C Files PDocs SCIENCE GRADE8 Q4 2022-2023

8
Science 8
Quarter 4 – Module 4
Living Things and their
Environment
Lessons 1-7
DO_Q4_Science8_MODULE4_Lesson 1 – 7
Science 8
Alternative Delivery Mode
Quarter 4 – Module 4: Lesson 1 – 7
Revised Edition, 2023
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Published by the Department of Education

Secretary: Sara Z. Duterte-Carpio
Development Team of the Module

Writers: Orlie L. Orbita Gretchen DS. Luares
Sally R. Juanillas Judy Anne B. Colot
Albert Saguinsin Eldie B. Belaguin
Joannie B. Bendol
Content Editors: Dr. Nimrod V. Dela Cruz Sally R. Juanillas

Ma. Suzette S. Falcunitin Mark E. Embuido
Jai Rabbai A. Eugenio Orlie L. Orbita
Judy Anne B. Colot
Language Editors: Liza Vinda P. Unay

Ma. Suzette S. Falcunitin
Layout Artist: Orlie L. Orbita

Mary Grace B. Luceño
Illustrator: Jayson P. Delechos
Management Team:
Dr. Meliton P. Zurbano, Schools Division Superintendent
Filmore R. Caballero, CID Chief
Mr. Myron Willie III B. Roque, Division EPS In-Charge of LRMS
Maria Lea Q. Prondo, EdD, Education Program Supervisor, Science
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Office Address: Pio Valenzuela Street, Marulas, Valenzuela City
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Introductory Message
This Self Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.
Pre-Tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post test to self check
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you!
8
SCIENCE
Lesson 1: Digestive
System
What I Need to Know
Living things need energy to do work. The energy which the animals and
humans need comes from food. Food fuels the body cells with the energy they need
to operate. But the food that living thing takes in is a complex material and it must
be broken down into smaller pieces which the body can absorb and utilize.
After this lesson, learners will be able to:
• Explain ingestion, absorption, assimilation, and excretion.
(S8LT-lVa-13)
What I Know
A. Directions: Write the letter of the correct answer.

1. Digestion takes place in a long tube-like canal called the alimentary canal.
Which of the following order is the correct path of food in the digestive tract?
a. mouth-stomach-gullet-small intestine-large intestine-rectum
b. mouth-esophagus-stomach-small intestine-large intestine-rectum
c. mouth-esophagus-stomach-large intestine-small intestine-rectum
d. mouth-stomach-esophagus-small intestine-large intestine-rectum
2. What structures in the small intestine absorb the nutrients that result from
the digestive process?
a. villi b. duodenum c. intestinal glands d.intestinal muscles
3. What happens when food reaches the stomach?
a. Nothing. No digestion occurs in the stomach.
b. The food moves quickly into the small intestine.
c. Juices mix with the food and stomach muscles squeeze it.
d. The food is completely digested and is absorbed by tiny blood vessels
in the walls of stomach.
4. Which movement refers to the digestion of products, electrolytes, vitamins,
and water across the gastrointestinal tract epithelium and into the underlying
blood and lymphatic vessels?
a. ingestion b. absorption c. digestion d. secretion
5. Which of the following is NOT a preventive measure to avoid digestive
problems?
a. drinking plenty of water c. consuming high calorie fast food
b. eating food rich in fibers d. avoiding excessive intake of alcohol
B. Directions: Write the word TRUE if the statement is correct and FALSE
if it is not.
6. Enzymes are molecules that speed up chemical reactions.
7. Liver stores the greenish fluid called bile.
8. Digestion is the process of breaking down food into smaller pieces.
9. Large intestine is longer than small intestine.
10. The main function of small intestine is for absorption of nutrients.
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Lesson
1 Digestive System
What’s In
Food plays a major role in the survival of species and gives organism energy
that enables them to carry out many activities they do each day by day. Organisms
are able to obtain energy from the foods they eat through the process of digestion.
Digestion is the process of breaking down foods into smaller nutrients. These
nutrients are circulated to the different parts of the body through the bloodstream
and assimilated by the cells.
What’s New
Activity 1: Matchy! Matchy!
Objective: Identify the key parts of the digestive system
Directions: Match the name of each organ with the letter that represents on
the diagram below. Write the letter before each number.
_____ 1. Stomach ______ 5. Large intestine ______ 9. Esophagus

_____ 2. Gall bladder ______ 6. Rectum ______10. Tongue
_____ 3. Mouth ______ 7. Salivary glands ______11. Anus
_____ 4. Liver ______ 8. Pancreas ______12. Small intestine
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Activity 2: Trace my Path!
Objective: Trace the pathway of food through the digestive tract
Directions: Complete the paragraph. Choose your answer from the box below.
esophagus feces digested stomach anus
liver small intestine absorbed mouth large intestine
In humans, the process of digestion begins in the 1. _____________ where

food is chewed into small pieces by the teeth. Once the food is swallowed, it passes
through the 2. ____________ and into 3. ____________. Once in the stomach, the food
is 4. ___________. After spending some time in the stomach, the food is sent into the
5. ____________ where nutrients are 6. ___________.
The 7. ___________ helps by producing some digestive juices called bile. The
undigested food goes into the 8. _____________. The rectum stores the 9. __________
and eliminated through the process of defecation by the 10. ___________.
What is It
The food you eat takes an incredible journey through your body -- from top
(your mouth) to bottom (your anus). Along the way the beneficial parts of your food
are absorbed, giving you energy and nutrients. The digestive system is used for
breaking down food into nutrients which then pass into the circulatory system and
are taken to where they are needed in the body. It consists primarily of the alimentary
canal (digestive tract) and accessory organs. The figure above shows where food is
digested in man. The parts are enumerated in the table below together with the
organs that assists in digestion. The food tube of man is about nine (9) meters long.
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Alimentary Canal
Function
(Digestive Tract)
It breaks down the food by your teeth as a mean of
mechanical digestion. The pieces mix with saliva which is,
a watery liquid made by the salivary glands. It softens and
wets the food in the mouth and also initially starts chemical
digestion through the enzymes present in it.
Mouth
Enzymes are molecules that speed up chemical reactions.
Enzymes in saliva known as salivary amylase or ptyalin helps
breakdown carbohydrates into maltose, a double sugar.
Maltase, another type of enzyme will breakdown maltose into
glucose, a simple sugar
A muscular tube through which food passes from the mouth
Esophagus into stomach. The wavelike contraction of food tube is called
peristalsis.
A big muscular pouch where digestion begins. It is made up
of muscles that churn and help mix the food with gastric
Stomach juices and acids and break it into even smaller pieces. Other
enzymes such as lipase and protease help breakdown
proteins in the stomach and fats in the small intestine
Absorption of food particles takes place here. The walls
contain many folds that are lined up with tiny fingerlike
Small intestine
protrusions called villi and microvilli where nutrients pass
through.
known as colon which absorbs water, secretes mucus and
Large intestine
eliminates undigested materials
Rectum stores the feces
opening where the feces is eliminated through the process of
Anus
defecation
Accessory Organs Function
secretes bile, a greenish fluid that emulsifies fats and
Liver neutralizes the stomach acid and increase the efficiency of
digestion and absorption
Gall bladder where bile is stored
Secretes digestive enzymes that breakdown proteins,
Pancreas carbohydrates, and fats. It also makes insulin, chief hormone
in the body for metabolizing sugar.
Digestive Processes
1. Ingestion – process where food is taken in through the mouth and broken down
by teeth and saliva.
2. Digestion – breaking down of food into small pieces.
a. Mechanical Digestion – physical breakdown of large pieces of food into
smaller pieces.
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b. Chemical Digestion – carried out by the enzymes that speeds up the
chemical reaction.
3. Absorption – process by which food molecules move into the blood stream
to be carried to the cells of the body.
4. Assimilation – incorporation of food molecules into the cells of the body to
be used as energy, structural materials, or storage products.
5. Egestion – process of eliminating undigested food from the body
What’s More
Directions: Arrange the following digestive processes in order of which they

occur and explain briefly.
Absorption Assimilation Digestion

Egestion Ingestion
What I Have Learned
1. Explain the difference between mechanical and chemical digestion.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Trace the pathway on how the digestive system breaks down food to
nourish the body.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
________________________________________________________________________
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What I Can Do
I Can Do it!
Create a paper doll of the digestive system using the template below. Draw the
different organs of the digestive system and label them.
Assessment

1. Which of the following is NOT an organ of the digestive tract?
a. liver b. mouth c. stomach d. esophagus
2. What is the primary function of small intestine?
a. waste secretion c. vitamin conversion
b. mineral secretion d. absorption of nutrients
3. Which of the following organs acts as a temporary storage site for bile?
A. liver B. intestine C. pancreas D. gall bladder
4. Which of the following organs is NOT correctly matched with its respective
function?
a. mouth – ingestion c. small intestine – absorption
b. stomach – defecation d. pharynx – passage of air & food
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5. The digestive system process food into usable and unusable materials that
sent to the body’s cells as food. What happens to unusable materials?
a. It goes into the pancreas to await disposal.
b. It goes to the right ventricle to await disposal.
c. It goes to the small intestine to await disposal.
d. It goes into the large intestine to await disposal.
B. Directions: Match Column A to Column B by writing the letter of the correct

answer before each number.
COLUMN A COLUMN B
1. Breakdown of large, insoluble food molecules into small water- a. Egestion
soluble molecules using mechanical and chemical processes.
2. Movement of digested food molecules into the cells where they b. Digestion
are used.
3. Intake of substances into the body through the mouth. c. Assimilation
4. Passing out of undigested food as feces through your anus
5. Movement of digested food molecules across the walls of d. Absorption
intestines into the blood or lymph.
e. Ingestion
Additional Activities
1. Your task is to create a presentation to explain how digestive system works. You
will also explain how biological molecules, such as carbohydrates, proteins, lipids,
vitamins, and minerals work inside the human body.
2. Your task is to create your own Filipino inspired menu containing essential
nutrients required for a healthy living. The menu should include appetizer, main
dish, dessert, and drinks. All these should be presented with their corresponding
nutritional value.
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DO_Q4_SCIENCE8
8
What’s More
1. Ingestion – process where food is taken
in through the mouth and broken down by
teeth and saliva.
2. Digestion – breaking down of food into
small pieces.
3. Absorption – process by which food
molecules move into the blood stream to be
carried to the cells of the body.
4. Assimilation – incorporation of food
Assessment molecules into the cells of the body to be
A. B. used as energy, structural materials or
1. A 1. B storage products.
2. D 2. C 5. Egestion – process of eliminating
3. D 3. E undigested food from the body
4. B 4. A
5. D 5. D
What’s New
Activity 2
In humans, the process of digestion begins in the mouth where food is chewed
into small pieces by the teeth. Once the food is swallowed, it passes through the
esophagus and into stomach. Once in the stomach, the food is digested. After
spending some time in the stomach, the food is sent into the small intestine
where nutrients are absorbed. The liver helps by producing some digestive
juices called bile. The undigested food goes into the large intestine. The rectum
stores the feces and eliminates through the process of defecation by the anus.
What’s New What I Know
Activity 1 A. B.
1. B 6. True
1. K 6. G 11. H
2. A 7. False
2. E 7. C 12. I
3. C 8. True
3. A 8. J
4. B 9. False
4. D 9. L
5. C 10. True
5. F 10. B
Answer Key
References:
Department of Education Bureau of Learning Resources Science Learner’s Module
Grade 8 Available at https://www.slideshare.net/nicogranada31/k-to-12-
grade-8-science-learner-module
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8
SCIENCE
Lesson 2: Cell Division:
Mitosis and Meiosis
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What I Need to Know
You have learned that every organism possesses a unique characteristic and
one of these characteristics is reproduction. The cellular level of reproduction, in the
form of cell division, provides the backdrop for the organism level of reproduction.
Cellular reproduction is essential to growth and development as well as in the day-
to day maintenance of many cells of organisms.
1. Compare mitosis and meiosis, and their role in the cell division cycle.
(S8LT-lVd-16)
2. Explain the significance of meiosis in maintaining the chromosome
number. (S8LT-lVe-17)
What I Know
1. Which of the following BEST describes the cell cycle?
a. The nucleus of a cell divides during mitotic phase while the cytoplasm of the
cell divides during interphase.
b. The nucleus of a cell divides during interphase while the cytoplasm of the cell
divides during mitotic phase.
c. Cells growth and development takes place during interphase while its
reproduction takes place during mitotic phase.
d. Cells growth and development takes place during mitotic phase while its
reproduction takes place during interphase.
2. Which of the following shows the correct sequence of the cell cycle?
a. G1-S- G2- mitosis – cytokinesis c. Cytokinesis- mitosis- G1 - S- G2
a. S - G1- G2- mitosis- cytokinesis d. Mitosis -G1 - S- G2 - cytokinesis
3. Which of the following is NOT a function of mitosis?
a. Production of gametes
b. Development (baby in mother’s womb)
c. Asexual reproduction in unicellular organisms
d. Repair of damaged cells in multicellular organisms
4. What is the correct order of the stages of mitosis?
1- METAPHASE 2 - TELOPHASE 3- ANAPHASE 4 - PROPHASE
a. 4,1,2,3 b. 2,3,1,4 c. 4,1,3,2 d. 1,2,3,4
5. What is the key difference between spermatogenesis and oogenesis?
a. Spermatogenesis results in only 1 sperm; oogenesis results in 2 eggs.
b. Spermatogenesis results in only 1 sperm; oogenesis results in 4 eggs.
c. Spermatogenesis is the formation of 2 sperm while oogenesis is the
formation of one egg.
d. Spermatogenesis is the formation of 4 sperm cell while oogenesis is the
formation of one egg cell.
B. Directions: Write the word TRUE if the statement is correct and FALSE if it is
not.
6. Cytokinesis is the division of cytoplasm and organelles.
7. DNA replication results in identical chromosomes or sister chromatids.
8. Mitosis occurs in somatic cells whereas meiosis occurs in sex cells.
9. Cell division is basically the same in prokaryotes and eukaryotes.
10. The production of sperm cell and egg cell is called gametogenesis.
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Lesson
2 Cell Division: Mitosis & Meiosis
What’s In
Does it made you think, when you find some cut on any part of your body
and a few days later, it’s gone and healed? How about when you look at yourself at
the mirror, did you notice that you grow a lot bigger than you were six years old?
Every second of an hour in your daily lives, there is an important event going
on in your body and that is - cells are dividing. When a cell divides, it will make new
cells. We call this process “cell division” and “cell reproduction”. A dividing cell
undergoes series of growth and development stages between its “birth” (formation by
the division of a mother cell) and reproduction (division to make new daughter cells)
which is also known as the Cell Cycle.
What’s New
Activity 1: Wheel of Cell
Objective: Describe the stages of the cell cycle.
Materials: worksheet, pen, coloring materials (crayons or color pencil)
Directions: On the given diagram, lightly color the G1 phase - BLUE, the S phase -
YELLOW, the G2 phase - RED, and the stages of mitosis - ORANGE.
Color the arrows indicating all of the interphases in GREEN.
Color the part of the arrow indicating mitosis - PURPLE, and the part of the arrow
indicating cytokinesis - YELLOW.
Guide Questions:
1. What is the longest stage of the cell cycle?
2. In what stage does the G1, S and G2 phases happen?
3. In what phase of the cell cycle does cell division occur?
4. In which phase of the cell cycle does the cell grows?
5. During what phase of the cell cycle is DNA replicated?
6. During what phase of the cell cycle does the cell prepares for Mitosis?
7-10. What are the stages of Mitosis?
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Activity 2: Mitosis vs. Meiosis
Objective: Differentiate mitosis from meiosis and spermatogenesis from oogenesis
A. Directions: Complete the Venn diagram below. Use the phrases on each box by
writing its corresponding number inside the diagram.
Mitosis BOTH Meiosis
3. Formation of 4. Produces
1.Crossing- over 2. Synapsis
spindle fibers haploid cells
5. For formation of 6. Formation of 7. Occurs in plant 8. Involves
egg cells and sperm two daughter and animal cells cellular division
cells cells
12. For growth
9. Cytokinesis and 11. Produces cells
10. Produces four and repair of
Karyokinesis take identical to parent
daughter cells damaged body
place cells
cells
B. Directions: Complete the table below by writing the correct statement

on each box. Choose your answer inside the Word Bank.
Point of Comparison Spermatogenesis Oogenesis
Location
Number of gametes produced
Products of meiosis
When does the process begin?
When does the process end?
If cytokinesis during meiosis is equal
Word Bank
ovary seminiferous tubules in testes one per month
millions per day cytoplasm split unequal puberty
4 cells equal division of cytoplasm until death
at menopause 1 egg cell, 3 polar bodies during development of fetus
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What is It
Cell cycle is composed of interphase and cell division phase. The bulk of the
cell cycle is spent in the “living phase”, known as interphase. Interphase is further
broken down into 3 distinct phases: G1 (Gap 1), S (Synthesis) and G2 (Gap 2).
• G1 phase - cell increases in size, cellular contents duplicated.
• S phase - DNA Replication or DNA Synthesis, each of the 46 chromosomes is
replicated by the cell.
• G2 phase - cell grows more and organelles develop in preparation for cell
division.
Cell Division
Alternating with the interphase is the cell division phase. In eukaryotic cells,
there are two types of cell division: mitosis and meiosis.
Mitosis is a type of cell division that produces two identical daughter cells
with the same number of chromosomes. Mitosis is divided into four phases.
• Prophase - The nuclear membrane and nucleoli still present. The chromosomes
are thicker and shorter because of repeated coiling. At this stage, each
chromosome is made up of two identical sister chromatids attached at one point,
called the centromere. Spindle fibers are formed.
• Metaphase - The nuclear membrane has disappeared while the coiled
chromosomes align at the metaphase plate. Spindle fibers are attached to a
protein called kinetochore at the centromere of each sister chromatid of the
chromosome.
• Anaphase - The paired centromeres of each chromosome separate toward the
opposite poles of the cells as they are pulled by both spindle fibers through their
kinetochores. This liberates the sister chromatids. Each sister chromatid is now
a single chromosome.
• Telophase - The chromosomes are at the opposite poles and start to uncoil. The
nucleoli and nuclear membrane reappear while the spindle fibers disappear.
There is also cytokinesis (division of the cytoplasm) to form two separate
daughter cells immediately after mitosis.
Meiosis reduces the chromosomes number in half. Cell undergoes two rounds
of cell division (Meiosis I and Meiosis II) to form four daughter cells, each with half
the chromosome number as the original parent cell and with a unique set of genetic
material as a result of crossing over (a segment of a sister chromatid of one
chromosome is exchanged with the same segment of the chromatid of the
homologous chromosome)
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Meiosis I
• Prophase I - Meiosis starts with this stage
• Metaphase I - Homologous chromosomes align at the equatorial plate
• Anaphase I - The homologous chromosomes separate from each other and start
their movement toward the opposite poles.
• Telophase I - Two nuclei are produced, each containing only half the
chromosome number of the original parent cell.
Meiosis II is similar to mitosis. It is consisting of the following stages: prophase II,

metaphase II, anaphase II, and telophase II. Each double-stranded chromosome
attaches to a spindle fiber then its centromere splits into two and the two strands of
the chromosome move to opposite poles. At the end of the cell division, four haploid
daughter cells are produced.
Gametogenesis
The production of an egg cell and a sperm cell is called gametogenesis.
Gametogenesis involves meiosis to produce haploid gametes in preparation for sexual
reproduction.
Spermatogenesis is the production of sperm cells in testes of male animals. Meiosis

produces four small cells of similar size. These cells become spermatozoa or sperms.
Egg cells are produced in the ovary of female animals through the process of
oogenesis. When a cell in the ovary undergoes meiosis I, two cells -one big and one
small (polar body)- are produced.
Meiosis II produces one big and one small cell from the first big cell. The small
cell from Meiosis I may or may not divide. If it does, two small cells are produced.
The big cells become the egg while the small cells (polar bodies) disintegrate.
Meiosis in gametogenesis may not always proceed normally. In humans,
accidents like failure of the chromosomes to separate during meiosis I may cause
abnormal conditions.
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What’s More
Across the Stages!
Directions: Put a check on all descriptions to determine the events of each stage
from the illustrations.
PROPHASE METAPHASE ANAPHASE TELOPHASE
__1. The chromatin __1. The sister __1. Sister chromatids __1. Reappearance
condenses into chromatids separate into of nucleolus
sister disappear. chromosomes. and nuclear
chromatids __2. Spindle fibers are __2. Sister chromatids membrane
__2. Nuclear attached to the are pulled toward __2. Chromosomes
membrane centromere of opposite poles. condenses
starts to sister chromatids. __3. Shortening of __3. Spindle fibers
disappear __3. Centrioles start spindle fibers. disappear
__3. Centrioles start to form spindle __4. Formation of __4. Cleavage
to form spindle fibers. cleavage furrow. furrow
deepens that
fibers __4. Sister chromatids
divides the cell
__4. Chromosomes line up along the
__5. Chromosomes
separate equatorial plate.
start to uncoil.
What I Have Learned

Directions: Answer the following questions.
1. Why is cell division important in the life of an organism?

___________________________________________________________________________
___________________________________________________________________________
2. How does cell division helps our body stay healthy?
___________________________________________________________________________
___________________________________________________________________________
3. Why is meiosis vital to sexually reproducing organisms?
___________________________________________________________________________
___________________________________________________________________________
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What I Can Do
Directions: Read the paragraph and fill in the missing words. Choose the
correct words from the box below.
A 1.___________ is a series of events that takes place in a cell as it grows and
divides which splits into two main parts. The first part is called 2.____________ where
cell absorbs nutrients and grows in size. During this time, it also copies its
3.___________. Once the cell is big enough, it begins the second part called
4.____________.
5.__________ is the process of cell division that usually forms the male
6.__________ and female 7.__________ in humans and animals. It occurs in two
successive divisions. One diploid cell (2n) in the male or female reproductive organs
(testes and ovaries) produces 8.__________ haploid daughter cells.
9.___________ is the process that produces cells with 10. ___________
chromosome number as the parent cell. Usually one diploid cell produces
11.__________ new ‘daughter ‘cells. It produces all human body cells except the
gametes.
12.__________, 13.__________, 14._________ and 15.________ are the four (4)
phases in both meiosis and mitosis.
interphase DNA cell division cell cycle mitosis four two

metaphase prophase ovum (egg) anaphase meiosis
the same telophase sperm
Assessment
Directions: Write the letter of the correct answer.
1. What is the correct sequence in which the stages of mitosis occur?
a. Metaphase-Anaphase-Prophase-Telophase.
b. Prophase-Metaphase-Anaphase-Telophase
c. Telophase-Anaphase-Metaphase-Prophase
d. Anaphase-Telophase-Prophase-Metaphase
2. Which of the following terms is mismatched?
a. Prophase I -synapsis c. Cytokinesis-cell plate formation
b. Interphase: DNA replication d. Metaphase- centromere division
3. What type of cell division results in daughter cells having an exact copy of
chromosomes from parent cell?
a. mitosis b. meiosis c. Synapsis d. interphase
4. Which of the following phase where sister chromatids move towards opposite
poles?
a. prophase b. metaphase c. anaphase d. telophase
5. Which of the following is not a function of mitosis?
a. growth c. recovering from injuries
b. formation of sex cells d. replacement of dead cells
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6. Which of the following describes the number of daughter cells produced in
mitosis and meiosis?
a. 4 haploid daughter cells in mitosis and 2 diploid daughter cells in meiosis
b. 4 diploid daughter cells in mitosis and 2 haploid daughter cells in meiosis
c. 2 diploid daughter cells in mitosis and 4 haploid daughter cells in meiosis
d. 2 haploid daughter cells in mitosis and 4 diploid daughter cells in meiosis
7. What happens during crossing over?
a. chromosomes die c. chromosomes die
b. chromosomes collide d. chromosomes exchange genetic material
8. Which of the following happens during gametogenesis?
a. Mitosis b. Meiosis c. Synapsis d. Mitosis and Meiosis
9. In what stage of mitosis do the chromosomes are at the opposite poles and start
to uncoil?
a. prophase b. metaphase c. anaphase d. telophase
10. Which of the following is the purpose of meiosis in gametogenesis?
a. replicate DNA in the cell
b. growth of spermatogonium and oogonium
c. maturation of oogonium and spermatogonium
d. reduces the number of chromosomes in resulting daughter cells
1. To learn more about mitosis and meiosis watch a video lesson entitled Mitosis
and Meiosis Simulation.
Here is the link:
https://bio.libretexts.org/Bookshelves/Human_Biology/Book%3A_Huma
n_Biology_(Wakim_and_Grewal)/07%3A_Cell_Reproduction/7.7%3A_Mito
sis_vs._Meiosis_and_Disorders#:~:text=The%20goal%20of%20mitosis%20
is%20to%20produce%20a%20new%20cell,gametes%2C%20the%20dama
ged%20gametes%20produce.
2. Write an essay explaining the negative consequences when cell division

goes wrong.
18
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19
What’s New
Activity 2: B.
SPERMATOGENESIS OOGENESIS
Seminiferous tubules ovary
in testes
Millions per day One per month
Four cells One egg and 3 polar bodies
puberty During development of fetus
Until death At menopause What I Know
Equal division of cytoplasm split unequal A.
cytoplasm 1. C 6. True
2. A 7. True
What’s New 3. A 8. True
Assessment
Activity 2: A. A. 4. C 9. False
1. B 6. C 5. D 10. False
2. D 7. D
3. A 8. C
What I Can Do
4. C 9. A
5. B 10. D 1. cell cycle
2. interphase
What I Have Learned 3. DNA
What’s New
Activity 1 4. mitosis
Answers may vary
5. meiosis
1. Organisms need cell 6. sperm
division to survive and 7. egg
make more cells 8. four
2.Our body uses cell 9. mitosis
division to grow and 10. the same
replace dead cells or 11. two
Guide Questions: regenerate body parts.It
12. prophase
1. Interphase also helps in the
13. metaphase
2. Interphase formation and
14. anaphase
development of an
3. Mitosis 15. telophase
embryo.
4. G1
3.Meiosis is important
5. S What’s More
because it ensures that
6. G2 all organisms produced
7. Prophase Prophase – 1,2,3
by sexual reproduction Metaphase – 2,4
8. Metaphase contain the correct
9. Anaphase Anaphase – 1,2,3,4
number of chromosomes.
10. Telophase Telophase – 1,3,4,5
Answer Key
References:
Department of Education Bureau of Learning Resources (2014) Science 8 Learner's
Material. PDF
Alumaga, MJ., Antero, E.S., Joaquin, C.C., Lagunzad, C.B., Crisostomo, R.M.,
Padua, A.L., Mingoa, T.R., Obile, E.C. & Rabago, L.M. (2014). Science and
Technology 8. Quezon City, Philippines: Vibal Publishing House, Inc.
Cell Division CLoze Exercise . Accessed February25, 2021

http://science.robertprior.ca/resources/G10-
Biology/Cell_Division_Cloze_Exercises.pdf
LibreTexts libraries. (2021, January 4). Accessed February25, 2021. Mitosis vs.
Meiosis and Disorders. Retrieved from https://bio.libretexts.org
/Bookshelves/Human_Biology/Book%3A_Human_Biology_(Wakim_and_Grew
al)/07%3A_Cell_Reproduction/7.7%3A_Mitosis_vs._Meiosis_and_Disorders[
Luares,Gretchen DS. February 2017. Strategic Intervention Material(SIM). Battle of

the Cells: Division Level (Mitosis vs. Meiosis)
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MODULE4_LESSON2
8
SCIENCE
Lesson 3: Mendelian
Pattern of Inheritance
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MODULE4_LESSON3
What I Need to Know
Reproduction process is an anchor to the variation of an organism. The
importance of blending the traits contributed by both parents for the succession of
a specie.
• Predict phenotypic expressions of traits following simple patterns of
inheritance (S8LT-lVe-18)
What I Know
1. Which of the following express a phenotype of an offspring?
a. A puppy of XXY allele.
b. A kitten of XX gametes.
c. An infant having XY gametes.
d. A dwarf fruit bearing mango tree.
1. A green (pod color) is crossed with another green (pod color) phenotype. What
possible ratio of an offspring will be produced?
a. 100 % green c. ¾ yellow, ¼ green
b. 100 % yellow d. ½ yellow, ½ green
2. Male black dog was cross breed to a female white fur dog. The pair produces
4 black fur puppies and 2 white. What can you say about it?
a. Black fur of male dog is a recessive trait.
b. White and black fur are equally dominant.
c. Black fur of male dog is the dominant trait.
d. White fur of female dog is the dominant trait.
3. Which describes an allele expresses in TT, Rr, rr, XY, XX?
a. Mutation c. Phenotype
b. Genotype d. Hybridization
4. In a cross between heterozygous round (Rr) and wrinkled (rr). What is the
phenotypic ratio of the offspring?
a. 3:1 X R r
b. 1:1 r Rr rr
c. 4:0 r Rr rr
d. 2:2
B. Directions: Write the word TRUE if the statement is correct and FALSE if it
is not.
6. Gregor Mendel is the Father of Genetics.
7. During fertilization, egg and sperm each contribute one allele for the characteristic
to the zygote.
8. The transmission of trait from one generation to another is called variation.
9. Round shape, color green, and tall are examples of phenotype.
10. Dominant trait is always expressed than recessive trait.
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Lesson
3 Mendelian Pattern of Inheritance
What’s In
Reproduction is the biological process by which new individuals
organisms known as “offspring” are produced from their parents. It happens
when there is a union of male (father) and female (mother) reproductive cells
known as gametes. Gametes are sex cells known as sperm and egg cell of
your parents that each carries chromosome where genes or traits embed.
What’s New
Activity 1: Build Me Up!
Objective: Identify the different terms in the field of genetics.
Directions: Arrange the scrambled letters to reveal the word that best describes by
the following statements. Write your answer on the space below.
1. (GROGER LEMEND) a monk scientist known as “Father of Genetics” who

designed the “Pea experiment”.
__ __ __ __ __ __ __ __ __ __ __ __
2. (ODIMNTAN) a trait more expressed of offspring from their parents.
__ __ __ __ __ __ __ __.
3. (GEEN) a factor of traits or unit of inheritance.
___ ___ ___ ___
4. (AGMESET) refer to sex cells- the egg and sperm.
__ __ __ __ __ __ __
5. (CREESSVIE) a trait which is masked or did not appear in F1 generation.
__ __ __ __ __ __ __ __ __
6. (LALESEL) a pair of factors or genes which controls the appearance of a
particular trait.
__ __ __ __ __ __ __
7. (HEPNOTYEP) refers to the appearance or external expression of traits such
as dwarf, tall, short, round, curly.
__ __ __ __ __ __ __ __ __
8. (NEGNOPEYT) refers to the internal genetic constitution express in variable
such as TT, bb or Rr.
__ __ __ __ __ __ ___ __ ___
9. (EHREDTIY) is the transmission of traits from one generation to the next.
__ __ __ __ __ __
10. (EGNETCIS) a science of heredity and variation.
__ __ __ __ __ __ __ __
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Activity 2: Test Cross!
Objective: Predict the phenotypic and genotypic expressions of traits
Part A. Procedure:
1. Analyze the given trait transferred from parent to offspring of Mendel’s Pea plant
experimentation
Monohybrid Cross
Mendel crosses height of a pure breed tall pea plant with a dwarf pea plant.
What do you think will be the inherited factor and characteristic of the offspring?
Will it be all tall or dwarf? Use the Punnett Square below and answer the following
questions.
Father Phenotype: Tall Genotype: TT
Mother Phenotype: dwarf Genotype: tt
Monohybrid Cross
a. List down the genotypes of offspring.

b. List down the phenotypes of offspring
c. Write its genotypic ratio.
d. Write its phenotypic ratio.
e. Percentage of tall offspring? dwarf offspring?
2. Cross pollinate F1 (First Filial generation) to another F1 (Filial generation) to

produce F2 Second Filial generation
Monohybrid Cross
f. List down the genotypes of offspring.

g. List down the phenotypes of offspring
h. Write its genotypic ratio.
i. Write its phenotypic ratio.
j. Percentage of tall offspring? dwarf
offspring?
Part B. Guide Questions:

1. What is the expressed characteristic of F1 offspring? of F2?
2. When F1 generation cross pollinated to another F1 generation, how many traits
are observed to all offspring? What are these traits?
3. How do you call to the trait that is expressed the greatest number of offspring?
4. How about the least expressed trait of an offspring?
5. When did dwarf recessive trait express?
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What is It
Genetics is a branch of science that deals with the
study of heredity and variation. Gregor Johann Mendel
(1822-1884), an Austrian monk, is known as the “Father of
Genetics”. After 8 years statistically experimenting garden
peas, he was able to publish a paper in 1866 on the
mechanism of Heredity or transmission of traits from one
generation to the next.
Why pea plant? Garden pea is considered a good
material because its stamen and pistil are enclosed by petals
protecting the stigma from stray pollen, with pair of
contrasting traits, easy to cultivate, short generation time and
thus, ensure cross and self-pollination.
The table below shows the characteristics of garden pea plant studied by
Gregor Mendel.
Mendel studied how traits are being passed from one generation to the next. He first
produced pure-breeding plants. He allowed his pea plant to self -pollinate for many
generations until all the offspring had the same features as the parents, generation
after generation. Pure-breeding peas make up the parental or P1 generation.
Next, he began cross pollinating of parental (P1) generation peas with
contrasting traits.
For example: Pea plant (P1) of purple flower x Pea plant (P1) of white flower = all
the offspring had purple flower. These offspring of parental cross are called the first
Filial (F1) generation. First filial (F1) generation are also called hybrid, resulted from
a cross between two pure-breeding plants with contrasting traits.
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When the plants from the F1 generation were crossed with each other or self-
pollinated, the offspring or the second filial (F2) generation were of two types: purple
and white flower.
External traits expressed such as round, wrinkled seed shape is considered the
phenotype (physical characteristics). The most distinct physical trait is a
dominant trait. A characteristic not visible in an offspring is a masked trait known
as recessive trait.
On the other hand, genotype refers to letter or a variable (T, t, R, r)
demonstrating an allele of paired factor or genes with contrasting trait. Factor or
gene serves as the unit of inheritance.
Dominant genes are demonstrated by a big letter, for example green seed coat
is expressed in pair of letter GG means for being dominant, while yellow seed coat
presented in pair of small gg to show being recessive.
Expression of genes with similar letters neither big or small (TT, tt) tells the
trait is homozygous while a combination of big and small (Tt) indicates a
heterozygous.
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MODULE4_LESSON3
THE MENDELIAN LAWS OF HEREDITY
• The Law of Independent Assortment - The appearance of a particular
trait in each organism is controlled by pairs of gene or factors.
• The Law of Dominance – the dominant trait prevents the expression of the
recessive trait.
• The Law of Segregation - the pair of genes segregate or separate from each
other during gamete formation.
Monohybrid Cross using Punnett Square
Punnett Square is a simple diagram named after Reginald Punnett which

will help you visualize the results of a cross. Using this device, the symbols for all
the possible alleles carried by male gametes are arranged on the top portion whereas
the female gametes are located on the left side. By combining the alleles of both male
and female gametes, all possible gametes combination of the offspring can now be
determined.
What’s More
Activity: Oh My Gene!
Directions: Write numbers 1 to 5 on the space provided before each box to show the
sequence of the Pea Plant experimentation, then answer the guide questions
accurately.
Transferred pollen from stamens of white flower to carpel of purple
flower
Examined all purple flower offspring.
Pollinated carpel matured into pod
Removed stamens from purple flower
Plant seeds from pod
Guide Questions:
1. What characteristic of the pea plant was transferred? _____________________
2. How do you call that process of transferring of pollen from stamen to carpel
of a flower? ______________________________________________________________
3. What is the resulting color of the offspring? _______________________________
4. Does the pea plant offspring get its resulting color from its pea plant parent?
__________________________________________________________________________
5. Do you think there will be a chance for a white pea plant flower to exist?
Why? ____________________________________________________________________
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What I Have Learned
Directions: Answer the following questions.
1. How did Johan Gregor Mendel trace the traits transferred of Parent pea
plant to offspring?
____________________________________________________________________________
____________________________________________________________________________
2. Describe the Three Mendelian Principle of Inheritance.
___________________________________________________________________________
___________________________________________________________________________
3. What is the difference between Phenotypic and Genotypic ratio?
___________________________________________________________________________
___________________________________________________________________________
What I Can Do
Directions: Complete the table below by listing down the observable traits from your
family. Then put a heart if your trait is manifested either from your
mother or father.
TRAITS Father Mother YOU
1. Skin color
(fair/dark)
2. Eye color
(brown/blue or green)
3. Ear lobe
(attached /free)
4. Hair texture
(curly/ straight)
5. Hair color
(black or blonde)
6. Height
(short or tall)
7. Dimples
(with or without)
8. Cleft chin
(with or without)
9. Nose
(broad or pointed)
10. Eyelashes
(long or short)
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Assessment
1. Which of the following is an example of Mendelian Law of Dominance?
a. Dominant tall palm tree. c. Heterozygous tall palm tree.
b. Homozygous tall palm tree. d. The short trunk of palm tree.
2. Which phenotypic ratio will be expressed if a green (pod color) plant is crossed
with another of the same phenotype?
a. 100% green c. ¾ yellow, ¼ green
b. 100% yellow d. ½ yellow, ½ green
3. In a cross between heterozygous round and wrinkled, what is the phenotypic
ratio of the offspring?
a. 3:1 b. 1:1 c. 4:0 d. 1:3
4. If in a cross, a pure yellow seeded pea plant is crossed with a pure green seeded
pea plant, all F1 generation are yellow. What conclusion can you make?
a. Green seed is the dominant trait.
b. Yellow seed is the dominant trait.
c. Neither yellow nor green combined.
d. Yellow and green are equally dominant.
5. Which of the following is an example of heterozygous dominant trait?
a. BB b. ww c. ss d. Ll
B. Directions: Draw a smiling emoji if the describe trait is a dominant trait and
sad emoji if it is a recessive trait.
____1. Bb black mice ______3. Cc curly hair ______5. FF fair skin color
____2. ww white cat ______4. LL long eyelashes
1. To learn more about Cross with Two factors (dihybrid) and Inferring genotypes
of Blood types you can watch video lesson entitled Dihybrid Genetic Cross
https://www.youtube.com/watch?v=1QU2phs-hws,
Multiple Alleles(ABO Blood types) and Punnett Squares
https://www.youtube.com/watch?v=9O5JQqlngFY
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30
Assessment Assessment Guide Questions:
B. A. 1. All F1 offspring are tall while
1. C in F2 both tall and dwarf
1. 4. offspring appear
2. A
2. 2 traits appeared (tall and
3. A dwarf)
2. 5. 4. B 3. Dominant trait
5. D 4. Recessive trait
3. 5. During F2 generation
What’s More What’s New
Activity 2
Activity 1
T T
1. Removed stamens from
t Tt Tt
purple flower
t Tt Tt
2. Transferred pollen from
stamens of white flower to
carpel of purple flower a. Genotypes: 4 Tt
3. Pollinated carpel matured b. Phenotypes: 4 Tall
into pod c. Genotypic Ratio: 4 Tt : 0
4. Plant seeds from pod
d. Phenotypic Ratio: 4 Tall : 0
5. Examined all purple flower
offspring e. Percentage of tall: 100%
Percentage of dwarf: 0%
Guide Questions: T t
T TT Tt
1. Flower color
t Tt tt
2. Cross pollination
3. Purple
4. Yes f. Genotypes: 1 TT, 2 Tt, 1 tt
5. Yes on F2 generation, g. Phenotypes: 3 Tall, 1 dwarf
because the offspring of F1 h. Genotypic Ratio: 1 TT: 2 Tt: 1 tt
generation are already i. Phenotypic Ratio: 3 Tall: 1 dwarf
hybrid or heterozygous in j. Percentage of tall: 75%
flower color. Percentage of dwarf: 25%
What’s New What I Know
Activity 1
A.
1. Gregor Mendel 6. Alleles
1. D 6. True
2. Dominant 7. Phenotype
2. A 7. True
3. Gene 8. Genotype
3. C 8. False
4. Gametes 9. Heredity
4. B 9. True
5. Recessive 10. Genetics
5. D 10. True
Answer Key
References:
[Leah4sciMCAT (2020,May 03) } Dihybrid Cross Punnett squares + MCAT
shortcut (Mendelian Genetics Part 2) Retrieved
https://www.youtube.com/watch?v=lInS3Yeaql8
[Ricochet Science (2014,March 20)]Dihybrid Genetic Cross Retrieved from

https://www.youtube.com/watch?v=1QU2phs-hws
[Amoeba Sister ( 2015,March 01) ]Multiple Alleles(ABO Blood types) and

Punnett Squares https://www.youtube.com/watch?v=9O5JQqlngFY
Campo, Pia C. et.al .Reprint Edition 2014,2016,L.M.Science-Grade 8 ,Pasig

City, Philippines : Department of Education-Bureau of Learning
Resources(DepEd-BLR)
Torres,Marivic L.,Villamar,Rufino Jr. A. Reprinted Edition 2014, 2015,Grade

8 Based on the K-12 BEC Science Conforming to the Globalized Trends
in Education.,Quezon City, Philippines:Sta.Teresa Publications,Inc.
Nueva Espana,Rebecca, Gerona ,Zonia M.,Salmorin,Lolita M.,Villamil,Aurora

M.,Tenth Printing 2004,1995,Science and Technology ,Biology Updated
Edition, Quezon City,Philippines: Abiva Publishing House Inc.
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8
SCIENCE
Lesson 4: Species &
Taxonomy
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What I Need to Know
Life on earth is incredibly diverse. Biological diversity is the variety of
life on earth. This includes all the different plants, animals, and
microorganisms; the genes they contain and the ecosystems they form on land
and in water. Biological diversity is constantly changing.
1. Explain the concept of species (S8LT-lVg-19)
2. Classify organisms using the hierarchical taxonomic system
(S8LT-lVg-20)
What I Know
Directions: Fill in the K-W-H-L Chart below to assess your prior
knowledge and understanding of the topic, Species & Taxonomy.
K W H L
How can I
What do I want
What do I know? found out what What did I learn?
to find out?
I learn?
33
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MODULE4_LESSON4
Lesson
4 Species & Taxonomy
What’s In
Species are group of organisms that share a genetic heritage, able to
interbreed and to create offspring that are also fertile. Each species have different
role in an ecosystem where they belong and with this role they can either bring
benefits or harm to other species. Species can be classified either of the two:
Keystone Species and Exotic Species.
Keystone species refers to species whose ecological niche or role greatly
affects other species in the ecosystem. If the key species are lost, other species
may begin to thrive and outcompete many other species in the ecosystem. Examples
are plants.
On the other hand, exotic species refers to new species that is introduced to
an area with no natural predators or competitors resulting to the increase in their
numbers affecting other species like janitor fish.
What’s New
Activity 1: Match or Mismatch!

Objective: Identify the levels of biodiversity as the basis for classifying organisms
Directions: Match column A with the correct answer in Column B.
Column A Column B
____1. refers to the variety and variability of life on earth or a. Ecosystem diversity
variety and extent of differences among living things b. Biodiversity
____2. includes the different kinds of places where c. Genetic diversity
organisms live and the interactions that bind these d. Species diversity
organisms together
____3. microorganisms, plants and animals are example of
this level of biodiversity
____4. involves the variety of genetic information that an
organism may contain
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Activity 2: Word Twister
Objective: Identify the different level in the hierarchical taxonomic system.
Directions: Rearrange each set of jumbled letters, refer to the given clues to
form the correct term.
1. Group of related species. __________________

S G N E U
2. One or more groups of natural populations wherein individuals interbreed and
are reproductively isolated from other groups. _______________
S E P C E S I
3. Science that deals with naming, describing, identifying, and classifying
organisms. __________________
A T O M X N O Y
4. Level of classification consisting of smaller groups called phyla. ___________
I N K G O D M
5. Consist of several related families. __________________
E R R O D
What is It
Biodiversity refers to the variety of life on Earth and the essential

interdependence of all living things. It increases the stability of an ecosystem and
contributes to the health of the biosphere.
Levels of Biodiversity
▪ Ecosystem Diversity - includes the different kinds of places where organisms

live and the interactions that bind these organisms together.
Examples: forest, desert, sea, etc.
• Species Diversity - refers to variety and extent of differences among living
things, which include all microorganisms, plants, animals, and other living
things
Examples: fishes, trees, plants etc.
▪ Genetic Diversity - Involves the variety of genetic information that an
organism may contain.
Example: variety of bananas
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Hierarchical Taxonomic System
Naming and classifying organisms into different groups facilitate the

organization of data on biodiversity. Taxonomy is the study of the classification of
living things while taxonomist is a biologist who systematically identifies, classifies,
and organizes species based on similarities in traits of organism.
The taxonomic system of classification used today is called Binomial
Nomenclature. The formal introduction of this system is credited to a Swedish
physician named Carolus Linnaeus who is also known as the “Father of Modern
Taxonomy”.
Each category or level is called taxon (plural taxa), which is a general term for
any level of classification. To envision a taxonomic hierarchy, let us look at how
human being is classified onto different levels as shown in the table below:
Kingdom Animalia
Phylum Chordata
Class Mammalia
Order Primata
Family Hominidae
Genus Homo
Species sapiens
The Five Kingdom Classification System

The most widely used classification was proposed by Robert Harding
Whittaker, a distinguished American plant ecologist and an evolutionary biologist
professor at Cornell University. He was the first person to propose the five-kingdom
classification system, which is based on cellular structure and nutrition of
organisms.
contains unicellular organisms with a prokaryotic cell organization

Monera
(having no nuclear membrane) such as bacteria.
Simple eukaryotic organisms that are neither plants nor animals or
Protista fungi. These organisms contain nucleus which is bound to the
organelles.
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MODULE4_LESSON4
Organisms found in kingdom fungi contain a cell wall and are
Fungi omnipresent. They are classified as heterotrophs among the living
organisms.
Large group that consists of eukaryotic, multicellular organisms that
Animalia are heterotrophic in nature, as such, they obtain their nutrition form
external sources.
Plantae Multicellular, autotrophic eukaryotes which conduct photosynthesis.
Prokaryotic organisms lack distinct nuclear membrane, so their

Nature of nuclear material is not enclosed by this membrane. An example of
cell nucleus prokaryotes is bacteria. Other organisms such as plants and animals
have true nuclear membranes, they are called eukaryotes.
Number of Single celled organisms are called unicellular whereas many celled
cells organisms are multicellular.
Some organisms are photosynthetic because of their ability to
Mode of manufacture food with the aid of sunlight, whereas organisms that
nourishment
cannot produce food by themselves are non-photosynthetic.
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What’s More
Activity: You Belong with Me

Directions: Identify the selected organisms using the five-kingdom
classification system. Check the appropriate box that describe the
cellular type, structure, and mode of nutrition of each organism.
1. Organism: Paramecium 2. Organism: Mushroom 3. Organism: Salmonella

Kingdom: ______________ Kingdom: ______________ Kingdom: _______________
4. Organism: Plants 5. Organism: Frog 6. Organism: Bird

Kingdom: _______________ Kingdom: _______________ Kingdom: _______________
Organism
Basis for comparison
1 2 3 4 5 6
Nature of cell Prokaryotic
nucleus Eukaryotic
Unicellular
Number of cells
Multicellular
Ingestion
Mode of nutrition Photosynthesis
Absorption
What I Have Learned
1. What is the difference between Keystone species and Exotic species?

___________________________________________________________________________
___________________________________________________________________________
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MODULE4_LESSON4
2. Describe the different levels of Biodiversity and give example in each level.
___________________________________________________________________________
___________________________________________________________________________
3. Why there is a need to classify organisms using the hierarchical taxonomic
system?
___________________________________________________________________________
___________________________________________________________________________
What I Can Do
Directions: Examine the table showing the classification of three organisms.
Then answer the following guide questions.
Classification group Lion Wolf Dog
Kingdom Animalia Animalia Animalia
Phylum Chordata Chordata Chordata
Class Mammalia Mammalia Mammalia
Order Carnivora Carnivora Carnivora
Family Felidae Canidae Canidae
Genus Panthera Canis Canis
Species leo Lupus familiaris
Guide Questions:
1. Which species is more closely related to the wolf- the lion or dog? State your
answer.
___________________________________________________________________________
2. What is the smallest classification group shared by the lion and dog?
___________________________________________________________________________
3. What is the scientific name of lion? wolf? dog?
___________________________________________________________________________
Assessment
1. Which refers to the the variety of life on Earth and the essential
interdependence of all living things?
a. Taxonomy c. Biodiversity
b. Ecosystem d. Systematics
2. Which is the correct arrangement of the hierarchical taxonomic system of
classification?
a. Kingdom, class, order, family, phylum, genus, species
b. Kingdom, phylum, class, order, family, genus, species
c. Kingdom, phylum, class, family, order, species, genus
d. Kingdom, order, family, phylum, class, species, genus
3. Which category in the hierarchical taxonomic system of classification consists
of several related classes?
a. Family b. Kingdom c. Phylum d. Species
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4. Which is the smallest category in the hierarchical taxonomic system of
classification?
a. Family b. Kingdom c. Phylum d. Species
5. Who among the following biologists developed the system of binomial
nomenclature?
a. Carolus Linnaeus c. Charles Darwin
b. Robert Whittaker d. Gregor Mendel
6. Which is an example of a keystone species?
a. Janitor fishes invading fishponds.
b. Increasing population of water lilies in rivers.
c. Plants that provide food for both humans and animals
d. Golden apple snails use to lay eggs and destroy water nymphs.
7. Which does NOT describe exotic species?
a. They outcompete the native species for food and habitats.
b. When this species was lost, other species can be affected.
c. Refers to organisms which is not native to that ecosystem.
d. These organisms have been moved by humans to areas outside of their
native ranges.
8. Which refers to different kind of places where organisms live and interact that
bind these organisms together?
a. Biodiversity c. Genetic diversity
b. Species diversity d. Ecosystem diversity
9. Which branch of science deals with the study of classification of living things?
a. Ecology b. Taxonomy c. Histology d. Biogeography
10. What is the highest level in hierarchical taxonomic system?
a. Genus b. Species c. Family d. Kingdom
1. To know more about species, visit www.species-in-pieces.com ,an interactive

exhibition featuring 30 of the world’s endangered animals.
2. To explore about the five-kingdom classification system, go to

http://www.britannica.com/science/taxonomy/A-classification-of-living-
organisms
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41
Assessment:
1. C 6. C
2. B 7. B
3. C 8. D
4. D 9. B
5. A 10. D
What I Can Do
1. Dog, because the smallest
classification group between What’s New What’s New
them is family. (answers may Activity 2 Activity 1
vary) 1. Genus 1. B
2. The smallest classification of
2. Species 2. A
group shared between lion and
dog is order. 3. Taxonomy 3. D
3. The scientific name of lion is 4. Kingdom 4. C
Panthera leo. 5. Order
Answer Key
References:
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8
SCIENCE
Lesson 5: Biodiversity
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What I Need to Know
Look at your surroundings, what did you observe? There are a lot of
living organisms around you ranging from different sizes, shapes, and
structures. You might see some plants, insects, and other animals.
1. Explain the advantage of the high biodiversity in maintaining
the stability of an ecosystem (S8LT-lVg-21)
2. Describe the transfer of energy through the trophic levels
(S8LT-lVg-22)
What I Know
1. Which is NOT an example of high biodiversity?
a. desert b. rainforest c. coral reefs d. tropical lakes
2. What do you call to the process that shows the transfer of energy among
organisms by eating or being eaten?
a. food web b. food chain c. energy pyramid d. biomass
3. Which can be used to show the total amount of mass at each trophic level?
a. food web b. food chain c. biomass pyramid d. energy
4. Which best describes a low biodiversity?
a. A type of biodiversity that consists lesser number of species
b. There is enough source of food that can sustain other species
c. A type of biodiversity that consists greater number of living organisms
d. Species can survive in times of drought and disaster as well
competition with other organisms.
5. How many percent of energy and mass can be transferred to the next trophic
level? 10% b. 20% c. 50% d. 100%
6. If the producer has a 100% energy, how much energy will be passed on to
the tertiary consumer?
a. 0.1% b. 1% c. 10% d. 20%
7. Why energy is important to every living organism?
a. Energy makes every living organism lively.
b. Energy allows every living organism to do work.
c. Energy allows every living organism to perform life processes.
d. All the above.
8. What do you call to the level of biodiversity that consists the large number of
different kinds of living organisms inhabiting an ecosystem?
a. Ecosystem diversity c. Species diversity
b. Genetic diversity d. Low biodiversity
9. Which refers to a type of species diversity that has a greater number of
species living in an ecosystem?
a. Ecosystem diversity c. Species diversity
b. Genetic diversity d. Low biodiversity
10. Which of the following organisms is an example of producer?
A. Bee B. Grass C. Lizard D. Snak
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Lesson
5 Biodiversity
What’s In
Biodiversity refers to the variety of all life forms on Earth. It is the sum
total of genetically based variety of living organisms in the biosphere. It boosts the
productivity of each species that have an important role in the ecosytem. It
includes species diversity, genetic diversity, and ecosystem diversity.
What’s New
Activity 1: Picture! Picture!
Objective: Describe the advantages of high biodiversity.
Directions: Study and analyze the picture below. Answer the ff. questions.
Guide Questions:
1. What type of ecosystem is presented on the picture?
___________________________________________________________________________
___________________________________________________________________________
2. Based on the picture, how can you describe a high biodiversity?
___________________________________________________________________________
___________________________________________________________________________
Activity 2: High Biodiversity vs. Low Biodiversity
Objective: Differentiate high and low biodiversity
Directions: Fill in the table about the difference of High biodiversity and Low
biodiversity by writing the letter of the correct answer.
High Biodiversity Low Biodiversity
A. Consists greater number of species. D. Unstable ecosystem

B. Can provide ample natural resources. E. Has fewer species.
C. There is scarcity in natural resources. F. Stable ecosystem
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What is It
We can classify species diversity based on the number of species found in it.
A biodiversity that has a greater number of species living in an ecosystem is classified
as high biodiversity. Rainforests have a high rainfall, thus, have lots of plants in
it. This condition provides greater amount of natural resources such shelter, water
and food to many species that can survive drought or disasters as well as competition
among other species. This results to a stable ecosystem with lesser rate of species
loss therefore having greater genetic variability. Aside from rainforest, coral reefs
and tropical lakes in aquatic ecosystem are also good examples of high biodiversity.
Here in the Philippines, we have lots of forests and aquatic ecosystems that can be
considered having high biodiversity.
In contrast to high biodiversity, low biodiversity has a lesser number of

organisms living in an ecosytem. Desert is an example of low biodiversity, thus, have
fewer species in it due to high temperature, low rainfall, lack of water and shelter.
The scarcity of natural resources will result to unstable ecosystem having less
number of species that leads to less genetic variation. Aside from deserts, arctic
region which has extremely low temperature and covered in ice is an example of low
biodiversity.
All organisms need energy to sustain life that is why organisms and their
environment are interdependent. A fish could not survive without phytoplanktons
and algae to eat. Plants and algae could not grow without bacteria and other
organisms helped recycle nutrients in the water and soil. The flow of energy is the
most important factor that controls what kind of species live in an ecosystem. The
transfer of energy among organisms by eating or being eaten can be shown as a series
of steps known as food chain.
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In the figure above, the producer is the grass that is eaten by grasshopper that
serves as primary consumer. In turn, grasshopper is eaten by mouse that serves as
secondary consumer. Mouse is eaten by owl which plays the role of tertiary
consumer. Energy moves in one trophic level to another.
Trophic level is the steps found in a food chain. Producers make up the first
trophic level while consumers make up the second or higher trophic level. This means
that energy flows from one organism to another in the ecosystem. The relationship
between producers and consumers connect organisms into feeding networks based
on who eats whom. Food chains may be interconnected to form a food web. For
example, several foods can be eaten by one consumer or one food can be eaten by
many consumers.
The amount of matter and energy in each trophic level can be represented by
an ecological pyramid. An ecological pyramid is a diagram that shows the relative
amount of energy or matter found within each trophic level in a food chain. Energy
pyramid shows the amount of energy transferred to each trophic level.
The total amount of mass within a given trophic level is called biomass.
Biomass is usually expressed in grams or kilograms of organic matter per unit area.
A biomass pyramid represents the amount of potential food available for each
trophic level in an ecosystem.
Only 10% of the energy and mass available within one trophic level is
transferred to organisms at the next trophic level. Because most of the energy is used
for other processes such as cellular respiration and the rest is lost as heat.
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What’s More
Activity: High Biodiversity vs. Low Biodiversity
Directions: List down the different organisms present in your community.
Divide the organisms into the following categories shown in table below.
Primary Secondary Tertiary
Producers Consumer Consumer Consumer
What I Have Learned
Directions: Answer the following guide questions.

1. Why biodiversity is important to human?
___________________________________________________________________________
___________________________________________________________________________
2. How important is the role of producers in an ecosystem?
___________________________________________________________________________
___________________________________________________________________________
What I Can Do
Directions: Create your own food chain based on your answers in the previous
activity. Choose one only. Draw and label each organisms whether producers,
primary consumers, secondary consumers or tertiary consumers.
Food Chain
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Assessment
1. Why is desert and other temperate places have low biodiversity?
a. It has greater number of species.
b. It has high rainfall resulting to greater number of species.
c. It has a stable ecosystem which leads to greater variations.
d. It cannot provide enough natural resources for the species living in it due to
high temperature.
2. How can you help conserving our biodiversity?
a. tree planting c. dynamite fishing
b. deforestation d. improper garbage disposal
3. What type of organisms can produce their own food?
a. producers b. consumers c. scavengers d. decomposers
4. Which of the following statements best describe a food web?
a. Food web shows a one-way flow energy in an ecosystem.
b. Food web is a diagram that shows the amount of energy.
c. Food web shows a two-way flow of energy in an ecosystem.
d. Food web is an interconnected food chain showing several consumers or
producers.
5. Which shows a correct order of food chain?
a. flower butterfly frog snake
b. butterfly flower snake frog
c. snake butterfly frog flower
d. flower frog butterfly snake
6. Which is not correct about rainforests?
a. Rainforests have high rainfall.
b. Rainforests is an example of stable ecosystem.
c. Rainforests is an example of high biodiversity.
d. Rainforests do not have enough resources to living organisms found in it.
7. What do you call to the diagram that shows the one-way flow of energy in an
ecosystem?
a. Food chain b. Food web c. Energy pyramid d. Biomass pyramid
8. Which of the following refers to the organisms that usually found on the top
layer of ecological pyramid?
a. Primary Consumers c. Secondary Consumers
b. Producers d. Tertiary Consumers
9. Which of the following is an example of herbivore?
a. cow b. lion c. pig d. vulture
10. How many percent of energy and matter can be transferred to the next trophic
level? a. 1% b. 3% c. 7% d. 10%
1. To learn more about biodiversity, watch a video lesson entitled Why is
biodiversity so important? TED-Ed. Here is the link:
https://www.youtube.com/watch?v=GK_vRtHJZu4&t=21s
2. Write a reflection on how important biodiversity is to every living organism

and describe what will happen if biodiversity will be destroyed.
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50
Assessment
1. D 6. D
2. A 7. A
3. A 8. D
4. D 9. A
5. A 10. D
What I Have Learned What’s New
Guide Questions: Activity 2
ity is important to humans as it provides PART B
for consumption and production. It gives High Biodiversity
, shelter, medicines, and foods. • Consists greater number of
are very important as it gives food and other species
for consumers which is important for • Stable ecosystem
s’ survival. • Can provide ample natural
resources
Low Biodiversity
• Has fewer species
• Unstable ecosystem
• There is scarcity in natural
resources
What’s New
Activity 1
Part A
Guide questions
1. Aquatic Ecosystem/Marine What I Know
biodiversity/Coral Reefs 1. A 6. A
2. A high biodiversity has a great 2. B 7. D
number of species. It has enough
3. C 8. A
food and shelter for living
organisms resulting into stable 4. A 9. C
ecosystem. 5. A 10. B
Answer Key
References:
Department of Education Bureau of Learning Resources (2014) Science 8 Learner's
Material. PDF
Miller, K., & Levine J., (2003). Biology, Prentice Hall.
Living Cert Biology. “Chapter 35 Human Breathing System” Accessed on May

26,2020.
https://www.nationalgeographic.org/encyclopedia/biodiversity/
My Backyard Biodiversity. Accessed on May 27, 2020

https://www.pinterest.ph/pin/203436108154523471/
[TED-Ed]. (2015, April 20). Why is biodiversity so important?: [Video File]. Retrieved
from https://www.youtube.com/watch?v=GK_vRtHJZu4&t=21s
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8
SCIENCE
Lesson 6: Cycling of
Materials in an
Ecosystem
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What I Need to Know
A functioning ecosystem uses both energy and recycling of chemical nutrients
necessary for life. Energy enters an ecosystem from the sun and flows through it in
a one-way direction. As such, energy must be constantly supplied to an ecosystem.
Chemical nutrients in the form of carbon dioxide, water, oxygen, and other important
minerals are obtained from physical environment and flow through a cyclical way.
Thus, in a “balanced” ecosystem, materials are never lost; they are continually
recycled.
1. Analyze the roles of organisms in the cycling of materials (S8LT-lVg-23)
2. Explain how materials cycle in an ecosystem (S8LT-lVg-24)
What I Know
Directions: Write five words that relate on the following biogeochemical cycle
WATER CYCLE CARBON DIOXIDE –

OXYGEN CYCLE
NITROGEN CYCLE PHOSPHORUS CYCLE
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Lesson
6 Cycling of Materials in an Ecosystem
What’s In
Unlike energy, chemical elements can be recycled. Ecosystems depend
on the recycling of these chemicals to sustain life. When living organisms died,
elements in the complex molecules are returned to the biosphere by
decomposers. The decomposition of organic compounds replenishes the pools
of inorganic compounds that plants and other producers use to produce new
organic matter.
What’s New
Activity 1: Name the Cycle!
Objective: Identify the four (4) biogeochemical cycles.
Directions: Name the biogeochemical cycle based on the statements below.
Choose your answer from the box.
Nitrogen Cycle Water Cycle

Oxygen-Carbon Dioxide Cycle Phosphorous Cycle
___________ 1. Cycle in which photosynthesis and cellular respiration participate.

___________ 2. Cycle which is dependent on bacteria for nitrogen fixation and
denitrification
___________ 3. Another name for hydrologic cycle
___________ 4. Only cycle which does not pass through the atmosphere.
___________ 5. Cycle in which volcanic activity and burning fossil fuels plays a role
Activity 2: Fill Me Out!

Objective: Explain how essential gases are cycled in a balanced ecosystem.
Directions: Fill in the box from the given terms below to complete the
oxygen-carbon dioxide cycle.
Photosynthesis Oxygen Respiration Carbon dioxide
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What is It
In a biogeochemical cycle, nutrients move through the environment,
then among organisms and back to the environment. The cycling of nutrients
involves both biotic and abiotic components. It includes water cycle, carbon dioxide
and oxygen cycle, nitrogen cycle and phosphorous cycle.
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What’s More
Activity: Think and Connect!

Directions: Match Column A to Column B by writing the letter of the correct
answer.
COLUMN A COLUMN B
1. Process in which nitrogen gas from the
A. photosynthesis
atmosphere is converted into ammonia by
bacteria that live in the soil and on the roots B. nitrogen fixation
of plants called legumes. C. evaporation
2. Process in which sunlight is used to change
atmospheric carbon into biomolecules used D. cellular respiration
for energy by living things. E. decomposition
3. Process in which liquid water changes into
gas form. F. carbon decay
4. Process in which nutrients in dead organisms
are returned to the soil.
5. Process in which the breakdown of sugars in
living things returns carbon to the
atmosphere as CO2.
What I Have Learned

Directions: Give some importance of water cycle in the following.
1. Agriculture 2. Poultry industry 3. Fisheries
What I Can Do
Directions: Cite one example of human activity that interfere
oxygen-carbon dioxide cycle and suggest three (3) ways to minimize it.
Assessment
1. Which process pertains to changes of matter from gas to liquid?

a. evaporation b. precipitation c. condensation d. transpiration
2. What do you call to a gaseous form of water?
a. fog b. vapor c. precipitate D. condensate
3. Which of the following is the product of photosynthesis?
a. oxygen b. nitrogen c. carbon dioxide d. minerals
4. Which of the following is the product in animal respiration?
a. oxygen b. glucose c. carbon dioxide d. minerals
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5. What do you call to the process in which soil bacteria convert nitrogen
compounds in soil back into nitrogen gas which is released into the
atmosphere?
a. run off b. evaporation c. denitrification d. sedimentation
6. What process is called when water is returned to the atmosphere?
a. evaporation b. precipitation c. condensation d. transpiration
7. Which pertains to bacterial process of converting decayed organism into soil?
a. nitrification c. ammonification
b. decomposition d. nitrogen fixation
8. Which gases involve in the process of photosynthesis and respiration?
a. oxygen and nitrogen c. oxygen and carbon dioxide
b. phosphorous and nitrogen d. carbon dioxide and nitrogen
9. What is the most abundant element in the atmosphere?
a. carbon b. oxygen c. nitrogen d. phosphorous
10. Which of the following activity interferes carbon-dioxide cycle?
a. mine rocks b. throw garbage c. burn fossil fuel d. over pump aquifers
To learn more about the topic, watch a video lesson about on how
biogeochemical cycles move required nutrients through the abiotic and biotic
spheres on our planet.
https://www.youtube.com/watch?v=Bn41lXKyVWQ
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59
Assessment What’s New
1. C Activity 2
2. B
3. A
4. C
5. C
6. A
7. D
8. C
9. C
10. C
What’s More
What’s New
Activity 1
Activity 1
1. B
2. A 1. Oxygen – carbon dioxide cycle
3. C 2. Nitrogen cycle
4. E 3. Water cycle
5. F 4. Phosphorus cycle
5. Oxygen – carbon dioxide cycle
Answer Key
References:
Exploring Life through science 8 (k to 12) By. Pavico et., all.
Science Practice concept and skills by. Lusito T. Evangelista et., al.
https://www.helpteaching.com/questions/Food_Chains_and_Webs/Grade_
8
https://www.youtube.com/watch?v=Vtb3I8Vzlfg
_Textbook_Maps/Supplemental_Modules_(Physical_and_Theoretical_Chemist
ry)/Fundamentals/Chemical_Change_vs._Physical_Change
LibreTexts libraries. (2020, November 22). Evidence of a Chemical Reaction.

Retrieved from
https://chem.libretexts.org/Bookshelves/Introductory_Chemistry/Map%3A
_Introductory_Chemistry_(Tro)/07%3A_Chemical_Reactions/7.02%3A_Evide
nce_of_a_Chemical_Reaction
Chemical Changes. (n.d.). Retrieved from

http://www.ric.edu/faculty/ptiskus/chemical/https://cpb-us-
e1.wpmucdn.com/cobblearning.net/dist/8/1443/files/2014/08/BH-
Food_Chains__Food_Webs-1ffnago.pdf
https://www.toppr.com/guides/biology/ecosystem/food-chain-and-food-
web/
https://www.toppr.com/ask/question/given-figure-shows-a-part-of-the-
food-web-in-terrestrial-ecosystemwhich-of-the-following/
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8
Science
Lesson 7: Impact of
Human Activities in an
Ecosystem
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What I Need to Know
The changes caused by human activities have consequences for the
biotic and abiotic parts of ecosystems.
• Suggest ways to minimize human impact on the environment
(S8LT-lVg-25)
What I Know
Directions: Complete the table below by giving five (5) different
human activities that cause damage to the ecosystem
Human Actions Effect on Ecosystem
1. ________________________________ 1. ________________________________
________________________________ ___________________________________
2. ________________________________ 2. ________________________________
________________________________ ___________________________________
3. ________________________________ 3. ________________________________
________________________________ ___________________________________
4. ________________________________ 4. ________________________________
________________________________ ___________________________________
5. _______________________________
5. ________________________________
________________________________
___________________________________
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Lesson Impact of Human Activities in an
7 Ecosystem
What’s In
The role of each organism is very important in the environment. Each
organism has its own role in ecological cycle, so it is important to each
organism to conserve and preserve biodiversity in an ecosystem.
What’s New
Activity: Hunt Me Down!
Objective: Identify the key words related to the impact of human activities in an
ecosystem.
Directions: Find the 12 terms related to the impacts of human activities in an
ecosystem from the word hunt puzzle.
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What is It
Humans are the top consumers in many food pyramids. To increase
food production, they use methods that have an effect on food chains and
food webs. Some of the farming practices are described as follows:
• Monoculture. This is the cultivation of a single crop in large areas. Vast

tracts of land are converted to rice farms, sugar farms, and coconut farms.
• Herbicides and Insecticides. Farmers spray their crops with insecticides to kill
insect pests, and with herbicides to kill weeds. However, the chemicals also
destroy other organisms, including beneficial insects and soil organisms which
help in decay.
• Chemical Fertilizers. Monocrops usually require large amounts of chemical

fertilizers. Continuous and uncontrolled use of chemical fertilizers may increase
soil acidity, thus destroying soil structure. Findings show that more fertilizers
are needed for the same amount of yield after years of monoculture.
What’s More
As a student what are the ways that you can do to lessen the
environmental problems in your barangay/city. List down at least 5 practices.
What I Have Learned

• Why do we need to protect and conserve our ecosystem?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What I Can Do
Make a poster in a long bond paper, showing ways on how human can
help to lessen environmental problems especially in your barangay or city.
Assessment

1. What do farmers spray to their crops to kill insect pests?
a. fertilizer b. fungicide c. herbicide d. insecticide
2. Which is the top consumer in a food pyramid?
a. plant b. fungus c. human d. decomposer
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3. Which process shows the cultivation of a single crop in large areas?
a. agricultural b. monoculture c. polyculture d. forestry
4. How can we lessen the damaging impact of human activities in handling
wastes materials in the environment?
a. reduce your waste
b. creating environmental regulations
c. refuse, reduce, reuse, repurpose and recycle
d. all of the above
5. How can people lessen the amount of natural resources they use?
a. Buy products with lots of packaging.
b. Make more landfills and garbage dumps.
c. Think only about what you need right now and don’t worry about the
future.
d. Use water, electricity, and gas conservatively and recycle metal, paper,
and glass.
B. Directions: Write FACT if the statement is correct and BLUFF if it is not.

____________1. Human activities do not affect ecosystem.
____________2. Farming practices yields to increase food production, they use
different methods that have an effect on food chains and food webs.
____________3. Microorganisms are responsible for returning plant nutrients to the
soil.
____________4. Fertilizers in the water will not cause increase growth of algae and
other water plants that can cause eutrophication.
____________5. The chemicals destroy other organisms, including beneficial insects
and soil organisms which help in decay.
1. To learn more about impact of human activities in an ecosystem, watch a

video lesson entitled Human Impact on Ecosystems Here is the link
https://www.youtube.com/watch?v=17_G6Dq8j3A.
2. Research on some of the farming practices that are being practiced in a
farm. Name these practices and identify their effects to a community.
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66
What’s New
Activity 1: Hunt Me Down!
Assessment
1. D
2. C
3. B
4. D
5. D
1. BLUFF
2. FACT
3. FACT
4. BLUFF
5. FACT
Answer Key
References:
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For inquiries or feedback, please write or call:
Department of Education – SDO Valenzuela

Office Address: Pio Valenzuela St., Marulas Valenzuela City
Telefax: (02) 8292-4340
Email Address: sdovalenzuela@deped.gov.ph
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Published by the Department of Education

Development Team of the Module

Content Editors: Dr. Nimrod V. Dela Cruz Sally R. Juanillas

Language Editors: Liza Vinda P. Unay

Layout Artist: Orlie L. Orbita

Printed in the Philippines by ________________________

Department of Education – National Capital Region – SDO Valenzuela

Pre-Tests are provided to measure your prior knowledge on lessons in each

A. Directions: Write the letter of the correct answer.

_____ 1. Stomach ______ 5. Large intestine ______ 9. Esophagus

In humans, the process of digestion begins in the 1. _____________ where

Directions: Arrange the following digestive processes in order of which they

Absorption Assimilation Digestion

What I Have Learned

1. Explain the difference between mechanical and chemical digestion.

A. Directions: Write the letter of the correct answer.

B. Directions: Match Column A to Column B by writing the letter of the correct

Mitosis BOTH Meiosis

B. Directions: Complete the table below by writing the correct statement

Meiosis II is similar to mitosis. It is consisting of the following stages: prophase II,

Spermatogenesis is the production of sperm cells in testes of male animals. Meiosis

What I Have Learned

1. Why is cell division important in the life of an organism?

interphase DNA cell division cell cycle mitosis four two

2. Write an essay explaining the negative consequences when cell division

Cell Division CLoze Exercise . Accessed February25, 2021

Luares,Gretchen DS. February 2017. Strategic Intervention Material(SIM). Battle of

1. (GROGER LEMEND) a monk scientist known as “Father of Genetics” who

a. List down the genotypes of offspring.

2. Cross pollinate F1 (First Filial generation) to another F1 (Filial generation) to

f. List down the genotypes of offspring.

Part B. Guide Questions:

Monohybrid Cross using Punnett Square

Punnett Square is a simple diagram named after Reginald Punnett which

[Ricochet Science (2014,March 20)]Dihybrid Genetic Cross Retrieved from

[Amoeba Sister ( 2015,March 01) ]Multiple Alleles(ABO Blood types) and

Campo, Pia C. et.al .Reprint Edition 2014,2016,L.M.Science-Grade 8 ,Pasig

Torres,Marivic L.,Villamar,Rufino Jr. A. Reprinted Edition 2014, 2015,Grade

Nueva Espana,Rebecca, Gerona ,Zonia M.,Salmorin,Lolita M.,Villamil,Aurora

Activity 1: Match or Mismatch!

1. Group of related species. __________________

Biodiversity refers to the variety of life on Earth and the essential

▪ Ecosystem Diversity - includes the different kinds of places where organisms

Naming and classifying organisms into different groups facilitate the

The Five Kingdom Classification System

contains unicellular organisms with a prokaryotic cell organization

Prokaryotic organisms lack distinct nuclear membrane, so their

Activity: You Belong with Me

1. Organism: Paramecium 2. Organism: Mushroom 3. Organism: Salmonella

4. Organism: Plants 5. Organism: Frog 6. Organism: Bird

What I Have Learned

1. What is the difference between Keystone species and Exotic species?

1. To know more about species, visit www.species-in-pieces.com ,an interactive

2. To explore about the five-kingdom classification system, go to

A. Consists greater number of species. D. Unstable ecosystem

In contrast to high biodiversity, low biodiversity has a lesser number of

What I Have Learned

Directions: Answer the following guide questions.

2. Write a reflection on how important biodiversity is to every living organism

Miller, K., & Levine J., (2003). Biology, Prentice Hall.

Living Cert Biology. “Chapter 35 Human Breathing System” Accessed on May

My Backyard Biodiversity. Accessed on May 27, 2020

_ 1. Stomach 5. Large intestine ____ 9. Esophagus