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ENVIRONMENTAL SCIENCE
First Quarter – Week 6-7
ENERGY AND ECOSYSTEM
Environmental Science – Grade 7 STE
Most Essential Learning Competency (MELC) – Based Exemplar
Quarter 1 – Week 6-7: Energy and Ecosystem
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

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authors do not represent nor claim ownership over them.

Development and Quality Assurance Teams

Writer : JOELMAR S. MONDOÑEDO

Illustrator : _________________________
Layout Artist : _________________________
Language Editor : _________________________
Content Evaluator : _________________________
Layout Evaluator : _________________________
Management Team : _________________________

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Rationale

Project PPE (Portfolio Predicate on Exemplar) is a backup contingency

response of the Schools Division of Surigao del Sur for learning delivery and
learning resource which parallel to the on-going endeavors of the higher offices
in the Department. It is the utilization of a lesson exemplar that is streamlined in a
teacher-and-learner-friendly format to cater to the new classroom setup in light
of the COVID-19 health crisis. These exemplars will be paired with a self-contained
and self-instructional portfolio.

The portfolio is a deliberate collection of works that highlight a learner’s

effort that would enable him/her to see his/her growth and achievement, ability
to reflect on his/her own work and ability to establish goals for future learning.

Introductory Message

For the teacher:

Welcome to the Environmental Science Grade 7 STE -Quarter 1 Exemplar
on Energy and Ecosystem
This exemplar was collaboratively designed, developed and reviewed by
educators from different schools in the Division to assist you in helping the learners
meet the standards anchored on Most Essential Learning Competencies (MELC)
set by the Department while overcoming the constraints in schooling brought by
the COVID-19 pandemic.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.
As a teacher, you are expected to orient the learners on how to use this
exemplar in the fit modality. You also need to keep track of the learners' progress
while allowing them to manage their own learning through portfolio assessments.
For the learner:
Welcome to the Environmental Science Grade 7 STE -Quarter 1 Exemplar on
Energy and Ecosystem
This exemplar was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while being
an active learner, either at home or in school. To help you with this, this exemplar
comes with a Weekly Portfolio Assessment. You teacher will provide you with a
template and you will be given a privilege to organize the portfolio in your own
creative way.

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This exemplar has the following parts and corresponding icons:
What I Need to Know
What I Know
What’s New (Optional)
What is It
What I Can Do (1,2 & 3)
What I Have Learned
Answer Key
Portfolio Goal Setting
Portfolio Completion -Your
Growth Clue!
At the end of this module you will also find:
References This is a list of all sources used in
developing this exemplar.
This will give you an idea of the
competencies you are expected to learn in
the exemplar and the objectives you are
expected to realize.
This part includes an activity that aims to
check what you already know about the
lesson to take.
In this portion, the new lesson will be
introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.
This task aims to evaluate your level of
mastery in achieving the learning objectives.
This contains answers to all activities in the
module.
This contains instructions about recording
your positive, realistic goals before going
through this exemplar.
This contains instructions about completing
the components of the portfolio. This also
includes a rubric to guide you of how your
portfolio will be assessed.
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PLEASE READ THE REMINDERS CAREFULLY!

General reminders in using this exemplar:

1. Use the exemplar with care. Do not put unnecessary mark/s on any part of
the exemplar. Use a separate sheet of paper in answering the activities
and tasks.

2. Read the instruction carefully before doing each task.

3. Observe honesty and integrity in doing the tasks and checking your
answers.

4. Finish the task at hand before proceeding to the next.

5. Return this exemplar to your teacher or facilitator once you are through
with it.

If you encounter any difficulty in answering the tasks in this exemplar, do

not hesitate to consult your teacher, parents, siblings or anybody
knowledgeable and older than you at home. We hope that through this
material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

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Mgamahahalagangpaalalasapaggamit ng exemplar naito:
1. Gamitin ang exemplar nang may pag-iingat. Huwaglalagyan ng
anumangmarka o sulat ang anumangbahagi ng exemplar. Gumamit ng
hiwalaynapapelsapagsagotsamgagawain at pagsasanay.
2. Basahingmabuti ang mgapanutobagogawin ang bawatpagsasanay.

3. Obserbahan ang katapatan at integridadsapagsasagawa ng mgagawain

at sapagwawasto ng mgakasagutan.

4. Tapusin ang kasalukuyanggawainbagopumuntasaiba pang pagsasanay.

5. Pakibalik ang modyulnaitosaiyongguro o tagapagdaloy kung
taposnangsagutinlahat ng pagsasanay.

Kung sakalingikaw ay mahirapangsagutin ang mgagawainsa exemplar

naito, huwag mag-aalinlangangkonsultahin ang inyongguro o maaari ka
rinhumingi ng tulong kay nanay o tatay, o sanakatatandamongkapatid o
sino man saiyongmgakasamasabahayna mas nakatatandasaiyo. Umaasa
kami, sapamamagitan ng exemplar naito, makararanas ka ng
makahulugangpagkatuto at makakakuha ka ng malalimna pang-
unawasakaugnaynamgakompetensi. Kaya moito!

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Importantenamgapahinumdomsapaggamit nan inina exemplar:
1. Ajaganpaggamit an exemplar. Dili inipuydemarkahan o
suyatansabisanhainnaparte. Paggamit nan lain
napapelsapagtubagsamgahimuonon.

2. Basahapagdajaw an mgadireksyonadesirtrabahuon an kadahimuonon.

3. Obserbahan an pagkamatinud-anon sananintegridadsapaghimo nan

mgahimuononsananpagtsek nan mgatubag.

4. Tapuson an tagsugdannahimuononadesirmokadtosa lain nahimuonon.

5. Ihatagpagbaliksaijotitser o facilitator an exemplar

nainikuntaposnanatubagan an tanannamgahimuonon.

Kunnaglisodkawpagtubagsamgahimuononsainina exemplar,
ajawpagduha-duhapagpangutanasaimotitser. Puyde sab mangajo nan
tabangsananay o tatay o sa mas maguyangdimo o bisan sin-o
nakaibannimosaijobayayna mas maguyang pa saimo. Tag-
aymannapinaagisainina exemplar, masinatinimo an
makahuluganonnakahibayosananmakuha an
layomnapagsabotsamgakompetensi. Kaya nimoini!

Mgaimportantengpahimangnosapaggamitniiningmaong exemplar:

1. Ampingiang paggamitniiningmaong exemplar. Ayawhugaw-hugawi o sulati

ang mgapanidniini. Gamitoglaingpapelsapagtubagsamgabuluhaton.
2. Basahaogmaayo ang mgadireksyonusa pa himuon ang matagbuluhaton.

3. Kanunayngabatunan ang kamatinud-anon ug

integridadsapagbuhatsamgabuluhaton ug sapagtul-id samgasayop ug
hustongtubagsamgapangutana.
4. Humanonusa ang kasamtangangbuluhatonusa pa himuon ang
ubanngakalakipniini.
5. Ibalik ang exemplar saimongmagtutudlo o tigpasayon kung
mahumannapagtubagsamgabuluhatonniini.
Kung ikawlisdanpagtubag o pagbuhatsamgabuluhatonniiningmaong exemplar,
ayawpagduhaduhasapagkonsultasaimongmagtutudlo o tigpasayon.
Pwedeusabngaikawmangayo ug tabangsaimongginikanan o
saimongmgaigsuon o di ba kaha samgaadunaymaguwangpanimu ug
pangidaronsulodsainyongpanimalay. Milaum kami, ngapinaaginiiningmaong
exemplar, makasinati ka ogmakahuloganongpagkat-on ug maka-angkon ka
oglawomngapagsabotmgalakbitngamgakahanas o kompetensi. Kaya nimuni!

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 What I Need to Know
Hello, good day to you! I know that you have been through a number of
exciting adventures in the environmental science modules prepared just for you.
But would you like to join in another trip?
This module will take you to another exciting and yet relaxing tour to the
environment that surrounds us.
You must have been to many places before with your family and friends.
But have you thanked the works of nature that made you feel happy, light and
relaxed? Well then, this module will allow you to appreciate once again the
beauty of mother Earth!

Most Essential Learning Competency:

 Trace the pathway of materials and that of energy in the
environment.

The following lessons comprise this module:

 Lesson 1 – Flows of energy
 Lesson 2 – Food chain
 Lesson 3 – Tropic levels

After going through this module, you should be able to:

Flows of Energy
 Describe energy flows through ecosystems.
 Distinguish photoautotrophs from chemoautotrophs.
 Distinguish herbivores from carnivores and omnivores.
 Explain the role of decomposers.
 Compare scavengers to detritivores and to saprotrophs

Food Chain
 Distinguish a food chain from a food web.
 Be able to draw and interpret a food web.
 Summarize the roles of producers, herbivores, and carnivores in a food web.

Tropic level
 Define trophic level.
 Identify trophic levels in a food chain or web.
 Describe an ecological pyramid.

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 What I Know

PRE TEST
A. Multiple Choices.
Directions: Read the questions carefully and comprehensively. Select the letter of
the correct answer. Write your answer in your paper.
1. Which show a path of food energy?
a. Sun->fish->plant->bear c. Sun->plant->fish->bear
b. Bear->fish->plant->sun d. Plant->fish->bear->sun
2. Which do decomposers provide for plants?
a. Nutrients b. Protection c. Shade d. Shelter
3. If the sun were completely blocked so that it no longer provided energy to
the plants in a lake, what would happen to the remaining life in the lake?
a. Only the animals that eat the plants would die
b. Only the plants would dies
c. All of the organisms in the lake would die
d. All of the carnivores would die
4. Which of the following describes consumers?
a. Organisms which are able to make sugars for energy
b. Organisms that must eat other animals for energy
c. Organisms that must eat other plant or animals for energy
d. Organisms that break down dead bodies and waste

5. Bacteria, fungi and earthworms are all?

a. Scavengers b. Decomposers c. Consumers d. Producers

6. (for item 6-9) On the side is a food web.

Fill in the chart using this food web. Mark yes if
you know what the word means, and no if you
don’t. Give an example of the word using names
in the food web.

10. In the above food web, what would happen to the rabbit if the black bear were
taken out of the food web?
a. The number of rabbits would decrease
b. The number of rabbits would increase
c. The number of owls would increase
d. The number of deer would increase

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 LESSON 1: FLOW OF ENERGY

What is It

What is happening inside each leaf and blade of grass?

Photosynthesis. Maybe the most important biochemical reaction of Earth. As

sunlight shines down on this forest, the sunlight is being absorbed, and the energy
from that sunlight is being transformed into chemical energy. That chemical
energy is then distributed to all other living organisms in the ecosystem.

Flow of Energy
To survive, ecosystems need a constant influx of energy. Energy enters
ecosystems in the form of sunlight or chemical compounds. Some organisms use
this energy to make food. Other organisms get energy by eating the food.

Producers
Producers are organisms that produce food for themselves and other
organisms. They use energy and simple inorganic molecules to make organic
compounds. The stability of producers is vital to ecosystems because all
organisms need organic molecules. Producers are also called autotrophs. There
are two basic types of autotrophs: photoautotrophs and chemoautotrophs.

1. Photoautotrophs use energy from sunlight to make food by

photosynthesis. They include plants, algae, and certain bacteria (see
Figure 9.1).
2. Chemoautotrophs use energy from chemical compounds to make
food by chemosynthesis. They include some bacteria and also
archaea. Archaea are microorganisms that resemble bacteria.

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Consumers
Consumers are organisms that depend on other organisms for food. They take in
organic molecules by essentially “eating” other living things. They include all
animals and fungi. (Fungi don’t really “eat”; they absorb nutrients from other
organisms.) They also include many bacteria and even a few plants, such as the
pitcher plant shown in Figure 9.2. Consumers are also called heterotrophs.
Heterotrophs are classified by what they eat:
 Herbivores consume producers such as plants or algae. They are a
necessary link between producers and other consumers. Examples include
deer, rabbits, and mice.
 Carnivores consume animals. Examples include lions, polar bears, hawks,
frogs, salmon, and spiders. Carnivores that are unable to digest plants and
must eat only animals are called obligate carnivores. Other carnivores can
digest plants but do not commonly eat them.
 Omnivores consume both plants and animals. They include humans, pigs,
brown bears, gulls, crows, and some species of fish.

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Decomposers
When organisms die, they leave behind energy and matter in their remains.
Decomposers break down the remains and other wastes and release simple
inorganic molecules back to the environment. Producers can then use the
molecules to make new organic compounds. The stability of decomposers is
essential to every ecosystem. Decomposers are classified by the type of organic
matter they break down:

 Scavengers consume the soft tissues of dead animals. Examples of

scavengers include vultures, raccoons, and blowflies.
 Detritivores consume detritus—the dead leaves, animal feces, and other
organic debris that collects on the soil or at the bottom of a body of water.
On land, detritivores include earthworms, millipedes, and dung beetles
(see Figure 9.3). In water, detritivores include “bottom feeders” such as sea
cucumbers and catfish.
 Saprotrophs are the final step in decomposition. They feed on any
remaining organic matter that is left after other decomposers do their work.
Saprotrophs include fungi and single-celled protozoa. Fungi are the only
organisms that can decompose wood

Summary

• Ecosystems require constant inputs of energy from sunlight or chemicals.

• Producers use energy and inorganic molecules to make food.
• Consumers take in food by eating producers or other living things.
• Decomposers break down dead organisms and other organic wastes and release inorganic
molecules back to the environment.

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 What I Can Do 1

Activity 1.1. Weirdo Words

Directions: Rearrange the weird word/words in each item. The correct
word/words is/are described by its description. Write your answer in your paper.

Weirdo Word/s Description

1. RUMCONESS - organisms that depend on other organisms for food .
2. DOCPRERUS - organisms that produce food for themselves and other
organisms.
3. PECSDOMSERO - Decomposers break down the remains and other wastes and
release simple inorganic molecules back to the environment
4. NIVEARCORS - consume animals
5. VOREHERBSI - consume producers such as plants or algae
6. MONIROVES - consume both plants and animals
7. RITIVDORESET -consume detritus—the dead leaves, animal feces, and other
organic debris that collects on the soil or at the bottom of a body of water.
8. HATORUPOS - organisms that can produce their own food, using materials
from inorganic sources
9. ROROTHPETHES - an organism that cannot manufacture its own food
10. LOARS NERGEY - radiant light and heat from the Sun

Activity 1.2. Know Me better!

Direction: Describe the following as producers, consumers or decomposers.
1. Break down of leaves ______________________
2. Does not need to consume other organisms to live_______________.
3. Assist with biodegradation ____________________.
4. The first step in energy flow through an ecosystem ________________.
5. May consume other consumer ___________________.
6. Classified as Heterotrophs __________________.
7. Find foods and eat it to obtain energy ___________.
8. Obtain energy from the Sun __________________.
9. Scavengers, detritivores and saprotrophs are their types _________
10. Eat organic matters of dead plants and animals ___________.

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 What I Can Do 2

Self-Test 1.1
Direction: Answer the questions below concisely.
1. Identify three different types of consumers. Name an example of each
type.
2. What are photoautotrophs? Give an example of one.
3. What can you infer about an ecosystem that depends on
chemoautotrophs for food?
4. What is the role of decomposers?
5. What do scavengers do? Give an example of a scavenger.

What I Can Do 3

Pondering me 1.1. I wonder how? I Wonder why?

Examine the image below. Identify a producer, consumer and decomposer.
Explain how they become so and why the energy flow need to exist in the
ecosystem.

Producer Consumer Decomposer

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LESSON 2: FOOD CHAIN

What is It

How do the grasshopper and the grass interact? Grasshoppers don’t just
hop on the grass. They also eat the grass. Other organisms also eat the grass, and
some animals even eat the grasshopper. These interactions can be visualized by
drawing a food web.

How do the grasshopper and the grass interact? Grasshoppers don’t just
hop on the grass. They also eat the grass. Other organisms also eat the grass, and
some animals even eat the grasshopper. These interactions can be visualized by
drawing a food web.

Food Webs
Energy must constantly flow through an ecosystem for the system to
remain stable. What exactly does this mean? Essentially, it means that organisms
must eat other organisms. Food chains (Figure 10.1) show the eating patterns in
an ecosystem. Food energy flows from one organism to another. Arrows are used
to show the feeding relationship between the animals. The arrow points from the
organism being eaten to the organism that eats it. For example, an arrow from a
plant to a grasshopper shows that the grasshopper eats the leaves. Energy and
nutrients are moving from the plant to the grasshopper. Next, a bird might prey
on the grasshopper, a snake may eat the bird, and then an owl might eat the
snake. The food chain would be: 0

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 Food chains only have 4 or 5 total levels. Therefore, a chain has only 3 or 4
levels for energy transfer.
In an ocean ecosystem, one possible food chain might look like this:
phytoplankton → krill → fish → shark
The producers are always at the beginning of the food chain, bringing
energy into the ecosystem. Through photosynthesis, the producers create their
own food in the form of glucose, but also create the food for the other organisms
in the ecosystem. The herbivores come next, then the carnivores. When these
consumers eat other organisms, they use the glucose in those organisms for
energy. In this example, phytoplanktons are eaten by krill, which are tiny, shrimp-
like animals. The krill are eaten by fish, which are then eaten by sharks. Could
decomposers be added to a food chain?
Each organism can eat and be eaten by many different types of
organisms, so simple food chains are rare in nature. There are also many different
species of fish and sharks. So a food chain cannot end with a shark; it must end
with a distinct species of shark. A food chain does not contain the general
category of "fish," it will contain specific species of fish. In ecosystems, there are
many food chains.
Since feeding relationships are so complicated, we can combine food
chains together to create a more accurate flow of energy within an ecosystem.
A food web (Figure 10.2) shows the feeding relationships between many
organisms in an ecosystem. If you expand our original example of a food chain,
you could add deer that eat clover and foxes that hunt chipmunks. A food web
shows many more arrows, but still shows the flow of energy. A complete food
web may show hundreds of different feeding relationships.

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Summary
• A food chain is a diagram that shows feeding interactions in an ecosystem
through a single pathway.
• A food web is a diagram that shows feeding interactions between many
organisms in an ecosystem through multiple intersecting pathways.

What I Can Do 1

Activity 2.1. Make it REEL!

Directions: Cut out the pictures and glue them in the correct order of the food
chain. Then, write a story line of the food chain that you created. You should use
the words producers, consumers and decomposer in your sentences.

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Activity 2.2. www ( Words Wise Web)

Direction: Use the food web in the picture to answer

the questions.
1. Name the living things in the food web that
are producers.
2. Name the living things in the food web that
are consumers.
3. Which living things does the snake eat?
4. Which living things does the hawk eat?
5. What is eaten by the rabbit?

What I Can Do 2
Self-Test 2.1:
1. What is the difference between a food chain and a food web?
2. Food chains always begin with what type of organism? Why?
3. What is the herbivore in the following food chain:
algae → fish → herons?

What I Can Do 3

Pondering me 2.1. POEMimiyuh! Uh!

Directions: Read the poem below. Make a tune of this poem and sing it to your
teacher. You may borrow a tune from any song you liked. You can pre-record
your performance or perform it live via fb messenger or phone call. When you’re
ready, call this cp: 09501152141 (Performance presentation will on the week 7, so
practice it and make it perfect!)

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 LESSON 3: TROPIC LEVELS

What is It

Why are pyramids important in ecology?

The classic example of a pyramid is shown here. But the pyramid structure
can also represent the decrease in a measured substance from the lowest level
on up. In ecology, pyramids model the use of energy from the producers through
the ecosystem.

Trophic Levels
The feeding positions in a food chain or web are called trophic levels. The
different trophic levels are defined in the Table 11.1. Examples are also given in
the table. All food chains and webs have at least two or three trophic levels.
Generally, there are a maximum of four trophic levels.

Table 11.1 Tropic Levels

Trophic Level Where It Gets Food Example
1st Trophic Level: Producer Makes its own food Plants make food
2nd Trophic Level: Primary Consumer Consumes producers Mice eat plant seeds
3rd Trophic Level: Secondary Consumer Consumes primary consumers Snakes eat mice
4th Trophic Level: Tertiary Consumer Consumes secondary consumers Hawks eat snakes

Many consumers feed at more than one trophic level. Humans, for
example, are primary consumers when they eat plants such as vegetables. They
are secondary consumers when they eat cows. They are tertiary consumers when
they eat salmon.

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Trophic Levels and Energy
Energy is passed up a food chain or web from lower to higher trophic
levels. However, generally only about 10 percent of the energy at one level is
available to the next level. This is represented by the ecological pyramid in Figure
11.1. What happens to the other 90 percent of energy? It is used for metabolic
processes or given off to the environment as heat. This loss of energy explains why
there are rarely more than four trophic levels in a food chain or web. Sometimes
there may be a fifth trophic level, but usually it does not have enough energy left
to support any additional levels.

Ecological pyramids can demonstrate the decrease in energy, biomass or

numbers within an ecosystem.

Trophic Levels and Biomass

With less energy at higher trophic levels, there are usually fewer organisms
as well. Organisms tend to be larger in size at higher trophic levels, but their
smaller numbers result in less biomass. Biomass is the total mass of organisms at a
trophic level. The decrease in biomass from lower to higher levels is also
represented by Figure 11.1.

Summary
• The different feeding positions in a food chain or web are called trophic
levels.
• Generally, there are no more than four trophic levels because energy and
biomass decrease from lower to higher levels.

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 What I Can Do 1

Activity 3.1 Build, Build, Build!

Directions: Place the organisms in each food chain into a proper location
on the energy pyramid.

Place
here

Activity 3.2 Trophic to the next level! For a chain!

Directions: The tropic level of an organism is the position it holds in a food chain.
For example, plants are producers, zebras are primary consumers (because they
eat grass), and lions are secondary consumers (because they eat zebras). Write
organisms for each trophic level. Draw the trophic diagram in your paper.

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 What I Can Do 2

Self-Test 3.1
1. What is a trophic level?
2. What do energy pyramids depict?
3. Explain how energy limits the number of trophic levels in a food
chain or web.
4. Draw a terrestrial food chain that includes four trophic levels.
Identify the trophic level of each organism in the food chain.

What I Can Do 3
Pondering Me 3.1. Let me tell you, Sir!
Make insights of your learning experience on this module.

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 What I Have Learned

Multiple Choice. Choose the letter of the correct answer. Shade the
chosen letter on a separate answer sheet. (Put your answer on next
page)

1. Which is a producer?
a. deer b. grass c. lion d. worm

2. Where do all life forms get their energy?

a. Earth's Core b.Water c. Plants d. The Sun

3. What does a Primary Consumer eat?

a. Tertiary Consumers c. Producers
b. Secondary Consumers d. Decomposers

4. In this Food Web Pyramid the consumers on each level only get about 10
percent of energy that the organisms below them have stored
a. True b. False c. Maybe d. None

5. An organism that lives by breaking apart dead organic matter, returning

nutrients back to the soil is a...
a. Scavenger b. Consumer c. Decomposer d. Carnivore

6. Overlapping food chains in an ecosystem make up....

a. Food web b. Food chain c. Niche d. Symbiosis

7. A producer is a____________.
a. heterotrophy b. autotroph c. decomposer d. scavenge

8. All food webs and food chains begin with _________________.

a. primary consumer c. secondary consumers
b. producers d. predators

9. If there were no decomposers, which of the following would most likely

happen?
a. Plants and animals would remain living for a longer period of time.
b. Animals would start carrying out photosynthesis.
c. The amount of dead plant and animal matter would decrease.
d. Some plants might die due to a shortage of important nutrients.

10. How many carnivores are shown in this

food web?

a. 6 b. 4 c. 5 .3

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NOTE: USE THIS PORTION TO ANSWER THE “WHAT I HAVE LEARNED”. SHADE
THE LETTER OF YOUR ANSWER.
Example: for number 1 question,

After you answered all the item, cut it out and put in your expanded
envelope for submission.

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 Answers Key

Pre-test

1. c 2. a 3. c 4. c 5.b
6-7
Producers Answers vary(Yes/no) Berry
Consumers Answers vary(Yes/no) Deer, rabbit, owl, Fox an black bear
Herbivores Answers vary(Yes/no) Rabbit, deer and black bear
Carnivores Answers vary(Yes/no) Owl, Fox, Black bear
10. b
Lesson 1. Flow of Energy

What I Can Do1

Activity 1.1

1. Consumers 6. Omnivores
2. Producers 7. Detritivores
3. Decomposers 8. Autotrophs
4. Carnivores 9. Heterotrophs
5. Herbivores 10.Solar energy

Activity 1.2

1. Decomposers 6. Consumers
2. Producers 7. Consumers
3. Decomposers 8. Producers
4. Producers 9. Decomposers
5. Consumers 10. Decomposers
What I Can Do 2
Self-Test 1.1
1. Identify three different types of consumers. Name an example of each
type.
Answer: The three types of consumers are the following:
1. Herbivores – example: cow
2. Carnivores – example: Lion
3. Omnivores – example: Human
2. What are photoautotrophs? Give an example of one.
Answer: Photoautotrophs are organisms that use energy from sunlight to
make food by photosynthesis. For example plants, algae and bacteria
3. What can you infer about an ecosystem that depends on
chemoautotrophs for food?
Answers: Organisms in this ecosystem can produce their own foods without
the presence of sunlight. For example , bacteria inside the cave
4. What is the role of decomposers?

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 Answer: Decomposers break down the remains and other waste and
release simple inorganic molecules back to the environment. They also
provide nutrients to the plants.
5. What do scavengers do? Give an example of a scavenger.
Answer: Scavengers consume the soft tissues of dead animals. For
example, the vultures, raccoon and blowflies

What I Can Do 3
Pondering me.
Answers vary. The teacher will check the output. Just put in the expanded
envelope

Lesson 2. Food Chain

What I Can Do1
Activity 2.1
Food chain
Plants => Grasshopper => Frog => Snake => worms

Once upon time there lived a plant. The Plants made their own food through the
use of the energy of the sun. Plants produced enough energy for their entire kingdom.
One day , a grasshopper jumped over the leaves of the plants. They ate the leaves of
the plants and consumed their energies. The grasshopper felt so great. Meanwhile, a
frog saw the grasshopper on the leaf of a plant. It used its long and sticky tongue to its
meal. Frog consumed the poor grasshopper. While the frog enjoyed his meal, a big
snake lurked the frog. Without a blink, the snake swiftly grabbed the frog and consumed
it wholly. The snake was full. It didn’t realize that the frog it eaten was poisonous. The
snake died. Meanwhile in the ground, the worms rejoiced for the feast. They broke the
soil full of nutrients coming from the decayed snake. The worms lived happily ever after.

THE END!

Activity 2.2.
1. Grass and Wildflowers
2. Mouse, rabbit, hawk and snake
3. Rabbit and mouse
4. Snake and rabbit
6. Wild flowers and grass

What I Can Do 2
Self Test 2.1
1. What is the difference between a food chain and a food web?
Answer: A food chain is a diagram that shows feeding interactions in an
ecosystem through a single pathway. While, a food web is a diagram
that shows feeding interactions between many organisms in an
ecosystem through multiple intersecting pathways.
2. Food chains always begin with what type of organism? Why?
Answer: The producers are always at the beginning of the food
chain, bringing energy into the ecosystem. Through photosynthesis, the
25
 producers create their own food in the form of glucose, but also create
the food for the other organisms in the ecosystem. The herbivores come
next, then the carnivores. When these consumers eat other organisms,
they use the glucose in those organisms for energy. In this example,
phytoplanktons are eaten by krill, which are tiny, shrimp-like animals.
The krill are eaten by fish, which are then eaten by sharks

3. What is the herbivore in the following food chain:

algae → fish → herons?
Answer: Fish
What Can I Do 3
Pondering Me 2.1
Presentation of the song will on November 23-27,2020 via fb messenger or phone
call. Please contact me : 09501152141

Lesson 3: Trophic level

What I Can Do 1

Activity 3.1 Activity 3.2

Lion Answers vary Snake

n
Vulture,Hyena
and Cheetah Frog

Giraffe, Gazelle,
Elephant and Zebra Insects
Grass , trees and Plants
shrubs
What I Can Do 2
Self Test 3.1

1. What is a trophic level?

Answer: Trophic level is the feeding positions in a food chain or web

2. What do energy pyramids depict?

Answer: Energy is passed up a food chain or web from lower to
higher trophic levels. However, generally only about 10 percent of
the energy at one level is available to the next level.

3. Explain how energy limits the number of trophic levels in a food

chain or web.
Answer: (Answers vary)
The energy in the trophic is used for metabolic processes or given off
to the environment as heat. This loss of energy explains why there are rarely
more than four trophic levels in a food chain or web. Sometimes there may

26
 be a fifth trophic level, but usually it does not have enough energy left to
support any additional levels.

4. Draw a terrestrial food chain that includes four trophic levels.

Identify the trophic level of each organism in the food chain.
Answer:

Snake

Frog

Insect
s

What I Can Do 3
Pondering me 3.1

Answers vary. The teacher will check the output. Just put in the expanded
envelope

27
 Portfolio Completion – Your Growth Clue!

You now go back to your portfolio and work on the other components that
follow your Goal Setting. Remember that your portfolio is a deliberate collection
of your works with the help of the exemplar. Highlighting your efforts here enables
you to see and reflect on your growth and achievement and your ability to
establish goals just to learn. Upon completion of your portfolio, please be guided
of the rubric below.

Rubric for Portfolio Assessment

LEVELS
Criteria Novice Apprentice Proficient Distinguished Score
(1-3) (4-6) (7-8) (9-10)
1. Goal Setting Sets sloppy Sets some goals Sets general Sets clearly
(Weekly Goal goals, not and processes goals and defined goals that
____ out
Record) realistic for that are positive processes that are attainable
of 10
ability nor level and realistic. are positive and and growth-
of development. realistic oriented
2. My Test Self Shows little Shows adequate Shows good Shows very good
Evaluation evidence of evidence of evidence of and clear
reflection and reflection and reflection and evidence of ____ out
self-assessment. self-assessment. self-assessment. reflection and self- of 10
assessment with
documentation.
3. The Provides little Provides Provides good Provides clear
Pondering Me evidence of adequate performance or evidence of
growth and evidences of general performance or ____ out
achievement. growth and improvement in continued of 10
achievement. achievement. improvement in
achievement.
4. My Best Test 75 - 78 79-85 86-91 92-100 ____ out
of 10
5. My Creative Indicates little Indicates Indicates clear Indicates distinct
Connection evidence of adequate evidence of evidence of
____ out
creativity/analyti evidence of creativity/analyti creativity/analytic
of 10
cal work. creativity/analyti cal work. al work.
cal work.
[1-2] [3] [4] [5]
Overall Submits some of Submits most of Presents all items Presents thorough,
Presentation the items in a the items. in a clear and
____ out
disorganized Portfolio is well chronological complete items.
of 5
form. Portfolio presented. form. Portfolio is Portfolio is neat
looks slapdash. well organized. and elegant.
Prompt Submits late (5-6 Submits late (3-4 Submits late (1-2 Submits on time. ____ out
Submission days). days). days). of 5

Total _______
(Highest
possible
score: 50)

28
References
Botkin, D.B. and E.A. Keller. 2014. Environmental Science: Earth as a Living Planet. 9th ed.
Wiley & Sons, New York, NY.

Freedman, B. 1995. Environmental Ecology. 2nd ed. Academic Press, San Diego, CA. Gates,
D.M. 1985. Energy and Ecology. Sinauer, New York, NY.

Hinrichs, R.A. and M. Kleinbach. 2012. Energy: Its Use and the Environment. 5th ed. Brook
Cole, Florence, KY.

Houghton, J.T. 2009. Global Warming. The Complete Briefing, 4th ed. Cambridge University
Press, Cambridge, UK.

Odum, E.P. 1993. Basic Ecology. Saunders College Publishing, New York, NY

Liu, P.I. 2009. Introduction to Energy, Technology, and the Environment. 2nd ed. ASME Press,
New York, NY.

Priest, J. 2012. Energy: Principles, Problems, Alternatives. 8th ed. Kendall Hunt Publishing Co.,
Dubuque, IO.

Schneider, S.H. 1989. The Changing Climate. Scientific American, 261(3): 70-9

Whittaker, R.H. and G.E. Likens. 1975. The Biosphere and Man. pp. 305-28. In: Primary
Productivity of the Biosphere. (H. Lieth and R.H. Whittaker, eds.). Springer-Verlag, New York,
NY.

1.

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