). Teaching support materials for Elementary Science (Vol. 1). Diliman, QC: Institute for Science and Mathematics Education Development University of the Philippines. Berkow, R. Fletcher, A. J., & Bogin, R. M. (Eds.). (1997). The Merck manual of medical information (Home Edition). NJ: Merck & Co., Inc. Vicencio, E. M., Cena, V., Cruz, L., Badana, J., Acosta, L., Bautista, R., & Magpantay, N. (2002). Science amazes 4. Marikina City: Instructional Coverage System.
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VOLUME 1. THE HUMAN BODY EPISODE 5. THE HUMAN COMPUTER AND CONTROL CENTER OVERVIEW OF THE EPISODE This episode is a b out the ne r vous syste m its pa r ts a n d function. The concepts in the video pertain to the different sense organs (eyes, ears, nose, tongue, and skin) and their functions. The brain receives messages from the sense organs and tells the body what it sees, smells, hears, tastes, and feels. The nerves carry messages from most parts of the body to and from the brain and the spinal cord. Also discussed are the different practices to keep the sense organs healthy. SCIENCE AND HEALTH CONCEPTS 1. Our sense organs make us aware of the things around us. 2. The sense organs are the eyes for seeing, ears for hearing, nose for smelling, tongue for tasting, and skin for feeling. 3. Practice desirable health habits to prevent and control common ailments of the sense organs and to keep the sense organs healthy. OBJECTIVES 1. Identify the sense organs and their parts and function of the parts 2. Use models of the sense organs to explain how they work 3. Enumerate common ailments affecting the sense organs 4. Demonstrate ways of keeping the sense organs healthy SCIENCE PROCESS Observing VALUES Concern for others Rendering services to others LIFE SKILL Self-awareness INTEGRATION WITH OTHER EPISODES Episodes 1 to 7 of Volume 1
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EPISODE 5. THE HUMAN COMPUTER AND CONTROL CENTER
CONTENT BACKGROUND FOR TEACHERS The Eye The human eye has the following parts: cornea, pupil, iris, lens, and retina. The cornea is the window of the eye. It is located in front of the eyeball and is difficult to see because it is transparent. It protects the inner parts of the eye and focuses the light that enters the eye. The iris is a muscle that opens and closes the pupil thus controlling the amount of light that enters the eye. When it is dark, the iris opens and the pupil becomes bigger so more light can enter the eye. The iris is found at the back of the cornea. The iris also gives color to the eyes. Most Filipinos have dark brown eyes while other people have green, blue, gray, or even violet eyes.
Figure 5.1 Parts of the eye Image Credit at right: National Eye Institute Behind the iris is the lens that bends the light rays that passes through it and focuses them on the retina at the back wall of the eye. When you look at a far object, the lens becomes thin and long; when you look at an object that is near, the lens becomes thick and stout. Note that one cannot focus the eyes on very near and very far objects at the same time. The space between the lens and the cornea is filled with a watery liquid. The space behind the lens is also filled with a jelly-like liquid that helps give the eye its round shape. The retina is made up of special nerve cells while the optic nerve connects the retina of the eye to the brain. An object is se e n only when light bounce s off it. The re fle cted light the n enters the eye through the pupil. The light then passes through the lens, which bends and focuses the light rays on the retina. This forms an upside35
SCIENCE MADE EASY down image of the object. The optic nerve sends a message about the image to the brain, which turns the image right way up and tells the person what is seen.
Figure 5.2 The cornea and the lens refract light and focus an image of the object upon the retina (Source: physics classroom.com) Common ailments of the eye include sty and sore eye. A sty is an infection of the tiny glands in the eyelids. A sore eye is an infection of the membrane that lines the eyelids and covers the eyeballs. The eye becomes red and swollen, has watery discharge, and feels very itchy. Proper care of the eyes includes the following: 1. Use a bright and steady light when reading. The light should pass over the left shoulder so that the shadow will not fall on the reading material. 2. Rest your eyes after using them for a long time. Once in a while, close them a few minutes or look away at green or blue things. 3. Refrain from looking at very bright objects. 4. Turn the lights on when watching television. 5. Protect your eyes from injury. 6. If something gets into your eyes, do the following: a. Blink them several times so that the tears can wash the object away; b. Open your eyes in a basin of clean water; c. Use cotton or a clean handkerchief to remove a foreign object from the eye; and d. Do not rub your eyes. The Ear The ear has three parts: (1) the outer ear, (2) the middle ear, and (3) the inner ear. The outer ear consists of the auricle, the tube leading to the inner ear, or the ear canal, and the eardrum. There are tiny glands that make earwax and tiny hair in the ear canal, which protect the ear by trapping dirt and germs that may enter it. After the eardrum is the middle ear. The middle ear has three small bones attached to one another. The Eustachian tube connects the middle ear to the throat. It lets air into the middle ear 36
from the throat and this makes air pressure equal. The inner ear is made up of the cochlea and the semicircular canals. The cochlea is shaped like a snail. It is filled with liquid and nerve cells. The semicircular canals are made up of three tiny tubes that help keep a persons balance.
Figure 5.2 Parts of the ear Caring for the ears includes: 1. Keep water from entering your ear. 2. Do not bathe in dirty ponds, pools, or rivers. 3. Do not put anythingincluding cotton budsinside your ear. 4. Do not slap anybody on the ear. 5. Avoid noisy places. 6. Visit your doctor regularly. 7. Clean your outer ear using moist soft cloth regularly. The Nose The inside of the nose is lined with mucus and hairs that trap and keep dirt from entering the body. Nerve endings in the mucus membrane are found in the upper part of the nasal cavity. Things with smell are made up of tiny particles that float in the air and enter the nose. The nerve endings react with these particles and send a message to the brain, which tells a person what he or she smells. Figure 5.3 How we smell
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SCIENCE MADE EASY To keep the nose healthy, observe the following: 1. If you have a cold, blow your nose gently. 2. Always keep your nose clean and use clean cloth or tissue paper in cleaning it. 3. Avoid putting your finger and other things into your nose. 4. In case of nose bleed, sit up and lean forward with your chin toward your chest so that blood will not run down the back of your throat. Pinch your nose for about 10 minutes while breathing through your mouth. Do not blow your nose. If bleeding does not stop, continue pinching your nose and apply cold compress on your nose bridge. If the bleeding continues, place a roll of gauze in the nostril and see a doctor immediately. The Tongue The bumps on the tongue are called taste buds where taste nerves are located. The taste buds can sense five basic tastes: bitter, salty, sweet, sour, and umami; but it is not true that there are areas on the tongue for detecting specific tastes. The taste receptor cell types are mixed and located together in the same areas of the tongue. Because of this, all parts of the tongue can detect these four common tastes. To keep the tongue healthy, avoid eating and drinking food that is too hot. Avoid catching cold and do not taste unknown or unfamiliar substances. The Skin The largest organ of the body is the skin. It has five different kinds of nerve endings that can distinguish five sensations: touch, pressure, heat, cold, and pain. 38
Figure 5.4 Tongue and taste bud (inset) (Source: howstuworks.com)
Figure 5.5 Parts of the skin
The nerve endings sensitive to pressure are found deeper in the skin. Most pain nerve endings are in the skin, which explains why wounds in the skin hurt more than deeper wounds. There are very few pain nerve endings in the inner body organs. The liver, the brain, and the kidneys can be cut, squeezed, and burned without any pain. The feeling senses are found all over the body. Some parts of the body have more feeling spots on the lips, tongue, fingertips, and soles of the feet. The nerves that end in the skin are connected to other nerves that are connected to the brain. They send messages from the skin to the brain. Common skin diseases like tinea flava, ringworm, and athletes foot are caused by fungi. Scabies is an itchy skin disease caused by mites that live on hairy animals. The mites get inside the skin and blisters develop. Pus develops if it ge ts infecte d. A boil is a n infe ction of the root of the ha ir. A carbuncle is a group of boils in one place. Taking care of the skin includes taking a bath everyday; using personal comb, towel, and bath towel to prevent skin diseases; not staying too long under the sun; and eating the right kind of food to have healthy skin. ADDITIONAL CONTENT BACKGROUND 1. The ear is the organ for balance. 2. The outer ear captures sound waves, which are converted to mechanical energy by the middle ear. Mechanical energy is converted to nerve impulses in the inner ear, which then travel to the brain. 3. The auricle is also known as pinna. It is rigid and flexible. It captures sound waves. 4. The ear canal is also called the tympanic membrane. 5. There are three tiny bones called ossicles in the middle ear. These are the hammer (malleus), the anvil (incus), and the stirrup (stapes). 6. The nose adds resonance to voice. 7. Hearing loss and deafness are common disorders of the ears. 8. The skin is the bodys protective wrapping. It regulates body temperature and keeps substances from entering the body. Most especially, it shields the body from the suns harmful rays. 9. The most sensitive part of the retina is called macula where hundreds of nerve endings are held close together. 10. Several muscles work together to move the eyes. Each muscle is stimulated by a specific cranial nerve. 39
SCIENCE MADE EASY VOCABULARY WORDS auricle cochlea ear canal eardrum earwax Eustachian tube PREVIEWING ACTIVITIES Activity 1. All Senses Working Together Materials a big picture of a busy pla ce with ma ny things to se e a n d pe ople doing different things, e.g. marketplace, zoo, beach scene, etc. Procedure Divide the class into groups of 5 and give each group an illustration of a sense organ. Tell them to pretend that they are in the place shown in the big picture. Ask the m wha t they would sense if they use only this sense organ while in the place. Have them write down their answers. Group 1: What can you see? Group 2: What can you hear? Group 3: What can you taste? Group 4: What can you smell? Group 5: What can you feel? Ask the groups to choose a member to report the group output. Activity 2. Look, Listen, and Learn Materials slips of paper where vocabulary words are written Procedure Ask the pupils to find a learning partner. Distribute the slips of paper to each pair. Tell the pupils that they have to hunt the vocabulary word written on the slip of paper while viewing the tape. They need to recognize the word and infer its meaning or remember its position in an illustration. iris nostril optic nerve pupil retina semicircular canals sore eyes sty taste buds vertigo
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VIEWING ACTIVITY PLAY 2:15. PAUSE video from time to time to allow the pupils to infer the meaning of the vocabulary words. If needed, replay this particular segment. PLAY 8:23. PAUSE the video after the discussion of each sense organ. Ask follow-up questions to reinforce learning, and hypothetical questions to encourage pupils critical thinking. POST-VIEWING ACTIVITIES Activity 3. Gallery Walk Ask the pupils to post their observations on the wall. Have a representative of each group act as curator as the rest of the pupils do their gallery walk. Activity 4. Vibrations Materials drum and drumstick Procedure Hold the drum and hit it with a stick. Te l the pupils to fe e l the vibrations vibration in the drum. Activity 5. Test Your Sense of Smell Materials things to smell in a saucer clean handkerchief for blindfolding Procedure Pair the pupils and give the following instructions. Pupils in each pair take turns: one is blindfolded; the other brings things, one at a time, for the blindfolded to smell and name. Test how many things the pair is able to recognize correctly. Activity 6. Taste and See Materials small samples of food with distinctly sweet, sour, salty, bitter, and umami tastes water for rinsing the mouth after tasting a food sample small ice cream cup, one per pupil
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SCIENCE MADE EASY Procedure Challenge the pupils to find out what tastes their tongue can detect. Have pupils put a small sample of each item at different places on their tongue, after each observation, tell pupils to wash off the food sampled after tasting. Ask them to tell the taste, and if possible, name the food tasted. EVALUATION Choose the letter of the best answer. ______ 1. Which of the following parts gives color to your eyes? A. iris C. pupil B. lens ______ D. retina 2. How can you rest your eyes after reading? A. Rub your eyes. B. Close your eyes.
C. Look at red things.
D. Look at things that are near. ______ 3. What happens to the pupil when you enter a dark room? A. It becomes smaller. C. It closes. B. It becomes bigger. D. Nothing happens. 4. What do you call the tube leading to the inner ear? A. eardrum C. ear canal B. Eustachian tube D. semicircular canal 5. What tube connects the middle ear to the throat? A. eardrum B. Eustachian tube ______ C. ear canal D. semicircular canal
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6. Which of the following connects the retina of the eye to the brain? A. iris C. cornea B. pupil D. optic nerve
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7. What happens to the lens of the eye when you look at a far object? A. The lens becomes thick and small. B. The lens becomes thin and long. C. The lens bends. D. Nothing happens. 8. What should you do if your nose bleeds? A. Call a doctor. B. Pinch your nose. C. Cover your nose. D. Tilt your head backwards. 9. What is the largest organ of the body? A. lungs C. skin B. heart D. stomach 10. Where do you find the three small bones in your ears? A. eardrum C. middle ear B. inner ear D. outer ear
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ANSWER KEY 1. A 2. B 3. B 4. C 5. B
6. 7. 8. 9. 10.
D B B C C
BIBLIOGRAPHY Berkow, R., Fletcher, A. J., & Bogin, R. M. (Eds). (1997). The Merck manual of medical information (Home Ed.). NJ: Merck & Co., Inc. Balce, M. E., Carale, L. R., de la Pena, A., & Garcia, P. (1997). Teaching support materials for elementary science (Vol. 1). Diliman, QC: Institute for Science and Mathematics Education Development University of the Philippines. Vicencio, E. M. Cena, V., Cruz, L., Badana, J., Acosta, L., Bautista, R., & Magpantay, N. (2002). Science amazes 4. Marikina City: Instructional Coverage System.
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VOLUME 1. THE HUMAN BODY EPISODE 6. SUPPORT AND MOVEMENT OVERVIEW OF THE EPISODE This episode is about the skeletal and muscular systems, their structure and function, movement, injuries, and diseases. SCIENCE AND HEALTH CONCEPTS 1. The skeletal system is made up of about 206 bones, which have different shapeslong, flat, short, and irregular. 2. The skeleton holds the body up and gives it shape. It also enables the body to move. The skeleton protects delicate organs of the body. Bones store minerals like calcium and phosphorus. 3. Muscles move the bones of the body. 4. Muscles work in pairs. 5. Muscles make the body move, hold the body parts together, give the body its shape, and help protect delicate organs. 6. Children can grow strong bones and muscles by eating the right kinds of food. 7. Bones and muscles need rest and exercise. 8. Proper clothes and shoes help in the normal development of bones and muscles. OBJECTIVES 1. Describe the structure and function of the skeletal system 1.1. Identify some bones that make up the skeletal system 1.2. Demonstrate how the skeletal system protects the internal organs 1.3. Identify the bones that protect the internal organs 2. Describe the structure and function of the muscular system 2.1. Illustrate how muscles are connected to the bones 2.2. Explain the mechanism of muscle movement 2.3. Cite simple body activities that show the coordinated function of the skeletal and muscular systems 3. Practice proper care of the skeletal and muscular systems 3.1. Identify injuries and diseases that can harm the skeletal and muscular systems 3.2. Enumerate ways to prevent injuries of the skeletal and muscular system like sprains, cramps, and fractures 3.3. Apply simple first aid for common muscle and bone injuries
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EPISODE 6. SUPPORT AND MOVEMENT
SCIENCE PROCESSES Observing, questioning, manipulating materials VALUES Self-awareness LIFE SKILLS Critical thinking INTEGRATION WITH OTHER EPISODES Episodes 1 to 7 of Volume 1 CONTENT BACKGROUND FOR TEACHERS The Skeleton The skeleton is the framework that supports the body. It is composed of about 206 bones (adult) held together by a network of cartilage, ligaments, tendons, and muscles. Bones cannot move by themselves; muscles move them. However, the control of the muscles and bones are controlled by the nervous system. Bones can be grouped according to shapelong, flat, short, and irregular. The bones of the arms and legs are long. The bones of the skull, the rib cage, and the shoulder bones are flat. The bones of the wrists and the a n kles a r e short. The bone s of the face and the spinal column are irregular. Functions of the Skeleton The skeletal system has four specific functions: 1. To support the body and give it shape; Figure 6.1 Skeletal system
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Science Made Easy
2. To protect the soft and delicate organs of the body, e.g., the skull protects the brain, the inner ear, and the parts of the eye; the ribs and the breastbone protect the heart and the lungs; the spinal column protects the spinal cord; 3. To make the muscles move and provide anchorage to the muscles; and 4. To store minerals like calcium and phosphorus. Joints and Other Structures Joints are places where bones meet. They are classified into three types according to their degree of movement: movable joints, partially movable joints, and immovable joints. movable joints, like the attachment of the ribs to the spine and the joint between the two pubic bones, have cartilage or soft bones between their surfaces. Immovable joints, like those in the adult skull, are connected by tough connective tissue. The bones are fused together in a joint.
Most of the joints are movable. When two movable bones meet at a joint, their surfaces do not touch one another. There are different types of movable joints: ball-and-socket, hinge, pivot, and gliding joints (Figure 6.2).
Shiella: Scan the illus in TSM v 1 and replace Shiella:mas Scan the illus in TSM v 1 and replace this,kahit maganda ito this,kahit mas maganda ito
Figure 6.2 Types of joints Source: http://ovrt.nist.gov/projects/vrml/h-anim/jointInfo.html

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Ball-and-socket joints have the greatest freedom of movement. One bone is ball-shaped and nestles into a concave socket of the second bone. The shoulders and hips have ball-and-socket joints. Hinge joints, like the kne es, elbows, a nd outer joints of the fingers, move in one direction. Pivot joints are those with an extension rotating in a second, archshaped bone. The long bones of the forearm, wrist, and ankle are pivot joints. Gliding joints, like the bones of the spine, are those where nearly flat surfaces glide across each other. These enable the body to rotate and bend forward, backward, and sideways.
Types of Motion Joints can move in different ways: rotation, abduction, adduction, flexion, and extension (Figure 6.3). - Rotation lets a bone move around one central axis. - Abduction is moving an extremity away from the midline. - Adduction means moving toward the midline. - Flexion is bending forward as when forearm or fingers are bent forward or flexed. - Extension is straightening of forearm or fingers.
Figure 6.3 Ways Joints Can Move 47
Science Made Easy
Muscles There are about 600 different muscles in the human body. They allow the body to move from one place to another. They also allow movement of parts of the body. They keep the body erect and maintain its posture, at the same time producing most of the bodys heat. Muscles also give the body form and shape. Types of Muscles and Their Movements There are three principal types of muscles: skeletal, smooth, and cardiac muscles. Skeletal muscles are attached to the bones. They have microscopic Figure 6.4 Muscular system bandings of alternating light and dark bands running perpendicular to the length of the muscle. They are also called striped muscles because of their appearance. Smooth muscles are small and spindle-shaped. They are so called because they are unmarked by any stripes. They are attached to the bones, do not tire easily, and can remain contracted for a long time. They are also called involuntary muscles because their actions are controlled by the autonomic nervous system. Cardiac muscle is the heart muscle. They are striped, branched, and involuntary.
Figure 6.5 Types of Muscles

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Musculoskeletal Disorders and Injuries - Rickets is a disease of the bones caused by lack of vitamin D. Bones become soft, resulting in bowlegs or knock knees. - Fracture or broken bone is the most common bone injury. It can be simple, compound, greenstick, and comminuted. - Dislocation happens when the bone is displaced from its proper position in a joint due to tearing and stretching of the ligaments. - Sprain happens when a soft tissue around the joint is damaged due to twisting. - Muscle strain happens when muscles are stretched or torn by lifting heavy objects or by lifting something the wrong way. - Cramps happen when the muscles of the legs, arms, or stomach tighten or contract due to loss of much fat in the body or to poor blood circulation. - Arthritis happens when one or more joints are inflamed and changes position. - Scoliosis is a side to side curvature of the spine. It could be kyphosis (hunchback) or lordosis (swayback). - Muscle fatigue happens when a muscle is overused. - Tetanus (lockjaw) is an infectious disease caused by a toxin from Tetanus bacillus that enters the body through an open wound. Caring for the Bones and Muscles - Eat food rich in protein, vitamin D, and calcium; these are needed for growth and strength of bones and muscles. - Exercise regularly to have good muscle tone. - Wear clothes and shoes that fit well. - Maintain proper posture. - Do not stra in your ba ck when picking a nd lifting obje cts. Stoop by squatting. ADDITIONAL CONTENT BACKGROUND - Bone is a constantly changing bodily tissue. - Muscles are bundles of fibers that can contract. - Disorders of the musculoskeletal system are the major chronic pain and physical disability. - Bone and joint infections can be crippling. Immediate treatment can prevent permanent damage.
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Science Made Easy
VOCABULARY WORDS adduction ball-and-socket joint cardiac muscles cartilage extension flexion gliding joint hinge joint PRE-VIEWING ACTIVITIES Activity 1. Skeletal Doll
immovable insertion joints ligament movable origin partly movable joint pivot joint
rotation skeletal system skeleton smooth muscle sphincter muscle striped muscle tendon
Materials an envelope containing paper cutouts of bones which when put together forms a human skeleton fasteners Procedure 1. Group the class into five. Distribute the envelopes to each group. 2. Ask each group to manipulate or put the bone cutouts together using the fasteners. 3. Ask: What do you suppose the fasteners represent? How are the bones in your body connected? 4. Ask each group to display their outputs. You may hang them. VIEWING ACTIVITY PLAY 28:12 to 28:54, and then PAUSE the video to allow the children to answer the first two questions (Discussion on the functions of the skeletal system). If necessary, replay this particular segment. POST-VIEWING ACTIVITIES Activity 3. All Shapes and Sizes Materials chicke n bone s . Boil the chicke n bone s in a solution of wa t eran d vinegar and dry them thoroughly.
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Procedure 1. Group the class and give each group a pile of chicken bones. 2. Let the groups manipulate the bones. They should be able to classify the bones according to shape and size. Activity 4. Joints, Tendons, and Ligaments Materials legs and wings of chicken tweezers Procedure Ask pupils to bring to cla ss le gs a nd wings of chicke n. He lp the m identify the bones, muscles, tendons, and ligaments. Have them move, bend, and straighten the legs and wings to see the action of the joints, tendons, and ligaments. Activity 5. Keep Smiling Material mirror Procedure Tell pupils that when they smile, they use about 17 muscles, and when they frown, they use 50 muscles. Ask: Which is less tiring? Let the pupils look at themselves in the mirror. Let them practice smiling and frowning. Ask: Which is nicer to look at? How would people around you feel when you smile at them? How do you feel when others smile at you? Activity 6. Muscle Types Materials uncooked meat (tripe, steak, and heart) compound microscope Procedure Using dissecting needles, place a few fibers of the uncooked meat in a drop of wa te r on a slide. Le t pupils obse rve e a c h kind of muscle under the microscope. Let them describe the different kinds of fibers. Have them draw these and label them. Have pupils thoroughly wash their hands with soap and water after handling the specimens.
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EVALUATION Direction: Choose the letter of the best answer. Write only the letter of your choice. 1. Which is a pivot joint? A. shoulder B. skull What connects bones together? A. cartilage B. joints C. D. spinal column wrist
2.
C. D.
ligaments tendons
3.
What organ does the skull protect? A. brain C. B. heart D. Where are immovable joints found? A. infants skull C. B. childs spinal column D. Where is the cardiac muscle found? A. brain C. B. heart D.
lungs stomach
4.
adults skull adults spinal column
5.
lungs stomach
6.
What bone protects the heart and lungs? A. hipbones C. skull B. ribs D. spinal column What vitamin is missing in the diet of a child with rickets? A. Vitamin A C. Vitamin C B. Vitamin B D. Vitamin D How can you prevent a bedridden patient from developing leg muscle atrophy? A. Keep the patient from moving his or her legs. B. Exercise and massage the patients legs. C. Give the patient warm and cold compress. D. Let the patient stand and walk every morning.
7.
8.
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9.
The muscles in your food pipe contract and relax to push food down into your stomach. What kind of muscles do they have? A. involuntary C. both B. voluntary D. neither of the two
ANSWER KEY 1. D 2. B 3. A 4. B 5. B
6. B 7. D 8. B 9. A
BIBLIOGRAPHY Balce, M. E., Carale, L. R., de la Pena, A., & Garcia, P. (1997). Teaching support materials for elementary science (Vol. 1). Diliman, QC: Institute for Science and Mathematics Education Development University of the Philippines. Berkow, R. Fletcher, A. J., & Bogin, R. M. (Eds.). (1997). The Merck manual of medical information (Home Edition). NJ: Merck & Co., Inc. Vicencio, E. M., Cena, V., Cruz, L., Badana, J., Acosta, L., Bautista, R., & Magpantay, N. (2002). Science amazes 4. Marikina City: Instructional Coverage System.
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VOLUME 1. THE HUMAN BODY EPISODE 7. A NEW LIFE IS BORN
OVERVIEW OF THE EPISODE This episode discusses how a new life is born. It also presents facts on the male and female reproductive systems, their structure and function, changes brought about by puberty, and the proper ways to care for each system. SCIENCE AND HEALTH CONCEPTS 1. Puberty is the time when one grows from a child into an adult. During puberty, the body undergoes a lot of changes. 2. Fertilization happens when the sperm cell of the male unites with an egg of the female. 3. The female reproductive system is made up of internal and external parts. The external parts are the vulva, the labia majora, the labia minora, and the vaginal opening. Internal genital organs are the ovaries, fallopian tubes, uterus, cervix, and vaginal canal. 4. The male reproductive system has external and internal structures. The external structure consists of the penis, testes, and scrotum. The internal structures include the vas deferens, prostate gland, and seminal vesicles. 5. The reproductive system needs utmost care. Cleanliness and proper hygiene are important in keeping ones reproductive system healthy. OBJECTIVES 1. Describe the structure and function of the male and female reproductive systems 1.1 Identify the male and female reproductive system and their major parts 1.2 Relate the structures of the male and female reproductive systems to their functions in reproduction 1.3 Explain the process of fertilization in humans 2. Describe the bodily changes of males and females at puberty 2.1 Describe certain physical changes during puberty. 2.2 Relate the menstrual cycle of the female to the capacity to get pregnant or reproduce 3. Practice proper hygiene in caring for the reproductive organs
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EPISODE 7. A NEW LIFE IS BORN
4. Identify health habits to keep the reproductive organs healthy 5. Take precautionary or safety measures to keep the reproductive organs healthy SCIENCE PROCESSES Communicating, inferring VALUES Self-awareness, cleanliness, and respect LIFE SKILLS Self awareness Understanding ones emotions Decision making INTEGRATION WITH OTHER EPISODES None CONTENT BACKGROUND FOR TEACHERS The Female Reproductive System The female reproductive system is made up of external and internal parts. The external organ has two specific functionsto permit the sperm to enter the body and to protect the internal genital organs against infectious microorganisms. The internal genital organs form a pathway (genital track) that runs from the ovaries, to the fallopian tube, and the uterus to the birth canal during delivery. The External Organs - The vaginal opening connects the internal and external reproductive organs. This opening may be covered partially by a small layer of skin known as hymen. - Labia majora, or the outer labia, are two folds of skin. Labia is a latin word for lips, and majora means bigger. They protect the vulva. - Labia minora - Hymen - Clitoris
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The Internal Organs - The vagina is a tube-like organ inside the female body. It is muscular an d ela s tic. It ca n expa n d enough to allow a baby through during childbirth. - The uterus, or most commonly known as the womb, is an upside-down pear-shaped structure. It is where a fertilized egg, or ovum, implants itself and starts developing into a baby. - The cervix is a canal connecting the uterus with vagina. It is very stretchy during childbirth to allow a baby to pass through. - The ovaries carry thousands of eggs since the day a female is born. The ovaries release one mature egg every month. - The fallopian tubes are not wider than a strand of spaghetti, one on each side of the uterus. They are also called uterine tubes, and they connect the ovaries to the uterus. Every month, the fringe of the fallopian tube reaches out for the ovum and draws it into the tube. The ovum moves down the fallopian tube.
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The female organs of reproduction consist of two ovaries, two fallopian tubes, the uterus, and the vagina. The breasts are considered accessory organs. The ovaries are the primary sex organs of females. It is like a large almond. An ovarian ligament attaches each ovary to the upper part of the uterus. The fallopian tube is the pathway of eggs from the ovary to the uterus. It is the place where the egg cell and the sperm cell meet. The ovaries produce the female egg cells [ova (pl) and ovum (sing)] and the female sex hormones, estrogen and progesterone. Each ovary contains thousands of microscopic hollow sacs or follicles at different stages of development. At birth, females have about 400,000 eggs but only about 350 to 400 will actually ripen and be released. An egg cell slowly develops inside each follicle. Normally, one follicle matures every 28 days throughout the reproductive yearsfrom puberty through menarcheof a woman. The Menstrual Cycle Menarche, or the onset of menstruation, usually takes place between the ages of 9 and 17 while menopause, or the end of menstruation, happens between 45 to 50 years of age.
Figure 7.2 The menstrual cycle [Source: Lofts & Marett, 1997] 57
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Why does menstruation happen? When a follicle matures, it bursts open, releasing an egg. This is called ovulation. Ovulation happens approximately two weeks before menstruation. If the mature egg cell does not meet a sperm cell, it is not fertilized and so it disintegrates in the uterus. The lining of the uterus breaks down, and comes out of the body as menstrual blood. The menstrual cycle is controlled by hormones. The average cycle is 28 days, although anything between 20 to 35 days is normal. The cycle may be regular or irregular, but usually follows a similar pattern every month. - Day 1 The period starts. The bleeding is actually the lining of the uterus that sheds itself because no ovum has been fertilized and so the lining is not needed. This bleeding usually lasts to five days. At the same time, an ovum is maturing in one of the ovaries. The pituitary gland activates the follicle-stimulating-hormone (FSH) to make this possible. - Day 5 The lining has now been shed and bleeding stops. The ovum continues to mature and moves towards the surface of the ovary. At the same time, the sac that contains the ovum called the follicle, produces another hormone known as estrogen. This thickens the lining of the uterus for possible fertilization later in the cycle. - Day 14 The body stops producing FSH and starts making a large amount of luteinizing hormone (LH) instead. LH helps the mature ovum to burst through the surface of the ovary. Another hormone called progesterone works on the lining of the uterus, making it soft and spongy. If an egg is fertilized, it will have something to embed itself into. - Day 21 The ovum travels through the fallopian tubes to the uterus. The levels of estrogen and progesterone fall. The ovum and lining of the uterus are not needed so they disintegrate and start the slow journey down the vagina as menstrual blood. The Male Reproductive Organ The male reproductive organs are as follows: - Testicles, each male has two testicles or testes that produce sperm cells. - Epididymis is attached to the testicles where they mature.
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Seminal vesicles produce a sugar-rich fluid which is needed to provide the sperm the energy it needs to move once it is inside the female reproductive tract. Vas deferens transports spermcontaining fluid called semen. Prostate gland produces some of the fluid that make up the semen and provides nourishment to the sperm. Scrotum holds the testes and helps to regulate the temperature of the testicle, which need to be kept cooler to produce sperm. Penis contains erectile tissue which becomes enlarged and rigid Figure 7.3 The male reproductive during intercourse. system
Changes During Puberty Puberty is the age at which boys and girls become capable of reproduction. It is a stage of rapid growth. The chart below shows the changes boys and girls undergo at puberty. Changes at Puberty Boys Girls Lower and it starts to break Higher Face, chest, armpit, pubic Armpit and pubic area area, legs, and arms Narrower; waist also Rounder becomes narrower Breast develops Chest becomes broader Skin becomes ner Bones become longer, and muscles become stronger
Voice Hair Hips Chest Others
Body Care During Puberty - Maintain good posture. - Girls must observe good hygiene especially when menstruating. They should bathe regularly, change their napkin every four hour, and dispose them properly. They should avoid using vaginal deodorants
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and vaginal soaps because they destroy the normal flora in the vaginal area. A gynecologist should be consulted if something unusual such as foul smell, itchiness, and yellowish vaginal discharge is experienced. Boys and girls are advised to use deodorants to protect themselves from body odor. Underwear should be changed as often as necessary. Good diet and healthy eating should be observed. menarche menopause menstruation sperm testes uterus vagina vulva
VOCABULARY WORDS circumcision ejaculation fallopian tube fertilization PRE-VIEWING ACTIVITIES
PLAY segment starting 00:52. PAUSE the video at 01:24. If necessary, replay this particular segment. You may ask pupils to reflect on what they viewed. VIEWING ACTIVITIES PLAY segment on Fetal Development. POST-VIEWING ACTIVITIES Activity 3. Forming Sentences Form a sentence using the following words: a. Sexual reproductionreproductive organssperm cellsegg cells b. Sperm cellegg cellfertilization c. Spermsemenejaculation d. Egg cellovulationfallopian tube e. Bathingcleanlinesswashing Activity 4. What Does a Child Need? Group the children with six members in each group. Let the groups answer the question: What does a child need to grow healthy and well? They may present their answers in any of following ways: comic strip, slogan-poster, pamphlet, or role playing.
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Activity 5. Changes, Changes! Have pupils write down on a piece of paper the changes they are experiencing and their feelings about these changes. They may not sign their name. Place their paper in a fish bowl and pick one at a time. Present and process this in class. EVALUATION Choose the letter of the best answer. Write only the letter of your choice. 1. How many days before menstruation does ovulation usually happen? A. 1 C. 14 B. 7 D. 28 How many egg cells do ovaries contain? A. hundreds C. millions B. thousands D. billions Which is the male sex cell? A. penis B. scrotum
2.
3.
C. D.
sperm testicle
4.
Which body system takes care of producing new living things? A. excretory system C. circulatory system B. reproductive system D. respiratory system When does a girl menstruate? A. puberty B. childhood
5.
C. D.
infanthood adulthood
6.
What takes place when the sperm and egg cell unite? A. circumcision C. menstruation B. fertilization D. ovulation What brings about the changes among boys and girls during puberty? A. ureters C. vitamins B. hormones D. sex cells
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8.
What should a girl do when she is menstruating? A. See a doctor. C. Acts as if she is sick. B. Lie down in bed. D. Go about her usual activities. What happens when an egg cell matures? A. circumcision C. menstruation B. fertilization D. ovulation Which of the following does NOT happen during puberty? A. The girls voice becomes higher. B. The girls hips become narrower. C. The boys waist become narrower. D. The boys muscles become stronger.
9.
10.
ANSWER KEY 1. C 2. B 3. C 4. B 5. A
6. 7. 8. 9. 10.
B B D D A
BIBLIOGRAPHY Balce, M. E., Carale, L. R., de la Pena, A., & Garcia, P. (1997). Teaching support materials for elementary science (Vol. 1). Diliman, QC: Institute for Science and Mathematics Education Development University of the Philippines. Berkow, R., Fletcher, A. J., & Bogin, R. M. (Eds). (1997). The Merck manual of medical information (Home Edition). NJ: Merck & Co., Inc. Lofts, G., & Marett, M. J. (1997). Science quest 2. Milton, Qld: Jacaranda Press. Vicencio, E. M., Cena, V., Cruz, L., Badana, J., Acosta, L., Bautista, R., & Magpantay, N. (2002). Science amazes 4. Marikina City: Instructional Coverage System.
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VOLUME 2. ANIMALS EPISODE 8. ANIMAL GROUPS: VERTEBRATES OVERVIEW OF THE EPISODE The episode is about the animal group called vertebrates. It presents the characteristic that is common to all groups of vertebrates and the characteristics unique to each group. It demonstrates classroom strategies for classifying vertebrates. SCIENCE CONCEPTS 1. Vertebrates are animals with backbone. 2. Vertebrates are classified into groups based on their unique characteristics. 3. Fishes, amphibians, reptiles, birds, and mammals are the different groups of vertebrates. OBJECTIVES 1. Identify the structure that is common to all groups of vertebrates 2. Describe the different groups of vertebrates 3. Name examples for each group of vertebrates 4. Classify vertebrates using observable characteristics of the animals SCIENCE PROCESSES Observing, identifying, describing, classifying VALUES Appreciating unity and diversity of vertebrates LIFE SKILLS Effective communication INTEGRATION WITH OTHER EPISODES This episode can be used to introduce Episode 9 to differentiate vertebrates from invertebrates. CONTENT BACKGROUND FOR TEACHERS The term vertebrate comes from the Latin word vertebratu, meaning joint of the spine. It is linked to the word vertebra, which refers to any of the bones 63
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of the spinal column. The vertebrates are grouped into the following classes: Fishes, amphibians, reptiles, birds, and mammals. Fishes Fishes are the dominant free-swimming animals in marine and fresh waters. The structure of a fish body is designed for ease of movement in the water. This ability to move easily, without relying on water currents to carry them about, has enabled fishes to live in the world's oceans, seas, lakes, and rivers. Fishes have a skeleton made of either bone or cartilage. About 95% of fishes have skeletons made of bone. The ray and shark are fishes with a skeleton made of cartilage. Cartilage is softer than bone. The fins are used for movement, stability, spawning, and nest-building. The caudal or tail fin is used for propulsion. The single anal fin is located on the underside of the body just in front of the caudal fin. It serves to stabilize the fish while swimming. The paired pelvic or ventral fins are located in front of the anal fin. Ventral fins provide further stability in swimming. The single dorsal fin is located at the back of the fish and serves to help balance the fish while swimming. The rays of this fin are often quite sharp and may have a spine (Figure 8.1).
Figure 8.1 Parts of a sh The tail fin has muscles that move it from side to side, forcing water backward, thus moving the fish forward. The other fins enable the fish to change direction and stop. Pectoral fins on the side enable the fish to swim up and down. Dorsal and anal fins keep the fish upright. Pelvic fins on the underside help steer the fish to the left or to the right. 64
EPISODE 8. ANIMAL GROUPS: VERTEBRATES
Most fish are covered with scales, which protect the body. Some fish such as catfish have bony plates which serve the same purpose. Other species have very small scales or none at all. Fish absorb oxygen dissolved in the water and give off carbon dioxide through the gills. The gills, like the lungs, have a large area for gas exchange. The gills have gill arch from which soft gill filaments radiate posteriorly. The anterior part of the gill arch has bony gill rakers. Gill rakers point forward and may be long and thin for filter feeding; they may be shorter, larger, or fewer, for trapping larger prey inside the mouth. The lateral line is a series of fluid-filled ducts located just under the scales. The lateral line system picks up vibrations in water. Thus fish are able to detect predators, find food, and navigate efficiently. Relying entirely on their lateral line system, many fish species can navigate in darkness or in muddy water. The swim bladder, which is present in bony fishes but not in cartilaginous fishes, is an air-filled sac that inflates or deflates, allowing the fish to keep its position in water even when not swimming. Bony fishes are the most abundant of all vertebrates. The scales of bony fishes are flattened. The scales of cartilaginous fishes are toothlike. Bony fishes have more flexible fins and, hence, are more agile swimmers than cartilaginous fishes. Amphibians Most amphibians have soft, moist skin that is protected by a slippery secretion of mucus. They live in moist pla ce s or ne a r wa te r. Ma ny a dult amphibians also have poison-producing glands in their skin, which make them taste bad to predators and may even poison a predator that bites or swallows them. Some of these amphibians, like the poison dart frogs, are brightly colored that seem to warn: Don't eat me, or you'll be sorry! Amphibians lay eggs in water. The tadpole that hatches from the egg has a tail that enables it to swim like a fish and gills through which water with dissolved oxygen flows. As the tadpole grows into a frog, it loses its gills and tail, develops lungs for breathing, and legs for moving on land. Amphibians are ectothermic, or cold-blooded, meaning their body temperature varies with the temperature of their surroundings. Ectotherms cannot produce their own body heat. Amphibians hibernate during the winter. Fishes, amphibians, reptiles, and invertebrates are ectotherms. The body temperature of aquatic ectotherms is usually close to the temperature of their water environment. All amphibians hear. Frogs and salamanderexcept those which live in permanently dark locationshave good vision. Vision is nearly lost in caecilians, whose eyes are covered by skin and sometimes, by bone. Voice 65
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production is a tra it of frogs. The y ha ve comple x sound production a nd perception systems, including warning, defensive, and breeding communications that differ among species. Salamanders and caecilians produce noises, coughs, and grunts. There are three amphibian groups: (1) salamanders, newts, and mudpuppies; (2) caecilians; and (3) frogs and toads. Reptiles Reptiles are ectothermic. They will lay in the sun to heat their body, or hide under a rock or in water to cool their body. The most common reptiles are lizards, snakes, tortoises, turtles, alligators, and crocodiles. The extinct dinosaurs are reptiles. Crocodiles and alligators (Figure 8.2) are large reptiles that spend much of their time on land and in water. They can walk on land using their webbed feet. They also use their long tail to swim in water. Crocodiles feed on large animals they catch on land or in water. They have powerful jaws and teeth that tear apart their prey. The head of the alligator is shorter, more blunt, and heavier than that of the crocodile, which has long, tapered snouts lined with sharp teeth. The crocodiles upper and lower teeth stick out of its closed jaws. A closed-mouthed alligator is much less toothy-looking. Lizards and snakes are the largest group of reptiles. Many lizards shed their tail to escape from predators. They can then grow a new tail. Some snakes like the rattlesnake, cobra, and eastern green mamba are poisonous. Their fangs bite inject poison into their prey. Other snakes like the boa constrictor and python kill their prey by coiling their body around the victim thus crushing it. Most snakes can dislocate their jaw, allowing them to swallow prey much larger than themselves.
Figure 8.2 Alligator (top) and crocodile (bottom) 66
Birds Birds are endothermic; meaning, they can maintain their body temperature regardless of changes in the temperature of their environment. Contour feathers give the bird body its characteristic smooth oval shape and varied colors and provide a first level of defense against physical objects, sunlight, wind, and rain. Down feathers are smaller, do not ha v e hooklets, and hence, are not zipped together and do not look a s smooth. They are soft and fluffy and provide most of the insulation. For many years, people collected down feathers from various birds to put into sleeping bags and jackets for keeping warm.
Figure 8.3 The chick is covered with down feathers; as it grows older, it develops contour feathers. The birds skeleton is adapted for flight. The bones and skull are very thin, making the body extremely light. The claws and muscles of a bird's foot are designed to lock a nd hold onto a pe rch e ve n while the bird is sle eping. A bird's respiratory system is also adapted for breathing at high elevations where air is thinner. Mammals Mammals are endothermic. Their metabolism controls heat production, and sweat glands help cool their body. These allow them to maintain a constant body temperature, regardless of the temperature of the environment. The mammary glands secrete milk in females that have just delivered their young. The old terms for ectothermic and endothermic are "cold-blooded" and "warm-blooded," respectively. Vagueness of the old terms and an increased understanding of temperature regulation are reasons for replacing these terms with the current terms. 67
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Classifying A dichotomous key helps pupils understand diversity and identify unknown organisms. Taxonomistsscientists who classify things into groupscreate and use dichotomous keys to help others identify the objects and organisms they are studying. Biologists often create dichotomous keys for identifying, for insta n ce, tre e s or inse c ts. Typica ly, the first ste p in creating a dichotomous key is to present all the organisms in one group. VOCABULARY WORDS amphibians backbone body covering classifying contour feathers dichotomous key down feathers PRE-VIEWING ACTIVITY Activity 1. Watch, Listen, and Learn Tell the pupils to look for the answer to the following questions as they view the video episode: 1. What structure is common to vertebrates? 2. What are the five groups of vertebrates? 3. What are the characteristics of each vertebrate group? VIEWING ACTIVITY PLAY segment 12:54 to 22:39. PAUSE the video and let the pupils write the answer to the first question. Follow this procedure for watching specific segments and answering the other questions. Have pupils view parts of the video as they are. You may have your pupils do the activity on classifying instead of having them watch this segment. POST-VIEWING ACTIVITIES Activity 2. Comparing Fishes Materials different kinds of fresh fish to which salt has been added to preserve them; one fish per group saucers or plates for the fish 68 ectothermic endothermic fins fishes gills lateral line mammals reptiles scales skeleton swim bladder vertebra vertebrate
clear plastic bags for holding the fish metric ruler scissors magnifying lens microscope glass slides Procedure 1. Divide the class into as many groups as there are fish available. 2. Give each group a fish to study. 3. Have the pupils examine the fish. Let them handle the fish using plastic bags as hand gloves. 4. Ask the pupils to observe and record the following characteristics of their fish: sha pe, siz e, color, a nd numbe r a nd loca tion of the fins. 5. Have them make a sketch of the fish and label the parts. 6. Lift the gill cover and examine the gills with a magnifying lens. If necessary, use scissors to cut away the gill cover. Have the pupils describe the gills. Ask: What do they look like? How are they arranged? (Response: Like a comb, there are teeth, they are layered.) 7. Have pupils look at the scales with the lens. Ask: How are the scales arranged on the fishs body? 8. Pull out a scale, place it on a glass slide, and have pupils examine it under the microscope. Ask them to make a sketch of the scale as they see it under the microscope. 9. Let the groups display their drawings of the fish (with labeled parts) and the scale. 10. Have the different groups compare the displays. Activity 3. Birds of a Feather Materials contour feathers and down feathers Procedure 1. Group the pupils. Provide each group a contour feather and a down feather. 2. Ask each group to examine the feathers. Have them locate the main shaft of the feathers and the vane. Ask: Where is the vane attached? (Answer: To the shaft.) 69
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3. Draw the feathers. Label the shaft and the vane. 4. Have them answer the questions: - How are the two kinds of feather similar? - How are they different? - How is one kind of feather fitted for its function in birds? Activity 4. Classifying Vertebrates Materials picture cards of animals representing the vertebrate groups (eg., tilapia, frog, lizard, chicken, carabao) masking tape Procedure 1. Paste the picture cards of animals on one part of the chalkboard. 2. Ask the pupils to separate the pictures into groups. To do this, lead the pupils to identify distinguishing characteristics of the animals and use these as bases for establishing groups in a hierarchical pattern. Characteristics of the animals such as presence of hair, feathers, moist skin or dry scaly skin, with gills (in young and adult life) may be cited by the pupils. 3. Have them make a dichotomous classification key. 4. Have the groups tape their outputs on the board. A sample output may be similar to Figure 8.4. 5. Each group will describe their work and the class can react. Activity 5. Group Research Group the pupils. Have each group discuss the answers to these questions: 1. A friend shows a four- legged ectothermic vertebrate. How can you tell if the animal is an amphibian or a reptile? 2. Why can fish not live on land? 3. Why can birds fly great distances?
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Box 1
Vertebrates tilapia, frog, lizard, chicken, carabao
with hair with hair

;
without withouthair hair IIb tilapia, frog, lizard, chicken
Box II a
carabao
with feathers Box III a chicken III b
without feathers tilapia, frog, lizard
with gills IV a tilapia IV b
without gills Frog, lizard
with moist skin Va frog
with dry scaly skin Vb lizard
Figure 8.4 Dichotomous key for classifying vertebrates
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EVALUATION Read each question. Choose the answer from the four options. 1. Which structure is found in all vertebrates? A. hair C. lungs B. backbone D. mammary gland
For questions 2 to 5 choose from these options: A. amphibian 2. 3. 4. 5. 6. B. reptile C. bird D. mammal
Which vertebrate lives in two kinds of environment? Which vertebrate has dry, scaly skin? Which vertebrate body is covered with feathers? Which female vertebrate produces milk? Which vertebrate nourishes its young with milk? A. dugong C. kingfisher B. toad D. crocodile Which correctly pairs an animal with its characteristic? A. tilapia - skeleton made of cartilage B. alligator - breathe through lungs C. shark - skeleton made of bone D. frog - dry skin Which animal has porous bones? A. eagle C. B. lizard D. mudfish snake
7.
8.
9.
Which animal lays eggs with no shell but are protected by a jelly-like substance? A. toad C. duck B. snake D. alligator
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10.
Which animals have a body temperature that changes with the temperature of their environment? I. Dog II. Whale III. Frog IV. Crocodile V. Lizard VI. Mudfish A. I and II C. III, IV, V, and VI B. II and VI D. II, III, IV, and VI
ANSWER KEY 1. B 2. A 3. B 4. C 5. D
6. A 7. B 8. A 9. A 10. C
BIBLIOGRAPHY James A. Wilson, J. A. (1979). Principles of animal physiology. NY: MacMillan. Hadsall, A. S. (2009). High school science today. II. Makati City: DIWA . Learning Systems. Foundation for Upgrading of the Standards of Education. (n.d.). Teaching support materials for elementary science (Vol. 1). Manila: Author. Instructional Materials Corporation, Department of Education, Culture and Sports. (1990). Science & technology ii (1st Ed.). Pasig City: Author. Rabago, L. M. (2010). Functional biology modular approach (2nd Ed.). QC: Vibal Publishing.
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VOLUME 2. ANIMALS EPISODE 9. ANIMAL GROUPS: THE INVERTEBRATES OVERVIEW OF THE EPISODE This episode presents the diverse groups (phyla) of invertebrates. These animals are differentiated from the vertebrates by their lack of a backbone. To distinguish one group of invertebrates from another, the characteristics of each of the phyla (phylum, singular) are described and examples are shown. The episode demonstrates how pupils can be taught to classify some invertebrates using a dichotomous classification key based on observable characteristics of the animals. SCIENCE CONCEPTS 1. Invertebrates are animals without a backbone. 2. Invertebrates are classified into different groups or phyla; namely, Porifera, Cnidaria, Mollusca, Platyhelminthes, Nematoda, Annelida, Arthropoda, and Echinodermata. 3. Certain criteria are used as bases for grouping invertebrates. 4. Invertebrates live in different environments. 5. Many invertebrates are of economic importance OBJECTIVES 1. Differentiate invertebrates from vertebrates 2. Enumerate the different groups of invertebrates 3. Use a dichotomous key to classify invertebrates 4. Identify an invertebrate based on given characteristics 5. Describe the importance of invertebrates SCIENCE PROCESSES Observing, identifying, comparing, classifying VALUES Appreciating the diversity and importance of invertebrates Recognizing the importance of conserving the natural habitats of invertebrates LIFE SKILLS Effective communication 74
EPISODE 9. ANIMAL GROUPS: THE INVERTEBRATES
INTEGRATION WITH OTHER EPISODES Invertebrates are compared with vertebrates presented in Episode 8. CONTENT BACKGROUND FOR TEACHERS Invertebrates are animals without a backbone. They are considered highly successful animals because of their abundance and the diversity of places they inhabit. They make up about 97% of the total number of animal species. The major groups (phyla) are the following: Porifera (from the Latin words porus, pore and ferre, to bear) The body, which is attached to solid objects in water, is radially symmetrical. It has a central cavity (spongocoel) bounded by a two-layered wall. Water passes through pores in the wall into the cavity, then out of the opening (osculum) on top of the cavity. Figure 9.1 Parts of a sponge Food, oxygen, and wastes are carried by this water. The skeleton consists of millions of microscopic fibers that resemble spun glass. These animals are predominantly marine. Reproduction occurs asexually by budding and sexually by eggs and sperms. The sea sponge is a renewable natural resource. When sponges are harvested, those collecting them are careful to ensure that the base of the sponge remains intact. The sponge will regrow to its original form within five years. Studies show that harvested areas actually increase the population density of sponges.
Figure 9.2 Sponges; at right is a commercial natural marine sponge 75
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Figure 9.3 Carribean barrel Coelenterata is the former name of this sponge group. Cnidarians (hydra, jellyfish, corals, and sea anemones) have long tentacles covered with stinging cells called cnida (Greek for stinging nettle), from which the phylum takes its name. The body of cnidarians is composed of two layers of tissuethe inner layer, which lines the gastrovascular cavity; and the outer layer, which is a protective covering. Cnidarians have two body forms. One is an umbrella-shaped jellyfish and the other is a tube-like polyp. Hydra is a freshwater solitary cnidarian. Most cnidarians are marine organisms, and most are carnivores.
Cnidaria
Figure 9.4 Cnidarians: Hydra (left) and parts of a hydra (right)
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Image credit: Joseph Pawlik, earthsky.org
Fishery officials in Lapu-Lapu City have recovered 67 Caribbean barrel sponges, a protected marine species in an islet off Mactan Island. The giant sponges (Xestospongia muta) (Figure 9.3), the "Redwoods of the Deep," look like big jars. They are considered rare. They have an important role in the sea because they serve as home to other invertebrates, such as starfish; they also serve as "vacuum cleaners" or filters in the reefs.
Figure 9.5 Cnidarians: (a) gorgonian polyps, (b) sea anemone, (c) corals, (d) polyps in thousands in a single coral branch, and (e) jellysh The Tubbataha Reef is made up of the skeletons of corals and other cnidarians. Reefs are homes to many kinds of fish and crustaceans. Coral reefs protect seashore communities from strong waves and storms. Silt runoff from farms, roads, and seaside construction suffocates the polyps and destroys delicate reef systems. Platyhelminthes (from the Greek word platy, meaning "flat" and helminth-, meaning worm) The other names of this group are flatworms, tapeworms, and flukes. These animals are bilaterally symmetrical; that is, only one plane divides their body into mirror image halves. They have soft unsegmented body without a body cavity. These restrict them to flattened shapes that allow oxygen and nutrients to pass through their bodies by diffusion. Over half of all known plathyhelminth species are parasitic, causing much harm to people and livestock. Schistosomiasis, which is caused by the genus Schistosoma, is the second most devastating of all human diseases caused by parasites, surpassed only by malaria. Neurocysticercosis, 77
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which arises when larvae of the pork tapeworm, Taenia solium, penetrate the central nervous system, is the major cause of acquired epilepsy worldwide. The threat of platyhelminth parasites to humans in developed countries is rising because of organic farming, the popularity of raw or slightly-cooked foods, and imports of food from high-risk places. In less developed countries, people often cannot afford the fuel required to cook food thoroughly. Poorly-constructed water supply and irrigation increase the dangers presented by poor sanitation and unhygienic farming.
Figure 9.5. Structure of planarian (a) digestive system, (b) nervous system, and (c) excretory system Two freshwater species of Planaria have been used in the Philippines, Indonesia, Hawaii, New Guinea, and Guam to control populations of the imported giant African snail, Achatina fulica, which is displacing native snails. However, there is concern that these planarians may themselves become a serious threat to native snails. In Northwest Europe, there are fears of the spread of the New Zealand planarian Arthurdendyus triangulatus, which preys on earthworms. This planarian is thought to have reached Europe in containers of plants imported by botanical gardens. Nematoda The "roundworms" or "nematodes" are one of the most diverse of all animals. The name comes from the Greek word nma, nmatos, 'thread' and eid s, 'like.' They have a digestive system that is like a tube with openings at both ends. Nematodes have successfully adapted to nearly every habitat from marine to fresh water and from the polar regions to 78
the tropics. They are found in the Antarctica and in oceanic trenches. There are many parasitic species. Nematodes commonly parasitic on humans include ascarids (Ascaris), filarids, hookworms, pinworms (Enterobius), and whipworms (Trichiuris trichiura). The species Trichinella spiralis, also called the trichina worm, parasitizes rats, pigs, and humans and is responsible for the disease trichinosis. Baylisascaris usually infests wild animals but can be deadly to humans as well. Dirofilaria immitis causes heartworm disease by inhabiting the heart, arteries, and lungs of dogs and some cats. Haemonchus contortus is one of the most abundant infectious nematodes in sheep around the world, causing great economic damage to sheep farms. In contrast, entomopathogenic nematodes parasitize insects and are considered beneficial. Mollusca Snails, clams, mussels, squids, and octopuses look very different. Yet, they are structurally similar. They have three body regions: (a) the head contains the "brain" and the sense organs; (b) the "visceral mass" contains the internal organs; and (c) the "foot" is the muscular part of the body. Many mollusks have a mouthpart called a radula, which is rough like sandpaper. They have well developed body organs in the respiratory, circulatory, and nervous systems. They usually have a shell, which is secreted by the mantle. There are over 50,000 species of mollusks, some are very rare and are only found in deep water. About 70% of mollusks are gastropods, such as snails, limpets, abalones, nudibranchs, and slugs. Snails, limpets, and abalones ha ve she lls; nudibra nchs a nd slugs do not have she lls. A fe w gastropods live on land. The bivalves, such as clams, mussels, oysters, and scallops have two shells. Most bivalves are marine, about 20% live in fresh waters. Most bivalves do not have radula; they eat by filtering water through their gills to obtain organic particles. Most bivalves attach themselves to objects in the water or burrow underground. Some scallops, however, do not attach themselves to anything and are able to swim by squirting water through their mantle. Pearls are made by most bivalves (not just oysters) and even some snails (such as the conch). When an irritant, such as a grain of sand, becomes embedded in the mantle of a bivalve, it coats the irritant with the same material used to produce the lining of its shell. This makes the irritant 79
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smooth and less painful to the animal. Over time, the irritant gets covered with more of the material, making a pearl! Cephalopoda, meaning "head-footed," are the squids, octopuses, cuttlefish, and nautiluses. They appear to be very different from other mollusks; but like most mollusks, they have a mantle, a mantle cavity, a radula, and a U-shaped digestive tract. They have two kidneys and three hearts, which pump blue blood. They are carnivores that feed on fish, shrimp, crabs, and other cephalopods. The most obvious difference between most cephalopods and other mollusks is the apparent lack of a shell. Octopuses do not have shell, while a squid has a small internal shell. Nautiluses, which live in the South Pacific and the Indian oceans, are the only cephalopods with an external shell and four gills instead of two.
Figure 9.6 Mollusks (From top left, clockwise): Octopus; chambered nautilus, Nautilus pompilius; snail; and squid Cephalopods have a more developed nervous system than other mollusks. They also have well developed eyesight that is used in finding prey. Once prey is found, it is grasped firmly and eaten with a mouth located at the base of the arms. They have a parrot-like beak which is used in biting into prey. A bite from a blue-ringed octopus, in the South Pacific, is usually fatal to humans. However, it takes a lot of provocation 80
to get any octopus to bite a person. The octopus differs from squid. An octopus has eight arms while a squid has 10eight of the same length and two extra long ones used in grabbing prey. These extra two arms are called tentacles. The arms of both squids and octopuses have suckers on them used to latch onto prey. Annelida also called ringed worm (from French annels "ringed ones"; from Latin anellus "little ring") These are a large group of segmented worms (ragworms, earthworms, and leeches). They are found in marine environments from tidal zones to hydrothermal vents, in freshwater, and in moist terrestrial environments. Earthworms support terrestrial food chains; they serve as food for other animals and contribute to soil fertility by aerating and enriching the soil. The burrowing of marine polychaetes, which make up a third of all species in shores, encourages the development of ecosystems by enabling water and oxygen to penetrate the sea floor. In addition to improving soil fertility, annelids are beneficial as food and bait. Scientists observe annelids in monitoring the oxygen content, salinity, and pollution levels in fresh and marine waters. Figure 9.7 Leech (top); earthworm (bottom) Although bloodletting is no longer used in medicine, some leech species are regarded as endangered species because they have been overharvested for this purpose in the last few centuries. Ragworm jaws are being studied by engineers for the exceptional combination of lightness and strength of the substance. The jaws are strong but much lighter than the hard parts of many other organisms. Experiments have shown that ragworm jaws are made of proteins that bind strongly to zinc. Ragworms are commercially important as bait; they are preferred by anglers over artificial flies. They are also important as food sources for aquaculture; farming them can reduce overfishing of their natural populations. However, predation of mollusks by some marine annelids causes serious losses to fishery and aquaculture operations. 81
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Arthropoda It is quite unlikely not to encounter in a day, one of the million members of this phylum. More than three-fourths of the world's known animal species are arthropods found in air, land, and water. Arthropods include insects (representing 90%); arachnids (spiders and scorpions); and the crustaceans (crabs, barnacles, and lobsters). Arthropods have a head, a segmented body, and six, eight, 10, or more jointed legs. The body is covered by a shell or a hard outer skin called an exoskeleton, which is made of a material called chitin. The exoskeleton has a top layer, the cuticle, which is thick and tough. In crustaceans, the exoskeleton, sometimes called carapace, hides the segmented body parts. They are generally small (lice, fleas, ants), but some are quite large. The gia n t king cra b me a u s re s ove r 3.2 m from the tip of one outstretched leg to another. Most familiar arthropods are butterflies, beetles, flies, ants, bees, spiders, scorpions, shrimps, crabs, centipedes, and millipedes. Horseshoe crabs have survived as a species for more than 300 million years. These living fossils are at the forefront of modern medicine because their blood has special protective qualities that are being studied to treat human diseases. Most closely related to horseshoe crabs are arachnids. Arachnids (spiders, scorpions, mites, and ticks) have a segmented body divided into two regions, the anterior of which bears four pairs of legs but no antennae. About 67% of invertebrates are insects. Insects are the only arthropods that can fly. Dragonflies are the most spectacular; some can fly at 64 kph! Scientists continue to discover and describe thousands of new arthropod species. Most are new insects. Arachnids have eight legs. Spiders are, perhaps, the best-known arachnid. Most arachnids live on land; a few live in freshwater. Scorpions, mites, and ticks are arachnids. Crustaceans have 10 legs. Most aquatic crustaceanscrabs, lobsters, and shrimpslive in the sea. A few crustaceans live in freshwater streams and lakes; woodlice live on land. Both the largest and smallest arthropods in the world are crustaceans. Arthropods are critical to the food chain. They are the major food source of many animals. Birds, reptiles, fish, and other arthropods eat them. In the oceans, the shrimp-like krill, copepods, and other crustaceans form the foundation of the food chain on which most fish and sea mammals survive. Even the largest animal in the world, the blue whale (which weighs 108 metric tons), feeds almost exclusively on krill. A blue whale can consume up to 3,500 kg of krill per day during the summer feeding 82
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season. Insectivores, such as shrews, hedgehogs, and moles, feed primarily on insects. Some birds feed on spiders, but the world's largest spider, the Goliath bird-eating tarantula (Therophosa leblondi) will eat young birds occasionally. Other arthropod groups are crustacea (pill bugs, sowbugs, crabs, shrimp, crayfish, barnacles, ostracods, copepods), centipedes, and millipedes. Arthropods shed their exoskeleton and grow a new, larger one. As an arthropod grows, its exoskeleton splits along the back of the thorax. The arthropod can then crawl out of its old exoskeleton. It can take several minutes or up to a few hours for the new exoskeleton to harden. During this time, the arthropod is without its armor and can be attacked very easily. Some insects, arachnids, and millipedes produce poisons that can make people sick or even kill them. Certain kinds of mosquitoes are very dangerous. They carry the parasitic protist and virus that cause malaria and dengue fever, respectively. Each year, malaria kills over one million people, which is more than the number killed by any other disease. Echinodermata Animals in this phylum are found at every ocean depth, from the intertidal zone to the abyssal zone. The echinoderms ossified skeletons are major contributors to many limestone formations. Their mode of feeding varies greatly. Some brittle stars tend to be passive filter-feeders, absorbing suspended particles from passing water; sea urchins are grazers; sea cucumbers are deposit feeders; and sea stars are active hunters. Echinoderms provide a key ecological role in ecosystems. For example, the grazing of sea urchins reduces the rate of colonization of bare rock; the burrowing of sand dollars and sea cucumbers depletes the sea floor of nutrients and encourages deeper penetration of the sea floor thus increasing the depth to which oxygenation occurs, allowing a more complex ecosystem to develop. Starfish and brittle stars prevent the growth of algal mats on coral reefs, which can obstruct the filter-feeding organisms. Some sea urchins can bore into solid rock, releasing nutrients into the ocean. Echinoderms are also food of other animals, most notably the otter. Scientists think that extinction of many echinoderms has resulted to prolific growth of seaweeds and destruction of reefs. About 50,000 tons 84
of sea urchins are collected each year, the gonads of which are eaten particularly in Japan, Peru, and France. Sea cucumbers are a delicacy in some countries of southeast Asia. Particularly popular are Thelenota ananas (susuhan) and Halodeima edulis. They are known as bche de mer or Trepang in China and Indonesia. These sea cucumbers are dried, and their potentially poisonous entrails are removed. The strong poisons of the sea cucumbers are often psychoactive, but their effects are not well studied. It is reported that some sea cucumber toxins restrain the growth rate of tumor cells, which has sparked interest of cancer researchers. The calcareous shells of echinoderms are used as a source of lime by farmers in areas where limestone is unavailable; 4,000 tons of the animals are used annually for this purpose. This trade is often carried out in collaboration with shellfish farmers, for whom the starfish, which eat their stocks, pose a major problem.
Figure 9.9 (a) The Bahama Sea Star is the largest sea star; (b) The Slate Pencil Urchin uses its thick round spines to wedge into crevices and holes during the day, and comes out during the night to feed on algae and decaying animal esh; (c) Starsh. VOCABULARY WORDS antennae arachnid bivalve crustacean exoskeleton exoskeleton insect parasite parasite prey segments tentacles univalve vertebra
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Note: The vocabulary words should be unlocked as the lesson proceeds. PRE-VIEWING ACTIVITY Ask the pupils to copy the following questions: 1. 2. 3. 4. 5. What is an invertebrate? What are the different groups of invertebrates? What are some characteristics of each invertebrate group? Why are the insects the largest group of invertebrates? What activities of people destroy coral reefs?
VIEWING ACTIVITY Show segments of the video. Have the pupils take note of the kinds of invertebrates presented in the video. You may stop the video after each invertebrate group is shown and discuss the animals in more detail. Another way is to show the whole episode. The pupils can be asked to raise their hands every time an invertebrate group is shown. The activity where the video teacher-host conducts an activity on classifying invertebrates (segments 18:44 to 22:24) may not be shown. Instead the activity can be done by pupils. POST-VIEWING ACTIVITIES Activity 1. Name Game Materials pictures of invertebrates representing the different groups (phyla) Procedure The class may be divided into two groups. The objective of the activity is for groups to name the invertebrates in the pictures presented to them. The first group that gives the most number of correct names wins the game. Activity 2. Lets Observe Materials per group 2-3 specimens or pictures of invertebrates per phylum (Ex. Arthropoda: shrimp, crab, beetle, grasshopper; Mollusca: snail (kuhol), mussel (tahong), bivalve (tulya, halaan), squid; Cnidaria: coral, etc. 86
Procedure 1. Divide the class into groups. Each group will observe sample animals in an invertebrate phylum and look for characteristics of the animals that make them similar to or different from each other in terms of such characteristics as divisions of body into segments; presence of outer or inner shell; presence of legs, tentacles, or pores on the body; number of legs or tentacles; texture of bodywhether spiny or smooth; and shape of body (cylindrical or tube-like, flat, etc). 2. Have the groups record their obse rva tions by dra wing or using descriptive words, or both. 3. Ask each group to choose a member to share the groups observations with the class. Activity 3. Classifying Invertebrates Procedure 1. On the board, draw a rectangular box (Box I) and write the following names of invertebrate groups: flatworms, mollusks, annelids, sponges, echinoderms, cnidarians, and nematodes. 2. Say to the class that these are the groups of invertebrates. 3. Ask the pupils to decide on a way to divide the invertebrates into two smaller groups. Ask: What characteristic can we write as basis for the division? 4. Draw a small vertical line from Box I and a branching horizontal line going to two rectangular Boxes IIa and IIb. 5. Write the basis for the division on the branching lines. Inform the pupils that the basis should be such that ONE invertebrate group is immediately separated from all the other groups. 6. Write the invertebrate names in the appropriate boxes as given by the pupils. 7. Follow a similar sequence of asking pupils to analyze, determine the basis, and label the classification diagram. Any observable characteristic of the animals can be used as basis. 8. When completed the dichotomous classification key may look similar to the diagram in Figure 9.10. Notice that each of the last two boxes has only one invertebrate group in it. Pupils can use the dichotomous classification key to describe all the characteristics of an invertebrate appearing singly in a box. The pupil should be gin from the de scription writte n on the line above tha t box followed by other descriptions above the other boxes. 87
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Flatworms Mollusks Arthropods Annelids With legs Box II a Arthropods II b Echinoderms Cnidarians Sponges Nematodes
Box I
Without legs Flatworms Echinoderms Mollusks Cnidarians Annelids Nematodes Without spiny skin III b Flatworms Mollusks Annelids Sponges Cnidarians
With spiny skin Box III a Echinoderms
Body segmented IV a Annelids IV b
Body not segmented Flatworms Mollusks Cnidarians Sponges Nematodes
Both ends of body tapered Va Nematodes Vb
Both ends of body not tapered

Flatworms Mollusks Cnidarians Sponges
Both porous VI a
Both not porous
Sponges
VI b
Flatworms Mollusks
Cnidarians
Body at, ribbon-like
Body neither at nor ribbon-like VII b

Cnidarians Mollusks
Figure 9.10 Dichotomous key for classifying invertebrates
VII a
Flatworm
With external or internal shell

VIII a Mollusks VIII b
Without shell
Cnidarians
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Activity 4. Researching Information Ask the pupils to choose a topic from the list and write a 2-3 page essay on it. They can include drawings. Suggested topics are: 1. The importance of coral reefs and how people including themselves can help in their conservation. 2. Diseases transmitted by insects and how they can be prevented. 3. Parasites, how they affect humans and how they can be prevented from entering the body. 4. Edible invertebrates and how they nourish the body. EVALUATION Choose the letter of the best answer. 1. Which of these animals have jointed body parts similar to the grasshopper? A. snail C. clam B. shrimp D. sponge Which pair of animals belongs to the same group? A. earthworm and vinegar eel C. termite and sponge B. crab and sea cucumber D. jellyfish and coral Which of the following characteristics is shared by all invertebrates? A. do not have backbone B. live on land and in water C. have protective coloration D. parasitic to humans Which invertebrate is NOT paired with its own group? A. termite-Arthropoda C. sea star- Echinodermata B. clam-Mollusca D. earthworm- Nematoda Which characteristics explain why insects outnumber other arthropods? I. fast movement makes them difficult to catch II. protective coloration III. produce poison that kills their predatyor IV. fast rate of reproduction A. I and II C. I, II, and IV B. I and III D. II, III, and IV 89
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Which invertebrate has paired jointed legs? A. Echinodermata C. Annelida B. Nematoda D. Arthropoda Which invertebrate has soft body and hard shell? A. Echinodermata C. Annelida B. Mollusca D. Arthropoda Which invertebrate has rough spiny skin? A. Echinodermata C. Annelida B. Nematoda D. Arthropoda Which invertebrate has round unsegmented body? A. Echinodermata C. Annelida B. Nematoda D. Arthropoda Which invertebrate has flat segmented body? A. sponge C. tapeworm B. coral D. Ascaris 6. 7. 8. 9. 10. D B A B C
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ANSWER KEY 1. B 2. D 3. A 4. D 5. C
BIBLIOGRAPHY Boardman, R. S., Cheetham, A. H,, & Rowell, A. J. (1987). Fossil invertebrate. Boston: Blackwell Publishing, Inc. Founda i ton for Upgrading the Sta n da r d of Educa i ton. (n.d.). Teaching support materials for elementary science (Vol. 1). Manila: Author. Hadsall, A. S. (2009). High school science today. II. Makati City: DIWA Learning Systems. Instructional Materials Corporation, Department of Education, Culture and Sports. (1990). Science & technology ii (1st Ed.). Pasig City: Author. Rabago, L. M. (2010). Functional biology modular approach (2nd Ed.). QC: Vibal Publishing.
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VOLUME 2. ANIMALS EPISODE 10. ANIMAL STRUCTURE AND FUNCTION OVERVIEW The episode presents the varied ways that animals use specific body parts to get a r ound a n d move from pla c e to place; obta i n food; provide a n d secure food for their young; and defend themselves from the elements in the environment and from their enemies. It shows how body structures, such as legs, feet, hooves, tail, mouth, fins, gills, thick hair, feathers, and spines, are related to their use. SCIENCE CONCEPTS 1. Animals have body parts which they use for specific functions. 2. Body parts enable animals to: (a) move from place to place, (b) adapt to their habitat, (c) gather food, and (d) protect themselves. OBJECTIVES 1. Identify the body parts of animals and their functions 2. Describe the relationships of animal body parts to their functions 3. Name examples of adaptations of animals SCIENCE PROCESSES Observing and communicating VALUES Recognizing the value of adapting to situations and being flexible Learning from difficult situations and making adjustments Developing skills to cope with problems Increasing awareness of ones responsibility for taking care of animals LIFE SKILLS Designing, creating, innovating INTEGRATION WITH OTHER EPISODES The different shapes and sizes of animals presented in Episodes 8 and 9 will be useful introduction to this study of body parts and function.
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CONTENT BACKGROUND FOR TEACHERS Animals have body parts that are adapted to their use. Adaptation fits an animal (and all other organisms) to its environment or way of life. For example, the hind legs of a frog enable the animal to leap away from a predator; its webbed feet protect it from predators. The reptile, chameleon (Fil. hunyango), can change its color to the color of the backgroundfor example, a tree branchso it can stay on a branch unnoticed, enabling it catch a prey. It also has a tactile tongue with which it catches its prey. During winter when food is sca r ce , birds migra t e to wa r mer pla c e s to escape from extreme cold and find food. When the environmental conditions in a place change drastically, only those animals that have adaptations to the change will live. Those that have none will move to another place; otherwise, they will die. Some examples of animal body parts that are adapted for their function are as follows: Feet Animals feet are used not only for walking. The following are examples: Rabbits in the wild use their feet for digging underground tunnels where they live and breed. Ducks use their webbed feet for swimming. The horse uses its large toe with hardened nail (hoof) for walking and running. The frog uses its webbed feet for swimming and its strong hind legs for leaping. The monkey uses its feet for climbing trees. The bat has hooked toes that enable it to climb trees and hang down from branches. When a bat gives birth, it hangs by its front claws and curls up its tail to catch the baby as it comes out. Penguins use their feet to warm their eggs and carry the hatched chick. Wings Wing bones are hollow and light. The bat uses its wings for flying. W ings a re useful even for birds tha t do not fly. The ostrich uses its wings to balance itself while running over long distances. The penguin uses its wings like oars when swimming.
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Tail The horse and the carabao use their tail like flyswatters. When the kangaroo jumps, it uses its tail for balance. The crocodile and the alligator use their tail as weapon. The monkey curls its tail around branches as it swings from tree to tree.
Photo credit: Lea Maimone
Figure 10.1 The spider monkey has disproportionately long limbs and long prehensile tail that are adapted for grabbing and holding onto tree branches.
Mouth The parrot uses its curved beak to scoop out big chunks of fruit. The short and stout beak of some birds is strong enough to crack nuts. The long, thin, and pointed beak of other birds is fitted for sucking nectar from a flower. A bird that catches flying insects has short feathers around its beak. Cattle and horses have sharp incisors for cutting grass and broad molars for grinding food. Cats and dogs have sharp pointed teeth for tearing meat. Mode of locomotion varies among amphibians. Limbless caecilians burrow, using their heads like shovels and gaining thrust through contraction of muscles to force the body against the soil. Caecilians that swim, and most swimming salamanders, are like eels, using body muscle contraction to propel themselves through the water. Salamanders use their limbs very little in swimming. On land, the limbs give considerable propulsion to the body. The limbs are sprawled out from the body and the middle of the trunk usually rests on the ground. This is in contrast to the faster lizards, whose legs are under the body and raised above the ground. Frogs use their long hind limbs for leaping, jumping, hopping, and swimming.
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Figure 10.2 The caecilians are an order of amphibians. Most look like earthworms or snakes.
Photo credit: Morley Read
VOCABULARY WORDS amphibians balance beak caecilian claws
curl around fly swatter hooves leap light, hollow bones A SAMPLE LESSON PLAN
paws prehensile tail rudder webbed toes
Activity 1. Guess and Act Objectives 1. Describe the ways that different animals use their body parts. 2. Explain that the animals feet, wings, tail, mouth, have basic and specific functions. 3. Describe the relationships of body parts to their function. 4. Design a hypothetical animal based on a description of what the animal can do. PRE-VIEWING ACTIVITIES 1. Have the pupils give the answer that begins with the announced letter. Ask them to imitate the action after each answer. Examples: What F does a cat use for walking? (Answer: Feet) What H does a monkey use to hold a banana? (Answer: Hands) What S tells the movement of a fish? (Answer: Swim) What F tells the movement of a bird? (Answer: Fly) What T does a dog wag? (Answer: Tail) 2. Inform the pupils that they will watch a video about interesting ways in which animals use their body parts for certain functions. Have them copy the following questions: 94
Q1. Name the different animals shown in the video. Q2. How do the animals use their feet? How are the feet suited for their use? Q3. In what other ways do animals use their feet? Q4. List ways that animals use their tail. Q5. How do the wings enable birds to fly? 3. The video may be played by segments. Pupils may answer the questions after viewing specific segments. VIEWING ACTIVITY PLAY the video at 4:36. This presents how animals use their feet. PAUSE, and let the pupils write their answers to Questions 1 and 2. PLAY the video again and pause to allow pupils to answer Question 3. Follow this procedure for the rest of the video. Replay as needed. POST-VIEWING ACTIVITIES Activity 2. Talking About the Video 1. Ask: Did you enjoy watching the video? What part do you like most? Why? 2. Have the pupils read their answers to the questions: Q1. horses, chicken, monkey, duck, frog, bat Q2. running, climbing, digging, swimming Q3. to hold food, to protect eggs, to carry eggs, etc. Q4. horses and carabaos use their tail as flyswatters, to drive away insects on their body. Kangaroos use their tail as rudders and for balance when jumping. The female uses it to catch the baby that it delivers. Crocodiles and alligators use their tail to fight off enemies. Male peacock uses its tail to attract female. Spider monkeys use their tail to curl around branches as they swing among the trees. Q5. The bones in the wings of a bird are light because they are hollow. Evaluation for the Sample Lesson A. Complete the following sentences: 1. Frogs leap using their ________ legs. (hind) 2. Birds and insects use their _______ to move through the air. (wings) 3. The ostrich uses its feet for running and ________ their food. (holding) 4. Ducks use their webbed ________ for swimming. (toes) 95
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5. B. C.
Carabao, cattle. and kangaroo use their ________ for driving away insects. (tail)
To add fun have the pupils create an animal that can do all the following movements: leap, climb, fly, and swim. They will depict the ir crea tion in a dra wing a nd la bel the body parts that the animal uses for the different movements. A possible output: A drawing of an animal with long hind legs, the pointed end of the toes are curved for gripping a vertical surface as it climbs, has wings near the back of the body, has fins on the belly side and a tail fin. Accept any drawing that shows the parts described by the four given functions.
OTHER POST-VIEWING ACTIVITIES Activity 3. Choose the Letter Materials Four (4) chairs to serve as posts behind which the pupils will line up. Tape on the back of the chair the letters A, B, C, and D. Multiple choice questions each with 4 options: A, B, C, and D. Procedure 1. Ask the pupils to stand at the back of the room. 2. Read a question and its 4 options (A, B, C, D) twice and say GO. This signals the pupils to line up behind the letter of the correct answer. All pupils who line up behind the wrong letter are eliminated and return to their seats. Only those who line up behind the letter of the correct option proceed to the next question. The game ends whe n only one pupil is left. For ea ch que stion, the cla ss ma y be asked to give a reason for the correct choice. SAMPLE MULTIPLE CHOICE QUESTIONS The correct answers are in bold letters and italicized. 1. Among the following animals with wings, which is NOT a bird? A. B. C. D. 96 bat (a bat is a mammal) dove eagle maya
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Which among the following animal parts is NOT used for protection from predators? A. B. C. D. carabaos horns crabs pincers porcupines spines sheeps thick hair (used for protection from extreme cold)
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Which among the following moves the fastest? A. B. C. D. cheetah (can run a distance of 1900 meters per minute) snail (very slow, about meter in a minute) pig (can run 300 meters per minute) elephant (can run 700 meters per minute)
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Which animal changes the color of its body to protect itself from predators? A. B. C. D. turtle gourami (its skin color quickly changes to the color of its immediate surroundings) goat eagle
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Which among the following animals uses its tail to move from tree to tree? A. B. C. D. carabao cat bird monkey (has a prehensile tail)
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Which among the following animals has a long sticky tongue used to catch its food? A. B. dog cat C. D. frog snail
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Which among the following animals does NOT have a long tube used for sucking its food? A. B. C. D. bee butterfly mosquito woodpecker (has a long bill to pickinsects under tree bark) 97
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8.
Which among the animals can sleep for a long time? A. B. C. D. bear (hibernates for the duration of the winter season) cat fish frog
9.
What part of the fish makes it breathe in the water? A. B. fins gills anaconda python C. D. C. D. scales swim bladder king cobra rattle snake
10.
What is the longest poisonous snake? A. B.
Activity 4. Match It Match the animal with its body part and the use of that part. BODY PART AND ITS USE ____ 1. Bill for eating ____ 2. Jaws for eating ____ 3. Hooves for running ____ 4. Tentacles to catch prey ____ 5. Horizontal tail for swimming ____ 6. Shell for hiding from enemies ____ 7. Paws for walking and running ____ 8. Thick white fur that protects it from the cold air ____ 9. Spiny skin that protects it from predators ___ 10. Fangs with venom for defending itself from predators ANIMAL A. Ant B. Bee C. Duck D. Dog E. Horse F. Octopus G. Pig H. Polar bear I. Porcupine J. Shark K. Snake L. Turtle M. Whale
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Answers to Activity 4 1. 2. 3. 4. 5. C J E F M 6. 7. 8. 9. 10. L D H I K
Activity 5. Sing the Body Parts 1. 2. List in the chart the body parts that animals use for moving from place to place and for getting food. Have the pupils name examples of animals that have the body parts listed in the second and third columns of the chart. Some possible answers are indicated in italics in the chart below. Animal Body Parts for Moving and for Getting Food Animal Dog Horse Duck Girae Frog Goat Sheep Eagle Pig Monkey Elephant Whale Lizard Tilapia 3. Body part for moving from place to place feet hooves webbed feet legs long hind legs legs legs wings legs, feet legs, tail legs flippers legs fins Body part for getting food mouth mouth bill long neck tongue mouth mouth beak snout hands trunk mouth mouth mouth
Allow time for the pupils to familiarize themselves with the information in the list. (a) Elicit from the pupils the names of animals that have any of the body parts in the list. Ask questions like (1) Which animal uses its long neck to get food? its long hind legs for leaping? (2) What is the name of the young animal that uses its gills for absorbing oxygen in the 99
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water? (3) What body part does the parent of this young animal use for breathing? (4) What animal uses its bill as sieve to filter food in the water? Pupils may write the name of the animals in the first column. (b) Divide the class into groups. Assign numbers to the groups. (c) Give the instruction to do the following: (1) sing My toes, my knees, shoulders, my head. (2) change the lyrics to the body parts of a given animal. (d) The whole class starts singing, My toes, my knees, At the end of one line of the song, pick a n anima l from the list, shout its name and a group number. This group will continue the song, using the body parts of the animal that has been chosen. Example: Teacher sings: My toes, my knees, my shoulder, my head ----FISH, Group 1 Group 1 sings: My fins, my mouth, my scales and my gills ----BIRD, Group 3 Group 3 sings: My wings, my beak, my feathers, my claws ----AMPHIBIA, Group 2 and so on. To a dd more fun to the ga me, pupils ca n point to the pa rts of their body as they mention them in the song. When all the animals in the list have been mentioned, end the game by singing the last line of the song, We all clap hands together. EVALUATION FOR THE WHOLE EPISODE 1. Which body part is NOT used by the animal to protect itself from predators? A. B. 2. carabaos horn crabs pincers C. D. porcupines spines sheeps thick hair
Which animal uses the color of its body to protect itself from predators? A. B. turtle tilapia C. D. goat eagle
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3.
Which shows how an animal uses its tail? I. Carabao to swat flies on its body II. Dog to fight off predator III. Horse to speed up while running IV. Monkey to swing from tree to tree A. B. I, II II, III C. D. I, III I, IV
4.
Which animal has a long, sticky tongue that it uses to catch food? A. B. dog snail C. D. frog snake
5.
Which animal has a long tube as a mouthpart for sucking its food? A. B. bee elephant C. D. woodpecker giraffe
6.
Which animals breathe through the gills? I. Shark A. B. I, II I, III II. Dilis III. Whale C. D. II, III III and IV IV. Dugong
7.
What does the duck use its webbed feet for? A. B. wading swimming C. D. standing on muddy ground warming laid eggs
8.
Which animal does NOT use its wings for flying? A. B. flying squirrel housefly C. D. bat sparrow
9.
Which animal uses its hind legs for leaping? A. B. deer horse C. D. frog cheetah
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10. What is the function of the large, wide molars of goat, deer, horse, carabao, and cattle? A. B. C. D. for cutting grasses for chewing grasses for tearing flesh of other animals for protecting themselves from other animals 6. 7. 8. 9. 10. A B A C B
ANSWER KEY 1. D 2. B 3. D 4. C 5. A
BIBLIOGRAPHY Foundation for Upgrading the Standard of Education. (n.d.).Teaching support materials for elementary science (vol. 1). Manila: Author. Lozano, L., & Sandico, P. M. (2003). Science and technology for the future II. (2003). Makati City: Diwa Learning Systems. Rabago, L. M., Joaquin, C. J., & Lagunzad, C. G. B. (2010). Biology (2nd ed.). QC: Vibal.
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VOLUME 2. ANIMALS EPISODE 11. HABITAT AND ADAPTATION OVERVIEW OF THE EPISODE The episode presents the different habitats of animals. Adaptations, such as body structures and functions as well as behaviors of different kinds of animals, are shown. The episode also shows an easy-to-do activity that demonstrates the concept of protective coloration. Using common materials, a step-by step procedure for making a simple aquarium for classroom use is shown. SCIENCE CONCEPTS 1. Animals live in places where their basic needs are met. 2. A habitat is a especially suitable place where an animal lives, grows, and reproduces. 3. Animals live in different habitats. Each habitat has characteristics that suit the needs of animals living there. 4. Animals have different ways of surviving in their particular habitat. 5. Land and bodies of water are major habitats. 6. Anything an organism has (structure) and anything it is capable of doing (behavior) are adaptations that help in the organisms survival. 7. An adaptation is any trait that an animal possesses which enables it to survive in its habitat. This trait can be passed on to its offspring. 8. Body color and shape are adaptation traits. OBJECTIVES 1. Define an animal habitat 2. Match an animal with its habitat 3. Explain why an animal lives in a particular habitat 4. Define adaptation 5. Describe some adaptations of animals for foodgetting and for defense 6. Demonstrate an activity that shows how certain animals adapt to changes in the environment by changing their skin color SCIENCE PROCESSES Observing, inferring, identifying, comparing
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VALUES Recognizing the importance of keeping animal habitats undisturbed LIFE SKILLS Communicating information Campaigning for conservation of natural habitats VOCABULARY WORDS adaptation aquatic blends habitat hibernation mimicry pigment rainforest terrestrial
CONTENT BACKGROUND FOR TEACHERS The video episode develops two main conceptshabitat and adaptation. HABITAT Habitat is the environment in which animals live. Animals live in different habitats. They live where they can get enough food. When animals are taken out of their natural environment, they could die. The two general types of habitats are terrestrial and aquatic. Terrestrial Habitat Terrestrial comes from the Latin word terra which means land, i.e. the soil and air in it. The forest is the natural home of wild animals. The conditions and kinds of animals vary in the different forests. Tropical Rainforests It is wa rm with a yea rly ra infall of more tha n 2 5 0 cm. It is the riche st biome because it is inhabited by many species of organisms. Animals in Philippine forests include the Philippine Eagle, baboy damo (wild boar), monitor lizard, and civets. Many kinds of wild birds live in the forests where fruits, seeds, and insects which they eat are abundant. Small forest animals are the beetles, wood lice, millipedes, leeches, and snails. Temperate Deciduous Forests - Temperature is moderate and yearly rainfall is 75-150 cm. Animals are not abundant. Birds and rodents are food to the bobcats and foxes; the white-tailed deer are prey to the wolves. The black bears are omnivores (eat plants and animals). 104
EPISODE 11. HABITAT AND ADAPTATION
Figure 11.1 Animals in Philippine forests 105
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Temperate Deciduous Forests - Temperature is moderate and yearly rainfall is 75-150 cm. Animals are not abundant. Birds and rodents are food to the bobcats and foxes; the white-tailed deer are prey to the wolves. The black bears are omnivores (eat plants and animals).
Taiga - Temperature is very low. Insects, rodents, and birds are prey to the eagles, falcon, weasel, lynx, and wolves. Moose and bear feed on plants.
Tundra - The arctic and subarctic plains around the polar regions are characterized by permafrost (permanent frozen layer). Lemming, tern, ptarmigan, polar bears, and penguins live here. Aquatic Habitat Aquatic (meaning water) habitats are fresh bodies of water (lakes, pond, rivers, streams, creeks, canals, rain puddles) and marine or salt bodies of water (seas, oceans, tidal pools, marshes). - The sea is home to many species of fish; crustaceans such as shrimps, crabs, and mantis; mollusks such as octopus, squids, sea slugs, snails, clams, and mussels; echinoderms such as starfish, sea cucumbers, sand dollars, brittle stars, and sea urchins; cnidarians such as jellyfishes, anemones, and corals; and sponges. Rivers and lakes are habitats of various species of fish, crustaceans, and mollusks.
ADAPTATION Adaptation is any inherited modification of characteristics that allow the survival of the fittest species. It is the process which takes place under natural selection, whereby an animal becomes better suited to its habitat. The term may refer to some characteristic which stands out as being especially significant in the animal's survival. Adaptations may be structural, behavioral, or physiological.
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Structural adaptations Structural adaptations are physical features of an animal (shape, body covering, defensive or offensive armament). Examples of this type of adaptation are the deer's teeth for grinding vegetation and their strong legs to enable them to run fast to escape predators. The hard shell of the turtle gives it protection from predators. Behavioral Adaptations Examples of behavioral adaptations are searching for food, mating, and vocalizations. Physiological adaptations Physiological adaptations permit the animal to perform special functions like making venom, secreting slime, temperature regulation, Adaptation, then, affects all aspects of the life of an animal. Adaptations make it possible for a great variety of animals to live in various kinds of habitat. Most adaptations are a combination of the three types. For example, blood-sucking mosquitoes have specialized mouthparts adapted for sucking blood, a searching behavior to find a host to suck, and salivary secretions to prevent blood from clotting as it is being sucked. Figure 11.2 Mosquito sucking blood from a persons arm
Other Examples of Adaptation Birds have thin hollow bones and feathers that enable them to fly great distances. The woodpecker has a sharp chisel-like beak, a muscular neck that it wields like a hammer. Its strong legs, toes, and claws can hold on to and hop up a tree trunk. Its stiff, barbed tongue probes for insect larvae underneath the bark of trees. Hawks have sharp talons for seizing prey and eyes in the front of the head, which enable it to perceive depth necessary for catching prey at high speeds. Heron and egret have developed long legs and neck for wading in shallow waters and catching aquatic food. 107
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Predatory fishes (sharks, barracuda) have sharp teeth for catching prey. Small anchovies and herring obtain food particles by filtering seawater through comb-like lining in their gills. The most important function of a birds beak is for feeding, and it is shaped according to what a bird eats. The beak is one of the characteristics used to identify birds. Pupils can learn about bird behavior by looking at the beak and thinking about what it eats. Then they can think about where it lives. Figure 11.3 shows beak shapes and a description of the food they are especially adapted for eating. A cone shaped beak is found in many birds such as nches and grosbeaks. It is a strong beak used for cracking seeds. Thin, slender, pointed beaks are found mainly in insect eaters such as this warbler. The beak is used to pick insects o leaves, twigs, and bark. This woodpecker has a strong beak which tapers to the tip, forming a chisel for pecking holes in trees for food or nests. It feeds on insects which live under the bark. The Philippine seabird has a long, tubular beak that resembles a straw, which it uses to sip nectar from owers. The mergansers beak has sharp tooth-like structures on the edge of the bill that holds sh tightly. The sharp, hooked beak of hawks, owls, and other birds of prey is used to bite the skull or neck of prey and tear the preys body into pieces small enough to swallow. The edges of a ducks beak are fringed to strain plants, seeds, and small animals from mud and water. The ycatchers beak is at and wide at the base. It is used for catching ying insects. The wide beak allows more eective capture of prey. The bird has whiskers at the corners of the mouth. Figure 11.2 Shapes of birds beaks are adaptations for catching food 108

The canine teeth of leopards and other cats are sharp and pointed, enabling them to hold and tear the flesh of their prey. The large molars of deer, horses, goat, carabao, and other grazing animals have broad-ridged surfaces suited for chewing grasses and other plants. Prey also adapt to being caught and eaten by predators. Many of them are cryptically (tending to conceal or camouflage) colored enabling them to escape detection by predators. Examples are: - The young of deer (fawn) have dappled (i.e., marked with small spots or patches) hair that blends with the surroundings. - The snowshoe rabbits are difficult to detect against a background of snow. - The walking stick (an insect) has a long, thin body that is difficult to see because it resembles the twigs of bushes. - Deer, jackrabbits, and kangaroos have long legs which enable them to outrun predators. - The chameleon (a reptile) and gourami (fish) can change skin color that blends with their environment in as short a time as one minute.
Other Ways of Adapting The environment presents difficulties that animals must overcome to live. - Some animals have insulating fur and feathers; they migrate to warmer climates during winter. - Many smaller animals hibernate, i.e. th,ey undergo periods of dormancy during the colder parts of the year. They retreat into burrows when thermal environment is unfavorable - Sweating or panting cools an animal when the temperature is high. - Reptiles and amphibians can estivate in summer, which is a dormancy induced by heat. - Animals imitate body colors and shapes of harmful, dangerous species. - The shipworm Teredo produces enzymes that enable it to bore through the wood of wharf and hull of wooden ships. - Termite, which eats wood, has a one-celled organism in its gut that digests wood. - Protective behaviors of amphibians are hiding or remaining still in the presence of danger and having coloration that matches the environment so they are not easily noticed. - Frogs have warning calls that alert other members of the population. 109
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Some salamanders and frogs, when disturbed, arch their backs, stiffen, and rock on their bellies. Other salamanders and frogs flash colors that warn predators away. Several species of amphibian have toxic skins that predators have learned to avoid. Some nontoxic species of amphibian mimic the coloration of toxic species so that they, too, are not eaten by predators. Some species of salamanders have tails that break off when they are attacked. As the predator pursues the twitching tail, the salamander quietly escapes.
PRE-VIEWING ACTIVITY Activity 1. Watch, Listen, and Learn Have the pupils copy these questions: 1. In what places do fish, camel, monkey, and frog live? 2. What is a habitat? 3. What characteristics have the animals enumerated in question in no.1 developed that suit them to their environment? 4. How do the turtle, deer, sea urchin, and jellyfish protect themselves from enemies? VIEWING ACTIVITY PLAY the video segment 2:41 to 5:41 then continue with segment 10:30 to 16:36. Have the pupils write their answers to the questions as they view the video. POST-VIEWING ACTIVITIES Activity 1. Discussion of Answers Refer the pupils to the first three questions. Use the vocabulary in the list during the discussion. Activity 2. Protective Coloration in Gourami You may do the following activity to complement the segment in the video. Objectives 1. Describe the effect of changing the color of a fishs surrounding on the color of its body 2. State that the color of fish blends with the color of its surrounding. 110
Materials (per group or 1 set for class demonstration) 1 live wild gourami (with light gray body) 1 transparent colorless jar with wide mouth, large enough for the fish to swim in dechlorinated water. Put tap water in a wide container and expose it to air overnight to remove the chlorine gas dissolved in it. 2 boxes (one white, the other black). These can be made from black and white cartolina with one side open. These boxes will be used for covering the jars that contain the gourami. Procedure 1. Put the gourami in the jar with dechlorinated water. Have the pupils describe the color of the fish. 2. Let the pupils cover the jar with the black box for one minute. 3. Ask the pupils to look at the fish and observe its color as soon as they remove the black box. Ask: What change do you notice in the fish? (Its color has changed to black. 4. Have the pupils cover the jar with the white box for 1 minute. Again have them look at the fish as soon as the white cover is removed. Ask: What change do you notice in the fish? (It has become light gray). The activity can be repeated a few more times. 5. Have the pupils realize that the gouramis color changes according to the color of its surrounding. The following information can help explain the phenomenon. Most fishes that can vary their color do so through pigment cells in their skin. These cells, called chromatophores, change color depending on the color of the environment. Since the chromatophores can expand and contract according to changes in the color of the environment, the color pattern of a fish may be quickly or slowly changed. This adaptation enables the fish to imitate its environment. The stimulus to change is received through the eyes, then by reflex, the chromatophores change size, achieving camouflage coloration. Chromatophores are found in amphibians, fish, reptiles, crustaceans, and cephalopods. They are largely responsible for generating skin and eye color in cold-blooded animals.
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Activity 3. Describing a Habitat Group the pupils. Assign each group to research on different conditions (e.g. temperature, amount of rainfall, presence of many/few animal species, and presence of predators/enemies) in a particular type of habitat and portra y these in a poster which the group will pre se nt to the cla ss. Ha ve each group describe in a paragraph the habitat. Activity 4. Animals in a Jungle Have the pupils make a jungle scene. Ask them to invent (design) some animals which might live in the jungle. They can label the interesting adaptations of the animal they have designed. Activity 5. Beak Shape and Birds Food Have the pupils match the bird beaks to the type of food they are designed to eat.
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Answers to Activity 5 1. B 2. E 3. C 4. A 5. D
EVALUATION Direction: Choose the letter of the best answer. Write only the letter of your choice. 1. Which of the following explains why wild birds live in the forest? A. B. 2. I II C. D. I and II II and III
Which of the following phrases best describes adaptation of animals? A. B. C. D. thick body covering to conserve water fast movement to escape from enemies blending of color so it cannot be seen by enemies structure or behavior that helps the animal survive in its habitat
3.
Why will fish and other aquatic animals die if you take them out of the water? I. They cannot breathe in open air. II. There is too much pollution in the air. III. They cannot move in a dry environment. A. B. I and II I and III C. D. II and III I, II, and III
4.
Where will you most likely find a bird with long stilt-like legs and a sharp, pointed beak? A. lake C. desert B. garden D. creek Which of the following best describes a walking stick? A. B. C. D. It is preyed upon by other animals. It is a predator of other animals. Its long legs are fit for walking. Its long, thin body resembles a twig.
5.
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6.
In which biome does the tamaraw live? A. B. taiga tundra C. D. tropical rainforest temperate deciduous forest
7.
Which of the following is a characteristic of tropical rainforest? A. B. C. D. Predators are few. It is the poorest biome. Animals are mostly tree-dwellers. It receives a small amount of rainfall throughout the year,
8.
What do the various sizes and shapes of beak enable birds to do? I. obtain different kinds of food II. fight enemies III. get different nest materials IV. feed their young A. B. I II C. D. I and II I, II, and III
9.
How do the chameleon and the gourami escape from enemies? A. B. C. D. They run away fast. They change skin color. They change their body shape. They remain quiet when the enemy approaches.
10.
Which characteristic enables a frog to catch moving food? A. B. C. D. stout front legs swim fast strong hind legs sticky tongue that it flips out 6. 7. 8. 9. 10. C C A B D
ANSWER TO EVALUATION QUESTIONS 1. A 2. D 3. B 4. A 5. D
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Episode 11. HABITAT AND ADAPTATION BIBLIOGRAPHY Foundation for Upgrading the Standard of Education. (n.d.).Teaching support materials for elementary science (Vol. 1). Manila: Author. Hadsall, A. S. (2009). High School Science Today. Makati City: Diwa Learning Systems, Inc. Lozano, L., & Sandico, P. M. (2003). Science and Technology for the Future II. (2003). Makati City: Diwa Learning Systems, Inc. Moyes, C. D., & Schulte, P. M. (2005). Principles of Animal Physiology. San Francisco, CA: Benjamin Cummings, Pearson Education. University of the Philippines National Institute for Science and Mathematics Education Development, & Department of Education Instructional Materials Council Secretariat. (2009). Science and technology II. Pasig City: DepED IMCS. _____. (2009, 1 June). Worlds rarest deer found in Philippines. [Online] Available http://www.impactlab.net/2009/06/01/worlds-rarestdeer-found-in-philippines/ _____. (2009, 28 May). Rare deer found on Philippine island: scientists. [Online]. Available http://www.physorg.com/news162708762.html _____. (2011, 15 June). Seven new mice species found in Philippines. [Online]. Available http://www.physorg.com/news/2011-06-mice-speciesphilippines.html
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VOLUME 2. ANIMALS EPISODE 12. WHOSE BABIES ARE THESE?
OVERVIEW OF THE EPISODE The ability to increase in number and produce their own kind is a unique characteristic of animals and all other organisms. This happens through a process called reproduction. The video episode presents the two basic types of reproductionasexual and sexual. It also demonstrates a procedure for se t ing up a frog ha t che r y, which will e n ab le the pupils to obse r ve the different stages in the growth of tadpoles. SCIENCE CONCEPTS 1. Reproduction in animals is by sexual and asexual means. 2. Sexual reproduction involves reproductive cells, which are the eggs and sperm. 3. Asexual reproduction occurs in these ways: budding (in hydra and sea anemone), fragmentation and regeneration (in Planaria and starfish). 4. Most mammals give birth to young individuals. 5. Some animals hatch out of eggs laid by the mother. SCIENCE PROCESSES Describing, comparing, classifying, predicting VALUES Appreciation of the diversity in animal reproduction Being aware of the importance of leaving the breeding places of wild animals undisturbed; without a place to live in, get food, and reproduce, these animals may eventually die out. OBJECTIVES 1. Describe the ways that different animal groups reproduce 2. Describe the appearance of offspring of different animal groups 3. Relate the number of eggs that some animals lay and the chance of survival of offspring developing from them
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EPISODE 12. WHOSE BABIES ARE THESE?
CONTENT BACKGROUND FOR TEACHERS There are two types of reproduction among animalsasexual and sexual. Asexual reproduction is the formation of new individuals without involving sex cells or gametes. The following are examples: 1. Budding. Buds or outgrowths from the parents body grow into new individuals. The buds may separate from the parent or remain attached and form colonies. (Example: Hydra)
Figure 12.1 Budding in Hydra (left) and Hydra and its parts (right). The Hydra also reproduces sexually from the union of egg produced in the ovary and sperm produced in the spermary. 2. Fragmentation. The parents body breaks up into pieces and each piece develops into a new animal (Example: Sponges and Planaria) 3. Regeneration. For example: When a sea star (Figure 12.2) is cut such that each arm has a part of the center (central disk), each arm grows the rest of the central disk and the four other arms. Thus a new sea star is formed.
Figure 12.2. Sea star 117
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Figure 12.3. When a lizard regrows a lost tail (Figure 3), no new individual is formed, hence this is not reproduction. Source: http://www.infoplease.com/dk/encyclopedia/repti les.html ) 4. Parthenogenesis. When the unfertilized eggs of some insects (honeybee, plant lice, aphids, ants) develop into adults the process is called parthenogenesis. Among honeybees, the drones (male honeybee) come from unfertilized eggs. Fertilized eggs produce females and become mostly workers. Sexual reproduction involves the union of gametes (sperm and eggs) forming a fertilized egg called zygote. A new individual develops from the zygote. All vertebrates reproduce sexually. Some invertebrates also reproduce sexually. Earthworms (invertebrates) are hermaphroditic, meaning the male and female organs are found in the same individual. However, an individual cannot fertilize its own. When two earthworms come together, the sperm cells are released and are first stored in a sac of the partner earthworm. A mucus-like substance is secreted around the clitellum (thickened part of the worms body) which hardens into a cylinder around the worm. Within the cocoon the eggs are fertilized by the sperm stored in the sac. The Figure 12.3 Earthworm reproduction fertilized eggs develop inside Photo Credit: lee.ekstrom, May 2009 the cocoon. Young worms crawl 118
out of the cocoon. Butterfly and moth go through complete metamorphosis (egg, larva, pupa, adult). Females lay eggs on leaves. The eggs are fertilized by sperm. Fertilized eggs hatch into a larva called caterpillar. The caterpillar is an eating machine feeding constantly on leaves. It molts (sheds external skeleton) several times, then it becomes a pupa inside a pupal case. From the pupal case emerges a winged adult that begins to suck nectar of flowers. Mosquitoes have four stages in their life cycleegg, larva, pupa, and adult. Each stage looks distinctly different from any other life stage. The egg can develop into an adult mosquito within one week. The female mosquito lays eggs in rafts that float on the water. Each raft contains from 100 to 400 eggs. Within a few days the eggs hatch into wrigglers. The larva or wiggler comes to the surface to breathe through a tube called a siphon. It molts four times during the next several days. It grows rapidly between each molt. On the fourth molt it changes into a pupa. The pupa or tumbler does not eat eat. It breathes through two tubes on its back. The adult mosquito grows inside the pupa and in a few days, when it is fully developed, it splits the pupal case and comes out. This completes the metamorphosis of the mosquito. The newly emerged adult rests on the surface of the water until it is strong enough to fly away and feed.
Figure 12.4. Life cycle of a mosquito (top); mosquito larvae hanging at water surface for air (bottom) (Source: http://www.ocvcd.org/images/mosquito es/DSC02694.JPG) 119
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Dragonflies lay eggs which become larvae called naiads (they look like tiny shrimps). Naiads molt several times, then become adults without going through the pupal stage (this is incomplete metamorphosis). Amphibians. In most frogs the females lay many eggs in water and the males deposit sperm on them. The fertilized eggs are enclosed in a jelly-like material. The eggs develop into tadpoles. The yolk-filled cells in the tadpoles belly provide their nourishment. As they develop, they change in body shape, diet, and lifestyle. At first a tadpole breathes through gills underwater and has a tail it uses to swim with. As it gets older, it loses its tail, and develops legs and then lungs. At this stage of its life, it is an adult frog that hops on land rather than swims like a fish in water. Figure 5. (Top) Frogs eggs in big gelatinous masses; (Bottom) Toads lay eggs in long strings of gelatinous material.
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Figure 6. Life cycle of a frog
Most fish lay many eggs in the water where they are fertilized by sperm released in large numbers by the male. Some species of fish (guppy, swordtail, platy) give birth to small, live baby fish. Reptile lay fertilized eggs with leathery shell. Birds lay eggs with chalky shell. Reptiles and birds do not lay as many eggs as fish and amphibians. The hatched individuals do not have hunting and survival skills. The parents nesting behavior and parenting instinct protect their few inexperienced offspring. Some baby snakes are born as tiny versions of their parent and can take care of themselves. In most mammals, the fertilized egg develops inside the mothers body and is born as a baby. This is called viviparous reproduction, or born alive. The marsupial babies are so small and undeveloped that they look like fetuses. A newborn kangaroo is born blind and hairless. But it has strong claws and has the instinct to climb up into the mothers pouch. While in the pouch, the young continuously sucks milk until it becomes strong enough to come out of the pouch, returning from time to time to suck milk. Only two species of mammals are oviparous or egg-layers. The e g g is fertilized inside the mother and then laid. The egg continues to develop outside the mothers body. The duckbilled platypus (in Australia and Tasmania) lays eggs with tough leathery shell in a burrow in the ground close to a stream. The mother incubates the eggs. After hatching, the babies lick milk that seeps from glands in the mother. The spiny anteater (Echidna) has a pouch on the belly. The egg moves from the cloaca (the common chamber into which the intestinal, urinary, and birth canals discharge) into this pouch where hatching takes place. The young individual remains there for at least 53 days. Then it stays in a burrow which the mother visits to nurse them. VOCABULARY WORDS asexual reproduction budding complete metamorphosis fertilization fragmentation gametes hermaphrodite incomplete metamorphosis larva oviparous parthenogenesis pupa regeneration sexual reproduction viviparous zygote
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PRE-VIEWING ACTIVITIES Activity 1. Adult and baby animals Materials per group charts containing pictures of adult animals names of baby animals written on strips of paper Procedure 1. Divide the class into groups of equal number. Provide each group with a two-column chart showing pictures of adult animals in the first column. The second column has the heading Baby Animal and blank rows. 2. Tape the strips of paper with the names of baby animals on the board. 3. Ask a represe nta tive of ea ch group to ge t a strip of pa pe r with the name of a baby animal. Have them tape the strip in the appropriate row opposite the adult animal in their chart. When completed some charts will look like the samples shown below.
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Activity 2. Questions to Answer Have the pupils copy the following questions and find their answer by watching the video. This can be a group effort. What animals hatch out from eggs? What animals give birth to live young animals? Why is the dragonfly considered peoples friend? VIDEO VIEWING The video can be viewed by segments: 5:19 - 14:07 and 18:14 - 20:33. Have them raise their hands whenever they find the answer to a question. You may pause to stop the video, and allow the pupils to write their answers to the questions. POST-VIEWING ACTIVITIES Activity 1. Discussing Answers to the Questions Ca ll on a group to a nswe r the first que stion. Ask othe r groups for the ir reactionwhether or not the answer is correct and sufficient to the answer,. They can add to the answer or offer any correction. Conduct further 123
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discussion to clarify and elaborate on the concepts covered by each question in the list. Activity 2. Animal Life Story Materials per group bond paper crayons A. Animals : dog, cat, pig, sheep, cattle, horse, deer, kangaroo, bear, monkey, lion, leopard, tiger, elephant, tarsier, tamaraw, carabao, goat, mouse, rat, giraffe, zebra B. Oviparous: chicken, duck, owl, eagle, turtle, crocodile, frog, toad, milkfish, Procedure 1. Group the pupils. Ask the pupils to pick an animal from a list. They may draw lots to ensure that different animals are used. Ask them to compose a story using the stages in the development of the animal. Have them draw the stages and put a caption for each drawing. 2. Ask the pupils to color the animal stages and the environment of the animal. 3. Ask the groups to display and talk about their creations to the class. Activity 3. Crossword Puzzle (See next page for puzzle.) ACROSS 1. reproduction that does not involve the union of sperm and egg (asexual) 2. larva of mosquito (wriggler) 3. lays eggs in long gelatinous string (toad) 4. fertilized egg (zygote) 5. young sheep (lamb) 6. fertilization that occurs inside the females body (internal) DOWN 1. the fertilized eggs of this insect develop into female (ants) 2. where mosquito lays eggs (water 3. union of egg and sperm (fertilization) 4. larva of fruit fly (maggot) 5. nourishes newly hatched tadpoles (yolk) 6. tadpoles and fish breathe through these (gills) 124
7. outgrowth from parents body that grows into a new individual (bud) 8. young deer (fawn) 9. the tadpole loses this body part as it grows into an adult (tail)
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Activity 3. Reproduction in Fruit Fly Objective To observe the larvae, pupae, and adult stages in the life of the fruit fly. Materials 1 ripe banana, saucer, fork, wide-mouthed transparent jar, piece of cotton, rubber band, magnifying lens Advanced Preparation: Mash the banana with a fork. Put the mashed banana into the jar. Place the jar in a part of the yard where it will not be disturbed. Fruit flies will be attracted to the banana. Soon they will lay eggs there . The e ggs a re too sma ll to se e . Afte r thre e days, tiny threadlike larvae will be seen crawling on the banana. Procedure Show the jar with the crawling larvae to the pupils. Have them observe the larvae with a magnifying lens. Then cover the jar with a pie ce of cotton cloth. Secure the cloth with a rubber ba nd. Ask the pupils to continue observing the changes in the fruit fly larvae everyda y for the next seve n da ys. The la rvae will continue to grow and become more visible to the unaided eye. On about the 7th day, the larvae will have metamorphosed into pupae. They are ovoid and nonmoving; most are attached to the wall of the jar. They become darker on the 8th or 9th day. On the 10th day, adult fruit flies will be seen flying inside the jar. These flies have emerged from the pupal cases. EVALUATION Direction: Choose the letter of the best answer. Write only the letter of your choice. 1. Which female animal lays eggs enclosed in a chalky shell? A. frog B. snake 2. A. fruit fly B. snake 126 C. D. C. D. mosquito bird bird kangaroo
Which female animal lays eggs that hatch into larvae?
3.
Which female animal gives birth to live young individuals? A. mosquito B. frog C. D. mouse turtle
4.
Which female animal lays eggs that are enclosed in a jelly-like material? A. dragonfly B. frog C. D. chicken snake
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Which animal can regenerate and produce new individuals from a cut part of its body? A. sea star B. lizard C. D. fish frog
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Which animal produces eggs that develop without fertilization into young individuals? A. frog B. snake C. D. earthworm honeybee
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Which animal completes its development inside the mothers body? C. frog A. lion B. alligator D. grasshopper Which animal lays eggs each enclosed in a leathery shell? I. pigeon II. turtle III. crocodile IV. toad A. B. I and II I and III dragonfly earthworm C. D. C. D. II and III III and IV frog lizard
8.
9.
Which animal produces both eggs and sperm in the same individual? A. B.
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10.
Which animal goes through the egg, larva, pupa, and adult stages in its life cycle? A. housefly C. chicken B. grasshopper D. frog 6. D 7. C 8. A 9. B 10. A
ANSWER KEY 1. D 2. A 3. C 4. B 5. A
BIBLIOGRAPHY Atanasova, K., & Markova, S. (2010). Amphibians. [Online]. Available http://letzhop.files.wordpress.com/2009/03/02920life20cycle20of20 a20frog.jpg?w=431&h=379 Department of Education Instructional Materials Council Secretariat. (2008). Science and technology II. Pasig City: Author. Marsh, J. P. (n.d.). The life cycle of a frog. [Online]. Available http://froglifecycle.wikispaces.com Rabago, L. M., Joaquin, C. C., Lagunzad, K. (2005). Functional Biology (Modular Approach). Araneta Ave., QC: Vibal Publishing _______. (2006 Winter). University of Winnipeg 05.1116/3 Evolution ecology and biodiversity (Winter 2006) lab manual online. Laboratory 6 - Phylum Annelida, and Phylum Arthrpoda. [Online]. Available http://kentsimmons.uwinnipeg.ca/16cm05/16labman05/lb6pg5.htm _______. (2009, May 1). lee.ekstroms photostream. [Online]. Available http://www.flickr.com/photos/lee-ekstrom/with/3491711997/
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VOLUME 2. ANIMALS EPISODE 13. NEEDS, CARE, AND CONSERVATION OF ANIMALS
OVERVIEW OF THE EPISODE This episode shows that, like people, animals have basic needs. These are nutritious food, clean drinking water, clean air, and shelter. In the wild these needs are met. The vegetation and populations of insects and other animals serve as food for the different kinds of consumersthe plant eaters or herbivores, the meat eaters or carnivores, the insect eaters or insectivores. The oxygen in the air they need is supplied continuously by plants in the land habitat or by algae and aquatic plants in the seas and oceans. Without intrusion of pe ople on these na tura l ha bita ts, the a nima ls will continue to survive. The episode shows how the animals may be endangered as a result of peoples activities. . SCIENCE CONCEPTS 1. Animals need food, water, air, and a place to live. 2. Animals get the things they need in the place where they live. 3. Animals may be classified according to the things they eat: herbivores or plant eaters, carnivores or animal eaters, omnivores or plant and animal eaters, and insectivores or insect eaters. 4. Endangered animals are those species whose chances of survival are diminishing. 5. An extinct species no longer exists. 6. Extinction of certain species is caused by: peoples overexploitation of species for food; pollution from farms and factories; uncontrolled hunting; and increased peoples requirements for houses, roads, bridges, and other structures. 7. Conservation of endangered animal species consists of establishing sanctuaries and parks. OBJECTIVES 1. Describe the needs of animals to live 2. Describe how animals get food 3. Classify animals according to the food they eat 4. Describe the interrelationship among animals, plants, and other organisms for food 5. Identify some activities of people that destroy the natural cycles in an ecosystem 129
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6. Demonstrate concern for preserving and conserving the balance of life in an ecosystem SCIENCE PROCESSES Observing, inferring, describing, classifying, predicting, evaluating VALUES Concern for the welfare of animals Participation in a movement to conserve animals and their habitats LIFE SKILLS Decision making, effective communication CONTENT BACKGROUND FOR TEACHERS The kind of food that animals eat can be used as basis for classifying animals into plant eaters and animal eaters. Those that eat plants are referred to as herbivores. Their food may consist of grass, crops, and fruits. Carabao, goat, horse, sheep, and cattle are herbivores. Bacteria in the stomach of herbivores produce enzymes that break down complex cellulose in plants into simpler substances that their body can absorb and use for energy, and build and repair tissueshumans do not have this ability to break down cellulose. Omnivores (such as chicken, pig, bear, and turtle) eat a variety of plant and animal food. Herbivores and omnivores have a longer digestive tube compared to their size. Carnivores such as lion, tiger, snake, shark, fox, and hawk eat the flesh of other animals. Insectivores such as certain bats, flying lemur, and anteater eat insects. Some domesticated animals and animals in the wild can be classified as: herbivores - giraffe, deer, goat, carabao, fox, snake; insectivores - anteater, armadillo, bat, flying lemur; and carnivores - lion, tiger, bear, turtle. Food getting establishes relationships. Hunting is a predator-prey relationship. Snakes, most sharks, and eagles are predators. The animals they hunt are the prey. Animals that eat dead animals are called scavengers. Vultures are scavengers that look for dead animals or for carcasses abandoned by other animals. Pets and livestock kept by people eat household and/or commercially prepared food. Effects of Human Activities on Wildlife 1. Logging with the use of power tools to cut trees, to pave a path for transporting logs out of the forest destroys shelters of wild animals 130
EPISODE 13. NEEDS, CARE, AND CONSERVATION OF ANIMALS 2. Over collection of fish using deep-sea fishing vessels, dynamite, cyanide; poaching to collect species for export 3. Introduction (accidental or intentional) of species from other countries affects local natural inhabitants; they compete for food and space and soon become pest when their numbers increase at a fast rate. The following is a list of mammals native to the Philippines which are rated as Critically Endangered, Endangered, and Vulnerable in the 2003 IUCN Red List of Threatened Animals: Critically Endangered Species of Mammals Ilin Island cloud rat (Crateromys paulus) Mt. Isarog striped rat (Chrotomys gonzalesi) Northern Luzon shrew rat (Crunomys fallax) Philippines tube-nosed fruit bat (Nyctimeme rabori) Negros shrew (Crocidura negrina) Tamaraw (Bubalus mindorensis Visayan warty pig (Sus cebifrons) Endangered Species of Mammals Calamian deer (Axis calamianensis) Dinagat bushy-tailed cloud rat (Crateromys australis) Dinagat moonrat (Podogymnura aureospinula) Golden-capped fruit bat (Acerodon jubatus) Mindanao gymnure (Podogymnura truei) Mindoro shrew (Crocidura mindorus) Mt. Isarog shrew-mouse (Archboldomys luzonensis) Mt. Malindang shrew (Crocidura grandis) Northern Palawan tree squirrel (Sundasciurus juvencus) Palawan soft-furred mountain rat (Palawanomys furvus) Panay bushy-tailed cloud rat ( Panay cloud runner) (Crateromys heaneyi) Visayan spotted deer (Cervus alfredi) White-winged flying fox (Pteropus leucopterus) Vulnerable Species of Mammals Dugong (Dugong dugon) Fischer's pygmy fruit bat (Haplonycteris fischeri) Flying lemur (Cynocephalus volans) Giant bushy-tailed cloud rat (Crateromys schadenbergi) Large Mindoro forest mouse (Apomys gracilirostris) Long-nosed Luzon forest mouse (Apomys sacobianus) Luzon fruit bat (Otopteropus cartilagonodus) 131
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Luzon shrew (Crocidura grayi) Luzon striped rat (Chrotomys whiteheadi) Mearns' Luzon rat (Tryphomys adustus) Mindanao pygmy fruit bat (Alionycteris paucidentata) Mindanao shrew (Crocidura beatus) Mindoro black rat (Rattus mindorensis) Mindoro climbing rat (Anonymomys mindorensis) Mt. Isarog shrew-rat (Rhynchomys isarogensis) Palawan fruit bat (Acerodon leucotis) Palawan montane squirrel (Sundasciurus rabori) Palawan shrew (Crocidura palawanensis) Palawan stink badger (Mydaus marchei) Palawan tree shrew (Tupaia palawanensis) Philippine gray flying fox (Pteropus speciosus) Philippine tree shrew (Urogale everetti) Philippine warty pig (Sus philippensis) Samar squirrel (Sundasciurus samarensis) Small rufous horseshoe bat (Rhinolophus subrufus) Southern giant slender-tailed cloud rat (Phloeomys cumingi) Spiny long-footed rat (Tarsomys echinatus) Tawi-Tawi island rat (Rattus tawitawiensis) A closed season is a hunting term used to describe the time of the year during which hunting an animal of a given species is contrary to law. Typically, closed seasons are designed to protect a species when they are most vulnerable or, sometimes, to protect them during their breeding season. The closed season is timed to prevent hunting during times of peak reproductive activity, impaired flying ability during molting (of game birds such as waterfowl), and temperature extremes, low population levels, and food shortage. A closed season is enforced by local conservation law for the conservation of the species and wildlife management. Any hunting during closed season is punishable by law and termed as illegal hunting or poaching. The period that is not the "closed season" is known as the "open season." The pressing need to increase food production made it easy to introduce some alien species, which were later determined to be invasive. Similarly, some species were introduced easily on the assumption of big commercial value
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EPISODE 13. NEEDS, CARE, AND CONSERVATION OF ANIMALS Effects of accidentally introduced species of invertebrates on the ecosystem 1. Big headed ant (Pheidole megacephalus). Displaced most invertebrate faunas; pest to agriculture as it harbours Phytophagous insects that reduce crop productivity 2. Fire ant (Solenopsis geminate). Invaded native communities and affected many or all of the animals and plants in the community; has fiery and painful stings; nests in the soil 3. Jumping plant lice (Heterophylla cubana). Introduced by the typhoon in 1980; has affected almost all standing L. leucocephala plantations 4. Leaf miner (Liriomyza sp.). Accidentally introduced with the importation of chrysanthemum, now a major pest of potato and ornamentals 5. Spiraling whitefly (Aleurodicus dispeures). Affected vegetables and ornamentals; accidentally introduced with the importation of the ornamental Kalanchoe in the 1970s 6. Mealy bug (Pseudococcus sp.). Affects coconut in Northern Palawan; accidentally introduced in 1990 with the importation of hybrid coconut planting materials 7. Rice black bug (Scontiniphora coarctata). A major problem for rice in Mindanao and Leyte; introduced through vessels plying the route between Palawan and countries south of the Philippines 8. Potato cyst nematode. Accidentally introduced with the importation of potato planting materials; heavily infests potato farms in Benguet 9. American cockroach (Periplaneta americana). An ubiquitous house pest Protection and Conservation of Wildlife Despite the many species of animals that have become extinct, conservation efforts of the government and non-government institutions have been successful. An example is the establishment of national parks and reserves in various parts of the country. Such places are at least 800 hectares. People ar e prohibited to hunt, fish, extra c t mine r as l , do kaingin (slashing and burning of natural vegetation) to clear land for planting crops, for grazing of livestock, and to cut big trees for lumber and smaller trees for firewood and charcoal.
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VOCABULARY WORDS carnivore closed season conserve critically endangered species endangered species food chain herbivore PRE-VIEWING ACTIVITIES Activity 1. What Do Animals Need? Ask the pupils to copy the following questions for the segment: Plant Eaters. What animals eat plants only? What animals eat other animals? What do animals need besides food? Activity 2. Why do animals become endangered? Ask the pupils to copy the following questions for video segment Endangered Species. Q1. What is an endangered species? (00:07 02:40 Q2. What activities of people endanger the survival of animals?(00:15 00:48 Q3. What is the meaning of closed season? (00:10 1:20 Q4. Why are hunters not allowed to hunt animals during this season? Q5. What animals in the Philippines are endangered? (01:36 1:59)) VIDEO ACTIVITY PLAY video segment titled Endangered Species from 00:07 and PAUSE at and let pupils answer 00:14. Have pupils answer Q1. Continue to PLAY 00:15 0:49, PAUSE to give time for pupils to answer Q2. PLAY the segment titled Conservation Measures (00:10 1:20) and let pupils answer Q4 and Q5. For the last Question, Q5, let pupils view1:36 -1:59. POST-VIEWING ACTIVITIES Activity 1. Classifying Animals Based on the Food They Eat 1. Ask the pupils to do the following: Make a chart of animals they know and opposite each name, write the food it eats. You may copy this sample chart on the board as an example: 134 hunt illegal activities kaingin livestock muro-ami national park omnivore open season poaching predator prey reforestation sanctuary threatened species
EPISODE 13. NEEDS, CARE, AND CONSERVATION OF ANIMALS Chart 1. What Animals Eat Animal Food It Eats dog meat cat sh, rice horse grass frog insect chicken worm, corn 2. After they have made the list, ask them to classify the animals according to the food they eat. Remind them that some animals eat the same kind of food a n d this ca n be use d a s a ba s is for cla s sifying the a n ima l s. Introduce the terms herbivore, insectivore, carnivore, and omnivore to classify the different animals. 3. Pre sent Cha rt 2 . Le t the pupils fill e a c h column of this cha rt with the names of animals that they have written in their chart. Then have them name other animals that can be placed in the different columns. Animals they may cite are indicated in italics in Chart 2. Chart 2. Classifying animals according to the food they eat Herbivore Insectivore Carnivore Omnivore (plant eater) (insect eater) (meat eater ) horse frog dog rat cattle dragony cat chicken goat lizard lion deer tiger Activity 2. How do animals depend on each other? Draw this diagram on the board: rice plant small bird snake hawk Have the pupils name the organisms in the diagram. Ask, What symbol do you see between any two organisms? (arrow). Tell them that the diagram shows a feeding relationship: small bird eats rice plant, snake eats small bird, hawk eats snake. The diagram is that of a food chain. It shows a relationship where an organism feeds on another organism and is itself eaten by another organism. Using the terms in Activity 1, have them tell which animal is a herbivore, a carnivore, an insectivore, and an omnivore. Expected answer: sma ll bird is a he rbivore since it feeds on pla nt, sna ke a nd ha wk a re both carnivores. Have them draw other food chains and classify the animals. Have them make the inference that animals depend on each other for food.
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Activity 3. What Do Animals Need Besides Food? Have the pupils describe the other needs of animals that they have learned from the video. They may portray these needs (clean water to drink, shelter to live in, clean air to breathe) in drawings with captions. Activity 4. What is an endangered species? 1. Ask: Who of you have gone to a zoo? What animals are in the zoo? If none of the pupils have been to a zoo, show pictures of zoo animals.
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2. Discuss the natural places where some of the animals live. Ask: Do you know that some animals in zoos are now found only in small numbers in the wild? Discuss peoples activities that endanger the lives of the animals such as: a. Over collection of animals for food, materials for clothing, and ornaments b. Farming and industries (factories, electric generation facilities) that produce and release pollutants into the soil and air c. Unregulated hunting d. Poaching (illegal taking of animals) for selling to other countries e. Converting parts of natural habitats of animals to land for houses, roads and bridges 3. Have the pupils suggest what people should do and should not do to avoid endangering animal species. Pupils responses may be similar to the following: a. Do not over collect animals for food and for other purposes. b. Avoid using destructive ways of collecting fish and other practices (dynamite, cyanide, small-mesh fish nets, deep sea fishing vessels of collecting fish, muro ami). c. Observe hunting laws d. Stop illegal logging and conversion of forests to housing subdivisions and roads e. Join campaigns and activities to protect and conserve wildlife 137
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EVALUATION Read each question. Choose the answer from the four options. Questions 1 to 6 are based on these options: A. carnivore B. herbivore C. omnivore 1. Which animal group eats plants only? 2. Which animal group eats the flesh of other animals? 3. Which animal group eats insects only? 4. To what group of eaters does the dragonfly belong? 5. To what group of animals do snakes, tigers, and ions belong? 6. To what group of animals do free range chickens and rats belong? 7. Which of the following do animals need to survive? I. food A. I only I. water B. II only III. shelter C. III only D. I, II, and III D. insectivore
8. Which of the following activities is/are prohibited in an animal sanctuary? I. hunting A. I II. logging B. II III. planting tree seedlings D I, II, III C. I, II
9. Which of the following activities if practiced for a long time will endanger fish species? I. II. III. IV. A. I and II using fine net using cyanide using deep-sea fishing vessel using hook and line B.I, II, and III C. II, and III D. II, III, and IV
10. Which of the following activities will NOT protect endangered animal species? A. establishing national parks and sanctuaries B. practicing slash-and-burn agriculture C. implementing hunting laws D. reforestation
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EPISODE 13. NEEDS, CARE, AND CONSERVATION OF ANIMALS ANSWER KEY 1. B 2. A 3. D 4. D 5. A 6. 7. 8. 9. 10. C D C B B
BIBLIOGRAPHY 1996 IUCN Red List of Threatened Animals (Also known as the "1996 IUCN Red Data Book"). 1996. Compiled and edited by J. Baillie & B. Groombridge. IUCN - The World Conservation Union. Gland, Switzerland. Groombridge, B. & Jenkins, Ed. (1994). Biodiversity Data Sourcebook. Compiled by the World Conservation Monitoring Centre. Cambridge, UK: World Conservation Press. Groombridge, B., (Ed.). 1992. Global biodiversity: status of the Earth's living resources. World Conservation Monitoring Centre. NY: Chapman & Hall. IUCN Red List Categories. 1994. IUCN Species Survival Commission. IUCN - The World Conservation Union. Gland, Switzerland. IUCN. 2000. 2000 IUCN Red List of Threatened Species. Compiled by C. Hilton-Taylor. IUCN - The World Conservation Union. Gland, Switzerland . World Almanac. 1999. World Almanac and Book of Facts. World Almanac Books, Mahwah, NJ, USA. World Bank. 1992. World Development Report 1992 - Development and the Environment. Oxford University Press, New York, USA. Links for the Philippines: Endangered Endemic Species of the Philippines (archive site), Haribon Foundation for the Conservation of Natural Resources, Negros Forest Ecological Foundation Inc. (NFEFI), Philippine Biodiversity, Philippine Mammals, Philippine Sustainable Development Network, U.S. Agency for International Development Philippines, World Wide Web Virtual Library - Philippines, WWF Philippines
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VOLUME 2. ANIMALS EPISODE 14. USES OF ANIMALS
OVERVIEW OF THE EPISODE The episode presents how animals have been providing people with some of their important needs. People use animals for food, as their help in heavy work, as a means of transportation, as sources of raw materials for clothing, as messengers, as test specimens in research laboratories, as companions, and as pets. Recognizing these varied uses can help pupils realize how much people depend on animals, without which life would be unimaginable. SCIENCE CONCEPTS 1. Many animals are used for food. 2. Materials obtained from animals are used for making clothes, footwear, ornaments, glues, and adhesives. 3. There are animals that do heavy work and transport goods and people. 4. There are animals that are kept as peoples companion. 5. There are animals that are used for testing the effects of drugs and pathogenic organisms. 6. The demand for wild animals endangers the existence of these animals. SCIENCE PROCESSES Inferring, communicating VALUES Appreciation for the usefulness of animals to people Awareness of the mutual relationship between people and animals Responsibility for ones pet and livestock Awareness of the need for the strict implementation of laws to protect and conserve wild animals OBJECTIVES 1. Describe the uses of various animals to people 2. Demonstrate care for animals 3. Explain the importance of animal sanctuaries and zoos
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CONTENT BACKGROUND FOR TEACHERS The following describes examples of uses of animals to people. Animals as source of food. Cattle, carabao, goat, and pig are bred for meat and milk. Chickens are raised for meat and eggs. Ducks eggs are made into salted eggs and balut. Quails are raised for their eggs. From the sea, river, and lakes, people obtain a variety of food such as fish, crustaceans (crabs, shrimps), and mollusks (clams, snails, squids, and octopus). As raw materials for clothes and footwear. The skin of cattle, carabao, alligator, and snake is used for making shoes, slippers, bags, and belts. The sheep is valued for wool, meat, and milk. It used to be that to get the skin for clothing, sheep were killed. Then it was discovered that fleece (wool) could be shorn off (shaved) without killing the animal, and that sheep hair would grow again. So sheep began to be bred for their wool. Wool is used to make sweaters, pants, rugs, and many other items worn in cold countries. Silk comes from silkworms. The silkworm is an insect that produces silk threads. The threads are woven into prized textile. Mink coat is made of thick, soft, brown fur from the mammal called mink. Other uses of animal body parts. Carabao horns are made into hair comb, letter opener, and ornaments; hide is made into leather for upholstery. Cow and camel dung are dried for fuel. Animal wastes from poultryhouses and piggeries are fermented, and the methane gas is collected. This biogas is used as energy source for households and industries. Horse hair is used for violin bows; and sheep gut, for making violin strings. Pearls are used in jewelry making, in medicine, and in accessories. Animal glues manufactured from hide, skin, and bone have been used for a long time. Fish glues are prepared from the heads, bones, and skin of fish. Albumin glue is ma de from the drie d se rum of the blood of ca ttle . In the manufacture of animal glue, collagen, the fibrous protein, is changed by heating in water, forming glue or gelatin or both. Glues are used as sizing agents to produce smooth surfaces, as binders, and in manufacture plastic woods. Antitoxin serum is made from the snakes venom. For transportation. The horse pulls calesa and caretela; the carabao pulls cartload of farm crops. In cold countries, Eskimo dogs are used for pulling ledges because they can run fast on snow. The camel transports people and goods across the Sahara desert; it can travel for several days without drinking and eating, using the energy from the fat in its hump. 141
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The elephant is trained to carry felled trees and logs. While still young, the homing pigeon is trained to fly great distances and return home; it is used to carry peoples messages written on paper. As pets. Domesticated animals are the most common types of pet. The most popular pets are dogs and cats. Rodents that are kept as pets are gerbils, hamsters, chinchillas, fancy rats, and guinea pigs. Popular bird pets are canaries, parakeets, and parrots. Wild animals are often kept as pets. The term wild in this situation specifically applies to any species of animal which has not undergone a fundamental change in behavior to facilitate a close coexistence with people. Some species may have been bred in captivity for a considerable length of time, but are still not recognized as domesticated. Many of these pets, like insects and fish, are kept as a hobby. People get pets for companionship, to protect a home or property, or as a guide for the blind. The dog is considered a faithful companion. Pets generally seem to provide their owners with non trivial health benefits. Walking a dog can provide both the owner and the dog with exercise, fresh air, and social interaction. Dogs that are trained in the field of AnimalAssisted Therapy (AAT) can benefit people with disabilities. Pets for nursing homes are chosen based on the size of the pet, the amount of care that the breed needs, and the population and size of the care institution. Appropriate pets go through a screening process and, if it is a dog, undergo additional training programs to become a therapy dog. Having a pet may help people achieve health goals, such as lowered blood pressure, or mental goals, such as decreased stress. Having a pet appears to help a person lead a longer, healthier life. In a study conducted on 92 patients hospitalized for heart conditions, Whitely (1986) found that within a year, 11 of the 29 of patients who had no pets died, compared to only 3 of the 52 who had pets. Pet ownership was shown to significantly reduce triglycerides, and thus heart disease risk, in the elderly. A study concluded that owning a pet can reduce the risk of a heart attack by 2 percent. As biological control. The mosquito fish are placed in marshes to eat mosquito larvae. Insects are invaluable for their part in the pollination of flowers, and eventually, in the production of fruits and seeds. Many insects feed on other insects and so they destroy harmful ones. Notable among these insect feeders are dragonfly, damselfly, aphid lions, 142
mantid, lady beetle, and wasp. Ladybugs eat pests like aphids and scale insects; species of spiders are bred to prey on crop pests. As test animals in the laboratory. The effect of pathogens and new drugs is tested on laboratory-bred rats, mice, rabbits, guinea pigs, and monkeys. Presently, animal activists say that there are virtually unlimited uses for animals in testing procedures for cosmetics. On the other hand, scientists say that many medical applications still warrant the use of animal testing. There is today, virtually unlimited use of animals for testing and experimentation. It is expected that they will continue to play a large and important role in generating new knowledge about the human body and the environment. It is similarly important, however, that experimentation is performed ethically. Continued use of animals and improvement in our knowledge can only occur if animals are respected and treated humanely throughout their use in animal testing. Conservation of wild animals. More and wilder animals, such as crocodile, alligator, and snake, are being caught for their prized body parts Other animals are exported for body parts believed to cure certain diseases or used in preparing exotic dishes. Because of this growing demand, these animals are caught illegally. Hence their existence is threatened. The zoo has an important role in promoting a relationship between people and wild animals. It is a refuge for animals displaced from their natural habitat. It can be a place for breeding rare wild species, and when the offspring are ready to live on their own in the wild, they are set free. Humane treatment of animals. Animal owners and caretakers should provide their animals nutritious food, clean water, and a shelter that is protected from rain, heat, and cold. Poultry houses, piggeries, and barns must not be cramped. Poultry and livestock should be handled humanely when transporting them to markets. VOCABULARY WORDS cocoon cramped domesticated humane silk stress therapy wild animals wool
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PRE-VIEWING ACTIVITIES Activity 1. Are Animals Useful? Materials pictures or actual things obtained from animals pictures of animals that are used in various ways Procedure 1. Show one item at a time. Have them tell what animal or part of an animal the things may have come from and describe how people use it. Examples: - Feather. Feathers come from birds. The down feathers of geese are used inside jackets worn in temperate countries during winter. Feathers are also used as ornaments in hats, bags, fans, and coats. - Leather. Leather comes from the hide of a cattle and carabao. It is processed by tanning and then made into different articles of clothes (e.g., jacket, belt, and footwear). - Milk. Milk comes from cows and goats. 2. Cover the part of the picture which shows the animals. Show only the things obtained or made from the animals. Ask the pupils what animals give the thing in the picture. 3. For the other pictures, ask the pupils to describe how animals are used to help people. Activity 2. Answering Questions About the Video Inform the pupils that they will find out the usefulness of animals to people. Ask them to copy the following questions and tell them to answer those questions after viewing specific segments of the video. 1. What are the uses of animals to people? 2. How can people conserve wild animals? 3. Do you think people can live without animals? Write the following words on the board: dog, horse, camel, elephant, sheep, pigeon, zoo, and pet. Ask the pupils to raise their hands whenever they hear any of these words while watching the video. VIEWING ACTIVITY Have the pupils view the episode by segments: (1) animals that help people do heavy work; (2) animals used for food; (3) animal body parts used as raw material for clothes and footwear; (4) animals as carriers of messages; and (5) animals used in science research laboratories. 144
Figure 14.1 How people use animals
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Science Made Easy
POST-VIEWING ACTIVITIES Activity3. What Did I Learn? Divide the class into groups. Each group can have a leader and a reporter. Ask each group to make a list of the animals mentioned in the video and how people use the animals. They can record their work in a chart like the one shown below. Animals and Their Uses Uses
Animals
Have the groups display their work. Call on a group to present their work and have the rest of the class react. They can check the groups report against their own. As enrichment you may discuss other uses of animals as described in the Background Information. Activity 4. My Pet 1. Conduct a quick survey of pupils who have pets. Ask those who do not have pets to name what pet they would like to have. 2. Have the pupils write a short paragraph about their pets: (1) kind of animal their pet is, (2) pets name, (3) how they take care of their pets. They can include pictures in the paragraph. 3. Have volunteers present their work in class. Activity 5. Etching an Animal Materials bond paper crayon iron nail
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Procedure Give the pupils the following instructions: 1. Rub different colors on the paper in one direction. Do this until the surface of the paper is fully covered with a thick coat of colors. 2. Using the iron nail, etch on the coated paper a sketch showing an animal and how it is used. 3. Present your work in class then file it in your science album. Activity 6. What If? 1. Have the pupils imagine what peoples life would be like if there were no animals. 2. Divide the class into two groupsA and B. 3. Group A will give the na m e of a n a n ima l . Group B will sa y the consequence if the animal no longer exists. 4. If Group B gives an acceptable answer, the groups will switch roles. Group B this time will name an animal and Group A states the consequence. If Group Bs answer is not acceptable, Group A will continue giving the name of another animal, and the game continues. Activity 7. Animals in the Zoo Materials one-fourth piece of paper for each member of a group masking tape marking pen other things that the groups can use in the role play Procedure Have the pupils role play the different animals in the zoo. 1. Each member of a group chooses a zoo animal. 2. He or she writes the name of the animal on a piece of paper and tapes it on their chest. 3. The leader of each group acts as the caretaker of the zoo. The leader acts out how he or she takes care of the zoo animalsby feeding the animals, giving them water, and bathing them. 4. A zoo animal, in turn, responds to the care perhaps by holding its head close to the caretakers hand as if showing satisfaction and affection to its caretaker. The different groups can use props out of things in the room. Each group will present their act.
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Science Made Easy
Activity 8. Crossword Puzzle Reproduce the template below for a crossword puzzle on the topics in this episode. The answer to the puzzle is given on page 153.
Across 1. Their growing demand makes the existence of these animals endangered. (wild) 2. This is material shaved off from the sheeps skin. (wool) 3. Crabs, shrimps, clams, and snails live here. (sea) 4. My pet depends on _______ for things they need. (me) 5. The homing pigeon has been trained to carry peoples ________. (messages) 6. The down feathers of this animal are used as insulating material in jackets. (bird) 7. Owning a ________ can be therapeutic. (pet) 148
8. We get this highly nutritious food from cows, carabaos, and goats. (milk) 9. This animal is valued for its tender meat ( cattle) 10. This material is processed from the skin of cattle and carabao. (leather) 11. This animal is bred for its meat and milk. (goat) 12. The Eskimo dog can run fast on ground that is covered with _______. (snow) DOWN 1. Pets and livestock should be given nutritious food and clean ________. (water) 2. To ________ is to tame a wild animal. (domesticate) 3. These are often used as test animals in research laboratories. (mice) 4. This is a durable material made from leather (belt) 5. It is obtained from the cocoon of silkworm. (silk) 6. Pork comes form this animal. (pig) 7. This is done to the hide or skin of a n ima l s such a s ca t le a n d carabao to change it to leather. (tan) 8. This animal is valued for its meat and wool. (sheep) 9. The elephant is so strong that it can carry heavy ________. (logs) 10. Rolled paper containing a message is tied to the ________ of a pigeon which carries it to a specific destination. (leg) 11. The horse can ________ fast that is why it used in racing. (run) EVALUATION A. Multiple Choice. Choose the answer from the four options. 1. What beast of burden is used in Philippine farms? A. goat C. horse B. carabao D. tamaraw 2. What animal is valued for its meat and wool? A. sheep C. camel B. goat D. cattle 3. What animal is bred for its meat and eggs? A. parrot C. eagle B. pigeon D. chicken 4. What material is produced after tanning? A. wool C. leather B. horn D. silk 149
Science Made Easy
5. Which characteristic makes the horse fit for racing? A. speed C. light weight B. height D. long legs 6. Why are Philippine wild animals continuously caught by poachers? A. They can live better in zoos than in the wild. B. They pose danger to people near their habitat. C. They are carriers of disease-causing organisms. D. There is a big demand for them in other countries. B. Constructed Response Items. Answer each question briefly. 1. Why are owning pets promoted in nursing homes for the elderly or people in general? 2. How do animal wastes become useful? 3. What should animal researchers do to animals kept in captivity for breeding or for treating wounds or other illness? ANSWER KEY A. Multiple Choice 1. B 2. A 3. D 4. C 5. A 6. D B. Constructed Response Items (CRT) Sample Answers: 1. Pets have the ability to help them recover from physical or emotional trouble. Pets help people achieve health goals, such as lowered blood pressure, or mental goals, such as decreased stress. Pets give people someone to take care of or to exercise with. Pets pet can help a person lead a longer, healthier life. 2. As the wastes decay, they produce biogas that is used as fuel. 3. The offspring born in captivity should be released when it is strong enough to take care of itself in the wild.
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Answer to Crossword Puzzle
BIBLIOGRAPHY University of the Philippines National Institute for Science and Mathematics Education Development, & Department of Education Instructional Materials Council Secretariat. (2008). Science and Technology II. Pasig City: DepED IMCS. Whitely, E. H. (1986). The healing power of pets. Saturday Evening Post 258, 2-110. EBSCO host. Polk Library. UW OshKosh (as cited in Pets [On-line]. Wikipedia, the free encyclopedia. Available: en.wikipedia.or/wiki/Pet
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The Wonderfully Made Human Body

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The Wonderfully Made Human Body

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VOLUME I. THE HUMAN BODY EPISODE 1.

YOU ARE WONDERFULLY MADE

SCIENCE MADE EASY

VOCABULARY WORDS cell immune system integumentary system muscular system

organ skeletal system tissue

EPISODE 1. YOU ARE WONDERFULLY MADE

SCIENCE MADE EASY

EPISODE 1. YOU ARE WONDERFULLY MADE

SCIENCE MADE EASY

EPISODE 1. YOU ARE WONDERFULLY MADE

SCIENCE MADE EASY

VOLUME I. THE HUMAN BODY EPISODE 2. FOOD: WHERE DOES IT GO?

SCIENCE MADE EASY

Figure 2.1 Digestive System

EPISODE 2. FOOD: WHERE DOES IT GO?

SCIENCE MADE EASY

EPISODE 2. FOOD: WHERE DOES IT GO?

SCIENCE MADE EASY

SCIENCE MADE EASY

Figure 3.2 Respiratory System

EPISODE 3. THE BREATH OF LIFE

SCIENCE MADE EASY

EPISODE 3. THE BREATH OF LIFE

SCIENCE MADE EASY

EPISODE 3. THE BREATH OF LIFE

SCIENCE MADE EASY

A. oxidation B. breathing ______ A. bronchioles B. bronchi A. B. C. D.

C. internal respiration D. pigmentation C. alveoli D. bronchial tubes

3. Where do the red blood cells take up oxygen?

EPISODE 3. THE BREATH OF LIFE

ANSWER KEY 1. 2. 3. 4. 5. B D C C D 6. 7. 8. 9. 10. C D B A C

EPISODE 4. THE BODYS TRANSPORT SYSTEM

SCIENCE MADE EASY

Figure 4.2 The Circulatory System

Figure 4.3 Types of Blood Cells

EPISODE 4. THE BODYS TRANSPORT SYSTEM

SCIENCE MADE EASY

Figure 4.4 The Lymphatic System

EPISODE 4. THE BODYS TRANSPORT SYSTEM

SCIENCE MADE EASY

EPISODE 4. THE BODYS TRANSPORT SYSTEM

2. What helps the blood to clot? A. plasma B. platelets

3. What carries hormones to the cells? A. adenoids B. spleen

SCIENCE MADE EASY

EPISODE 4. THE BODYS TRANSPORT SYSTEM

EPISODE 5. THE HUMAN COMPUTER AND CONTROL CENTER

EPISODE 5. THE HUMAN COMPUTER AND CONTROL CENTER

Figure 5.4 Tongue and taste bud (inset) (Source: howstuworks.com)

Figure 5.5 Parts of the skin

EPISODE 5. THE HUMAN COMPUTER AND CONTROL CENTER

EPISODE 5. THE HUMAN COMPUTER AND CONTROL CENTER

EPISODE 5. THE HUMAN COMPUTER AND CONTROL CENTER

EPISODE 6. SUPPORT AND MOVEMENT

Science Made Easy

Figure 6.2 Types of joints Source: http://ovrt.nist.gov/projects/vrml/h-anim/jointInfo.html

EPISODE 6. SUPPORT AND MOVEMENT

Figure 6.3 Ways Joints Can Move 47

Science Made Easy

Figure 6.5 Types of Muscles

EPISODE 6. SUPPORT AND MOVEMENT

Science Made Easy

EPISODE 6. SUPPORT AND MOVEMENT

Science Made Easy