Q4 Science8

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Learner’s Packet
Name: _________________________________________________________________________
Section: ______________________________________Date: ____________________________
SCIENCE 8
(Q4_LP1)
BACKGROUND INFORMATION FOR LEARNERS:
The digestive system is responsible for breaking down the food mechanically and chemically
to convert complex molecules into the simplest units-- a fraction of which is made up of nutrients that
the body’s cells can absorb. The digestion of food happens in the different digestive organs that
secrete digestive enzymes. In humans, digestion starts in the mouth, where food is chewed and
broken down into smaller pieces for easier digestion. This is called mechanical digestion. Initial
chemical digestion also starts in the mouth. This is
carried out by enzyme molecules that speed up the Figure 1. The Human Digestive
chemical digestion of carbohydrates. Enzymes present
Tract
in saliva, such as amylase, help break down large
complex molecules of carbohydrates into simpler ones
that the body can use.
After swallowing, the food called bolus, enters the
esophagus (gullet) and moves down into the stomach,
where it mixes with gastric juices. Other enzymes such
as protease and lipase help break down proteins in the
stomach and fats in the small intestine, respectively.
Digestion ends in the small intestine, where nutrients are
absorbed in the villi and enter the circulatory system. The
wastes and undigested food go to the large intestine,
where water is also reabsorbed. These wastes, including
the water that are not reabsorbed, are temporarily stored
in the rectum before they are excreted out of the body
through the anus.
Role of Digestion
Provide energy and necessary nutrients for
bodily processes such as:
• Movement • Growth • Repair • Reproduction
Parts of Digestive System
The human body is composed of eleven organ
systems. Each system has its own specific task to carry
out for an individual to survive. The digestive system is
responsible for providing energy and nutrients for the
body.
Mouth
The tongue mixes the foods, and the teeth break
down the foods into small pieces and the saliva secreted
Source: https://tinyurl.com/y3s2jjtx
by the salivary glands soften the food.
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These organs’ coordinated functions evidently elaborated that chemical digestion starts in the
mouth. The food is chewed into smaller pieces and lubricated by the saliva in the mouth resulting in
the smooth and easy swallowing of food.
Pharynx
The pharynx chamber connects the nasal and oral cavities of the body. After chewing the
food, it transports the food from the mouth to the esophagus. Swallowing happens here. When you
swallow, a small tissue closes the windpipe called epiglottis. This prevents food from entering your
lungs.
Esophagus
The esophagus is a muscular tube that is approximately 10 inches in length. It serves as a
passageway of food to the stomach. It is wrapped with mucus so that the food can quickly go down
to your stomach.
Stomach
The stomach holds and breaks the food into a useful form. It also contains enzymes and
gastric juices that are good for breaking the food. Stomach juices are chemicals produced by the
stomach that help digestion. The stomach is made up of muscles that churn and help to mix and to
break food into even smaller pieces.
The digestive glands in the stomach lining produce acids and enzymes that digest proteins.
These digestive juices could, in fact, harm the stomach. However, a thick mucus layer helps keep
this acidic chemical from destroying the tissues of the stomach.
Small intestine
The food in the first part of the small intestine (duodenum) is acted upon by secretions of bile
from the liver, insulin produced by the pancreas, and intestinal glands. Digested molecules of food
are absorbed through the small intestine. The walls of the small intestine contain many folds that are
lined up with tiny fingerlike protrusions called villi. These villi are in turn covered with even smaller
protrusions called microvilli. These structures increase the surface area through which nutrients are
absorbed.
During absorption, these nutrients pass through the walls of the intestine and into the
bloodstream, where they get transported to the different parts of the body. The undigested parts of
food or those that were not absorbed by the body move to the large intestine like cellulose of fruits
and vegetables.
Pancreas
The pancreas secretes pancreatic juice which breaks down fats, carbohydrates, and protein.
It also releases insulin into the blood which regulates the use of sugar in your body.
Liver
The liver is located on the right side of the stomach, and it is the largest organ of the digestive
system. It produces bile which helps to break fats into smaller ones. This bile is stored in the
gallbladder, and it is released when food moves into the small intestine.
Large intestine
The large intestine connects the small intestine to the anus, consisting of three regions known
as cecum, colon, and rectum. After food is digested, water is absorbed in the large system. Waste
food or substances that need to be removed from the body are stored here after water is absorbed.
It also changes the undigested food into semi-solid waste or feces which leave the body through the
anus.
Path of Food
Digestion is the process of breaking down the food into smaller pieces so that our body can
absorb them. Food undergoes both physical and chemical changes as it moves from one part of
the gastrointestinal tract to the other. When we bite and chew food using our teeth, it is called
physical or mechanical digestion. Some foods are soluble in water, but some are not, like meat.
The chemical breakdown of food is called chemical digestion which involves the use of enzymes.
Enzymes are protein molecules that help to speed up the chemical reaction because when enzymes
react with food, they break it into simpler substances. Chemical digestion also happens in the mouth,
this is when we chew the food and mix it with saliva.
2
Digestion in the Mouth, Pharynx, and Esophagus Figure 2. Peristalsis in the Esophagus
Digestion starts when food is taken into the
mouth. This is called ingestion. As you chew, you are
breaking the food into small pieces as a means of
mechanical breakdown. The pieces mix with saliva
before you swallow. Saliva is a watery liquid produced by
the salivary glands. It softens and wets the food in the
mouth and starts chemical digestion of carbohydrates
through the enzymes present in it. Then the food passes
through the esophagus. Muscle contractions in the
esophagus help move the food down to the stomach.
This process is called peristalsis (see Figure 2).
Digestion in the Stomach Source: t.ly/Q4OH
As the food in the esophagus enters the stomach,
gastric juices are secreted. Stomach juices are chemicals made by the body that help digest food.
The stomach is made up of muscles that churn and help mix the food and break it into even smaller
pieces. At certain times of the day, you hear your stomach rumbling. This is the sound you hear as
the gastric juices are churned in an empty stomach. This
Figure 3. Pyloric Sphincter indicates that you are already hungry, and it is time for you to
eat. The stomach and some glands start to produce gastric
juices to prepare your stomach for the food you will eat. These
gastric juices provide an acidic environment in the stomach.
Gastric juice is composed of hydrochloric acid and pepsin.
Hydrochloric acid is not an enzyme, while pepsin is an enzyme
used to digest protein.
Food stays in the stomach for four hours wherein it is
mixed, churned, and becomes fluid. A sphincter is the
regulator muscle of the stomach which prevents the food from
escaping. It is also a soft muscle that serves as the valve at
the esophagus to the stomach then to the small intestine.
The digestive glands in the stomach lining produce
acids and enzymes that digest proteins. These digestive
juices could, in fact, harm the stomach. However, a thick
Source: t.ly/XALA
mucus layer helps keep this acidic chemical environment from
destroying the tissues of the stomach.
Digestion in the Small Intestine
Digested molecules of food are absorbed through the small intestine. The walls of the small
intestine contain many folds that are lined up with tiny fingerlike protrusions called villi. These villi are
in turn covered with even smaller protrusions called microvilli. These structures increase the surface
area through which nutrients are absorbed. The starch is converted into sugar by the saliva and the
protein is broken down into simpler proteins. These sugar, carbohydrates, protein, and fats are
digested in the small intestine. The bile is produced by the liver. The bile is stored in the gallbladder.
The role of the bile is to break the fat and oil into smaller particles.
The pancreatic juice is a mixture of enzymes that can break starch, fat, and protein. It is
released every time there is food in the small intestine.
Carbohydrates are broken down into simple sugars that are absorbed in the small intestines;
they are circulated to the different parts of the body as they join the bloodstream. They are used up
as sources of energy once they are assimilated by the cells; those that are circulated into the liver
are stored.
Proteins are broken down into their component parts, also called amino acids in the stomach.
This process is aided by acids secreted by the cells that make up the stomach walls and enzymes
present in the gastric juice. Like the simple sugars, amino acids are absorbed in the small intestine
through the villi -- the fingerlike structures that line the walls of the small intestines and are circulated
to the different parts of the body. Those that are circulated into the liver are stored as glycogen.
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In the case of fats and lipids, their digestion is completed in the small intestine where bile
secreted from the liver disintegrates them into fatty acids and glycerol particles that are circulated to
the rest of the body and stored in fatty tissues. The digestion ends when they become amino acids,
glucose, fatty acids, and glycerin.
Absorption and Assimilation
During absorption, these nutrients pass through the walls of the intestine and into the
bloodstream, where they get transported to the different parts of the body. The food in the first part
of the small intestine (duodenum) is acted upon by secretions from the liver, pancreas, and intestinal
glands. Digested molecules of food are absorbed through the small intestine. The walls of the small
intestine contain many folds that are lined up with tiny fingerlike protrusions called villi. These villi are
in turn covered with even smaller protrusions called microvilli. These structures increase the surface
area through which nutrients are absorbed.
In the process of absorption and assimilation after digestion, the nutrients present in the blood
reach the target cells and tissues that utilize them for their activities. This process of synthesizing the
biological compounds (macromolecules) from the absorbed simple molecules is called assimilation.
It helps in cell growth and development and new cell production.
The undigested parts of food or those that were not absorbed by the body moves to the large
intestine like cellulose of fruits and vegetables. It also changes the undigested food into semi-solid
waste or feces which leave the body through the anus. This process is called elimination or
excretion.
Figure 4. Shows how food is changed to soluble forms as it is moved from one part of the digestive system to another. You can help your
digestive system by drinking water and practicing a balanced diet by choosing nutritious foods that support your digestive system over
harmful foods that might harm your overall health.
LEARNING COMPETENCY WITH CODE:
Explain ingestion, absorption, assimilation, and excretion/egestion.

S8LTIVa-13
Objectives:
Specifically, you should be able to…
1. Identify the organs that make up the human digestive system.
2. Give the function(s) of each part.
3. Cite the important role(s) played by each organ in performing the process of
digestion.
4
ACTIVITIES/ EXERCISES:
ACTIVITY 1: DRAW AND TELL

INSTRUCTIONS: Draw the figure of the structure of the human digestive system, then label the
parts and give its function. Use the words found inside the box in labeling your drawing.
WORD BANK
large intestine stomach esophagus mouth
small intestine rectum pancreas liver
ACTIVITY 2: DIGESTIVE MAZE

INSTRUCTIONS: Study the digestive maze below. Write your answers in your notebook/on a
separate sheet of paper.
1. Start- ________
2. _____________
3. _____________
4. _____________
5. _____________
6. _____________
7. _____________
8. _____________
9. End-_________
Source: t.ly/YOjX
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List down the correct path of food during the process of human digestion from the start to the end
then arrange chronologically how food is digested and eliminated inside our body. Use numbers 1-7.
_____ Nutrients get absorbed.
_____ The food moves into the stomach.
_____ Pancreatic juices help to digest food.
_____ The food moves to the muscular tube.
_____ The food is chewed and mixed with saliva.
_____ Undigested food moves into the large intestine.
_____ Semi-solid waste is released through the anus.
_____ The enzyme pepsin, and gastric juice of the stomach start the digestion of proteins into
amino acids.
ACTIVITY 3: A JOURNEY TO DIGESTIVE SYSTEM!

INSTRUCTIONS: Follow the procedure and answer the following guide questions. Provide
documentation/pictures of this activity.
Procedures:
1. Take a small piece of bread. Tear it into small pieces and place it into a clean plastic bag.
What does this represent?
2. Pour a small amount of water into the bag.
3. Close the bag and squish the bread with your fingers until all the pieces are small. What does
this represent?
4. Drain the liquid contents down the sink by creating a small gap that prevents the solid from
escaping and compare it with an undrained sample. What stage of digestion does it
represent?
5. Put all the contents of the bag into the garbage. What does this represent?
Let us try to understand better how the food undergoes further digestion within the body.
Read the sentences below and complete the sentences with the terms found inside the box.
Stomach Ingestion Digestion Small Intestines Food Liquids

Tongue Absorption Liver Waste Excretion Assimilation Pharynx
Large Intestine Esophagus Saliva Absorbed Mouth Rectum Swallow
All animals need to eat 1. ________________to get energy to live. But to use this food, they
have to break it down in a process called 2. ______________________. And so, all animals have a
group of connected organs called the digestive system. In humans the process of digestion begins in
the 3. _______________ where food is chewed into small pieces by the teeth. The
4. ______________________ helps by moving these pieces around. These pieces are covered by
5. ____________ or spit. The saliva makes the food slippery so that it is easier to 6. _____________.
It also helps to break down the food. Once the food is swallowed, it passes through the
7. _____________, which is like a gate that sends food into the 8. _____________ and air into the
lungs. The food travels down the esophagus and into the 9. ____________________. After spending
some time in the stomach, the food is sent into the 10. ___________________where nutrients are
11. ____________________. The 12. _________________helps by producing some digestive juices
called bile. Next, the remaining food goes into the 13. ________________were the
14. _____________are absorbed. The remaining food is called 15. ___________ and it is pushed
into the 16. __________________where it wait’s before leaving the body. Food is taken into the
mouth where it is physically broken down by the teeth into smaller pieces through the process of 17.
________________. It is followed by 18. ________________ and 19. ____________ in the small
intestine and it is delivered out of the body through your anus in the process of
20. _______________
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REFLECTION:
Complete the statements below.

In this activity, I learned that…
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
The part of the lesson which I enjoyed the most is…
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
I want to learn more about ….
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
REFERENCES FOR LEARNERS:
Textbooks:
Science Learner’s Module, Pia C. Ocampo et. Al., Grade 8 Science Learner’s Module, Vibal
Publishing House, Inc.
Science Vistas 8, Delfin C. Angeles et. Al., Grade 8 Science Vistas, Don Bosco Press, Inc.
Internet Sources:
http://www.vtaide.com/png/digest-mcq.html
https://tinyurl.com/y3s2jjtx
https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcQBDvWZCpTUkbUv_V7-3-
Vlk6IqOFzASN5a-g&usqp=CAU
https://cdn3.vectorstock.com/i/1000x1000/13/32/pyloric-sphincter-of-the-stomach-duodenum-
pylorus-vector-20421332.jpg
https://kidshealth.org/en/kids/bfs-dsactivity.html
2006 www.bogglesworldesl.com
https://images.app.goo.gl/e4GuK7LYJLGvBABR6
https://teachwithfergy.com/part-2-the-crackers-the-bread-in-a-bag-digestive-
systemdemonstrations/?fbclid=IwAR3E2j62_llSIJBGstmX3RI6o0ZPnIMXgUJ3BP5WvqWe-
DB0v4TDJ4rSguA
https://images.app.goo.gl/e4GuK7LYJLGvBABR6
7
8
Education Program Supervisor: Jade O. Alberto, EdD
Lay Out Artist: Joma Ray B. Montas
Language Editor: Aura Marie B. Brobio
Content Editor: Lea O. Londoño
Author/ Writer: Gladys Q. Ofracio
DEVELOPMENT TEAM
ACTIVITY 1: DRAW AND TELL
1. Mouth - digestion of foods starts here
2. Esophagus - muscular tube
3. Liver - bile is produced
4. Large Intestines - received the
undigested food
5. Stomach - holds and break the food
into a useful form
6. Pancreas - secretes pancreatic juices
ACTIVITY 3: A JOURNEY TO DIGESTIVE 7. Small intestines - the food remains for
SYSTEM! about 4 hours
8. Rectum - stores stool until it pushes
1.Food broken into small pieces by teeth
stool out of your anus during a bowel
3. Food submerged in the in the HCI of the
movement
stomach – chemical digestion
4. Mechanical digestion by the stomach
5. Waste is temporarily stored in the
rectum. ACTIVITY 2: DIGESTIVE MAZE!
1. Food 11. Absorbed 1. Start- Mouth
2. Digestion 12. liver 2. Esophagus
3. Mouth 13. large intestine 3. Stomach
4. Tongue 14. liquid 4. Pancreas
5. Saliva 15. Waste 5. Liver
6. Swallow 16. Rectum 6. Gallbladder
7. Pharynx 17. Ingestion 7. Small Intestines
8. Esophagus 18.Absorption 8. Large Intestines
9. Stomach 19.Assimilation 9. End - Anus
10. Small intestine 20.Excretion/egestion 6,3,5,2,1,7,8,4
ANSWER KEY:
SMILE
Learner’s Packet
Name: __________________________________________________________________________
Section: ________________________________________ Date: ______________________
SCIENCE 8
(Q4_LP2)
The Chromosome
All living things contain what we call the genetic material that serves as the set of instructions
that direct the activities and functions of the cells. These genetic materials, also known as the
deoxyribonucleic acid or DNA, are passed on from one generation to the next to ensure the continuity
of life. In eukaryotic cells (cells with organelles), the DNA is bound with proteins (histones) and are
organized as beads on strings to form chromosomes.
Source: https://qph.fs.quoracdn.net/main-qimg-e5fed8f3689dae074c9a0e99c0ae71fc
The Cell Cycle
The chromosomes of a cell change form as the cell transitions from one stage to another in a
typical cell cycle. The cell cycle may be divided into two stages: the interphase where the
chromosomes are long and extended and are also referred to as chromatin, and the cell division
phase where the chromosomes become condensed or
thickened. Figure 1: The Cell Cycle
The interphase refers to the period that follows
one cell division and precedes another. This stage is
divided into three substages. The first gap period or G1,
during which time the cell grows initially. The middle
stage is called the synthesis stage or S1 is the period
of DNA synthesis or replication where chromosomes
are duplicated. The second gap
period or G2 represents a period
of rapid cell growth to prepare for cell division.
Cell Division
Understanding the concepts of cell division
gives us a clearer view of how cells in our body work in
order to maintain their normal functioning and it Source: https://www.sciencefacts.net/cell-cycle.html
explains how critical their roles are in the continuity of
9
life. For organisms to grow and reproduce cells must divide, this is done through a process called
Cell division. It is a basic process of life that all organisms undergo, although it occurs in different
ways in different species. There are two major types
of cell division namely: mitosis and meiosis. Figure 2: Stages of Mitosis
Mitosis is a type of cell division that
produces daughter cells that are genetically
identical to the originally dividing cells (parent). It
occurs among somatic cells or the body cells and is
the reason why our body is capable of growth and
development, for example the increase in size or in
length of an organism, the healing of wounds to
replace damaged cells. This process is responsible
for the growth and development of an organism,
repair and replacement of damaged cells and
organelles, and helps in maintaining the constant
number of chromosomes in all body cells of an
organism.
There are four (4) stages under the process
of mitosis: Prophase, Metaphase, Anaphase and
Telophase.
MEIOSIS
This is a type of cell division that occurs only
among gametes or reproductive cells (sperm and
egg). It consists of two rounds of nuclear division;
the first division is called reduction-division, it
involves separation of homologous chromosomes
resulting in two haploid nuclei, while the second
division (equational division) results in four haploid
nuclei that are non-identical to the parents as a
result of crossing over (exchange of genetic Source:
material of homologous chromosomes). http://kalanishomeworkmitosisandcytokinesis.blogspot.com/
2012/02/mitosis-and-cytokinesis.html
Meiosis is important for continuity of life in
eukaryotes. It is essential in the production of sex cells/ gametes (gametogenesis); needed for the
maintenance of an equal number of chromosomes in the offspring; responsible for the genetic
variations in the next generation. Meiosis I is consisting of four stages: Prophase I, Metaphase I,
Anaphase I and Telophase I
Figure 3: Stages of Meiosis I
Source: https://biologydictionary.net/meiosis/
10
Note that each chromosome still has two sister chromatids; it is therefore necessary for the
cells to undergo another round of cell division.
The second meiotic division, also known as meiosis II, is mitotic in nature and consists of the
following stages: prophase II, metaphase II, anaphase II and telophase II; these stages are
identical with mitotic stages. The results are four cells, two from each daughter cell from meiosis I,
with one half the diploid chromosome number and with only one sister chromatid for each
chromosome.
Figure 4: Stages of Meiosis II
Source: https://biologydictionary.net/meiosis/
The processes of mitosis and meiosis are not just processes that are included in the cell cycle.
These two are very significant to organisms especially in growth and development, repair, and
reproduction. Below are the different body processes of organisms that involve mitosis and meiosis.
Production of somatic cells

▪ Cell growth
▪ Cell repair
▪ Fertilization (cell division of the zygote)
▪ Regeneration of body parts (sea star)
Mitosis
▪ Asexual reproduction such as:
⮚ budding (Hydra, yeasts)
⮚ o binary fission (prokaryotes such as
bacterium) o vegetative reproduction (grafting,
cutting, layering, tuber, bulb, or stolon formation,
suckering and tissue culture)
Meiosis ▪ Gametogenesis (spermatogenesis and oogonia)
which is important in sexual reproduction
Why are mitosis and meiosis significant to organisms?

● Significance of mitosis for sexual reproduction: Mitosis is indirectly important for sexual
reproduction. It allows the sexually reproducing organism to grow and develop from a single
cell into a sexually mature individual. This allows organisms to continue to reproduce through
the generations.
● Significance of Meiosis and Chromosome Number: Chromosomes are the cell's way of
neatly arranging long strands of DNA. Non-sex cells have two sets of chromosomes, one set
from each parent. Meiosis makes sex cells with only one set of chromosomes. For example,
human cells have 46 chromosomes, with the exception of sperm and eggs, which contain only
23 chromosomes each. When a sperm cell fertilizes an egg, the 23 chromosomes from each
11
sex cell combine to make a zygote, a new cell with 46 chromosomes. The zygote is the first
cell in a new individual.
● Significance of Meiosis for Diversity: One of the benefits of sexual reproduction is the
diversity it produces within a population. That variety is a direct product of meiosis. Every sex
cell made from meiosis has a unique combination of chromosomes. This means that no two
sperm or egg cells are genetically identical. Every fertilization event produces new
combinations of traits. This is why siblings share DNA with parents and each other but are not
identical to one another.
Compare mitosis and meiosis, and their role in the cell - division cycle. S8LT - IVd -16
Explain the significance of meiosis in maintaining the chromosome number. S8LT - IVe -17
Objectives:
1. Identify the stages/phases of Mitosis and Meiosis.
2. Compare mitosis and meiosis and their role in the cell division
3. Explain the significance of mitosis and meiosis to the processes that occur in
organisms.
ACTIVITY 1: GUESS IT TO NAME IT

INSTRUCTIONS: The diagram/pictures shown in the table each shows a specific stage in Mitosis and
Meiosis. Your task is to analyze and identify them using the stages of Mitosis and Meiosis.
MITOSIS
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
12
MEIOSIS I
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
MEIOSIS II
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
13
ACTIVITY 2: COMPARABLE, INCREDIBLE DUO!
INSTRUCTIONS: You are going to compare Mitosis and Meiosis. Show your comparison by
completing the table below, use the given factor. Indicate notes discussing any important
differences or similarities or events occurring in the phases which are comparably incredible!
QUESTIONS MITOSIS MEIOSIS
In what type of cell does the process take
place?
How many rounds of nuclear division
occur during the process?
How many stages does each process
undergo?
How many daughter cells are produced?
How many chromosomes are in the
parent cells? (Haploid/Diploid)
How many chromosomes are in each
daughter cell at the end of the process?
(Haploid/Diploid)
Genetic composition comparison of the
parent cell to the daughter cells
Do Synapsis and crossing over occur? If
so, during what stage?
ACTIVITY 3: MAGNIFICENT SIGNIFICANCE

INSTRUCTIONS: Identify whether each of the processes involves mitosis or meiosis. Explain briefly
its significance to the process.
Cell Repair
Budding
Sexual Reproduction
Regeneration of Cells
Fertilization
14
REFLECTION:
PART I. Compare and Contrast.

INSTRUCTIONS: Using the Venn diagram below, write the similarities and differences in the
processes of mitosis and meiosis.
Different Different
Same
PART II. Reflect and Connect! Based on what you’ve learned from the activities, assigned reading,
and models, answer the reflection question below:
What is the overall significance of mitosis and meiosis in your growth and development as an
individual?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_____________________________________________
Textbooks:
Inao, M. (2019). Science Grade 8 Quarter 4: Week 2 -Cell Division. Department of Education –
Schools Division of Negros Oriental.
Barba, S. (2020). STEM - Biology 1 Grade 11 Quarter 1: Module 7 – Mitosis and Meiosis First
Edition. Department of Education – Schools Division of Albay.
15
16
ACTIVITY 3. MAGNEFICENT SIGNIFICANCE
Mitosis helps in the production of identical copes of cells and
thus helps in repairing the damaged tissue or replacing the
Cell Repair worn-out cells. But the degree of regeneration and
replacement in multicellular organisms vary from one
another.
Diploid cells of brewer’s yeast look, grow, and asexually
reproduce by a type of mitosis called budding. Both haploid
and diploid yeast cells grow and reproduce this way. Diploid
Budding yeast, however, have another option. They can divide in such
as way that the diploid number of chromosomes are reduced
down to the haploid number. This kind of division is called
meiosis.
Sexual reproduction uses the process of meiosis to increase
genetic diversity. Further, germ cells have only one set of
chromosomes, so two germ cells are required to make a
Sexual Reproduction complete set of genetic material for the offspring. The
offspring is therefore able to inherit genes from the both
parents and both sets of grandparents.
Mitosis is the process responsible for the regeneration.
Regeneration is the natural process of replacing or restoring
damaged or missing cells, tissues, organs, and even entire
body parts of full function in plants and animals. All living
Regeneration of Cells
organisms have some ability to regenerate as part of natural
processes to maintain tissues and organs. Some animals have
extensive regenerative abilities.
Organisms that reproduce sexually by joining gametes, a
process known as fertilization, must have a mechanism to
produce haploid gametes. This mechanism is meiosis, a type
Fertilization of cell division that halves the number of chromosomes.
During meiosis, the pars of chromosomes separate and
segregate randomly to produce gametes with one
chromosome from each pair.
ANSWER KEY:
Meiosis: https://stock.adobe.com/ph/search?k=meiosis&asset_id=371760314
Mitosis: https://www.shutterstock.com/search/mitosis
Internet Sources:
of Mitosis and Meiosis First Edition. Department of Education – Schools Division of Albay.
Barba, S. (2020). STEM - Biology 1 Grade 11 Quarter 1: Module 8 – Significance or Applications
17
Jade O. Alberto, EdD Education Program Supervisor:
Joma Ray B. Montas Lay Out Artist:
Aura Marie B. Brobio Language Editor:
Lea O. Londoño Content Editor:
Ma. Sharlyn A. Navia Author/ Writer:
DEVELOPMENT TEAM
ACTIVITY 1: GUESS IT TO NAME IT ACTIVITY 2. COMPARABLE, INCREDIBLE
MITOSIS DUO!
PROPHASE METAPHASE MITOSIS MEIOSIS
ANAPHASE TELOPHASE Somatic/ body Gametes/ sex
MEIOSIS I cells cells
PROPHASE I METAPHASE I 1 2
ANAPHASE I TELOPHASE I 4 8
MITOSIS II 2 diploid 4 haploid
PROPHASE II METAPHASE II daughter cells daughter cells
ANAPHASE II TELOPHASE II Diploid (2n) Diploid (2n)
Diploid (2n) Haploid (n)
Genetically Varied/ non-
identical to the identical to the
parent parent
no Yes, prophase I
SMILE
Learner’s Packet
Name: __________________________________________________________________________
Section: ________________________________________ Date: ______________________
SCIENCE 8
(Q4_LP3)
How is the behavior of the chromosomes during meiosis related to heredity? To answer this
question, we must first look back at the experiments of Gregor Mendel. The results of his garden
experiments laid down the foundation of Modern Genetics.
Gregor Mendel was an Augustinian monk in a monastery in Brunn, Austria- Hungarian Empire
(now Brno, Czech Republic). He was interested in investigating now individual traits were inherited.
He wanted to find out whether both parents contributed equally to the traits of the offspring. He also
wanted to know if the traits present in the offspring were produced by the blending of the traits of the
parents.Mendel chose the garden pea (Pisum sativum) for his experiments. Before he started his
experiments, Mendel first produced pure- breeding plants. Mendel allowed his pea plants to self-
pollinate for many generations until all the offspring had the same features as the parents, generation
after generation.
Mendel began cross- pollinating peas with contrasting traits. The pure- breeding peas
constituted the parental or P1 generation. All offspring of these crosses resembled one another. For
example, when he crossed pea plants that produced round seeds with pea plants that produced
wrinkled seeds, all the offspring had round seeds.
The offspring of the parental cross are called the first filial (F1) generation. In Mendel’s
experiments, the F1 generation are also called hybrids because they resulted from a cross between
two pure- breeding plants with contrasting traits (for example, pea plants with round seeds crossed
with pea plants with wrinkled seeds). Table 2 shows the seven pure- breeding crosses that he made
based on seven characters of the plant and the resulting traits of the F1 generation.
Table 1. Results of Mendel’s crosses between pure – breeding pea plants

Characters studied Parents First Filial (F1)
Generation
Seed shape round wrinkled round
Seed color green yellow yellow
Seed coat color colored white colored
Pod shape inflated constricted Inflated
Pod color green yellow green
Flower position axial terminal axial
Stem length long short long
(Source: Grade 8 Science Learner’s Module pp 327 – 332)
When the plants from the F1 generation were crossed with each other or self - pollinated, the
offspring (F2 or second filial generation) were of two types.
18
LAW OF INDEPENDENT ASSORTMENT
This law states that “the expression of one particular trait does not affect the expression of
another trait.” Mendel continued his experiments by crossbreeding two hybrid plants of the F1
generation, which become P2 generation. He wanted to determine if the trait for seed color would
influence the trait for seed shape.
Mendel found that the dominant trait of one kind did not mask the expression of the recessive
trait of another kind. This means that, the seed color, for instance, does not have any connection with
the seed shape of the pea plant.
The Punnett Square

It is a diagram that is used to predict an outcome of a particular cross or breeding experiment.
It is named after Reginald Punnett, the person who devised it. The vertical column lists the gametes
from the female parent while the horizontal column has the gametes of the male.
Example: Suppose your father has curly hair and your mother has straight hair. You are the
only child and inherited curly hair from your father. Your parents are expecting a
second child. What are the chances that the second child would have?
Steps to solve the problem using Punnett Square:
19
(Source: LAS Division of Negros Oriental, CHERRY ANN A. OPOC)
20
Law of Segregation
Before Mendel’s time, it was believed that all traits were mixed when they were transmitted
from generation to generation, as red and blue paints mix to give a violet color. However, when
Mendel crossed pure-breeding pea plants, the pea plants did not produce offspring with blended or
intermediate traits. In Mendel’s experiments, the pure-breeding parent plants had two identical genes
for a trait: round seed = RR, wrinkled seed = rr. Mendel hypothesized that: The pair of genes
segregate or separate from each other during gamete formation. This is now known as the Law of
Segregation.
Predict phenotypic expressions of traits following simple patterns of inheritance.

S8LT-IVf-18
Objectives
1. Describe how biological traits are passed on to successive generations
2. Perform monohybrid cross using Punnett Square correctly given the phenotype and
genotype of parents.
3. Explain why members of the same species show variation.
ACTIVITY 1: SPONGEBOB GENETICS

INSTRUCTIONS: Read each statement carefully and give what is being asked. Write your answers
on the space provided.
1. For each genotype below, indicate whether it is a heterozygous (He) OR homozygous (Ho).
TT _____ Pp _____ dd _____ Ff _____ Tt _____ FF _____
Which of these genotypes would be considered purebred? _____________________
2. Use the chart to determine the genotype for each phenotype listed below.
Purebred SquarePants - ______

Heterozygous SquarePants - ______
Homozygous yellow body - _____
Purebred blue body - ______
Hybrid round eyes - ______
3. In Squidward’s family, a blue body color (B) is dominant to green (b). Determine the
PHENOTYPE for each genotype below based on this information.
BB _________________ Bb _________________ bb _________________
4. If tall eyeballs (T) are dominant to short eyeballs (t), give the GENOTYPES that are possible
for members of Mr. Krabbs’ family.
Tall eyeballs = ______________ Short eyeballs = ______________________
21
5. Sponge Burt is known for his big round eyes (R), which is dominant over an oval eye shape
(r). If he is heterozygous for his round eye shape and marries a woman with oval eye shape,
what type of eyes might the kids have?
A. List the genotypes for each:

Heterozygous Round Eyes - _______ Oval Eyes - _______
B. Complete the Punnett square to show the possibilities that
would results if Sponge Bob had children with an oval-eyed woman.
C. What are the chances of a child with round eyes? ______%
D. What are the chances of a child with oval eyes? ______%
6. Patrick recently married Patti, a cute girl he met at a local dance. He is considered a
purebred for his tall head shape (T), which is dominant over a short head (t). If Patti is a
short-headed woman, what type of heads would their children have?
A. List the genotypes for each: Patrick - ______ Patti - _______

B. Complete the Punnett square to show the possible offspring.
C. Which types of head is most likely: tall or short? Explain.
D. Would the children be considered purebreds? Explain.
ACTIVITY 2: BIKINI BOTTOM GENETICS

INSTRUCTIONS: PART A: Smiley Face Traits (1) Get two coins and mark one coin with a “F” and
the other with a “M” to represent each of the parents. The parents are heterozygous for all the
Smiley Face traits. (2) Flip the coins for parent for each trait. If the coin lands with heads up, it
represents a dominant allele. A coin that lands tails up indicate a recessive allele. Record the result
for each person by circling the correct letter. Use the results and the Smiley Face Traits page to
determine the genotype and phenotype for each trait.
Trait Female Male Genotype Phenotype

Face Shape Cc Cc
Eye Shape Ee Ee
Hair Style Ss Ss
Smile Tt Tt
Ear style Vv Vv
Nose style Dd Dd
Face Color Yy Yy
Eye Color Bb Bb
Hair Length Ll Ll
Freckles Ff Ff
Nose Color RY RY
Ear Color PT PT
22
Part B: Is it a boy or girl?
To determine the sex of your smiley face, flip the coin for the male parent. Heads would represent
X, while tails would be Y.
Female Male Genotype Phenotype
Sex X X Y
Part C: Create Your Smiley Face!

Use the Smiley Face Traits chart and your
results from Part A to create a sketch of your smiley face
in the box. Once you have completed the sketch, use
the drawing tools in Microsoft Word to create your smiley
face! Two things to remember ...
√ Do not add color on the computer! Print a black
and white copy and then use crayons or colored
pencils to finish it.
√ Don’t forget to give your smiley face a name! You
will also need to include your name as parent and
your class hour.
23
ACTIVITY 3: BIKINI BOTTOM- Dihybrid Crosses
A dihybrid cross describes a mating experiment between two organisms with two contrasting
traits at a time. Based on the work of Gregor Mendel, the inheritance of the traits in this manner are
independent of each other. Thus, each trait has an equal chance to be inherited during gamete
formation.
INSTRUCTIONS: Read the situation given to apply the law of independent assortment and solve the
problem using the Punnet Square.
Part A. Suppose you have a couple Smiley with the following features:
• Circle face shape (Cc) with Yellow Face color (YY) = Father
• Oval face shape (cc) with Yellow Face color (Yy) = Mother
Guide Questions:
1. What would be the possible combination of traits during gamete formation for
both parents?
Father: CY , CY , cY , cY
Mother: _______________
2. Complete the given Punnet Square below to show the possible traits of their
offspring.
Father Mother
Cc YY cc Yy
CY CY cY cY
Father CY CY cY cY
Mother
3. List down the genotypes and phenotypes of their offspring.

4. What is the chance to have an oval and green color face smiley offspring?
Part B. Use the chart below to identify the genotypes of the following traits:
TRAIT DOMINANT GENE RECESSIVE GENE

Body shape Squarepants (S) Roundpants (s)
Body color Yellow (Y) Blue (y)
Eye shape Round (R) Oval (r)
Nose style Long (L) Stubby (l)
SpongeBob’s aunt, who is round pants has a cute stubby nose. She has finally found the
sponge of her dreams and is ready to settle down. Her fiancé always comments on how adorable her
nose is (he says it reminds him of his mother – aww, how sweet!). They wonder what the chance is
that trait be passed on to their future offspring. Her fiancé is a purebred SquarePants and hybrid for
his long nose.
a. Identify the genotypes of the aunt and her fiancé.
Aunt = Round pants, Stubby Nose = ______________
Fiancé = Purebred SquarePants, Long Nose = ____________
b. What are the possible gamete combinations for each person?
Aunt = ______________ Fiancé = ____________
c. List down the genotypes and phenotypes of their offspring by using the Punnet
Square.
24
fiancé
Aunt
sl
sl
sl
sl
Genotypes:
SsLl = ____ Square Pants with Long Nose = ______
Ssll = ____ Square Pants with stubby Nose=______
d. What is the chance to have stubby nose offspring? __________________
How’s your experience in the different activities on gene’s expressions? Quite amazing, isn’t
it? However, phenotypic expression is NOT only about genes. As you all know the sum of an
organism’s observable characteristics is your phenotype. What you see is what you observe, but bear
in mind that your genotype is the one inherited from your own parents, while the phenotype is not.
More facts await you as you explore further about the wonder of GENETICS in your next grade level!
Rubrics for Scoring

Category 4 3 2 1
It includes all All but 1 of the
All required
required required Several required
elements are
Required Elements elements as well included on the elements are elements were
as additional included on the missing.
answer.
information. answer.
All graphics
All graphics are are related to
Graphics are not
related to the the topic and All graphics
related to the
topic and make most make it related to the
topic OR several
it easier to easier to topic. One or two
Graphic Relevance borrowed
understand. understand. borrowed
graphics do not
All borrowed Some graphics have a
have a source
graphics have a borrowed source citation.
citation.
source citation. graphics have a
source citation.
The illustration The illustration The illustration The illustration

is exceptionally is attractive in is acceptably is distractingly
Attractiveness attractive in terms of design, attractive messy.
terms of design, layout, and though it may be It is not
layout, and neatness. a bit messy. attractive.
neatness.
The work could
The effort was The effort was The work was
have been
Effort far beyond that completely completed with
improved with
required. satisfactory. minimum effort.
more effort.
25
REFLECTION:
Give your insights about your journey as you traverse in the lesson.
Briefly answer the following questions.
1. What are your insights from the activity?

_________________________________________________________________________
_________________________________________________________________________
___________________________________________________________________
2. What did you like most from this lesson?

_________________________________________________________________________
_________________________________________________________________________
___________________________________________________________________
3. What are the most challenging activities in our lesson? Why?

_________________________________________________________________________
_________________________________________________________________________
___________________________________________________________________
Textbooks:
Grade 8 Science Learner’s Module pp 327 – 332
Project EASE Biology Vol. II, Module 14
Rabago, Lili M., et.al.(2003).Functional Biology. Pp. 381-383
Functional Biology ( 2003), pp. 374
Internet Sources:
T. Trimpe 2003 http://sciencespot.net/
Worksheet created by T. Trimpe 2003 http://sciencespot.net
26
ANSWER KEY:
DEVELOPMENT TEAM
Author/ Writer: Melanie S. Ricarte
Content Editor: Lea O. Londońo
27
SMILE
Learner’s Packet
Name: __________________________________________________________________________
Section: ________________________________________ Date: ______________________
SCIENCE 8
(Q4_LP4)
Have you ever wondered how many organisms live on Earth? What about the strategies
employed by scientists in naming and identifying each organism? These concerns regarding the
identification of the name and number of organisms are answered by Taxonomy - the science that
classifies and names organisms.
In this learning kit, you will be able to determine the relationship between Taxonomy and
Biodiversity. More importantly, you will probe on the significant implications of classifying organisms
and promoting biodiversity specifically in your locality. You are also tasked to determine the active
roles each organism play in maintaining the balance in their ecosystem. As you go through with this
learning kit, remember to focus on the question: Why is classification of species important in the
study of biodiversity?
As you perform the tasks, you will gain knowledge on the classification of organisms using the
hierarchical taxonomic system by describing the features similar to every species.
Explain the concept of a species. S8LT-IVg-19

Classify organisms using the hierarchical taxonomic system. S8LT-IV-20
1. Explain the concept of species as a reproductively distinct group of organisms.

2. Classify organisms using the hierarchical taxonomic system (domain, kingdom, phylum, class,
order, family, genus, species) based on structure and function.
28
ACTIVITY 1: MENTAL EXERCISE

INSTRUCTIONS: Observe the following pictures and answer the following questions.
A D D.
https://science.sciencemag.org/content/356/6335/258 mentalflos.com
B E
cosmopolitan.com pinterest.com
C F
biologydictionary.com biologydictionary.com
GUIDE QUESTIONS:
1. Which among the pictures depict the concept of species? Explain your answer.
______________________________________________________________________________
______________________________________________________________________________
2. Which among the pictures depict biodiversity and why? Explain your answer.
_______________________________________________________________________________________
_______________________________________________________________________________________
29
ACTIVITY 2: WHAT YOU NEED TO KNOW
Biodiversity is a contraction of terms biological diversity. Usually, scientists would refer to three
levels of biodiversity namely: different kinds of organisms (species diversity), genetic information
that organisms contain (genetic diversity) and different kinds of places where organisms live and
the interconnections that bind these organisms together (ecosystem diversity). Species refer to
similar group of organisms with the ability to reproduce. Use the figure below to answer the following
questions
Source: @IntelwellSpot
GUIDE QUESTIONS:
1. How many species of sharks are there in the photo?
______________________________________________________________________________
2. Do you think one species of shark can breed with another species? Explain the conditions.
______________________________________________________________________________
______________________________________________________________________________
3. Which level of biodiversity is shown in the photo? Why?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
ACTIVITY 3: DIGGING DEEP!

INSTRUCTIONS: Arrange the following scrambled letters to form a term related to the environment.
You may surf the internet or review books for possible answers. Write your
answer on the space provided.
_________________________________ ____________________________________
SGNEU SEPCESI
Group of related species One or more group(s) of natural populations
wherein individuals Interbreed and are isolated
from other groups
30
____________________________________ ____________________________________
ATOMXNOY INKGODM
Science that deals with naming, describing, Level of classification consisting of smaller
identifying, and classifying organisms groups called phyla
___________________________________ _____________________________________
CNONIOSUF MULYPH
Scientific name was created to avoid Consist of several related classes
______________________________________ ______________________________________
IFYAML CSICFIIETNCEAMN
Consist of several related genera Is a name given for any organism identified?
(Singular: genus)
ACTIVITY 4: CLASSIFY ME
INSTRUCTIONS: Refer to Biology Books and surf the internet to complete the table. Fill in the
blanks with the correct terms. Write your answer on the space provided.
GUIDE QUESTIONS:
1. Which level do housefly, cat, dog, and humans belong to in the same hierarchical taxonomic
system?
______________________________________________________________________________
2. Which of the 4 organisms have more similar categories in hierarchical taxonomic system?
______________________________________________________________________________
3. What do you think is the basis for the classification of the cited organisms?
______________________________________________________________________________
ANALYSIS: SOLVE ME UP
INSTRUCTIONS: Choose at least one organism (in scientific name) in the Organism Pool below and
categorize it in the hierarchical taxonomic classification from Domain to Species. Then, indicate the
description of each category to determine the attributes of the organism.
ORGANISM POOL
Cocos nucifera Momordica charatia Oryza sativa Aglaomorpha quercifolia
Equus caballus Panthera tigris Accipter novaellandiae Chanos chanos
Amoeba gingivalis Escherichia coli Euglena gracilis Paramecium caudatum
Agaricus bisporus Pleurotus ostreatus Lnetinula edodes Allium cepa
31
Selected organism:
Domain: Description:
Kingdom: Description:
Class: Description:
Order: Description:
Family: Description:
Genus: Description:
Species: Description:
GUIDE QUESTION:
Read and observe the description as to how your selected organism was classified, what can you
say about the way your selected organism was classified, from Domain down to Species?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
APPLICATION: CATEGORIZING A NEWLY-FOUND SPECIES

INSTRUCTIONS: Read the given situation below and analyze its classification of the discovered
species in the hierarchical taxonomic system. Then, give your answers to the guide questions.
A group of scientists in your locality discovered a new species of beetle with 2 pairs of wings.
Given the basic characteristics observed on the newly discovered species, categorize this
beetle from Domain to Order group.
32
GUIDE QUESTIONS:
1. What is the classification of the newly discovered beetle from domain to order group?
Domain
Kingdom
Phylum
Class
Order
Family
Genus
Species
2. What organisms were categorized in the same classification as the newly discovered beetle?
______________________________________________________________________________
______________________________________________________________________________
3. What can you say about the physical attributes of the organisms expressing similar categories in
the hierarchical taxonomic classification?
______________________________________________________________________________
______________________________________________________________________________
4. What differences in physical attributes do you think these organisms show?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
ABSTRACTION: WORK IT OUT FURTHER

INSTRUCTIONS: Read the given situation and answer following questions carefully. Write your
answers in your notebook.
Situation: You work in a drugstore, and you are tasked to arrange the medicines on their proper
shelves. But since you are not feeling well and it is already closing time, you just place the
medicines in the vacant space on the shelves.
1. What do you think will happen if the medicines are not properly arranged or classified in the
vacant space?
________________________________________________________________________________
________________________________________________________________________________
2. Cite situations or give examples where classifying and organizing things are important.
______________________________________________________________________________
______________________________________________________________________________
3. Why is there a need to have a system of classifying and naming things?
______________________________________________________________________________
______________________________________________________________________________
4. Is the process of classifying and naming things important and applicable to organisms? Why?
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
RUBRIC FOR SCORING (for essay type of questions)
Holistic Rubric for Scoring Every Response

Integration of Concept 2
Coherence and Appropriateness 2
Use of Process Skills 1
Total 5
33
REFLECTION:
Give your insights about your journey as you traverse in the lesson.

____ ______ ___ _____
_____________

_____
_____
I want to learn more about…

_____
_____
Textbooks:
Drollinger, Mark. “Classification of Living Things.” YouTube. N.p., 15 Nov. 2012. Web. 8 Nov. 2014.
Kinamot, J. (n.d.) Introduction to Taxonomy: For Sciene Grade 8, Quarter 4/ Week 4. Schools
Division of Negros Oriental. Dumaguete City, Negros Oriental.
Millenium Assessement. Ecosystems AND HUMAN WELL-BEING (n.d.): n. pag.
Internet Sources:
<https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DvqxomJIBGcY >.
<http://www.millenniumassessment.org/documents/document.354.aspx.pdf >.
34
ANSWER KEY:
DEVELOPMENT TEAM
Author/ Writer: Micheal B. Bibon
35
SMILE
Learner’s Packet
Name:_________________________________________________________________________
Section: ________________________________________ Date: ________________________
SCIENCE 8
(Q4_LP5)
In your previous year you learned about the difference between biotic and abiotic components
of an ecosystem, the interaction between these components and the ecological relationship that
exists between living organisms living in a certain environment.
This learner’s packet will introduce you to the concept of biodiversity, the variance of living
organisms on Earth encompassing the difference between high biodiversity and low biodiversity and
how high biodiversity and low biodiversity affects the stability of an ecosystem.
Explain the advantage of high biodiversity in maintaining the stability of an ecosystem.

S8LT-IVh-21
Objectives:
1. Differentiate low biodiversity from high biodiversity.
2. Explain the importance of high biodiversity over low biodiversity in sustaining stability
of an ecosystem.
3. Suggest ways on how to support biodiversity.
ACTIVITY 1: WHO HAS MUCH?

INSTRUCTIONS: Observe the pictures below. Picture A showcases a banana plantation while
Picture B showcases a coral reef ecosystem.
https://www.plantcelltechnology.com/pct- https://hakaimagazine.com/news/we-have-
blog/tissue-culture-and-banana-plants/ unrealistic-beauty-standards-for-coral-too/
36
On Table 1, list down the different organism/s present in each picture.
Table 1: List of organism/s identified from the pictures above.

Picture A Picture B
GUIDE QUESTIONS:
1. Which picture shows fewer variety of organisms?

_________________________
2. Which picture shows more variety of organisms?
______________
3. Which environment would food be enough for the organisms living in it?
_________________ ________
4. Which environment is considered to be more stable? Why?
_____________
In the above activity, Picture A depicts low biodiversity since the environment has few or a smaller
number of organisms that interact with each other. On the other hand, Picture B depicts high
biodiversity since it has the greatest number of varied organisms that interact with each other. It also
shows that in an ecosystem of high biodiversity it supports a wide variety of species, while low
biodiversity implies that the ecosystem supports minimal or few species. The reasons for variances
in biodiversity are complex, but they include both natural and man- made causes.
The succeeding activities will allow you to explore the advantages of having high biodiversity over
low biodiversity in an ecosystem.
ACTIVITY 2: FILL ME UP
INSTRUCTIONS: Complete the table below to show the advantages of high biodiversity over low
biodiversity. Use the word bank for your answers.
Low Biodiversity High Biodiversity
Has variety of organisms Has less or few organisms

Limited food supply Enough food supply
Stable energy cycle Disrupted/ unstable energy cycle
Massive ecosystem productivity Less to no ecosystem productivity
Copes with environmental stressors Environmental stressors like floods may cause
severe to permanent damage to species
Promotes significant variations in Less to no chance of variations in the gene
the gene pool pool
37
At this point you, you can now see how vital high biodiversity is in maintaining a stable
ecosystem. High biodiversity means the ecosystem is more sustainable thus it has enough food
supply for the organisms living in it. It has the greatest chance of coping to different environmental
stressors like floods, droughts, and diseases. It also promotes significant variations in the gene pool,
which support the adaptation and evolution of new traits associated with species. High biodiversity
means that there is a great source of medicine, food, herbs, and meat to benefit the human society.
And it may lessen the effects of greenhouse gases and temperature rising.
ACTIVITY 3: LET’S LEVEL UP

INSTRUCTIONS:
Mang Juan is having a hard time
deciding what to do on his 4 hectares of
land. Try to help Mang Juan by giving
answers to his questions.
Hi! My name is Mang Juan, I own 4 hectares

of land planted with trees and varied plants.
I plan to convert my land into a coconut
plantation. Please help me decide on what to
do to ensure the stability of the ecosystem
existing in my land.
1. Should I convert the 4 hectares of land into a coconut plantation? Do you think it’s a good idea?
____________________________________________________________________________________
________ ____________________________________________
2. Considering biodiversity, what suggestions can you give me to support the stability of the
ecosystem existing in my own land?
_________________________________________________________________________________________________
REFLECTION:

____ _____________ ____
_____ ____
_______________________________________________________________________________________________________________________

________ ________ ____
_____________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_____________
_____ __________________________________________________________________
______________________________________________________________________________________________________________
38
Textbooks:
Campo, Pia., et.al. 2003. Science – Grade 8. Learner’s Module. Pasig City. Department of
Education.
Carlet, Eddie. (2020). Science 8 - Module 10: Levels of Biodiversity. 1st Edition. Pasig City:
Department of Education.
Catipon, Nova. Learner’s Packet. Cavite: Department of Education.
Paculanang, Miel. Biodiversity and Transfer of Energy in an Ecosystem. Science – Grade 8.
Quarter 4/ Week 5. Negros Oriental. Department of Education.
Tan, Chrysel. Science Grade 8 Quarter 4 – Module 6. Biodiversity and Trophic Level.
Zamboanga Peninsula. Department of Education.
Internet Sources:
banana plantation
https://www.plantcelltechnology.com/pct-blog/tissue-culture-and-banana-plants/
coral reef
https://hakaimagazine.com/news/we-have-unrealistic-beauty-standards-for-coral-too/
https://drive.google.com/drive/folders/1aBJRzmSX_jT1p2nfHVd5pJqQTlqxfPgb
ANSWER KEY:
vary on the Explanation part

interacting with each other (Answer may
Picture B, since it has more species 4.
Picture B 3. plant species, etc.
Picture B 2. plantation, plant varied
Picture A 1. land to coconut
2. Convert a portion of
vary)
Turtles • unstable (answers may
fish existing ecosystem
Varied species of • 1. No, it will make the
corals Grass •
Varied species of • Banana • ACTIVITY 3
Picture B Picture A
ACTIVITY 1
39
40
Author/ Writer: Rhialone Caingcoy
DEVELOPMENT TEAM
ACTIVITY 2
Low Biodiversity High Biodiversity
• Has less or few • Has variety of
organisms organisms
• Limited food supply • Enough food supplies
• Disrupted/ unstable • Stable energy cycle
energy cycle • Massive ecosystem
• Less to no ecosystem productivity
productivity • Copes with
• Environmental stressors environmental
like floods may cause stressors
severe to permanent • Promotes significant
damage to species variations in the gene
• Less to no chance of pool
variations in the gene
pool
SMILE
Learner’s Packet
Name: __________________________________________________________________________
Section: ________________________________________ Date: ______________________
SCIENCE 8
(Q4_LP6)
From the previous lesson, you have learned that the stability of the ecosystem depends on
how high or low the biodiversity is. The higher the biodiversity, the higher the chances of organisms
to survive. On the other hand, the lower the biodiversity the lower the chance of survival for organisms
living in it.
In this lesson you will focus on how organisms obtain the energy they need in order to live
and survive, and how much energy is passed on to next trophic level.
Describe the transfer of energy through the trophic levels.

S8LT-IVh-22
Objectives:
4. Distinguish producers from consumers.
5. Analyze how much energy is transferred from one organism to another.
ACTIVITY 1: HOW DO YOU IDENTIFY THE COMPONENTS OF A FOOD CHAIN IN AN

ECOSYSTEM?
INSTRUCTIONS: Read the article about “Monfort Bat Cave to answer the following questions and
write your answer on your paper.
The Island of Samal, part of Davao del Norte Province, is off the coast of Mindanao, in this
island is the Monfort Bat Cave which is approximately 245 feet (75 meters) long and has five
entrances. Bats cover 75 percent of its ceilings and walls. An estimated 1.8 million bats, the largest
known population of Geoffroy’s rousette fruit bats in the world, are overloading Monfort Bat Cave on
the Philippines’ Samal Island.
Geoffroy’s rousette fruit bats feed on fruit and nectar. Their role as pollinators and seed
dispersers is essential in sustaining Philippine forests, including such important commercial fruits and
nectar. This colony could consume 550 tons (500,000 kilograms) of nectar from durian and other
trees, pollinating an incredible number of flowers.
41
Figure 1. Geoffroy’s rousette fruit bats clinging on walls and ceiling of the cave.
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.pinterest.com https://www.google.com/url?sa=i&url=https%3A%2F%2Fxdocs.pub%2Fdoc%2F8-
sci-lm-u4-m2-
Worldwide, cave- dwelling bats are in alarming decline due to human disturbance and
destruction of their cave roosts. In some areas, including Samal Island, bats are captured and eaten
by humans. Colonies like the one in Monfort Bat Cave are now rare and in urgent need of protection.
Their loss would endanger the health of forest and human economies.
The bat’s colony should be able to survive natural predators – crows, rats, 10 – foot (3-meter)
pythons and occasional monitor lizards – just as bat populations do elsewhere. Untamed dogs and
cats, however, also seem to do bat hunting at Monfort Bat Cave.
GUIDE QUESTIONS:
Q1. What are the organisms found in the surrounding area of Monfort Bat Cave? Copy Table 1 on
your answer sheet and writer your answers.
Table 1. Organisms found in Monfort Bat Cave
Plants Animals
Q2. What group/s of organisms is/are considered as producers?

Q3. What part of the durian and other trees serve as food for the bats?
Q4. The population of cave – dwelling bats is declining because they are being eaten by other
organisms. What are these organisms that feed on bats?
Q5. Among the organisms that feed on bats, are there organisms that possibly feed on the predators
of bats? Yes No
A.Divide the organisms into the following categories as shown in the table below.
Table 2. Categories of organisms living in the Monfort Bat Cave
Producers 1st Order Consumer 2nd Order Consumer
42
A. Based on Table 2, construct a food chain with at least 3 organisms representing the
producer, 1st order consumer and 2nd consumer.
Energy from the Sun
Producer 1st order consumer 2nd order consumer
In your previous year, producers or autotrophs are defined as organisms that can manufacture their
own food while organisms that derived their energy from consuming other organism are called
consumers or heterotrophs. From the activity you had just performed the producers are plants and
the consumers are the Monfort Bat Cave, crows, rats, pythons, monitor lizards, dogs, cats and
humans. These organisms are positioned to different trophic or feeding levels, where roughly 10% of
the total amount of energy goes to the succeeding level.
1. To have a clearer understanding of how much energy is passed on to the next trophic level
perform the next activity using the Energy Pyramid.
ACTIVITY 2: ENERGY TRACKER

INSTRUCTIONS: Using the diagram below, give the correct answer/s to the questions that follow.
Figure 1. Trophic level
Note: The unit used to express the amount of energy stored as biomass is kilo calorie/ square meter/ year.
Source:https://www.pinterest.ph/pin/837388124435027492/
GUIDE QUESTIONS:
1. How much energy stored as biomass do primary producers have in a year?
_____________
_________________________________________________________________________________________________________
2. Once the primary producers are eaten by the primary consumers/ 1st order consumers
how much energy will they get?
_____________
_________________________________________________________________________________________________________
3. How much energy stored as biomass do the secondary consumers/ 2nd order consumers
get in a year, when they eat the primary consumer/1st order consumers?
_____________
_________________________________________________________________________________________________________
43
4. How much energy stored as biomass do the tertiary consumers have in a year? How about
the quaternary consumers?
_____________
_____ _____________
5. What happens to the amount of stored energy as it goes higher in the trophic level? What
does this mean?
__ _____________
_____ _____________
In the activity you had just performed, it was observed that the energy flows from one trophic
level to another. The total amount of energy transferred to the consumer is only 10% or what we call
the rule of ten, where this states that only ten percent of the energy from every trophic level is retained
and all the rest are lost or dissipated.
REFLECTION:

____ ______ _____________
_____ _____________
_____________
_____ ______________________
_______________________________________________________________________________________________________________________
_____________
_____ __________________________________________________________________
_______________________________________________________________________________________________________________________
Textbooks:
Education.
Carlet, Eddie. (2020). Science 8 – Self – Learning Module 15: Energy Flow in an Ecosystem. 1st
Edition. Lipa City, Batangas: United Eferza Academic Publications Co.
Evangelista, Luisito, et.al. et.al. 2013. Practical Science Concepts and Skills – Grade 8. Pasig
City. Department of Education.
Paculanang, Miel. Biodiversity and Transfer of Energy in an Ecosystem. Science – Grade 8.
Quarter 4/ Week 5. Negros Oriental. Department of Education.
Tan, Chrysel. Science Grade 8 Quarter 4 – Module 6. Biodiversity and Trophic Level. Zamboanga
Peninsula. Department of Education.
Internet Sources:
• https://www.google.com/search?q=monfort+bat+cave&tbm=isch&chips=q:monfort+bat+cave,online_c
hips:samal+island:5-
4uyA7bkTE%3D&hl=en&sa=X&ved=2ahUKEwjG0KzXgNz1AhWaQN4KHW5dDQQQ4lYoBXoECAE
QJQ&biw=1263&bih=577#imgrc=LVjuDiSPW3W9rM
44
• https://www.google.com/search?q=monfort+bat+cave&tbm=isch&chips=q:monfort+bat+cave,online_c
hips:samal+island:5-
4uyA7bkTE%3D&hl=en&sa=X&ved=2ahUKEwjG0KzXgNz1AhWaQN4KHW5dDQQQ4lYoBXoECAE
QJQ&biw=1263&bih=577#imgrc=5YXl5QWzhOGAMM
• https://www.google.com/search?q=trophic+level&tbm=isch&ved=2ahUKEwiD8Na9_tv1AhXNIqYKHS
gfBysQ2-
cCegQIABAA&oq=trophic&gs_lcp=CgNpbWcQARgAMgcIABCxAxBDMgQIABBDMgQIABBDMgQIAB
BDMgQIABBDMgQIABBDMgQIABBDMgQIABBDMgQIABBDMgQIABBDOgoIABCxAxCDARBDOgUI
ABCABDoICAAQgAQQsQNQtxBY9R1g_ihoAHAAeACAAcEEiAG7EJIBCzAuNC4yLjAuMS4xmAEAo
AEBqgELZ3dzLXdpei1pbWfAAQE&sclient=img&ei=pdX3YcOJA83FmAWovpzYAg&bih=577&biw=12
80#imgrc=p0YV8kYBqJ5dKM
ANSWER KEY:
are lost or dissipated. consumer consumer

retained and all the rest 2nd order 1st order producer
every trophic level is sun
percent of the energy for nectar from the
means that only ten humans Plants/fruits bats Energy
the trophic level. This
decreases as it goes higher
stored as biomass in a year Cats
The amount of energy 5. Dogs
consumers lizard
kcal/m2/yr for quaternary Monitor
consumers while 2 Pythons
20 kcal/m2/yr for tertiary 4. Rats
200 kcal/m2/yr 3. Crows
2,000 kcal/m2/yr 2. Humans
Bats Fruits
20,000 kcal/m2/yr 1. Consumer
Consumer
2nd Order
1st Order Producers
Activity 2: Energy Tracker Q5. Yes Q4. Consumers
Q3. Fruits and nectar Q2. Plants
cats
Dogs
Monitor lizard
Pythons
Rats
Crows
Humans
Bats Fruits
Animals Plants
ACTIVITY 1
DEVELOPMENT TEAM
Author/ Writer: Rhialone Caingcoy
45
SMILE
Learner’s Packet
Name: __________________________________________________________________________
Section: ________________________________________ Date: ______________________
SCIENCE 8
(Q4_LP7)
Energy flows directionally through Earth’s ecosystems, typically entering in the form of
sunlight and exiting in the form of heat. However, the chemical components that makeup living
organisms are different: they get recycled. What does that mean? For one thing, the atoms in your
body are not brand new. Instead, they've been cycling through the biosphere for a long, long time,
and they've been part of many organisms and non-living compounds along the way.
Biogeochemical cycles mainly refer to the movement of nutrients and other elements
between biotic and abiotic factors. The matter on Earth is conserved and present in the form of atoms.
Since matter can neither be created nor destroyed, it is recycled in the earth’s system in various
forms. The earth obtains energy from the sun, which is radiated back as heat, rest all other elements
are present in a closed system. The major elements include carbon, hydrogen, nitrogen, oxygen,
phosphorus, and sulfur. These elements are recycled through the biotic and abiotic components of
the ecosystem. The atmosphere, hydrosphere, and lithosphere are the abiotic components of the
ecosystem.
The Oxygen-Carbon Dioxide Cycle
Organisms use and produce gases in photosynthesis and respiration. These gases flow
through organisms and the environment in a cyclic process called the oxygen-carbon dioxide cycle
(Figure 1). The oxygen-carbon dioxide cycle shows the interdependence among organisms for these
important gases.
When plants photosynthesize, they use Figure 1. the Oxygen- Carbon Dioxide Cycle
carbon dioxide and produce oxygen.
Oxygen produced by plants in
photosynthesis is used by animals when
they respire; animals in turn produce
carbon dioxide. Like animals, plants also
carry out the process of respiration.
During respiration, plants use oxygen
and produce carbon dioxide.
Animals take in oxygen from the
atmosphere and give off carbon dioxide
during respiration. This occurs day and
night. Plants, however, give off oxygen
and take in carbon dioxide when they
photosynthesize during the day. At night, Source: https://byjus.com/biology/oxygen-cycle-environment/
when plants are in darkness and cannot
photosynthesize, they “breathe” just like
animals. They take in oxygen and give off carbon dioxide.
Notice that plants and animals depend on each other for these important gases. Plants
produce oxygen needed by animals. In turn, animals produce carbon dioxide needed by plants.
46
The Water Cycle Figure 2. Water Cycle
Water circulates around the
environment – the oceans, land, air and
living organisms. The cycling process
involves evaporation, transpiration,
condensation, and precipitation. When
solar energy warms the Earth’s surface,
water evaporates from the oceans,
rivers, lakes and land. The escape of
water through leaf pores (transpiration)
adds water vapor to the atmosphere.
Upon cooling at higher altitude, water
vapor condenses and forms clouds.
Eventually, precipitation occurs in the
form of rain or snow. On land, plant roots
Source: https://biologydictionary.net/water-cycle/
absorb water. In tropical rainforests, over
90 percent of the moisture is cycled
through transpiration in plants. Some water seeps downwards and replenishes the ground water. The
excess eventually overflows into the oceans and the water cycle continues.
The Nitrogen Cycle
About 79 percent of the gases in the atmosphere is made up of nitrogen gas. Organisms use
nitrogen to build proteins and nucleic acids. Some bacteria convert nitrogen to ammonia. This process
is called nitrogen fixation. Nitrogen-fixing bacteria live in soil and are abundant in the nodules of
legumes such as mung beans.
The nitrogen cycle, shown in Figure 3, is a complex process with four important stages.
Nitrogen Fixation
Inert form of nitrogen (N2) Figure 3. The Nitrogen Cycle
deposited into the soil and bodies of
water brought about by precipitation
breaks down and combines with
hydrogen to form a much usable form
ammonia (NH3). The process of nitrogen
fixation is facilitated by the action of
symbiotic bacteria known as
Diazotrophs. Common examples of
these symbiotic bacteria are that of
Rhizobium associated with the
formation of root nodules on plants that
live in symbiosis with legumes; and
Azotobacter which is primarily found in
neutral to alkaline soils, in aquatic
environments, and on some plants.
Nitrogen fixation can occur in
different ways;
A. Biological fixation- nitrogen fixation
aided by symbiotic bacteria Source://byjus.com/biology/nitrogen-cycle/
B. Industrial fixation- a type of artificial
nitrogen fixation
C. Atmospheric nitrogen fixation- energy in lightning breaks down nitrogen (N2) and produce
nitrogen oxides (NO) to be used by plants
Nitrification
In this process, ammonia is converted into a much usable form of nitrogen which is nitrate
with the help of bacteria in the soil. Initially, a species of bacteria Nitrosomonas facilitates the oxidation
47
of ammonia to form nitrites (NO2-). Nitrites will further be converted into Nitrates with the aid of another
bacteria (Nitrobacter).
Assimilation
Plants make use of available forms of nitrogen compounds in the soil to be used in the
formation of plant and animal proteins. Ammonification Decomposition of organic matter by bacterial
enables the conversion of nitrogen present in the bodies of decaying materials into ammonia which
will be used for other biological processes.
Denitrification
The process in which nitrogen is being brought back to the atmosphere. Nitrogen compounds
such as nitrates (NO3-) is converted into gaseous nitrogen (N2) with the aid of denitrifying bacteria
species like that of Clostridium and Pseudomonas.
Analyze the roles of organisms in the cycling of materials. S8LT-IVi- 23

Explain how materials cycle in an ecosystem. S8LT-IVi- 24
Objectives:
1. Describe the different material cycles occurring in the environment.
2. Illustrate how essential materials are cycled in the environment.
3. Cite the importance of cycling nutrients and materials in the ecosystem.
ACTIVITY 1: HOW DOES WATER CYCLE WORK?
Materials Needed:
Large bowl, Plastic wrap
Mug or small cup Water
String or large rubber band
Procedure:
1. Place the mug or small cup in the center of the bowl. Fill the
bowl with water about 2/3 of the way up the cup (do not put
water inside the cup).
2. Cover the bowl with plastic wrap and either tie it with string
or place a large rubber band around it to secure the plastic wrap.
3. Place it outside in a sunny area for a few hours.
4. After a few hours observe what happens to the plastic wrap and see if there is water inside the
cup.
Guide Questions (2 points each):
1. What did you observe from the plastic wrap?
_______________________________________________________________________________
_______________________________________________________________________________
2. Where did the water on the plastic wrap come from?
_______________________________________________________________________________
_______________________________________________________________________________
48
3. What made the water particles move up from under the plastic cover? What process is involved?
_______________________________________________________________________________
_______________________________________________________________________________
4. What process is demonstrated - when the water drops were too heavy and fell back down to the
water in the bowl or mug?
_______________________________________________________________________________
____________________________________________________________________________
ACTIVITY 2: LET’S LABEL IT

INSTRUCTIONS: Complete the given descriptions in the box with the letters that best represent the
description. Use the image as your guide and write your answers on a separate sheet of paper.
A.
______1. Carbon dioxide given off by

decaying organic matter. _______5. Oxygen used by animals.
______2. Carbon dioxide from respiration _______6. Oxygen from photosynthesis available
available to plants. to animals.
______3. Carbon dioxide given off by _______7. Oxygen given off by plants.
animals.
______4. Carbon dioxide used by plants.
B.
49
______1. Assimilation. _______5. Ammonification.
______2. Denitrifying bacteria. _______6. Nitrogen-fixing soil bacteria.
______3. Nitrifying Bacteria _______7. Nitrogen-fixing bacteria in root
______4. Nitrification Nodules of ligaments
ACTIVITY 3: LET’S LEVEL UP!

INSTRUCTIONS: Make a slogan about how you can maintain the balance in the cycling of materials
in an ecosystem. Write your answers on a separate sheet of paper.
Scoring Rubrics:
5 points The slogan underscores key science concepts, is sound and concise.
3 points The slogan underscores key science concepts, is sound and too wordy.
2 points The slogan does not underscore key science concepts, not sound and too
wordy.
0 point No slogan submitted.
REFLECTION:

____ ______ _____________
_____ _____________
______________________________________________________________________________________________________________

_____________
_____ ____
______________________________________________________________________________________________________________

_____________
_____ ____
______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
50
Textbooks:
Education.
Internet Sources:
https://byjus.com/biology/oxygen-cycle-environment/
https://biologydictionary.net/water-cycle/
https://byjus.com/biology/nitrogen-cycle/
https://lessons4littleones.com/2015/04/15/water-cycle-rain-cycle-science-experiments/
https://znnhs.zdnorte.net/wp-content/uploads/2021/06/Science_8_Q4_M7.pdf
https://www.quizbiology.com/2016/08/diagram-quiz-on-nitrogen-cycle.html
ANSWER KEY:
7. A d 7. precipitation.
6. B b 6. 4. It demonstrates
5. F e 5. evaporation.
4. C a 4. The process of
3. D c 3. 3. Due to the sun’s heat.
2. G f 2. 2. From water in the bowl
1. E g 1. 1. Water droplets
B. A. CYCLE WORK?
ACTIVITY 2: LET’S LABEL IT! ACTIVITY 1: HOW DOES WATER
DEVELOPMENT TEAM
Author/ Writer: Ronnel M. Paqueo
51
SMILE
Learner’s Packet
Name: __________________________________________________________________________
Section: ________________________________________ Date: ______________________
SCIENCE 8
(Q4_LP8)
“No man is an island”

Do you agree with this quote? Absolutely, it is true for all organisms (living & non - living). No
organism can live on its own because we are closely related and dependent on one another.
Impact of Human Activities to Ecosystems
The Earth was created with an abundance and variety of living and non-living organisms, with
the sun as the source of natural energy to all that inhabit it. Man is given dominion over all the creation.
Hence, they may utilize resources found in it to survive and progress. However, the weight of human
activities takes a toll on the environment. Human activities affect environmental conditions from
multiple perspectives such as unsustainable farming practices, emission of harmful substances into
the air, and introduction of pollutants to bodies of water, land, and air.
A pollutant is a harmful material that enters the biosphere through the land, air, or water. The
most common human activity that causes water pollutants to get introduced to the aquatic ecosystem
is by using fertilizer, pesticides, and herbicides near bodies of water. When it rains, these chemicals
get into rivers, creeks, or even seas, thus contaminating or worse, polluting it. The build-up of
fertilizers may cause algal bloom resulting in the death of those bodies of water.
Improper waste disposal is another crucial issue. People litter everywhere to the extent that
canals are being blocked by numerous pieces of garbage. R.A 9003 enacted in the Philippines in
2003 prohibits open dumping of garbage as its leachate pollutes the soil and underground water aside
from the fact that it invites all sorts of insects and rodents that carry infectious diseases and respiratory
problems. Despite this standing Act, open dumping of garbage is still widely practiced all over the
country. Also, farmers extensively practice the use of inorganic fertilizers, pesticides, and herbicides
to ensure productivity. Using these pollutants more often can alter the nutrient of the soil resulting in
the loss of organic matter in it. Furthermore, misuse of our forests such as ruthless cutting of immature
trees, illegal logging, and operating kaingin systems cause soil erosion and flash floods.
The air gets polluted when there is a clear or invisible particle or gas found to mix in its original,
normal composition. Smog - a gray-brown haze formed by a combination of chemicals is a sign of
air pollution. It is mainly caused by human activities such as smoke-belching and congestion of
vehicles during heavy traffic. Causing a higher concentration of carbon monoxide, which in turn
causes respiratory ailments to humans over long exposure to it. Moreover, some human practices
that contribute to greenhouse gases are the burning of plastics and combustion of fossil fuel, use of
aerosols and CFC-containing products. Popularly known greenhouse gases are carbon dioxide
(CO2), methane, and nitrous oxide that hasten global warming.
Humans interfere with the ecosystem by disrupting the ecological balance. They are the
highest consumers in numerous food pyramids. To increase food. To increase food production, man
uses methods and farming practices that affect food chains and food webs, such as monocultures,
the use of artificial fertilizers, pesticides, and herbicides. Humans, as an integral part of the
ecosystem, do many activities that disturb its natural balance. Those activities are as follows:
52
1. WAYS OF FARMING
a. Monoculture – is a farming system where
only one crop is grown year after year, on the
same piece of land.
Since the cultivation of the different
plants is limited, many animals are deprived of
their food and home, thus they move to other
places in order to survive.
Planting the same crop in the same
place each year destroys nutrients from the
earth and leaves soil weak and unable to
support healthy plant growth. On the other
hand, monoculture results in higher yields,
lowering the amount of extra land required and
more efficient for the farmer.
b. Application of herbicides and pesticides -

Farmers used pesticides, the chemicals that
kill fungus, bacteria, insects, snails, slugs etc.
while Herbicides are used to destroy or to
terminate undesirable plants or “weeds”.
Some herbicides will kill all the plants
they touch, while others are designed to target
one species. It controls the weeds in growing
and causes higher crop yields. The application
of those chemicals can cause toxicity and
pollution in the air, water, and soil.
2. Deforestation is the permanent destruction of

indigenous forests and woodlands (biosphere).
People cut down trees to build new homes
and it leads to the loss of natural habitats. Forests
and woodlands act as major carbon stores.
Removing these stores means that carbon dioxide
levels in the atmosphere will rise.
Deforestation allows modernization and
industrialization which in return produces more job
opportunities. Its negative effects are changing in
the climate, desertification, soil erosion, flooding,
and lower crop yields.
3.Overhunting is the activity that results in a serious

reduction of the species population.
People continue to depend on wildlife for their
needs. They hunt, capture, or kill more animals for
food and causes animal extinction and habitat
destruction.
53
4. Pollution is the introduction of harmful
materials into the environment.
These harmful materials are called
pollutants. They can also be created by
human activity such as improper waste
disposal or throwing of runoff produced by
factories. Pollutants damage the quality of
air, water, and land.
Exposure to pollutants may cause
harmful effects and lead to chronic
respiratory diseases. On the other hand,
some waste/trash materials are recycled and
used as decorations.
5. Land Conversion is the act of changing the current use of an Agricultural Land into Non –
Agricultural use as approved by the DAR. The act of process of changing the current physical use of
a piece of agricultural land into some other use or for another agricultural use other than cultivation
of the soil, planting of crops, growing trees including harvesting of produce therefrom, as approved
by DAR (DAR, 2002) Oct.30, 2017
Land Conversion causes habitat destruction, lower crop production, and land degradation. It
also has positive effects on our economy in producing factories/buildings for many job opportunities.
Therefore, wise management of natural resources should be taken into consideration to
mitigate the negative impacts of human activities in the environment and thus support sustainability,
the prevention of the decreasing of natural resources to maintain an ecological balance.
Conservation is the careful preservation and protection of natural resources. So, as a steward of the
earth, let us help one another to make our environment a better place to live in for us and for the next
generation.
DESIRABLE PRACTICES TO CONSERVE ECOSYSTEM
1.Forest Conservation/Reforestation - the process of replanting an area with trees.

2.Recycling - the process of collecting and processing materials that would otherwise be thrown
away as trash and turning them into new products. Recycling can benefit your community and the
environment.
3. Proper waste disposal - can be done by applying the 3R – Reduce, Reuse and Recycle. Reducing
means lessening the amount of trash/garbage produced. Reusing refers to using materials more than
once while recycling means creating new material or product out of trash/garbage.
4.Reducing water consumption - Reducing our water usages reduces the energy required to
process and deliver it to homes, businesses, farms, and communities, which, in turn, helps to reduce
pollution and conserve fuel resources. It makes water available for recreational purposes.
54
5. Create public awareness - Raising public awareness is not the same as telling the public what to
do – it is explaining issues and disseminating knowledge to people so that they can make their own
decisions.
Other desirable practices…
a) Stop the kaingin system.
b) Use the crop rotation method.
c) Use insects to combat other insects.
d) Grow different kinds of crops instead of only one crop.
e) Apply organic farming using natural fertilizers for crops.
f) Use the appropriate size of nets when fishing.
g) Do not engage in illegal mining, logging, and fishing.
h) Minimize the use of CFC sprays.
Suggest ways to minimize human impact on the environment.

S8LT-IV-j-25
Objectives:
1. Identify the human activities that affect the ecosystem.
2. Explain the positive and negative effects of the human activities on the ecosystem.
3. Cite desirable practices to conserve the environment.
ACTIVITY 1: HOW DOES WATER CYCLE WORK?

INSTRUCTIONS: Sing the song entitled “Masdan Mo Ang Kapaligiran” and answer the guide
questions below.
Masdan Mo Ang Kapaligiran
Composer/s: Pendong Aban & Saro Bañares
Sing by: Asin
Wala ka bang napapansin sa iyong mga kapaligiran?

Kay dumi na ng hangin, pati na ang mga ilog natin.
Hindi na masama ang pag-unlad
At malayo-layo na rin ang ating narating
Ngunit masdan mo ang tubig sa dagat
Dati'y kulay asul ngayo'y naging itim
Ang mga duming ating ikinalat sa hangin
Sa langit huwag na nating paabutin
Upang kung tayo'y pumanaw man, sariwang hangin
Sa langit natin matitikman
Mayron lang akong hinihiling
Sa aking pagpanaw sana ay tag-ulan
Gitara ko ay aking dadalhin
Upang sa ulap na lang tayo magkantahan
Ang mga batang ngayon lang isinilang
May hangin pa kayang matitikman?
May mga puno pa kaya silang aakyatin
Kung hindi nakakasira ng kalikasan
55
Bakit di natin pag isipan
Ang nangyayari sa ating kapaligiran
Darating ang panahon mga ibong gala
Ay wala nang madadapuan
Masdan mo ang mga punong dati ay kay tatag
Ngayo'y namamatay dahil sa 'ting kalokohan
Lahat ng bagay na narito sa lupa
Biyayang galing sa Diyos kahit nong ika'y wala pa
Ingatan natin at 'wag nang sirain pa
Pagkat pag Kanyang binawi, tayo'y mawawala na
Mayron lang akong hinihiling
Sa aking pagpanaw sana ay tag-ulan
Gitara ko ay aking dadalhin
Upang sa ulap na lang tayo magkantahan.
GUIDE QUESTIONS:
1. What does the song say about the environment?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. What do you think is the writer’s purpose in composing the song? To whom is the song addressed
to?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
3. What does the songwriter want the listener to realize/learn about the environment?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
4. What are the different recommendations of the songwriter that can help save our environment?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
56
ACTIVITY 2: COMPLETE ME: LOVING MY OWN COMMUNITY
INSTRUCTIONS: Think of different conservation practices that can help minimize the negative impacts of
human activities on the environment. List down conservation practices that you can apply
in your OWN COMMUNITY.
CONSERVATION
PRACTICES THAT
MINIMIZE THE NEGATIVE
IMPACTS OF HUMAN
ACTIVITIES IN OUR OWN
COMMUNITY
ACTIVITY 3: EXPLAIN ME!

INSTRUCTONS: Answer the question below. Pretend you are a farmer, what kind of fertilizer will
you use to ensure higher crop yield without damaging the environment? Explain your
answer.
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
__
________________________________________________________________________________________
Scoring Rubrics
25 Discussions do not have misconceptions with complete scientific
evidence.
15 Discussions do not have misconceptions with incomplete scientific
evidence.
5 Discussions have misconceptions and without scientific evidence.
0 No discussion
57
REFLECTION:

____ ______ _____________
_____ _______________________________________
_____ _______________________________________
_____________
_____ _____________
_____ _______________________________________

_____________
_____ ____
_____ _______________________________________
Textbooks:
Pia C. Campo, May R. Chavez, Maria Helen D.H. Catalan, Letecia V. Catris, et al., Grade 8
Science Learner’s Module Pasig City, Philippines: Vibal Publishing
House, Inc., 2013, p.288-289. Liza A. Alvarez, Dave G. Angeles, Hernan L. Apurada, Ma.Pilar
P. Carmona, et al., Grade 9 Science Learner’s Module Pasig City, Philippines: FEP Printing
Corporation, 2014, p.61-68.
Herma D. Acosta, Liza A. Alvarez, Dave G. Angeles, Ruby D. Arre, et al., Grade 10 Science
Learner’s Module Pasig City, Philippines: REX Book Store, Inc., 2015, p.337-339.
Pia C. Ocampo et. Al How do Human activities affect the Ecosystem? edited by Ernelea P. Cao
et al.,288 – 289 Philippines Department of Education
Pia C. Ocampo et. Al How do Human activities affect the Ecosystem? edited by Ernelea P. Cao
et al.,163 - 170 Philippines Department of Education
Internet Sources:
https://www.azlyrics.com/lyrics/asin/masdanmoangkapaligiran.html
"Human Impact on the Ecosystem Lesson Plan." Study.com. August 8, 2017.
https://study.com/academy/lesson/human-impact-on-the-ecosystem-lesson-plan.html
https://www.conserve-energy-future.com/various-human-activities-that-affect-ecosystem.php
“7 Advantages and Disadvantages of Monoculture Farming Systems” Riyo, April 8, 2019
https://www.1001artificialplants.com/2019/04/08/7-advantages-and-disadvantages-of-
monoculture-
farmingsystems/#:~:text=Monoculture%20can%20play%20to%20the,the%20efficiency%20of
%20farming%20processes.
“How Do Human Activities Affect the Ecosystem” Edsyl Berongoy Penas, LPT
58
59
ACTIVITY 1: LET’S SING A SONG!
Sample Answer:
1. This song was all about the different negative effects of human activities to our
environment and the reality that we are ignoring this today.
2. I think the writer composed this song for the people to wake up from fantasy to reality
that our environment is really changing and it is because of human activities. The song was
dedicated to the Pasig river.
3. The lesson of the song tells us that we need to be aware of what's going on in
our environment. It has been said that growing economically is not bad as long as it does
not affect our environment. Air and water pollution, however, was the main problem in the
song. People don't care about their garbage anymore. They're not thinking about the
future.
4. Yes, the writer suggests ways on how to minimize the negative effects of human impact
on the environment, here are some stanza/paragraph from the song:
Kung hindi nakakasira ng kalikasan
Bakit di natin pagisipan
Ang nangyayari sa ating kapaligiran
Biyayang galing sa Diyos kahit nong ika'y wala pa
Ingatan natin at 'wag nang sirain pa
Pagkat pag Kanyang binawi, tayo'y mawawala na
ANSWER KEY:
Image Source: t.ly/7ls7
Pollution
Image Source: t.ly/RKJS
Overhunting
Image Source: t.ly/hzu1
Application of herbicides and pesticides
Image Source: t.ly/l5lF
Monoculture farming
ecosystems/e/hs-human-impact-on-ecosystems
https://www.khanacademy.org/science/high-school-biology/hs-ecology/hs-human-impact-on-
“Human impact on ecosystems” Khan Academy
https://quizizz.com/admin/quiz/584b2d9af43670ca4b356fed/human-impacts-of-ecosystems
“Human Impacts of Ecosystems” Catherine McDaniel 2018
ecosystem-prepared-by-edsyl-berongoy-penas-lpt
Mar 13, 2018 https://www.slideshare.net/edsyl12/how-do-human-activities-affect-the-
60
Jade O. Alberto, EdD Education Program Supervisor:
Joma Ray B. Montas Lay Out Artist:
Aura Marie B. Brobio Language Editor:
Lea O. Londońo Content Editor:
Gladys Q. Ofracio Author/ Writer:
DEVELOPMENT TEAM
ACTIVITY 3: EXPLAIN ACTIVITY 2: COMPLETE ME: Loving my Own Community
ME! Sample Answer:
Sample Answer: Organic
fertilizer because it is safe
to our environment and it
cannot alter the nutrient of
the soil. Another
environmentally friendly
fertilizing option is a slow
release natural product,
like Milorganite, which
releases nutrients slowly
to the plant (8-10 weeks)
and adds organic matter to
feed the soil.

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SMILE

(SIMPLIFIED MODULE INTENDED FOR LEARNING ENCOUNTERS)

Section: ______________________________________Date: ____________________________

BACKGROUND INFORMATION FOR LEARNERS:

LEARNING COMPETENCY WITH CODE:

Explain ingestion, absorption, assimilation, and excretion/egestion.

ACTIVITY 1: DRAW AND TELL

ACTIVITY 2: DIGESTIVE MAZE

ACTIVITY 3: A JOURNEY TO DIGESTIVE SYSTEM!

Stomach Ingestion Digestion Small Intestines Food Liquids

Complete the statements below.

REFERENCES FOR LEARNERS:

Section: ________________________________________ Date: ______________________

BACKGROUND INFORMATION FOR LEARNERS:

Figure 3: Stages of Meiosis I

Production of somatic cells

Why are mitosis and meiosis significant to organisms?

LEARNING COMPETENCY WITH CODE:

ACTIVITY 1: GUESS IT TO NAME IT

ACTIVITY 3: MAGNIFICENT SIGNIFICANCE

PART I. Compare and Contrast.

REFERENCES FOR LEARNERS:

Section: ________________________________________ Date: ______________________

BACKGROUND INFORMATION FOR LEARNERS:

Table 1. Results of Mendel’s crosses between pure – breeding pea plants

The Punnett Square

Steps to solve the problem using Punnett Square:

LEARNING COMPETENCY WITH CODE:

Predict phenotypic expressions of traits following simple patterns of inheritance.

ACTIVITY 1: SPONGEBOB GENETICS

TT _____ Pp _____ dd _____ Ff _____ Tt _____ FF _____

Which of these genotypes would be considered purebred? _____________________

Purebred SquarePants - ______

A. List the genotypes for each:

A. List the genotypes for each: Patrick - ______ Patti - _______

ACTIVITY 2: BIKINI BOTTOM GENETICS

Trait Female Male Genotype Phenotype

Part C: Create Your Smiley Face!

3. List down the genotypes and phenotypes of their offspring.

TRAIT DOMINANT GENE RECESSIVE GENE

Rubrics for Scoring

The illustration The illustration The illustration The illustration

1. What are your insights from the activity?

2. What did you like most from this lesson?

3. What are the most challenging activities in our lesson? Why?

REFERENCES FOR LEARNERS:

Grade 8 Science Learner’s Module pp 327 – 332

Project EASE Biology Vol. II, Module 14

Rabago, Lili M., et.al.(2003).Functional Biology. Pp. 381-383

Functional Biology ( 2003), pp. 374

T. Trimpe 2003 http://sciencespot.net/

Worksheet created by T. Trimpe 2003 http://sciencespot.net

Section: ________________________________________ Date: ______________________

BACKGROUND INFORMATION FOR LEARNERS:

LEARNING COMPETENCY WITH CODE:

Explain the concept of a species. S8LT-IVg-19

1. Explain the concept of species as a reproductively distinct group of organisms.

ACTIVITY 1: MENTAL EXERCISE

ACTIVITY 3: DIGGING DEEP!

APPLICATION: CATEGORIZING A NEWLY-FOUND SPECIES

ABSTRACTION: WORK IT OUT FURTHER

Holistic Rubric for Scoring Every Response

Section: __________Date:

Section: __________________ Date:

Section: __________________ Date:

TT ___ Pp _ dd _ Ff _ Tt _ FF ___

A. List the genotypes for each: Patrick - Patti - _

Section: __________________ Date:

Section: __________________ Date:

Section: __________________ Date:

Section: __________________ Date: