“DETAILED LESSON PLAN IN SCIENCE 8”

“ECOSYSTEMS”

STUDENT DATE OF
CHARLENE P. MAQUIÑANA April 25-26, 2024
TEACHER IMPLEMENTATION

SCHOOL Pangasinan National High School CLASS Grade 8

I. OBJECTIVES
The learners demonstrate an understanding of the one-way flow of energy and the
CONTENT STANDARDS cycling of materials in an ecosystem.

The learners should be able to make a poster comparing food choices based on the
PERFORMANCE
trophic levels.
STANDARDS

The learners should be able to:

 Describe the transfer of energy through the trophic levels; S8LT-IVi-22
 Analyze the roles of organisms in the cycling of materials; S8LT-IVi-23
 Explain how material cycle in an ecosystems; and S8LT-IV-24
 Suggest ways to minimize human impact on the environment. S8LT-IVj-25
LEARNING COMPETENCIES/
At the end of the lesson, the students should be able to do the following with at least
OBJECTIVES
80% level of success:
 Analyze the transfer of energy from one organism to another;
 Explain the water cycle, oxygen-carbon cycle, and nitrogen cycle; and
 Determine the different human activities that affects the ecosystems.

II. LEARNING RESOURCES

1. Transfer of energy in trophic levels

A. Content 2. Cycling of materials in the ecosystems
3. Impact of human activities in an ecosystems
 Information and Communication Technologies (PPT)
B. Instructional Materials

C. Reference Books Science 8 Learner’s Materials Campo, P. et. al. 2013, pp. 273-290

D. Other Learning Resources
 https://education.nationalgeographic.org/resource/food-web/#:~:text=Default-,A
%20food%20web%20consists%20of%20all%20the%20food%20chains
%20in,they%20move%20through%20the%20ecosystem.
 https://www.britannica.com/science/food-chain
 https://www.noaa.gov/education/resource-collections/freshwater/water-
cycle#:~:text=The%20water%20cycle%20on%20Earth&text=It%20is%20a
%20complex%20system,through%20the%20atmosphere%20(transportation).
 https://byjus.com/biology/oxygen-cycle-environment/#:~:text=The%20entire
%20cycle%20can%20be,linking%20back%20to%20the%20plants.

E. Science Processes Explaining, Describing, Interpreting, Observing, Comparing and Inferring

Keen observer, Open-Mindedness, Active Participation, Decision-Making and

F. Values Integration
Curiosity

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

Greetings:
“Good morning Grade 8!”
“Good morning, ma’am”
 Prayers:
“Before we begin our class, let us have our prayer
first. Who will lead the prayer?”
(The student’s will volunteer to lead
Preliminaries the prayer
 Checking of Attendance
“Class monitor, do we have any absences in this
(The student will answer)
class?”
A. Reviewing “From our previous lesson, you have learned about the
Previous lesson or diversity of organisms.”
Presenting a new “Based on the body structures and functions, organisms
lesson (ELICIT) are classified using the hierarchical taxonomic system”

“Why d scientists used this system of classification?”

“Very good! Also, this helps us understand the role of
each organism in the environment”
“Now, let’s test your understanding from our last lesson
by having an activity”
“Scientists use this system of
classification to organize information
and to understand way living things
exist the way they do in a particular
environment.”

“The title of our activity is Where do I belong”

ACTIVITY:“Where Do I Belong”

Direction: The students should be able to classified the

pictures according to their group.

Protista Fungi Animal Plant

“Very good! You guys did a very good job classifying

the organisms”
“Every activity that organisms do in
“Why do organisms need energy to sustain life?” ecosystems- breathing, moving,
running, growing - requires energy”

“Very good!”

“The flow of energy is the most important factor that

controls what kinds of organisms live in an
ecosystems.”

“In this module, you will learn how organisms obtain

energy. This includes the discussion on how producers
and consumers make possible the flow of energy
through ecosystems through the food chains and food
webs”

At the end of the lesson, the students

“Let’s have our lesson objectives, everyone!” should be able to
 Analyze the transfer of energy
from one organism to another;
  Explain the water cycle,
oxygen-carbon cycle, and
nitrogen cycle; and
Determine the different human
activities that affects the ecosystems.
“Let’s have another activity which is connected to our
lesson for today”

Direction: Fill in the missing letters to complete the

words that are being described.

B. Establishing a
purpose (Engage)

C. Presenting
examples/instances
of the new lesson
(Engage)
“This is an example of the transfer of energy”
“Yes, ma’am!”
“Are you familiar with this?”

“This is what we called a Food Chain”

D. Discussing new “Kindly read what is Food Chain”
concepts and
practicing new skills
#1 (Explore)
“Typically, a food chain starts with a primary producer,
such as plants or algae, which convert energy from the
sun into food through photosynthesis. Then, herbivores
consume the primary producers, followed by carnivores
that eat the herbivores, and so on.”
“A food chain is a linear sequence of
organisms where each organism is a
source of food for the next one in the
chain. It represents the flow of energy
and nutrients from one organism to
another within an ecosystem.”

“Are you familiar with the producer, consumer, “Yes, ma’am!”

decomposer?”

“What do you mean by producer?” “Producer means it can make their

own food”
“Very good! a producer refers to an organism that
produces its own food through photosynthesis or
chemosynthesis.”

“Plants is one of the examples that can make their own

food, right?” “Yes, ma’am!”

“How about the consumer? From its root word

consumer? What do you mean by that?” “They eat other organisms”

“Good point! a consumer refers to an organism that

obtains its energy and nutrients by feeding on other
organisms.”

“There are different types of consumer, we have the

herbivores, carnivores and omnivores”

“What is the difference between the three? Anyone “Herbivores are animals that primarily
from this class?” eat plants or plant-based materials.”

“Omnivores are animals that eat both

plants and animals.”
 “Carnivores are animals that primarily
eat other animals for their energy and
nutrients.”

“A trophic level refers to the position

of an organism in a food chain or food
web, determined by its feeding
“Going back, each level of the food chain is called a relationship with other organisms and
trophic level.” its source of energy. Each trophic level
“Kindly read!” represents a step in the transfer of
energy and nutrients through an
ecosystem.”
“For example”

“In the food chain "Grass → Grasshopper → Mouse→

Owl," grass is at the first trophic level (producers),
grasshoppers are at the second trophic level (primary
consumers), mouse are at the third trophic level
(secondary consumers), and so on.”

“The top of the food chain is occupied by apex

predators, which have few or no natural predators
themselves.”

“This is another example of food chain, which shows

the trophic level”

“We have the consumer, primary consumer, secondary

consumer, tertiary consumer, apex consumer and the
decomposer”

“Now, what is the difference between food chain and a

food web? Any idea?”

“None, ma’am!”
“However, food web illustrates multiple interconnected
food chains within an ecosystem. It accounts for the
various ways organisms interact with each other
through feeding relationships.”

“Food chains may be interconnected to form a food

web”

“For example, one kind of food may be eaten by several

consumers, or several foods may be eaten by one
consumer”

“A simplified food web in a Philippine forest if just like

this”
“Can you give me an example of a food chain that you “Leaves - flying lemur - monkey
can see inside this food web?” eating eagle”

“nuts - tree squirrel - monkey eating

“Very good!” eagle”

“fruits - flying squirrel - monkey

“We also have a simplified food web in a marine eating eagle”
environment”

“Microscopic algae as the producers which are eaten by

zooplankton. Zooplankton, in turn, are eaten by small
fish and other marine organisms”

“Another example of food web is this one”

“Besides the producers and the consumers, the food

web shows the decomposers consisting of bacteria and
fungi.”

“Decomposers act on dead organisms and change these

to simple nutrients which plants can use again”

“The flow of food in this food web is from producers to

consumers to decomposers”
“Yes, ma’am!”
“Do you understand”

FOOD PYRAMID
“Now, let’s proceed to Food Pyramid”

“Again, when organisms eat, they take in matter as well

as energy into their bodies.”

“For example, when you eat chicken, the flesh of the

chicken containing nutrients and energy enters your
body.”

“and use the nutrients and energy to build muscles and

 other parts of your body and to perform various
activities”

“Now, what is Biomass? Pleas read!”

“Not all plants or animals at one level are eaten by

organisms at the next level.”

“Some parts of plants or animals are not edible, for

example, wood, peel of some fruits and some seeds,
shells and bones”

“In addition, much of the energy is lost as heat. Only

about 10% of biomass and energy are transferred to the
next level”

“This relationship between producers and consumers

can be demonstrated through a biomass pyramid and an “Biomass is the total mass of
energy pyramid.” organisms in a food chain or a food
web”

“What do these pyramids demonstrate? Any idea?”

“A large amount of producers at the base of the

pyramid will be needed to support only a few of the
consumers at the top.”

“A decrease or loss occurs at each succeeding level.”

“as shown in the pictures, 10,000Kg of plankton that

photosynthesize are needed to support only 1,000kg of
plankton that do not photosynthesize”

“In turn, 1000Kg of the primary consumers would

support only 100kg of small fish, which in turn would
sustain only 10kg of Lapu-lapu”
“None, ma’am!”
“At the highest level are humans”

“Note that 10kg of lapu-lapu would sustain only 1kg of

the biomass of humans.”

“Due to the loss of biomass at each level, 10,000kg of

plankton at the base of the pyramid would support only
1kg of humans who are the top consumers”

“In an energy pyramid the base of the pyramid is

reduced and only 10% move to the next level. This loss
goes on at every level until only 0.01% reaches the top
consumers.”

CYCLING OF MATERIALS IN THE

ECOSYSTEM

“Materials in the ecosystem cycle constantly”

“It refers to the continuous movement and recycling of

essential elements and compounds within an
E. Discussing new
ecosystem”
concepts and
practicing new skills
“This cycling of materials includes the oxygen-carbon
#2 (Explore)
dioxide cycle, the water cycle, and the nitrogen cycle”

“Let’s have 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”

“The oxygen-carbon dioxide cycle shows the

interdependence among organisms or these important
gases”

“When we say interdependence, it shows reliance and

dependence”

“Take a look at the picture”

“When plants photosynthesize. Again what is

photosynthesize or photosynthesis?”
“Very good! Photosynthesis is like a plant making its
own food using sunlight.”
“Photosynthesis a process through
which plants, convert light energy into
chemical energy in the form of glucose
for their own food”

“Going back, when plants photosynthesize, they use

carbon-dioxide and produce oxygen”

“Oxygen produced by plants in photosynthesis is used

by animals when they respire”

“Respire means breathing”

“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 and produce oxygen”

“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, when plants are in darkness they cannot

photosynthesize. What do you think is the reason?”
“Because there is no presence of light,
“Very good! There is no light, and plants converts light ma’am!”
as their own food”

“So, plants “breathe” just like animals. They take in

oxygen and give off carbon dioxide”

“Notice that plants and animals depend on each other,

right?”

“Can you explain again how plants and animals are

considered to be dependent on each other?”
“Very good! Oxygen and carbon dioxide are
continuously availed of by plants and animals through
the oxygen-carbon dioxide”
“Did you understand?”
“Because plants need carbon dioxide
while releasing oxygen, and animals
take oxygen while releasing carbon
dioxide”

“Let’s move on to the WATER CYCLE”

“kindly read what is water cycle”
“The water cycle is the distribution of water across the
Earth's surface, sustaining life and shaping the
environment”
“The WATER CYCLE, also known
as the hydrological cycle, describes the
continuous movement of water on,
above, and below the Earth's surface.
It involves a series of processes
through which water is cycled between
the atmosphere, land, and oceans.”

“Let’s unlock the terms that are connected or part of the

Water cycle. The cycling process involves evaporation,
transpiration, condensation, and precipitation”

“First, the Evaporation. I think you already encountered

this words from your previous lesson right?”

“From your own understanding, what is evaporation?”

“evaporation is when a liquid changes
“Correct! Kindly read what is evaporation” state to become a gas.”

“In the water cycle, evaporation occurs

“The water cycle begins with evaporation, where water
from oceans, rivers, lakes, and other water bodies is
heated by the sun and changes from liquid to vapor.
This water vapor rises into the atmosphere.”
“Then we have the condensation. Please read!”
“As the water vapor rises and cools in the atmosphere,
it condenses to form clouds. This process involves the
conversion of water vapor into tiny water droplets or ice
crystals, which gather to form clouds.”
when sunlight warms the surface of
the water. The heat from the sun
makes the water molecules move
faster and faster, until they move so
fast they escape as a gas.”
“Condensation is the process by which
water vapor in the air is changed into
liquid water; it's the opposite of
evaporation.”

“Next we have the precipitation.

“When the condensed water droplets in clouds become
too heavy, they fall back to Earth's surface as
precipitation. Precipitation can occur in various forms,
including rain, snow, sleet, or hail, depending on
atmospheric conditions.”
“Precipitation is water released from
clouds in the form of rain, freezing
rain, sleet, snow, or hail. Precipitation
is the main way atmospheric water
returns to the surface of the Earth.”

“In addition to direct evaporation from water bodies,

plants also contribute to the water cycle through
transpiration.”

“Kindly read what is transpiration”

“Plants absorb water from the soil through their roots
and release water vapor into the atmosphere through
small pores in their leaves.”
“Transpiration is the process of water
movement through a plant and its
evaporation from aerial parts, such as
leaves, stems and flowers.”

“To sum up the water cycle”

“When solar energy warms the Earth’s surface, water
evaporates from the oceans, rivers, lake, and land. The
escape of water through leaf pores that adds water
vapor to the atmosphere is what we called
transpiration. Upon cooling at higher attitude, water
vapor condenses and form clouds in the process of what
we called condensation. Eventually, precipitation
occurs in the form of rain or snow, which returns to the
surface of the Earth, and the water cycle continues”

“So, that’s the process of the water cycle”

“Do you understand, class?”

“Do you have any questions?” “Yes, ma’am!”
“None, ma’am!”

“Let’s proceed to the NITROGEN CYCLE”

“Please read what is nitrogen cycle”

“Nitrogen Cycle
is a biochemical process through
which nitrogen is converted into many
“It is the process by which the element Nitrogen moves forms, consecutively passing from the
around in ecosystems” atmosphere to the soil to organism and
back into the atmosphere.”
“Nitrogen is an odorless and colorless element”

“About 78% of the atmosphere is nitrogen.”

“Nitrogen is very important to all the living things, it is

necessary for food supply, but too much nitrogen can
harm the environment”

“Plants and animals cannot absorb nitrogen from the

atmosphere, so while there’s plenty in the air, they need
different ways to access nitrogen”

“The process that can help nitrogen out of the air and
into the living organisms is known as the NITROGEN
CYCLE”

“For nitrogen to be used by the living organisms, it

must change into different states”
“Nitrogen in the atmosphere is N2, some other
important states of nitrogen are ammonium(NH4),
nitrates (NO3) and nitrites(NO2)”

“Look closely at the picture”

“Bacteria plays a very important part in nitrogen cycle,

when nitrogen is absorbed by the soil, bacteria help it to
change states so it can be used by plants”

“Animals eat the plants and then get their nitrogen from
the plants”

“Let’s see the steps in the process of making nitrogen

usable”

“We have here fixation, it is the first step in the process

of making nitrogen usable by plants. Here, bacteria
change nitrogen into the form of ammonium”

“Nitrification, in this process ammonium gets changed

into the nitrates by bacteria”

“Nitrates are something that the plants can absorb”

“Assimilation, this is how plants get their nitrogen.

They absorb nitrates from the soil into the roots then the
nitrogen is used in nucleic acids, amino acids, and
chlrophyll”
 “Ammonification, is when a plant or animal dies,
decomposers such as bacteria and fungi turn the
nitrogen back into ammonium”

“From here, it re-enters into the nitrogen cycle”

“Dentrification, extra nitrogen in the soil gets put back

out into the atmosphere”

“So this is the whole process of nitrogen cycle”

HOW DO HUMAN ACTIVITIES AFFECT THE

ECOSYSTEM?

“How do human activities affect the ecosystem? Do “Deforestation, ma’am!”

you have any idea?”

“Good point!”

“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, Herbicides and Insecticides, and chemical
fertilizers”

“What is monoculture? Please read!”

“Monoculture. This is the cultivation

of a single crop in large areas. Vast
“Monoculture is a farming practice where a single crop tracts of land are converted to rice
species is grown repeatedly in the same area, year after farms, sugar farms and coconut farms”
year.”

“By limiting the cultivation of different kinds of plants,

people also deprive many animals of their food and
F. Developing home. These animals, some of which feed on insect
mastery (leads to pests, move to other places. Only the insect pests that
Formative eat the monocrop remain in the area.”
Assessment)
(EXPLAIN) “If uncontrolled, these pests can totally wipe out the
monocrop in a short time”

“Some soil microorganisms depend on specific plants

for food. Eliminating these plants is harmful to the
microorganisms. Since microorganisms are responsible
for returning plant nutrients to the soil, the cycling of
nutrients for reuse of the plants is disturbed”

“next we have the Herbicides and Insecticides. Please

read!”

“Farmers spray their crops with

“These chemicals can harm non-target organisms, insecticides to kill insect pest, and with
including beneficial insects, birds, and mammals. This herbicides to kill weeds. However, the
can disrupt the balance of the ecosystem and lead to chemicals also destroy other
declines in biodiversity.” organisms, including beneficial insect
and soil organisms which help in
“Last one, we have the Chemical Fertilizers. Please decay”
read!’

“Monocrops usually require large

“Chemical fertilizers can harm ecosystems. When too
much is used, it can seep into water, causing algae to
grow rapidly and suffocate aquatic life. It also damages
soil quality, reduces biodiversity, and can pollute the
air. So, while they help crops grow, using them too
much or incorrectly can hurt the environment.”
amounts of chemical fertilizers.
Continuous and uncontrolled use of
chemical fertilizers may increase soil
acidity, thus destroying soil structure
G. Finding practical
applications of
List down the practices that can be use to conserved the
concepts and skill in
environment.
daily living
(ELABORATE)

 A food chain is a linear sequence of organisms where

each organism is a source of food for the next one
in the chain.
 A trophic level refers to the position of an organism
in a food chain or food web, determined by its
feeding relationship with other organisms and its
source of energy.
 food web illustrates multiple interconnected food
H. Making chains within an ecosystem.
Generalizing and  Biomass is the total mass of organisms in a food
abstractions about chain or a food web.
the lesson  The WATER CYCLE, also known as the
(ELABORATE) hydrological cycle, describes the continuous
movement of water on, above, and below the
Earth's surface.
 These gases flow through organisms and the
environment in a cyclic process called the oxygen-
carbon dioxide cycle.
 The process that can help nitrogen out of the air and
into the living organisms is known as the
NITROGEN CYCLE.
I. Evaluating Learning Direction: Answer the following questions.
(EVALUATE)
1. In a grassland food chain, which organism is most
likely to be a producer?
a) Lion
b) Rabbit
c) Grass
d) Hawk
2. What happens to the oxygen produced during
photosynthesis?
a) It is absorbed by animals during respiration.
b) It is released into the atmosphere.
c) It is converted into carbon dioxide.
d) It is used by plants during cellular respiration.
3. What role do decomposers play in a food chain?
a) They produce energy for other organisms.
b) They break down dead organisms and waste,
returning nutrients to the soil.
c) They hunt and consume other organisms.
d) They are the top predators in the food chain.
4. Which process releases oxygen into the atmosphere?
a) Photosynthesis
b) Respiration
c) Combustion
d) Decomposition
5. Which of the following best describes the role of a
tertiary consumer in a food chain?
a) It consumes producers.
b) It consumes primary consumers.
c) It consumes secondary consumers.
d) It is consumed by other organisms.
6. What would happen to the population of rabbits if the
population of foxes in a food chain decreased
significantly?
a) The rabbit population would decrease.
b) The rabbit population would increase.
c) The rabbit population would remain unchanged.
d) The rabbit population would become extinct.
7. What type of eater is a human?
a) Carnivore
b) Herbivore
c) Omnivore
d) Piscivore
8. How does energy flow in a food chain?
a) From producers to consumers and then to
decomposers.
 b) From decomposers to consumers and then to
producers.
c) From consumers to producers and then to
decomposers.
d) From decomposers to producers and then to
consumers.
9. Which process returns carbon dioxide to the
atmosphere from living organisms?
a) Photosynthesis
b) Respiration
c) Decomposition
d) Combustion

10. Which of the following animals is most likely to

be an herbivore?
a) Eagle
b) Koala
c) Shark
d) Crocodile

III. REMARKS

IV. REFLECTIONS

A. No. of learners who earned 80% in the

Checked by:evaluation Noted by:
B. No. of Learners who require additional activities for
remediation
C. Did the Remedial lessons work? No. of learners who
have caught up with the lesson RONILYN R. BENITEZ MARIELA N. CALIMA, EDD.
D. No. of Learners who continue to require remediation
T-III, Cooperating Teacher Principal IV
E. Which of my teaching strategies work well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. what innovation or localized materials did I use/discover
which I wish to share with other teachers?
Prepared by:

CHARLENE P. MAQUIÑANA
Practice Teacher