This is the Grade 7 Science Quarter 2 Module 3 self-learning module (SLM), Levels of Biological Organization. It is an Alternative Delivery Mode module from DepEd Region XII (SOCCSKSARGEN), written for home-based learning. After working through it, learners can describe how living things are built, from the cell up to the whole biosphere.
What learners will learn
The module is built on this Most Essential Learning Competency: describe the levels of biological organization from cell to biosphere.
After going through the module, learners are expected to:
- Identify the different levels of biological organization in an organism
- Describe the parts that make up each level of organization and their functions
- Describe how organisms interact with their environment at several levels
The levels of biological organization
The module explains that animals and plants are living things. They have organ systems made up of organs, organs made up of tissues, and tissues made up of cells. The cell is the basic structural unit of life. Cells, tissues, organs, and organ systems together make up an organism.
The organization does not stop at the organism, because every organism interacts with its environment. Beyond the organism come population, community, ecosystem, and biosphere.
| Level | What it is | Example from the module |
|---|---|---|
| Cell | The basic structural unit of life | The tiny cells that make up tissues |
| Tissue | Cells bonded together | Tissues that make up an organ |
| Organ | Tissues bonded together to do a job | Heart, stomach, kidney, leaf, flower |
| Organ system | A group of organs working together | Digestive system: mouth, esophagus, stomach, intestines |
| Organism | A complete living thing made of organ systems or organs | A human, a plant |
| Population | Individuals of the same species living in one area | All the mahogany trees in a forest |
| Community | All the populations of different species in an area | All the plant and animal species in the forest |
| Ecosystem | All the living things in an area plus the nonliving factors | Living (biotic) factors plus water, gases, minerals, nutrients, and other chemicals (abiotic factors) |
| Biosphere | The total of all of Earth’s ecosystems | The atmosphere up to several kilometers, land down to about 1,500 meters, and bodies of water to several kilometers deep |
Organ systems in animals and organs in plants
The module uses the human body as its main example:
- Circulatory system: heart, veins, and arteries. It transports nutrients throughout the body, and the heart pumps the blood.
- Digestive system: mouth, esophagus, stomach, and intestines. It breaks food down into simple substances.
- Excretory system: the kidneys. They eliminate metabolic wastes.
- Respiratory system: the lungs. It processes oxygen, and humans release carbon dioxide during respiration.
These systems work together for a common goal. If one system fails, the others are affected too.
Plants are also made of cells, tissues, and organs with specific jobs:
- Flowers are for reproduction.
- Leaves are for respiration.
- Stems transport nutrients and food, much as bones support animals.
- Roots are for absorption and support.
If one plant part is damaged, the other organs can no longer work well. The module also stresses that plants and animals depend on each other. Plants provide animals with food and oxygen, and both are part of a healthy community, ecosystem, and biosphere.
Parts of the module
- What I Know: a 15-item multiple-choice pretest
- What’s In: a review of the cell from the previous module, then naming the body parts in a photo of a human torso model and sorting them into the digestive, circulatory, nervous, and reproductive systems
- What’s New: two poems by the module writer, “What Makes Your Body” and “Plant Figure”, each with guide questions
- What is It: the main discussion of the levels from cell to biosphere
- What’s More: a table where learners list, describe, and draw each level in order, scored with a rubric
- What I Have Learned: a graphic organizer comparing plants and animals, with a word box
- What I Can Do: a poster or slogan on protecting ourselves from COVID-19 by taking care of the body’s organs
- Assessment: a 15-item multiple-choice post-test
- Additional Activities: a drawing of a plant and a human body showing their organ systems
- Answer Key
How to use this module
For learners: Start with the pretest to check what you already know. Then work through each part in order and read the directions carefully. Write all your answers on a separate sheet of paper, and do not mark the module itself. Answer the post-test at the end to check your learning. Use the answer key honestly, only after you have answered.
For parents: Help your child follow the parts in order. Encourage them to ask the teacher or facilitator about any task they find difficult.
For teachers: The answer key covers both tests, the poem guide questions, the body-part sorting activity, and the graphic organizer. The drawing, poster, and additional activities have open answers and are scored with rubrics on drawing technique and understanding of concepts, craftsmanship, and creativity.
Frequently asked questions
What grade and quarter is this module for?
It is for Grade 7 Science, Quarter 2, Module 3. The topic is the levels of biological organization.
What are the levels of biological organization in order?
From smallest to largest: cell, tissue, organ, organ system, organism, population, community, ecosystem, and biosphere.
Does the module have an answer key?
Yes. It includes answers for the pretest, the post-test, the poem guide questions, the What’s In activity, and the graphic organizer. Drawing and poster activities have open answers and are scored with rubrics.
What is the difference between a population and a community?
A population is a group of individuals of the same species living in one area, such as all the mahogany trees in a forest. A community is all the populations of different species living in that area.
What are abiotic factors in an ecosystem?
Abiotic factors are the nonliving parts of an ecosystem, such as water, gases, minerals, nutrients, and other chemicals. The living organisms are the biotic factors.
Full text of the module
The text below is a transcription of the PDF above, as printed.
Science Quarter 2 – Module 3: Levels of Biological Organization
[illustration: students studying outdoors and indoors with a teacher, a child with a lantern, and a globe]
CO_Q2_Science 7_Module 3
Science – Grade 7
Alternative Delivery Mode
Quarter 2 – Module 3: Where Do I Come From?
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writers: Jaypee K. Balera
Editors: Cynthia S. Bustillo, Lenie G. Forro, Rowena P. Matavia, Leoncio Tan
Reviewers: Yusof A. Aliudin, Mary Joy D. Bautista, Agabai S. Kandalayang, Mary Anne A. Barientos, Marivic D. Devibar
Layout Artist: Jaypee K. Balera, Erickson D. Bello, Glen D. Napoles, Mark Daryl T. Lazaro, Alex C. Macale, Kryss Mayven L. Fabrero, Sammie Per S. Montero, Jay Ar O. Espartero, Niño D. Jacobe
Management Team: Allan G. Farnazo – Regional Director; Isagani S. Dela Cruz – Schools Division Superintendent; Gilbert B. Barrera – Chief, CLMD; Arturo D. Tingson, Jr. – REPS, LRMS; Peter Van C. Ang-ug – REPS, ADM; Elpidio B. Daquipil – CID Chief; Juvy B. Nitura – EPSVR, LRMS; Lenie G. Forro – EPSVR, Science
Printed in the Philippines by Department of Education – SOCCSKSARGEN
Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal Telefax: (083) 2281893 E-mail Address: region12@deped.gov.ph
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
What I Need to Know
Hello, my dear young biologist! I know that you are confused of how our body is made. What are inside our body and if we study it closely what’s inside? As a living organism, we are made up of different organ systems that work together to make them function. We need them to function well for us to survive. In order to maintain its function, we need to provide its basic needs. When we eat healthy foods our digestive system breaks them into simple substances which eventually are transported throughout the body by the circulatory system. But what is responsible in transporting these nutrients? Is it the circulatory system alone? Are these systems made up of smaller parts? Absolutely yes, it is made up of different organs to make it work as a system. Just like the mouth, esophagus, stomach and intestines are grouped together to form the digestive system. The arteries, heart and veins are also grouped together to form the circulatory system.
Most Essential Learning Competency
Describe the levels of the biological organization from cell to biosphere.
After going through this module, you are expected to:
- Identify the different levels of biological organization in an organism
- Describe the parts that make up each level of organization and their functions
- describe how organisms interact with their environment at several levels
What I Know
Directions: Read the questions carefully and choose the letter of the correct answer from the given choices. Write it on a separate sheet of paper.
The heart pumps blood throughout the body. To which organ system does heart belongs?
- A. Circulatory System
- B. Digestive System
- C. Excretory System
- D. Nervous System
Oxygen is an important gas for organisms. Which organ system is oxygen processed?
- A. Excretory System
- B. Digestive System
- C. Circulatory System
- D. Respiratory System
Which of the following parts of plants are used for reproduction?
- A. Flowers
- B. Leaves
- C. Roots
- D. Stem
Which is NOT a part of the digestive system?
- A. Esophagus
- B. Intestines
- C. Kidney
- D. Mouth
Which of the following is NOT an organ of plants?
- A. Heart
- B. Stem
- C. Leaves
- D. Flowers
Which of the following organs is used for the transport of nutrients in plants?
- A. Artery
- B. Heart
- C. Kidney
- D. Stem
What plant part is responsible in transporting organic materials?
- A. Roots
- B. Stem
- C. Leaves
- D. Flowers
Which gas is released by humans during respiration?
- A. Carbon Nitride
- B. Carbon Dioxide
- C. Carbon Trioxide
- D. Carbon Monoxide
Which of the following does NOT belong to the sequence of the level of biological organization in an organism?
- A. Cell
- B. Organ
- C. Tissue
- D. biosphere
From the following statements below, how will you consider yourself as an organism?
I. My body is composed of different sets of organs.
II. My body is composed of cells which organs are made.
III. My body is composed of complete sets of organ systems.- A. I and II only
- B. I and III only
- C. II and III only
- D. I, II and III only
Which of the following is not a level of biological organization?
- A. organism
- B. Population
- C. cells
- D. Abiotic
Read the statements carefully.
Statement I: Veins are for circulation.
Statement II: Stomach is for excretion.- A. Statement I is TRUE while statement II is FALSE
- B. Both statements I and II are TRUE
- C. Statement I is FALSE while statement II is TRUE
- D. Both statements I and II are FALSE
Read the statements carefully.
Statement I: Tissues are made up of cells.
Statement II: Organ system is made up of organs.- A. Statement I is TRUE while statement II is FALSE
- B. Both statements I and II are TRUE
- C. Statement I is FALSE while statement II is TRUE
- D. Both statements I and II are FALSE
Which of the following statements shows the difference between organ and organism?
I. Organs are made up of organisms.
II. Organisms are incomplete without organs.
III. Organs are the highest level of an organism.
IV. Organs are building block that makes up an organism.- A. I and II only
- B. II and IV only
- C. III and IV only
- D. II, III and IV only
Which statements make the sequence of the level of biological organization in an organism correct?
cell- organ- tissue- organ system- organism
I. Tissue must be place after the cell.
II. Tissue must be placed to the last level.
III. Organ and tissue must be interchanged.- A. I and II only
- B. I and III only
- C. I and III only
- D. I, II and III only
What’s In
Hello learners! In the previous module, you have learned about the parts and functions of a microscope as well as the simplest unit of life that can be seen using it.
As you have studied, cell is the basic structural unit of life. It means that life is composed of cells. Without cells, life will not be possible. Our body is made up of cells which means that we are living things. This is also a manifestation that living organisms are made up of organs. These organs are made of cells. Living things include both animals and plants.
Directions: Name the parts of the human body that can be found in the illustration. Write your answers on a separate sheet of paper.
| BODY PARTS |
|---|
| _____ |
| _____ |
| _____ |
| _____ |
| _____ |
| _____ |
| _____ |
| _____ |
| _____ |
| _____ |
| _____ |
| _____ |
| _____ |
| _____ |
| _____ |
| _____ |
| _____ |
| _____ |
| _____ |
| _____ |
| _____ |
| _____ |
| _____ |
[photo: grey-toned human torso model with the chest and abdominal organs exposed]
Photo taken by: Jaypee K. Balera
Directions: From the above activity, classify the organs under the given systems on the table below. Write your answers on a separate sheet of paper. *Note: Provide separate sheet of paper if needed for the other organ system.
| DIGESTIVE SYSTEM | CIRCULATORY SYTEM | NERVOUS SYSTEM | REPRODUCTIVE SYSTEM |
|---|---|---|---|
What’s New
The previous activity shows that our body is made up of different organs. These organs are grouped into organ systems to perform specific functions.
I have here a poem that will explain more about our lesson. Let’s start by reading the poem and then answer the guide questions on a separate sheet of paper.
WHAT MAKES YOUR BODY by: Jaypee Kadalem Balera
I am your body Made up not of anybody Your essential organs are all in order For you to become better
From the head you have your brain to think Your eyes to see and nose to smell You have your mouth to eat and tongue to taste Your ears to hear and skin to make all organs bear
As you go deeper You will see it clearer The beauty of each system that works together The lungs and heart that make you feel better
Nutritious foods are more significant As nutrients move along to make you fine When your body eliminates metabolic wastes Thank your kidneys for the success
Your organs are too many If you want to count just think one to twenty Remember that each organ is made up of tissues And I know you can’t do it in just a day
Some organs sometimes go wrong Because proper care was not given along If one system fails to function Others might as well malfunction
Eat well with nutritious foods If you don’t want to call your doctor dude Bear in mind that disease and injury is ahead of you If you take something that ruins you.
Guide Questions:
- What are the organs stated in the poem?
- What are the main parts of the organ systems stated on the poem?
- What organs are responsible in eliminating metabolic waste?
- What will happen if some organs malfunction?
- What makes up an organism?
- How can you take good care of the organ systems?
PLANT FIGURE by: Jaypee Kadalem Balera
I am a plant With different organs together Even though not like animals But I’m a living thing as my organs respond
I have my stem like animals with their bones I have my flowers like animals that reproduce I have my leaves like animals that respire I have my roots for certain purpose
Flowers, leaves and stems are my important organs They carry the food to nourish me If one of them can’t work just fine Surely I will die anytime
Roots are one important shoot For absorption and for support When this will be injured I will be weak to stand tall
I am an organism but not like animals I have organs made up of tissues I have tissues made up of tiny cells that simply make the real me.
Guide Questions:
- Do plants and animals reproduce?
- What is the reproductive organ of plant?
- What are the functions of flowers, leaves and stems?
- What will happen if plant did not produce flowers?
- What will happen if roots are damaged?
- What makes up a plant?
- Do plants and animals have same organ systems?
What is It
Animals and plants are living things. They have organ systems made up of organs, organs that are made up of tissues and tissues that are made up of cells.
Heart, veins and arteries are organs of the circulatory system. Mouth, esophagus, intestine are organs of the digestive system. Kidneys are organs of the excretory system. These organ systems are all made up of a group of organs of the body. Each system has different functions from one another. The circulatory system is for the transport of nutrients, digestive system for the breakdown of food and kidney for eliminating metabolic wastes. These organ systems work together for a common goal. If one system fails, other systems will also be affected.
Each organ is made up of tissues. Tissues are bonded together to make an organ. These tissues are also composed of cell-the basic structural unit of life. The cells, organs, and organ systems make up an organism.
Plants are also made of cells, tissues and organs that carry out specific functions. They have organs for reproduction like the flower, organs for respiration like leaves and organs for transport of nutrients and organs for respiration like leaves. These organs are working together. Just like animals, if one part is damaged most of its organs will no longer perform its function.
Organs are not only found in animals but also in plants. They must be taken good care of because if one is damaged, the rest of the body parts will also be infected and the whole population will get affected. These two different organisms make an essential part in building a strong community that leads to a productive ecosystem and health biosphere for all.
The biological organization does not stop with the organism, as an organism interacts with the environment in many ways. Beyond the organism, the levels of organization are population, community, ecosystem and biosphere.
Population is a group of individuals belonging to the same species and living in a particular geographical area. An example is all the mahogany trees in a particular forest.
Community consists of all the populations of different species that inhabit a particular area. For example, all the plant and animal species in the forest constitute a community.
Ecosystem includes all the life forms existing in a certain area and all the nonliving factors as well. The nonliving or abiotic factors include water, gases, minerals, nutrients and other chemicals. The organisms making up the community of species are called the biotic factors.
The biosphere is the total of all the Earth’s ecosystems. The biosphere includes the atmosphere to an altitude of several kilometers, the land down to about 1500 meters deep, bodies of water and oceans to a depth of several kilometers.
What’s More
Directions: List, describe and draw the levels of biological organizations of a living organism in proper order on the table below. Write your answers on a separate sheet of paper.
| LEVELS OF BIOLOGICAL ORGANIZATION | DESCRIPTION | DRAWING OR PICTURE |
|---|---|---|
[transcriber’s note: table continued from the previous page]
| LEVELS OF BIOLOGICAL ORGANIZATION | DESCRIPTION | DRAWING OR PICTURE |
|---|---|---|
| Rubrics | 8 pts. | 6 pts. | 4 pts. |
|---|---|---|---|
| A. Drawing Technique and Understanding of Concepts | Drawing shows good technique and understanding of clear concept. | Drawing shows some technique and understanding of concept is not so clear. | Drawing lacks technique and understanding of concept is vague. |
| B. Craftsmanship | Drawing is neat and shows very little evidence of marks, rips, tears, or folds. A few erasure lines showing. | Drawing is somewhat messy and shows marks, rips, tears, or folds. A few erasure lines showing. | Drawing is messy and shows marks, rips, tears, or folds. Many erasure lines showing. |
| C. Creativity | Art work reflects originality. | Art work shows some evidence of originality. | Art work shows little or no evidence of original thought. |
What I Have Learned
Directions: Let us test your familiarity by simply completing the Graphic Organizer. Choose the missing words from the box below. Write your answer on a separate sheet of paper.
FLOWERS | CIRCULATORY | DIGESTIVE TISSUES | CELLS | ORGAN SYSTEM RESPIRATORY | LEAVES
GRAPHIC ORGANIZER:
[chart: flowchart; GRAPHIC ORGANIZER]
| Plants | Animals |
|---|---|
| Plants are essential organisms of the Biosphere | Animals are essential organisms of the Biosphere |
| They are made up of different organs like (1) _____ (2) _____ | They are made up of different organ systems like (3) _____ |
| Each organ are made up of (4) T __ __ S __ __ S | This system are made up of bonded (5) T __ __ S __ __ S |
| Each of it are made up of the smallest unit of life (6) __ E __ __ S | Each of it are made up of the smallest unit of life (7) __ E __ __ S |
[photo: human figure seen from behind, with a seedling beside it]
What I Can Do
The Corona virus pandemic currently affects all of us. Make a poster/slogan showing how can we protect ourselves from Covid-19, with special emphasis on taking care of the various body organs.
Your work will be graded using the rubric below.
[transcriber’s note: blank answer box for the poster/slogan]
| Rubrics | 8 pts. | 7 pts. | 5 pts. |
|---|---|---|---|
| A. Drawing Technique and Understanding of Concepts | Drawing shows good technique and understanding of clear concept. | Drawing shows some technique and understanding of concept is not so clear. | Drawing lacks technique and understanding of concept is vague. |
| B. Craftsmanship | Drawing is neat and shows very little evidence of marks, rips, tears, or folds. A few erasure lines showing. | Drawing is somewhat messy and shows marks, rips, tears, or folds. A few erasure lines showing. | Drawing is messy and shows marks, rips, tears, or folds. Many erasure lines showing. |
| C. Creativity | Art work reflects originality. | Art work shows some evidence of originality. | Art work shows little or no evidence of original thought. |
Assessment
Directions: Read the questions carefully and choose the letter of the correct answer. Write it in a separate sheet of paper.
Which of the following organs does NOT belong to the digestive system?
- A. Ears
- B. Esophagus
- C. Mouth
- D. Nose
Which of the following organs does NOT belong to the Circulatory system?
- A. Artery
- B. Heart
- C. Nose
- D. Vein
Which of the following is NOT an organ system?
- A. Digestive
- B. Population
- C. Excretory
- D. Respiratory
What do you call a group of individuals belonging to the same species and living in a particular area?
- A. organism
- B. community
- C. Population
- D. Ecosystem
Which of the following is NOT a plant part for reproduction?
- A. Petals
- B. Pistil
- C. Stamen
- D. Stem
Which of the following organs are used for pumping of blood and nutrients throughout the body?
- A. Artery
- B. Heart
- C. Stem
- D. Vein
Which organ is responsible for eliminating metabolic waste?
- A. Digestive System
- B. Excretory System
- C. Circulatory System
- D. Respiratory System
Which organ system responsible in processing oxygen into our body?
- A. Nervous System
- B. Circulatory System
- C. Respiratory System
- D. Integumentary System
Which is the correct sequence of the level of biological organization in an organism?
- A. cell- tissue –organ- organ system- organism
- B. cell- organ system–organ- tissue – organism
- C. cell- organ –- tissue organ system- organism
- D. cell- organ- organ system- organism-tissue
Which of the following is NOT correctly matched?
- A. Roots-Excretion
- B. Stem-Circulation
- C. Leaves-Respiration
- D. Flower- Reproduction
Plants benefits from animals. Do animals benefits from plants?
- A. No, animals can produce its need.
- B. No, because plants and animals can live alone.
- C. Yes, because it provides shade during summer.
- D. Yes, because it provides food and oxygen for respiration.
Read the statements carefully.
Statement I: Heart is an organ for circulation.
Statement II: Kidney is an organ for excretion.- A. Both statements I and II are TRUE
- B. Both statements I and II are FALSE
- C. Statement I is FALSE while statement II is TRUE
- D. Statement I is TRUE while statement II is FALSE
Read the statements carefully.
Statement I: Organs are made up of tissues.
Statement II: Tissues are made up of cells.- A. Both statements I and II are TRUE
- B. Both statements I and II are FALSE
- C. Statement I is FALSE while statement II is TRUE
- D. Statement I is TRUE while statement II is FALSE
Smoking causes disease that affects our respiratory system. How can we make our self free from the negative effects of cigarette smoking?
I. Keep away from persons who are smoking
II. Smell all the smoke coming from the cigarette
III. Make an advocacy showing negative effects of smoking- A. I and II only
- B. I and III only
- C. II and III only
- D. I, II and III
Which of the following is NOT an abiotic factor in an ecosystem?
- A. Gases
- B. Minerals
- C. Temperature
- D. bacteria
Additional Activities
Directions: Draw a plant and human body, showing the different organ system of an organism. Write your answer on a separate sheet of paper.
[illustration: blank drawing frame divided by a diagonal line; labeled “HUMAN” in the upper left and “PLANT” in the lower right]
| Rubrics | 10 pts. | 7 pts. | 5 pts. |
|---|---|---|---|
| A. Drawing Technique and Understanding of Concepts | Drawing shows good technique and understanding of clear concept. | Drawing shows some technique and understanding of concept is not so clear. | Drawing lacks technique and understanding of concept is vague. |
| B. Craftsmanship | Drawing is neat and shows very little evidence of marks, rips, tears, or folds. A few erasure lines showing. | Drawing is somewhat messy and shows marks, rips, tears, or folds. A few erasure lines showing. | Drawing is messy and shows marks, rips, tears, or folds. Many erasure lines showing. |
| C. Creativity | Art work reflects originality. | Art work shows some evidence of originality. | Art work shows little or no evidence of original thought. |
Answer Key
[transcriber’s note: this page is printed rotated 180 degrees; it is transcribed in upright reading order]
What I Know
- A
- D
- A
- C
- A
- D
- B
- B
- D
- D
- D
- A
- B
- B
- B
Assessment
- A
- C
- B
- C
- D
- B
- B
- C
- A
- A
- D
- A
- A
- B
- D
What’s In
The learners may write the following possible answers and add more.
Eyes, Nose, Mouth, Heart, Lungs, Skin, Bones, Veins, Stomach, Liver, Intestines, Brain, Penis, Vagina
Digestive System: Intestine, Stomach, Mouth
Circulatory System: Heart, Veins
Nervous System: Brain
Reproductive System: Penis, Vagina
What’s New
POEM 1
Q1. Eyes, Nose, Mouth, tongue, Ears, skin, Lungs, Heart, Kidneys
Q2. Skin, Lungs, Heart, Kidneys
Q3. Kidneys
Q4. Systems will failed Q4. to function
[transcriber’s note: the “Q4.” label is printed inside the line of the answer, between “failed” and “to function”]
Q5. Organs
Q6. Eat well with nutritious food
[transcriber’s note: the Q6 label and the words “nutritious food” are printed out of order in the source; reading order reconstructed]
POEM 2
Q1. Yes
Q2. Flower
Q3. Carries food for nourishment
Q4. It will never reproduce
Q5. It will be weak and not to stand tall
Q6. Organs like roots, stem, leaves and flower
Q7. No
What’s More
The answers may vary.
What I Can Do
The answers may vary.
What I have Learned
- Flowers
- Leaves
- Respiratory, Circulatory, Digestive
- Tissues
- Tissues
- Cells
- Cells
Additional Activities
The answers may vary.
References
Asuncion, Alvie J., et al. 2017. K to 12 Science Grade 7 Learner’s Material. First Edition. Pasig City: Bureau of Learning Resources (DepEd-BLR).
Campbell, Neil A, Lawrence Mitchell and Jane Reece. Biology: Concepts and Connections. 2nd ed. The Benjamin/Cummings Publishing Company.
Poems
Balera, A Poem. The Plant Figure
Balera, A Poem. What Makes up Your Body
Images
(https://cdn.pixabay.com/photo/2017/05/02/06/38/muscles-2277447_1280.png n.d.)
For inquiries or feedback, please write or call:
Department of Education – Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
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