Science: Learning Activity Sheet

8
SCIENCE
FOURTH QUARTER
LEARNING ACTIVITY SHEET

Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
COPYRIGHT PAGE
Learning Activity Sheet in SCIENCE
(Grade 8)
Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500
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ESTER T. GRAMAJE .
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_____________________________________________
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ii
Practice Personal Hygiene at all times
Table of Contents
Page
Competency
number
Explain ingestion, absorption, assimilation and
excretion
..................... 1
Compare mitosis and meiosis, and their role in the
cell-division cycle ..................... 17
Explain the significance of meiosis in maintaining the
chromosome number
..................... 31
Predict phenotypic expressions of traits following
simple patterns of inheritance
..................... 45
Explain the concept of a species
..................... 60
Classify organisms using the hierarchical taxonomic
system
..................... 67
Explain the advantage of high biodiversity in
maintaining the stability of an ecosystem
..................... 76
Describe the transfer of energy through the trophic
levels
..................... 87
Analyze the roles of organisms in the cycling of
materials
..................... 98
Explain how materials cycle in an ecosystem
..................... 105
Suggest ways to minimize human impact on the
environment
..................... 119
iii
SCIENCE 8
Name of Learner: _____________________________ Grade Level: ______
Date: Score: ____________

Digestion
Background Information for the Learners
Digestion is the process by which food is changed into a form that the body can use. It
begins in the mouth where food is cut and chewed by the teeth into small pieces. This will
make it easier for enzymes to later breakdown even more. It takes place into two stages such
as mechanical digestion and chemical digestion.
Mechanical digestion is the physical breakdown of food by tearing, chewing, grinding,
and mixing while in the mouth, saliva is added to the food. Saliva (spit) contains enzymes to
breakdown food, and it also makes the food easy to swallow. Enzymes are types of proteins
that speed up the rate of chemical reaction such as breaking apart food into nutrients.
Chemical digestion is the process of breaking food into small molecules by enzymes.
Saliva contains enzymes that start the digestion of starch (a carbohydrate). The process
continuous with many other enzymes in the stomach and small intestine.
The following are the 6 essential activities that happens to the food that we eat:
a. Ingestion - taking of food into the digestive tract;
b. Propulsion- movement of food along the digestive tract. The movement is through
peristalsis, a series of alternating contractions and relaxations of smooth muscles along the
organ walls to push food;
c. Digestion – the breaking down of food from insoluble into absorbable form. There are 2
types - mechanical digestion – the chewing, mixing, and churning food and chemical
digestion – breaking down of food into simpler nutrients that can be used by cells with the help
of enzymes and other digestive juices;
d. Absorption movement of nutrients from the gastro intestinal (GI) tract to the blood stream;
e. Assimilation – movement of digested food molecules into the cells of the body where they
are used; and
f. Defecation/ excretion-elimination of indigestible solid waste
Learning Competency with Code
Explain ingestion, absorption, assimilation and excretion. (S8LT-Iva-13)
1
Activity 1
Fit Me and I Perform Better!
A. Mechanical Digestion:
Directions: Match the structure/behavior of mechanical digestion in Column A and
its function in digesting food in Column B. Write only the letter of the correct
answer.
TABLE 1.1 Adaptations for Mechanical Digestion
Column A Column B
1. Incisor a. it moistens the food.
2. Canine b. it helps in cutting food
3. Premolar c. it moves the food particle into the pharynx, then to
the esophagus.
4. Molar d. it pushes the food particles through the digestive
tract/system.
5. Chewing e. it helps in tearing meat/food.
6. Muscular f. it helps in grinding food.
tongue
7. Mucus g. it facilitates the enzymes easy action on the food by
increasing the surface area.
8. Saliva h. it helps in crushing/grinding food.
9. Swallowing i. it pushes food into the pharynx.
10. Peristalsis j. secreted by tongue that it lubricates food and
facilitates swallowing.
2
B. Chemical Digestion:
Directions: Study Table 1.2 below and answer the following questions.
TABLE 1.2 Substances that Help in the Digestion of Food
Region of the Digestive Enzyme Substance Product

Food Tube Juice Acted on
Oral cavity saliva salivary disaccharides glucose
amylase, or
ptyalin
Stomach gastric juice pepsin protein polypeptides
Small intestine bile (from none Bile makes the food mixture in the
liver) intestine alkaline. Enzymes in the
intestine work best in an alkaline
medium. Bile also emulsifies fat,
that is, changes them into tiny
globules, thereby ensuring fast
action of the enzymes on fat.
pancreatic pancreatic starch maltose
juice amylase, or
amylopsin
trypsin protein polypeptides
peptidases polypeptide amino acids
pancreatic fat fatty acids and
lipase or glycerol
steapsin
intestinal maltase maltose simple sugar
juice
sucrase sucrose simple sugar
lactase lactose simple sugar
peptidases polypeptide amino acids
lipase fat fatty acids and
glycerol
1. What nutrient is partly digested in the mouth?

_____________________________________________________________________
3
2. What digestive juices are produced by glands found along the food tube?
a. _____________________________________________________________________
b. _____________________________________________________________________
c. _____________________________________________________________________
3. What digestive juices are poured into the food tube from glands outside the food tube?
a. _____________________________________________________________________
b. _____________________________________________________________________
4. Classify enzymes cited in Table 1.2 according to the substances on which they act
(i.e., the substances). Write the names of the enzymes in the appropriate column
below.
Proteinase Carbohydrates Lipase

_____________________ _______________________ __________________
_____________________ _______________________ __________________
ACTIVITY 2
Guess Me?
4
A. Directions: Below is a diagram of the digestive system. Label the numbered parts and
write your answer in a separate sheet of paper.
B. Directions: Complete the table below. Write the specific functions of the organs on
the second column then identify if the function involves are ingestion, absorption,
assimilation or excretion in the third column.
A B C
Organs Specific Functions Identify if
Ingestion,
Absorption,
Assimilation or
Excretion
1. mouth
2. epiglottis
5
3. esophagus
4.stomach
5.small intestine
6.large intestine
7.gall bladder
8.rectum
9.kidney
10.urethra
ACTIVTY 3
Waste in…ways out!
A. Directions: Match the parts of the excretory system in Column A to its description in
Column
Column A Column B
1. Kidney a. Tube that carries urine from the kidney to the urinary
bladder
2. Ureters b. Are bean shaped organs that received blood from
paired renal arteries
3. Urethra c. The largest artery in the abdominal cavity
4. Abdominal d. Tube that connects to the urinary bladder to the
aorta urinary meatus for the removal of fluids from the
body
5. Urinary bladder e. The funnel like dilated proximal part of the ureter in
the kidney
6. Renal pelvis f. A hallow elastic organ that functions as the body’s
urine storage tank
B. Completion. Fill in the blank with the correct term to complete the paragraph.
Blood is filtered by the ____________ which turns to waste into chemical called
___________. Then the _____________ filter the urea out the blood and mix it with water.
The ____________ then travels through the _____________ to the muscular bag called
_____________ . The urine leaves the body through the ____________.
6
ACTIVTY 4
Enzymes, enzymes, enzymes!
A. Directions: Complete the following sentences using the word in the box below.
sequence catalyst function

type of amino acids amino acid catalysed
1. Enzymes are biological ______________ that speed up chemical reaction in living

organisms.
2. Enzymes are protein molecules, which are made up of long chains of ____________.
3. The_________ and _______________ are different in each protein, so they produce
enzymes with many different shapes and functions.
4. The shape of an enzyme is a very important to its ____________.
B. Directions: Read the given paragraphs below to answer the following questions.
Temperature, substrate concentration and pH are the factors that affect the rate
of enzyme-catalysed action. At low temperatures, the number of collisions between the
successful enzymes and substrate is reduced because their molecular movement
decreases. The reaction is slow. Higher temperature disrupts the shape of the active site,
which will reduce its activity, or prevent it from working. The enzyme will have been
denatured. Enzymes therefore work best at a particular temperature.
1. What would happen to an enzyme if the temperature and pH changed significantly

beyond the enzymes optimum level?
___________________________________________________________________
2. How would this affect enzyme activity?

_____________________________________________________________________
A group of students decided to carry out an investigation to find out how

enzymes activity is affected by temperature changes. They put samples of salivary
amylase and starch into two test-tubes. Salivary amylase is an enzyme that breaks
down starch into maltose. Its optimum temperature far activity is 37 oC.
3. What do you think will happen to the rate of reaction when the temperature is increased
to 37oC?
____________________________________________________________________
4. What do you think will happen to the enzyme activity when the temperature is 0 oC?
____________________________________________________________________
7
Activity 5
Enrich Your Vocabularies!
Directions: Below the blank puzzle grid are the given clues. Write the word that correctly
fits the grid.
21
3 5
22 4
110
12
11
13
14
16
15
17
24
23 18
19
8
Across:
2. Made up of highly specialized digestive tube and several organs
4. It is where the food is taken in
6. These are adapted for mechanical digestion
7. A muscular organ that has sensory structures called taste buds on its surface
9. Largest gland in the body, involves many physiological process
11. Glands that secretes saliva into the mouth
13. A small functionless tube connected to the cecum
14. Flat teeth used for crushing and grinding food
15. A muscular tube that connects the pharynx to the stomach
17. Teeth that are used for tearing food
18. The opening through which undigested food leaves an animal's digestive tract
19. A large gland found below the stomach which contains both exocrine and
endocrine tissues
22. The process by which nutrients in the food tube diffuse into the cell wall until they
reached the blood and lymph.
23. The process by which food is taken into the mouth where in it is physically broken
down by the teeth into smaller pieces.
24. Refers to the removal of indigestible waste through the anus.
Down
1. It is where water and water-soluble vitamins are absorbed from
undigested materials
3. A pouch like enlargement of the digestive tube in which food can be
stored and partially digested
5. The final part of the large intestine
8. A pear-shape muscular organ that is connected to the liver
10. Teeth that is located in front of the molars which are used for crushing
9
and grinding food
11. The portion of the digestive in which most digestion and absorption
occur
12. Teeth that are used for biting and cutting food
16. A tube-like muscular structure that joins the mouth with the rest of
digestive tract
21. Refers to the process by which the absorbed food particles are
transported by blood and lymph.
ACTIVITY 5
A Journey into the Digestive System
Directions: Use the words in the box to fill in the blanks in each paragraph.
chewed food energy gastric acid

liver mouth small intestine rectum
saliva large intestine digestion waste
swallow tongue esophagus digestive system
stomach water
All animals
absorbedneed to eat _____ to get _____ to live.
liquids But in order tostomach
pharynx use this food, they
have to break it down in a process called _____ . And so, all animals have a group of connected
organ called the ______.
In humans, the process of digestion begins in the ______ where food is _____ into small
pieces by the teeth. The ______ helps by moving these pieces around. These pieces are covered
by _____ or spit. Saliva makes the food slippery so that it is easier to _____. It also helps
breakdown the food.
The food travels down the _____ and into the _____. The food is mixed with _____
and further digested through peristalsis. Protein is digested in stomach through the help of
pancreatic juice and broken down into amino acids.
After spending some time in the stomach, the food goes into the _____ where final
digestion takes place with the help of digestive juices. _____ secretes digestive juices called
bile which digests fatty foods into fatty acids. The dissolved food is absorbed in the intestinal
walls and goes to the bloodstream. Then, undigested food goes into the _____ where the _____
is absorbed. The remaining food is called ______ and it is pushed into the _____ for
elimination.
10
Activity 7
Digest Me!
Directions: Multiple Choice: Write the letter of correct answer.
1) It is the process by which your body obtain its raw material from the food.
A. Digestive System B. Digestion C. Salivary Glands D. Saliva
2) What do you call the liquid in your mouth?
A. Tongue B. Esophagus C. Saliva D. Bile
3) Why do we need to breakdown the food we eat?
A. So it can fill in our stomach.
B. So liquids can be separated by solids.
C. So our bodies can use the nutrients from food.
D. So that our bodies enzymes has something to do.
4) Where does the process of digestion begin?
A. In our mouth C. In our large intestine
B. In our stomach D. In our small intestine
5) What do you call the process by which food is taken into the mouth wherein it physically
broken down by the teeth into smaller pieces.
A. Absorption B. Assimilation C. Excretion D. Ingestion
6) What is the process which involves diffusion of nutrients into the cells to produce body
energy?
7) What is the process by which the dissolved food particles in the intestines flows into the
bloodstream?
8) Which of the following refers to the removal of indigestible waste through the anus?
9) Which of the following contains the amylase enzymes that change the starch to sugar?
A. Bile B. Chyme C. Gastric Juice D. saliva
10) Which part of the digestive system makes food mostly liquid?
A. Esophagus B. Large intestine D. Small intestine D. Stomach
Reflection:
1. I learned that______________________________________________________
________________________________________________________________
________________________________________________________________
2. I enjoyed most on _________________________________________________
_________________________________________________________________
________________________________________________________________
3. I want to learn more on _____________________________________________

________________________________________________________________
________________________________________________________________
11
ANSWER KEY:
Activity 1 Fit Me and I Perform Better!
A. Mechanical
1. B 6. I
2. E 7. J
3. H 8. A
4. F 9. C
5. G 10. D
B. Chemical
1) Starch
2) a. bile
b. pancreatic juice
c. intestinal juice
3) a. saliva
b. gastric juice
4) 1. Proteinase
a. pepsin
b. trypsin
2. Carbohydrate
a. salivary amylase or ptyalin
b. pancreatic amylase or amylopsin
3. Lipase
a. pancreatic lipase or steapsin
b. lipase
Activity 2 Guess Me?
1)
1. Mouth 7. Large intestine
2. Salivary glands 8. Small intestine
3. Liver 9. Pancreas
4. Gall bladder 10. Stomach
12
5. Anus 11. Esophagus
6. Rectum 12. Epiglottis
2)
Column A Column B Column C

1. mouth where food enters the body, known as ingestion
digestion.
2. epiglottis produce saliva which lubricates the food ingestion
and contains amylase for starch digestion.
3. esophagus prevents swallowed food from entering the ingestion
lungs.
4.stomach food is mixed with acid and enzymes that absorption
digest protein in the food.
5.small intestine food is further digested in the first part and absorption
then absorbed into the blood in the lower
part.
6.large intestine food is further digested in the first part and absorption
then absorbed into the blood in the lower
part.
7.gall bladder stores biles, which is involved in lipid absorption
digestion (emulsification)
8.rectum storage of feces before egestion. excretion
9.kidney remove wastes and extra fluid from your excretion
body
10.urethra tube that carries urine from the urinary excretion
bladder to the outside of the bod
ACTIVTY 3 Waste in…ways out!

A. 1. B
2. A
3. D
4. C
5. F
6. E
13
B. 1. Liver
2. Urea
3. Kidney
4. Urine
5. Ureter
6. Bladder
7. Urethra
Activity 4 Enzymes, enzymes, enzymes!
A.
1) catalyst
2) amino acid
3) Sequence , type of amino acids
4) function
B.
1) The enzyme would stop producing the correct product and will not function at
all.
2) It slows down or stop the reaction.
3) The enzyme activity slow down and then eventually stops.
4) Nothing happened; the reaction took place exactly as it was supposed to.
Activity 5 Enrich Your Vocabularies!
1
L
21
A
A
5
R 3S S
R
2D I G E S T I V E S Y S T E M
E O C I
4
I O U T H M
M
24 E X C R E T I O N A U I
T C M L
6
E E T H A
T
S T
7 8
O N U E I
T G
110P
I A O
P
9L
N I V E R N
E L E
14
B M
12I
L O
11S
A L I V A R Y G L A N D S
M D A C
13
P P E N D I X R I
A
L E S S
14
O L A R S R O
16
I R
P
15 S
N O P H A G U S
E
T A
17C A 22
N I N E S B S O R P T I O N
A
S Y
18 N
23I N G E S T I O N U S
A
I X
N
19P
A N C R E A S
Activity 6 A Journey into the Digestive System

All animals need to eat food to get energy to live. But in order to use this food, they
have to break it down in a process called digestion. And so, all animals have a group of
connected organ called the digestive system.
In humans, the process of digestion begins in the mouth where food is chewed into
small pieces by the teeth. The tongue helps by moving these pieces around. These pieces are
covered by saliva or spit. Saliva makes the food slippery so that it is easier to swallow. It also
helps breakdown the food.
The food travels down the esophagus and into the stomach. The food is mixed with
gastric acid and further digested through peristalsis. Protein is digested in stomach through the
help of pancreatic juice and broken down into amino acids.
After spending some time in the stomach, the food goes into the small intestine where
final digestion takes place with the help of digestive juices. Liver secretes digestive juices
called bile which digests fatty foods into fatty acids. The dissolved food is absorbed in the
intestinal walls and goes to the bloodstream. Then, undigested food goes into the large
intestine where the water is absorbed. The remaining food is called waste and it is pushed
into the rectum for elimination.
Activity 7 Digest Me!
1. B 6. B
2. C 7. D
15
3. B 8. E
4. A 9. A
5. A 10. A
Reflection: (Answers may vary)

Sample answer:
1. I learned that digestion is very important in human being.
2. I enjoyed most on Activity 5 entitled Enrich Your Vocabularies
3. I want to learn more on how enzymes is important in digestion.
References:
Books:
Maria Olivares, Ma. Eloisa Berano, Juanita Cruz. Science and Technology for the
Modern World, Second Year Textbook, pp. 142-143, Copyright 2003 by Diwa
Scholastic Press, Inc.
Lilia M. Rabago, Ph.D., Crescencia C. Joaquin, Ph.D., Catherine Genevieve B.

Lagunzad, Ph.D., Science and Technology Laboratory Manual and Workbook
in Biology, pp. 224-225, Copyright 2007 by Vibal Publishing House Inc.
Zenaida M. Realuyo, M.A., Virginia S. Carninio, Ph.D., Basic Concepts of Biological

Science, pp. 97-105, Copyright 2003 by KATHA Publishing Co. Inc.
Eric Strauss and Marylin Liswoski, BIOLOGY, The Web of Life: California, pp. 225-
228, Copyright 1998 by Addison Wesley Longonan Inc.
Biology, The Living World, pp. 611-618, Copyright 1989, 1986 by Prentice Hall Inc.
England Cliffs, New Jersey
Website:
https://www.google.com/search?q=structure+of+digestive+system+worksheet&tbm=i
sch&ved=2ahUKEwjPlse_m47rAhU2zYsBHVLtC9QQ2-
cCegQIABAA&oq=structure+of+digestive+system+&gs_lcp=CgNpbWcQARgAMgIIADIC
CAAyAggAMgIIADICCAAyAggAMgIIADIECAAQHjIGCAAQBRAeMgYIABAFEB5Q2
ylY2ylgqTpoAHAAeACAAaEBiAGhAZIBAzAuMZgBAKABAaoBC2d3cy13aXotaW1nw
AEB&sclient=img&ei=ZPgvX8_UN7aar7wP0tqvoA0&bih=730&biw=1517#imgrc=InPJmc
9Gmp2_MM
16
SCIENCE 8
Name of Learner: ______________________________ Grade Level: _________________
Section: ______________________________________ Date: _______________________

Cellular Reproduction
Background Information for the Learners:
In your grade 7 you have learned the different modes of reproduction that occur in
organisms. You explored that organisms have the ability to produce new individuals and this
is one of the characteristics that distinguishes living things from nonliving things. Recall, that
this ability is called reproduction. You were taught the different types of asexual reproduction
as one of the means to ensure continuity of life. Asexual reproduction involves only one parent
and it happens on the organismal level of reproduction. For this activity sheet, you will be
taught the cellular level of reproduction.
Reproduction also occurs in the cellular level of organisms, the continuity of life from
one cell to another has its foundation in the reproduction of cells by way of the cell cycle. The
cell cycle is an orderly sequence of events in the life of a cell from the division of a single
parent cell to produce two new daughter cells, to the subsequent division of those daughter
cells. The mechanisms involved in the cell cycle are highly conserved across eukaryotes.
Organisms as diverse as protists, plants, and animals employ similar steps.
In your quest to understand how cells are being produced, we are also going to answer
the questions like “How do cells replicate itself?”, “Why do we grow and why are we different
from one another in terms of hereditary features?”.
This learning activity sheets will differentiate the two types of cell division: mitosis and
meiosis. This will help us understand and answer the questions presented above.
Learning Competency with Code:

Compare mitosis and meiosis, and their role in the cell-division cycle. (S8LT-IVd-16)
17
Activity 1
Cell Division Riddles
Cells divide for many reasons. For example, when you skin your knee, cells divide to
replace old, dead, or damaged cells. Cells also divide so living things can grow. When
organisms grow, it isn't because cells are getting larger. Organisms grow because cells are
dividing to produce more and more cells. In human bodies, nearly two trillion cells divide
every day. The cell division is an interplay of many cellular parts to perform the process.
Directions: Read each riddle below. Identify which organelle or cell component the riddle
describes and write the name of that structure in the blank. Note that all possible answers
are listed in the top box below.
Nucleus Cytoplasm Chiasma

Centriole Centromere Sister Chromatids
Chromatin Spindle fibers Homologous chromosome
Riddle # 1 Riddle # 5
I am a thread-like structure located inside the
I am the largest organelle in a eukaryotic cell nucleus of animal and plant cells. I am made
and I am considered to be the cell’s control of protein and molecule of deoxyribonucleic
center. I am compared to the CPU of your acid. _______________________
computer. ________________
I help organize the chromosomes before cell I am a constricted region of a chromosome. I
division occurs. I am found only in animal separate the short arm (p) and a long arm (q)
cells and located near the nucleus am chromosome. I also hold together two
cylindrical in shape and consists of many chromatids (the daughter strands of a
microtubules. ___________________ replicated chromosome). ______________
I am equally divided during the process of We are made up of protein structure that
cytokinesis to ensure that dividing cells have divides the genetic material in a cell. Our
equal cellular components after division. presence is necessary to equally divide the
chromosomes in a parental cell into two
._______________________ daughter cells during both types of nuclear
division: mitosis and meiosis. ___________
I am the point of contact between two (non-
We are a set of one maternal and one
sister) chromatids belonging to homologous
paternal chromosome that pair up with
chromosomes where exchange of genetic
each other inside a cell
material can occur between both chromatids,
during fertilization.
what is called a chromosomal crossover.
18
_________________
Activity 2
Cell Cycle Comprehension
Directions: Read and comprehend the stages of cell cycle and examine the cell cycle diagram
provided below to answer the following questions.
The Cell Cycle

A cell cycle is an orderly series of events that takes place in a cell as it grows
and divides. A cell spends most of its time in what is called interphase, and
during this time it grows (Gap 1 phase), The cell grows and accumulates the
building blocks of chromosomal DNA and the associated proteins as well as
sufficient energy reserves to complete the task of replicating each chromosome
in the nucleus. (Synthesis phase) takes the longest because of the complexity
of the genetic material being duplicated. DNA replication results in the
formation sister chromatids. The centrosome is duplicated during the S phase.
(Gap 2 phase) some cell organelles are duplicated, and the cytoskeleton is
dismantled to provide resources for the mitotic phase. The cell then leaves
interphase, undergoes cell division (either mitosis or meiosis), and completes
its separation through a process called cytokinesis.
The cell division stage is also called as M-phase. It is divided into four stages
namely Prophase, Metaphase, Anaphase and Telophase. The M-phase of
the cell cycle depends on what type of cell will divide. If the cell is a body cell,
it undergoes Mitosis. But if the cell is a sex cell – either a sperm cell or egg
cell, it will undergo Meiosis. Mitosis is different from meiosis since meiosis
undergoes two cell divisions while mitosis does not. These divisions are called
as Meiosis I and Meiosis II.
19
1
https://quizlet.com/458116991/cell-cycle-diagram/
1. What term is used to describe numbers 1-3 in the cell cycle diagram?
______________________________________________________
2. What event occurs in number 3?
______________________________________________________
3. What stage is number 2?
______________________________________________________
4. What events happen in number 1 in the diagram?
______________________________________________________
5. What type of cell undergoes division in number 4 if there are two daughter cells
produced?
______________________________________________________
20
Activity 3
Mitosis and Meiosis Diagram Crossword Puzzle
Directions. Read and comprehend the stages of Mitosis and Meiosis. Refer to the diagram
to answer a crossword puzzle after each cell division.
Mitosis is a type of cell division in which one cell (the mother) divides to
produce two new cells (the daughters) that are genetically identical to itself. Here
are the stages of mitosis:
Division of the cell starts with the Interphase. In this stage, the DNA in the
cell is copied in preparation for cell division, this results in two identical full sets
of chromosomes. Outside of nucleus are two centrosomes, each containing a pair
of centrioles, these structures are critical for the process of cell division.
In the Prophase, the chromosomes condense into X-shaped structures that can
be easily seen under a microscope. Each chromosome is composed of two sister
chromatids. At the end of prophase the membrane around the nucleus in the cell
dissolves away releasing the chromosomes. The mitotic spindle, consisting of the
microtubules and other proteins, extends across the cell between the centrioles as
they move to opposite poles of the cell.
In Metaphase chromosomes line up neatly end-to-end along the center

(equator) of the cell. The centrioles are now at opposite poles of the cell with the
mitotic spindle fibres extending from them. The mitotic spindle fibres attach to each
of the sister chromatids.
In Anaphase ,the sister chromatids are then pulled apart by the mitotic spindle
which pulls one chromatid to one pole and the other chromatid to the opposite pole.
In Telophase, each pole of the cell a full set of chromosomes gather together.
A membrane forms around each set of chromosomes to create two new nuclei. The
single cell then pinches in the middle to form two separate daughter cells each
containing a full set of chromosomes within a nucleus. This process is known as
cytokinesis.
21
Mitosis Crossword Puzzle
C E J
F
A
G
D H I
B
Across
1. What structure is shown in letter F?
2. What phase of mitosis is letter J referring to?
7. What phase is letter G referring to?
8. What structure is shown in letter I?
9. What structure is shown in letter D?
Down
1. What process is involved in letter H?
3. What stage of mitosis is shown in letter C?
4. What structure is shown in letter A?
5. What phase of mitosis is shown in letter E?
6. What structure is shown in letter B?
22
Meiosis Crossword Puzzle
Meiosis is a process where a single cell divides twice to produce four cells containing half
the original amount of genetic information. These cells are our sex cells-sperm in males, eggs in
female also called gametes.
During meiosis one cell divides twice to form four daughter cells. These four daughter
cells only have half the number of chromosomes of the parent cell – they are haploid. Meiosis is
divided into two stages; the first time the cell divides (meiosis I) and the second time it divides
(meiosis II).
Meiosis I starts with Interphase similar to mitosis. Prophase I and Metaphase I are
similar to mitosis, however in Anaphase I, it is the homologous chromosomes that are pulled to
different poles unlike in mitosis where it is sister chromatids that are pulled apart. Telophase I
and cytokinesis is the end of meiosis I. Here, the products are two different daughter cells carrying
a unique set of traits coming from the crossover of the two homologs.
The stages of Meiosis II which includes Prophase II, Metaphase II, Anaphase II,
Telophase II are similar to mitosis, except that there are two daughter cells, each with 23
chromosomes (23 pairs of chromatids) that enters the process. Another round of cytokinesis is
necessary to complete the division. This time, four daughter cells are produced, each with half a
set of chromosomes (haploid).
Meiosis I Events
C
A D
23
Meiosis II Events
F G
H I
2
4
3
5 6 7
Across
1. What structure is shown in letter B?
2. What type of cell is letter A if it will enter meiotic division?
5. What stage of meiosis is shown in letter D?
8. What stage of meiosis is shown in letter F?
Down
1. What process is involve in letter H?
3. What condition of the daughter cells in letter I is called when they only have each a single
set of chromosomes.
4. What do you call the state of daughter cells in letter E, containing 2 copies of each
chromosome?
24
6. What stage of meiosis is shown in letter G?
7. What do you call the structure in letter C?
Activity 4
Solve Me!
Different organisms have different number of chromosomes in their cell. The human cell
has 46 chromosomes except in its gametes (sex cells) which has half the number of 46 in each
of their cells, hence, it is haploid.
Directions: Below are the list of organisms with their diploid chromosome number. Imagine a
single cell of each organisms in the table undergoing cell division. Predict the number of
chromosomes in their cells as they enter mitosis and meiosis. Write your answer in each
column.
Organism Species Chromosome No. of No. of No. of
number chromosome chromosome chromosome
after mitosis after meiosis after meiosis
I II
Horse Equis calibus 64
Frog Rana pipiens 26
Dog Canis 78
familiaris
Cat Felix 38
domesticus
House fly 12
Musca
domestica
Rabbit 44
Oryctolagus
cuniculus
Rhesus Macaca 42
monkey mulatta
Cattle Bos taurus 60
25
Activity 5
Fill Me Up!
Directions: Study the diagram of Mitosis and Meiosis, write your ideas and concepts on the
table below based on your understanding of the concepts presented on the module.
Basis of Comparison Mitosis Meiosis
1. Number of Division (Rounds)
2. Pairing of homologous
chromosomes (Yes or No)
3. Number of Daughter cells
produced
4. Number of chromosomes
produced ( for each daughter
cells)
5. Type of cells involved/ produced
6. Genetically Identical (Yes or
NO)
7. Roles of each type of division
Activity 6.
Wrap ME UP!
Directions: Synthesize the understanding you gained from your module to fill up the Venn
diagram below with the similarities and differences of mitosis and meiosis.
Mitosis Similarities Meiosis
26
Reflection:
1. I learned that ___________________________________________________________
__________________________________________________________________________
___________________________________________________________________________
2. I enjoyed most on _______________________________________________________
_______________________________________________________________________
________________________________________________________________________
3. I want to learn more on ____________________________________________________
__________________________________________________________________________
___________________________________________________________________________
References:
Campo, Pia C., et. al. Science – Grade 8. Learner’s Module. Department of Education. Pasig
City,2003.
Formacion, Minda J. et al. Fundamentals of Biology, Rex Bookstore – 2011
Genevieve Darvin F et.al. -Faraon, Lilia G. Vengco, Teresita F. Religioso, and Delia
Cordero-Navaza., You and the Natural Science World K-12 Grade 8 2nd Edition, Phoenix
Publishing House, - 2017
Josefina Ma. Ferriols et.al. -, Exploring Life Trough Science Series 8 2nd Edition, Phoenix
Publishing House, - 2017
L. M. Rabago, Science and Technology Grade 8, Vibal Publishing House, Inc.,2003
Melchor, Marciano, Ed. D., Introduction to Biology, Rex Bookstore – 2007
27
Answer Key
Activity 1. Cell Division Riddles
Riddle 1 – Nucleus
Riddle 2 – Centrioles
Riddle 3 – Cytoplasm
Riddle 4 – Chiasma
Riddle 5 – Chromatin
Riddle 6 – Centromere
Riddle 7 – Sister Chromatids
Riddle 8 – Homologous Chromosome
Activity 2. Cell Cycle Comprehension

1. Interphase
2. Preparation for Mitosis
3. Synthesis Phase/S – Phase/ S-Stage
4. Cell Growth
5. Body Cell/ Somatic Cell
Activity 3. Mitosis and Meiosis Diagram Crossword Puzzle

Mitosis Crossword Diagram
Across Down
1 Chromatid 1 Cytokinesis
2 Telophase 3 Prophase
7 Anaphase 4 Chromatin
8 Nuclear Membrane 5 Metaphase
9 Spindle 6 Centriole
Meiosis Crossword Diagram

Across Down
1 Chromosome 1 Cytokinesis
2 Gamete 3 Haploid
5 Anaphase I 4 Haploid
8 Metaphase II 6 Anaphase II
7 Homologs
28
Activity 4. Solve Me!
Organism Species Chromosome No. of No. of No. of

number chromosome chromosome chromosome
after mitosis after meiosis after meiosis
I II
Horse Equis calibus 64 64 32 32
Frog Rana pipiens 26 26 13 13
Dog Canis 78 78 39 39
familiaris
Cat Felix 38 38 19 19
domesticus
House fly Musca 12 12 6 6

domestica
Rabbit Oryctolagus 44 44 22 22
cuniculus
Rhesus Macaca 42 42 21 21
monkey mulatta
Cattle Bos taurus 60 60 30 30
Activity 5. Fill Me Up!

Basis of Comparison Mitosis Meiosis
1. Number of Division (Rounds) 1 2
2. Pairing of homologous No Yes

chromosomes (Yes or No)
3. Number of Daughter cells 2 4

produced
29
4. Number of chromosomes Diploid Haploid
produced ( for each daughter
cells)
5. Type of cells involved/ produced Somatic Cell / Body Gametes / Sex Cells
Cell
6. Genetically Identical (Yes or NO) Yes No
7. Roles of each type of division Regeneration/Wound Production of

Healing/ Growth and Gametes
Repair
Activity 6.
Wrap ME UP!
Mitosis Similarities Meiosis
• Occurs in Body cells • Occurs in gametes/sex

• Involves a single round of Both involves four cells
division stages of division • Involves two rounds of
• Produces 2 identical – prophase, division
daughter cells with diploid metaphase, • Produces 4 non identical
number of chromosomes telophase, daughter cells with haploid
anaphase number of chromosomes
• No pairing of homologous
chromosomes Both undergo the • Pairing of homologous
• Use for growth and repair preparatory stage chromosomes happens
of body cells called interphase • Use to produce gametes
Reflection (Answers may vary)

Sample answers:
1. I learned that reproduction that occurs in cellular level of organisms involves two types –
mitosis and meiosis.
2. I enjoyed most on all the activities especially cell division riddles and cell cycle
comprehension.
3. I want to learn more on organisms that undergo mitosis and meiosis.
30
SCIENCE GRADE 8
Name of Learner: ____________________________ Grade Level: ___________
Section: ______________________ Date: ____________

Meiosis
In organisms that reproduce by the union of egg and sperm cells, the chromosome
number remains the same in each generation. This is made possible through meiosis. Meiosis
is a type of cell division that takes place in the gametes or sex cells of plants and animals. It
comes from the Greek word meion which means “to lessen or make smaller”. Meiosis
divides the chromosome number from diploid (2n) to haploid (n). The union of two haploid
cells results in one diploid cell which is the zygote.
The study of meiosis brings us back to the chromosomes which carry the genes of
hereditary factors. Meiosis involves two consecutive cell divisions, meiosis I and meiosis II.
Since the DNA is duplicated only prior to the first division, the final result is 4 haploid cells.

Explain the significance of meiosis in maintaining the chromosome number (S8LT-IVe-
17)
31
Activity 1
Meiosis Puzzle
Directions: Give the correct term in the numbered part of the puzzle using the clues below.
Write your answers on the box provided either across or downward.
1 2
4 5 6 7 8 9
10
11
12
13
14 15
Across Downward
1. Stage B of meiosis 2. The process that results in increase in
the number of cells (2 words)
2. The transition of one stage to another 4. Stage C of meiosis
(2 words)
5. Produces 2 identical cells with the same 6. Refers to the period that follows one
number of chromosomes cell division and precedes another
7. Stage D of meiosis 8. Stage A of meiosis
10. Also known as sex cells 9. Sperm cells and egg cells
12. DNA double_____ 11. From the Greek word which mean “to
make smaller”
13. Carries genetic material
14. The transfer of traits from parents to
Offspring
15. Acronym of Deoxyribonucleic acid
32
Activity 2
Sequencing/Organizing Stages of Meiosis
A. Meiosis I
Directions: Match the stages of meiosis I in the first column with the correct description in the
second column and its diagram in the third column. To answer the second and third column, choose
the answers from the description and diagram below. Write the letter only.
Stages Description Diagram
Prophase I
Metaphase I
Anaphase I
Telophase I
Description of the different stages in meiosis I
A. Spindle fibers form and attach to the centromeres of the chromosomes.

B. The paired chromosomes arrange themselves along the equatorial plate.
C. Crossing over takes place which result to DNA replication.
D. The cytoplasm divides and two daughter cells are formed
Diagram of the different stages in meiosis I
A. B. C. D.
Source:©www.EasyTeacherWorksheets.co
33
B. Meiosis II
Directions: Match the stages of meiosis II in the first column with the correct description in the
second column and diagram in the third column. To answer the second and third column, choose
from the description and diagram below. Write the letter only.

Prophase II
Metaphase II
Anaphase II
Telophase II
Description of the stages in meiosis II
A. Four haploid cells have been formed.

B. The chromosomes line-up along the equatorial plate.
C. Chromatids attached in the region of their centromere.
D. The chromatids of each chromosome separate and move to opposite
poles of the cell.
Diagram of the different stages in meiosis II
A. B. C. D.
Source: ©www.EasyTeacherWorksheets.co
Activity 3a
Meiotic Disorders
Directions: Match the meiotic disorders in Column A with the description in Column B.
Write the letter of the correct answer in Column C.
34
1. Down’s syndrome A. Caused by the presence
of a third copy of all or part
of chromosome 18
2. Edward’s syndrome B. It affects only females,
results when one of the X
chromosomes is missing or
partially missing.
3. Patau’s syndrome C. Caused by the presence
of all or part of an extra
copy of chromosome 21
4. Klinefelter syndrome D. A condition that results
when a male is born with an
extra copy of chromosome
(XXY)
5. Turner syndrome E. Caused by having an
additional copy of
chromosome 13 in some or
all of the body's cells.
Sources: https://www.yourgenome.org/facts/what-is-a-chromosome-disorder
https://en.wikipedia.org/wiki/Patau_syndrome
https://www.mayoclinic.org/diseases-conditions/down-syndrome/symptoms-auses/syc-
https://rarediseases.org/rare-diseases/turner-syndrome/
https://en.wikipedia.org/wiki/Klinefelter_syndrome
Activity 3.b
Karyotype
Directions:Identify the genetic disorder given in the following karyotype. Choose your answer
from the first column of the previous activity (Activity 3a). Write your answer in the space
provided below the diagram.
1. ______________________________ 2. ______________________________
35
3. ________________________________ 4. ______________________________
5.__________________________
Sources:https://www.msdmanuals.com/en-pt/professional/pediatrics/chromosome-and-gene-
anomalies/down-syndrome-trisomy-21
https://ghr.nlm.nih.gov/condition/trisomy-13
https://www.alamy.com/stock-photo-edwards-syndrome-karyotype-80335266.html
https://ghr.nlm.nih.gov/condition/turner-syndrome
https://ghr.nlm.nih.gov/condition/klinefelter-syndrome
Activity 4
Chromosome Number of Organisms
Directions: The table contains some organisms with their corresponding chromosome
number. Provide the missing information in the table below.
Chromosome
Organism
Haploid number Diploid Number
Guinea pig 64 _____________
Tomato _____________ 24
36
Housefly 6 ______________
Fruit fly ______________ 8
Rice ______________ 24
Human 23 ______________
Dog ______________ 52
Fern 32 ______________
Roundworm ______________ 12
Corn 10 ____________
Source: Biology: Science and Technology Textbook
Activity 5
Role of Meiosis in Gametogenesis
Directions: Analyze the diagram of gametogenesis as shown in Figure 1. Put a check mark
() if the event occurs under Spermatogenesis or Oogenesis or both.
Comparison between Spermatogenesis and Oogenesis
Point of Comparison Spermatogenesis Oogenesis
1. Produced in the testes of male animals
2. Produced in the ovary of female
Animals
3. Produces cells with small but of
similar size
4. Produces new cells with different sizes
5. Produces 1 cell after meiosis
6. Produces 4 cells after meiosis
7. Undergoes meiosis I and II
8. Have diploid number of chromosomes
9. Mitochondria provide the energy for
the movement of the sperm’s tail
10.The small cells disintegrate in meiosis
II
37
Figure 1. Schematic Diagram Showing Gametogenesis
Source:https://www.google.com/search?q=gametogenesis+diagram&tbm=isch&source=iu
&ictx=1&fir=DQ4usX7-mkXGBM%252CnQ9tslG7qFUIUM%252C_&vet=1&usg=AI4_-
kQKj6iVLiduApjXg82PBPuGFFmAKA&sa=X&ved=2ahUKEwi9lOaVk4HrAhV3yosBH
YYwAX0Q9QEwAXoECAoQKw&biw=1366&bih=657
Activity 6
Meiotic Assessment
Multiple Choice: Directions: Choose the letter of the correct answer. Write the letter before the
item number.
_____1. Which of the following is true about meiosis?
A. It occurs in sex cells C. It produces diploid cells
B. It occurs in body cells D. It occurs n plant spores
_____2. Which of the following is the correct sequence of meiosis I and II?
A. Anaphase-Metaphase-Prophase-Telophase
B. Metaphase-Anaphase-Prophase-Telophase
C. Prophase-Metaphase-Anaphase-Telophase
D. Telophase-Prophase-Anaphase-Metaphase
_____3. Which is the correct sequence in the substages of prophase I?
I. Diplotene III. Leptotene
II. Pachytene IV. Zygotene
A. I, II, III, IV B. II, III, I, IV C. III, IV, II, I D. IV, III, II, I
_____4. Which phase of the meiotic cell cycle does DNA replication occur?
A. Anaphase C. Metaphase
B. Interphase D. Telophase
38
_____5. Which stage of meiosis does homologous chromosomes pair up and crossing over
take place?
A. Anaphase I C. Prophase I
B. Metaphase I D. Telophase I
_____6. What makes Metaphase of meiosis I and meiosis II different from each other?
A. Chromosomes line up at the equator
B. There are the same number of chromosomes
C. Sister chromatids line up in meiosis I and chromosomes line up in meiosis II
D. Homologues line up in meiosis I and duplicated chromosomes line up in meiosis
II
_____7. A cell has a diploid number of 60, what is the organism’s haploid number?
A. 30 B. 60 C. 90 D. 120
_____8. What do you call the process by which sex cells are formed?
A. Gametogenesis C. Spermiogenesis
B. Spermatogenesis D. Oogenesis
_____9. Which of the following diagram describes the events that takes place in Telophase
II?
A. C. .
B. D.
______10. Which of the following is the karyotype of Turner’s syndrome?
A. B.
39
C. D.
Reflection:
1. I learned that______________________________________________________
________________________________________________________________
2. I enjoyed most on ________________________________________________

_______________________________________________________________
3. I want to learn more on ____________________________________________

_______________________________________________________________
40
Answer Key
Activity 1. Meiosis Puzzle
1 2
M E T A P H A S E C E L L C Y C L E
E
4 5 6 7 8 9
A M I T O S I S T E L O P H A S E
N N L R E
10
G A M E T E S D O X
11
P E M I P C
H R E V H 12
H E L I X
A P I I A L
13
S C H R O M O S O M E S S L
E A S I E S
S I O
14 15
H E R E D I T Y S D N A
Activity 2. Sequencing/Organizing Stages of Meiosis

A. Meiosis I
Prophase I C C
Metaphase I B A
Anaphase I A D
Telophase I D B
B. Meiosis II
41
Prophase II C A
Metaphase II B D
Anaphase II D C
Telophase II A B
Activity 3a. Meiotic Disorders

Syndrome/Disorder Description Answer
1. Down’s syndrome A. Caused by the presence of a third
copy of all or part of chromosome 18
C
2. Edward’s syndrome B. It affects only females, results when
one of the X chromosomes is missing or
partially missing. A
3. Patau’s syndrome C. Caused by the presence of all or part
of an extra copy of chromosome 21
E
4. Klinefelter D. A condition that results when a male
is born with an extra copy of
syndrome D
chromosome (XXY)
5. Turner syndrome E. Caused by having an additional copy
of chromosome 13 in some or all of the
body's cells. B
Activity 3b. Karyotype

1. Turner’s syndrome
2. Patau’s syndrome
3. Down’s syndrome
4. Klinefelter’s syndrome
5. Edward’s syndrome
Activity 4. Chromosome Number of Organisms

Chromosome
Organism
Haploid Number Diploid Number
Guinea pig 64 128
Tomato 12 24
Housefly 6 12
42
Fruit fly 4 8
Rice 12 24
Human 23 46
Dog 26 52
Fern 32 64
Roundworm 6 12
Corn 10 20
Activity 5. Role of Meiosis in Gametogenesis

Point of Comparison Spermatogenesis Oogenesis
Produced in the testes of male animals 
Produced in the ovary of female animals 
Produces cells with small but of similar 
size
Produces new cells with different sizes 
Produces 1 cell after meiosis 
Produces 4 cells after meiosis 
Undergoes meiosis I and II  
Have diploid number of chromosomes  
Mitochondria provide the energy for the 
movement of the sperm’s tail

The small cells disintegrate in meiosis II 
Activity 6. Meiotic Assessment

1. B 6. B
2. C 7. A
3. C 8. A
4. B 9. B
5. C 10. D
Reflection: (Answers may vary.)
Sample answers:
1. I learned that meiosis is important in understanding the significance of meiosis in
maintaining the chromosome number.
43
2. I enjoyed most on sequencing/organizing stages of meiosis, identifying meiotic disorders
through karyotypes and providing chromosome numbers of organisms.
3. I want to learn more on how chromosomes affect the genes, the DNA, and the
chromosomes of organisms.
References:
Books:
Browder, Leon W. et.al. 1991. Developmental Biology. Philodelphia, Toronto Saunders College
Publishing
Campo, Pia C. et.al. 2013. Science, Learner’s Module. Quezon City: Vibal Publishing House, Inc.
Carale, Lourdes R. et.al. 1990. Biology, Science and Technology Textbook. Mandaluyong
City:Book Media Press, Inc.
Otto, James H. et.al. 1985. Modern Biology. New York: Holt, Rinehart and Wiston Publishers.
Links:
https://en.wikipedia.org/wiki/Klinefelter_syndrome
https://en.wikipedia.org/wiki/Patau_syndrome
https://ghr.nlm.nih.gov/condition/klinefeltersyndrome
https://ghr.nlm.nih.gov/condition/turner-syndrome
https://ghr.nlm.nih.gov/condition/trisomy-13
https://rarediseases.org/rare-diseases/turner-syndrome/
https://www.alamy.com/stock-photo-edwards-syndrome-karyotype-80335266.html
https://www.google.com/search?q=gametogenesis+diagram&tbm=isch&source=iu&ictx=1&f
ir=DQ4usX7-mkXGBM%252CnQ9tslG7qFUIUM%252C_&vet=1&usg=AI4_-
kQKj6iVLiduApjXg82PBPuGFFmAKA&sa=X&ved=2ahUKEwi9lOaVk4HrAhV3yosBHY
YwAX0Q9QEwAXoECAoQKw&biw=1366&bih=657
https://www.mayoclinic.org/diseases-conditions/down-syndrome/symptoms-causes/syc-
20355977#:~:text=Down%20syndrome%20is%20a%20genetic,physical%20features%20of%
20Down%20syndrome.
https://www.msdmanuals.com/en-pt/professional/pediatrics/chromosome-and-gene-
anomalies/down-syndrome-trisomy-21
https://www.yourgenome.org/facts/what-is-a-chromosome-disorder
©www.EasyTeacherWorksheets.co
44
SCIENCE 8
Name of Learner: _________________________ Grade Level:
Section: _______ Date:

Principles of Heredity

As the old cock crows, so does the young. For hundreds of years, people
have observed how children look like their parents and how certain traits has been passed down
from one generation to another. It was only after an Augustinian monk’s experiment, in the
name of Gregor Mendel, that this phenomenon was fully understood.
Based on the results of his experiments, Mendel hypothesized that there was
a factor in the pea plant which controlled its appearance of a trait – these factors are called
genes. He further hypothesized that traits were controlled by a pair of genes called alleles.
Alleles of the same gene can have a dominant or recessive relationship with one
another. If both alleles are different (heterozygous) and at least one of these two alleles is
dominant, it is the dominant one that will be expressed (i.e., that will be observed as the trait
of an individual). However, a recessive allele will not be expressed in an individual if both
parents pass down the same allele (homozygous). As a result, even if a recessive allele is present
in a genotype (the genetic constitution of an individual), it will not be observable in the
phenotype (the set of observable traits of an individual) if the other copy of the gene is a
dominant allele.
During reproduction, the genes of biological parents integrate to form a new
unique individual. This shuffling of genes is the reason all of us are different.

Predict phenotypic expressions of traits following simple patterns of inheritance (S8LT-IVf-18).
45
Activity 1
Meta-Word-Phosis
Directions: Each number corresponds to a letter of the alphabet. Use the key to decode the
answer to each item.
Key:
A=1 B=2 C=3 D=4 E=5 F=6 G=7 H=8 I=9 J=10
K=11 L=12 M=13 N=14 O=15 P=16 Q=17 R=17 S=18 T=19 U=20
V=21 W=22 X=23 Y=24 Z=26
1. _______________________ alternative forms of a gene

1 12 12 5 12 5 18
2. _______________________ a trait that has high probability to be expressed
4 15 13 9 14 1 14 19
3. _______________________ basic unit of heredity
7 5 14 5
4. _______________________ genetic make up of an organism
7 5 14 15 19 24 16 5
5. _______________________ observable trait of an organism
16 8 5 14 15 19 24 16 5
Activity 2
Truth or Fallacy
Directions: Analyze the statements below and identify if the statement is true or false based on
the underlined word/s. Put check (√) on the corresponding column of the correct answer.
Statement True False
1. In the principle of dominance, when pure parents of
contrasting expression of trait are crossed the expression that
comes out in the hybrid is the dominant expression of the trait.
2. The expression that is expressed in the hybrid is the recessive
46
expression of the trait.
3. Pure breeds have homozygous alleles.
4. Hybrids have the same alleles.
5. The Law of Segregation refers to the separation in the
members of a pair of alleles during gamete formation.
6. Gene pairs separate independently when situated in the same
chromosomes. The traits determined by two genes on the same
chromosome are inherited together. These conditions are stated
in the Law of Independent Assortment.
7. The dominant expression of the trait only comes out when both
the recessive alleles from parents are combined.
8. Phenotype refers to the visible expression or appearance of the
organism.
9. Genotype refers to the genetic composition of an individual,
which is either homozygous or heterozygous.
10. A cross between individual that varies only in one trait or
where only one trait is considered is a monohybrid cross.
Activity 3
Inherited or Learned
Directions: In each item are traits of a man that can be inherited or learned. Underline all
inherited traits in each item.
1. Brown hair, Riding a bicycle, Reading a book
2. Blowing a bubble, Blue eyes, Long legs
3. Curly hair, Brown eyes, Driving a car
4. Blonde hair, Manipulating a microscope,
5. Tongue twister, Tongue roller, Baking
Activity 4
How Does It Appear?
Directions: Use the following symbols to give the phenotypes of a pea plant.
47
R- determiner for round shape of seed
r- determiner for wrinkled shape of seed
Genotype Phenotype (description)
RR
Rr
rr
Activity 5
Pure or Blend
Directions: Identify if the given genotype of an organism is homozygous or heterozygous. Write
HO for homozygous and HE for heterozygous alleles.
Characters Homozygous (HO) or
Trait Studied Observed Genotype Heterozygous (HE)
Yellow seed (Y); YY
Color of seed green seed (y) Yy
yy
Shape of pod Inflated (C); CC
constricted (c) Cc
cc
Activity 6
Combo Allele
Directions: Write the allele combination of the specified genotypes of an organism based on the
given information.
Black (B) is dominant over Round (R) is dominant over

white (b) wrinkled (r)
White Homozygous round
_________________ _____________
48
Yellow (Y) seed color is Long (L)of stem is
dominant over green (g) dominant over short (l)
stem
Green
__________ Heterozygous long
___________
Inflated (C) pod shape is
dominant over Tall (T) is dominant over
constricted (c) short (t)
Homozygous inflated
Heterozygous tall
_____________
_____________
Activity 7
X Test Analysis
Directions: Study the diagrammatic representation of the monohybrid cross in the F 1 generation.
Fill in the allele of the possible offsprings and then, answer the following questions.
P1
Yy Yy
Gametes Y y X
Y y
F1
Y= yellow y= green
49
1. Give the phenotypes of the parents in P1.
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________
2. How do you call parents having this kind of genotypes?

___________________________________________________________________________
_____________________________________________________________________
3. How many kinds of gametes do P1 parents have?
___________________________________________________________________________
_____________________________________________________________________
4. What are the phenotypes of F1 generation?
___________________________________________________________________________
_____________________________________________________________________
5. How many offsprings in F1 will be yellow?
___________________________________________________________________________
_____________________________________________________________________
6. How many offsprings in F1 will be green?
___________________________________________________________________________
_____________________________________________________________________
7. If all offspring in F1 appear yellow, how would you describe this expression of the trait on
seed color of a pea plant?
___________________________________________________________________________
_____________________________________________________________________
8. If no green offspring is produced in F1, how would you describe the expression of trait on
seed color of a pea plant?
___________________________________________________________________________
_____________________________________________________________________
9. How many of the offspring have the same genotype in the F1 generation?
___________________________________________________________________________
_____________________________________________________________________
10. What do you call offspring having this kind of genotype in F1?
___________________________________________________________________________
_____________________________________________________________________
50
Activity 8
Express Yourself …
Directions: Use the Punnett square below to answer the word problems.
A. Hair color is also inherited in mice. Black hair (B) is dominant over brown hair (b). What
percentage of offspring would be expected to have brown (b) hair color from the cross of a
homozygous recessive father and a mother that is homozygous dominant for the hair color?
_______ _______
__________ _______ _______
__________ _______ _______
Genotype Possible Phenotypic ratio Genotypic

of parents Gametes phenotypes of of offsprings ratio of
offspring offsprings
1. What is the phenotype of individual 4? _______________________

2. What is the genotype of individual 2?_________________________
3. How many offspring are black hair? __________________________
4. How many offspring are brown hair? _________________________
5. Explain why all of the offspring have black hair, even though each of them has a gene
for brown hair?
___________________________________________________________________________
_____________________________________________________________________
51
B. In man, assume that spotted skin (S) is dominant over non-spotted skin (s). Determine the
percentage of offspring with spotted skin (S) if the father is non-spotted skin while the mother is
spotted. What genetic make up must this parent with spotted skin have in order to produce some
offspring with non-spotted skin?
_______ _______
__________ _______ _______
__________ _______ _______
Genotype of Possible Phenotypic Genotypic

parents Gametes phenotypes of ratio of ratio of
offspring offsprings offsprings
6. What is the phenotype of individual 1 and 2?
C. In horses, black is dependent upon a dominant allele B, and chestnut upon its recessive
allele b. What would expect to get from a genetic cross if both parents are heterozygous for the
trait?
_______ _______
__________ _______ _______
__________ _______ _______
52
Genotype of Possible phenotypes Phenotypic Genotypic
parents Gametes of offspring ratio of ratio of
offsprings offsprings
7. How many offsprings have the same phenotype? ______________________________

8. How many offsprings have the same genotype? ______________________________
9. How many offsprings are purebred? ________________________________________
10. Predict the phenotypes of the F2 generation if individual 3 is made to cross with
homozygous recessive for the trait? Use a Punnett Square to show your answer.
___________________________________________________________________________
_____________________________________________________________________
Reflection:
1. I learned that
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. I enjoyed most on
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. I want to learn more on
__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
53
Answer Key
Activity 1 META-WORD-PHOSIS
1. Alleles
2. Dominant
3. Gene
4. Genotype
5. Phenotype
Activity 2 Truth or Fallacy

1. True 6. False
2. False 7. False
3. True 8. True
4. False 9. True
5. True 10. True
Activity 3: Inherited or Learned

1. Brown hair, Riding a bicycle, Reading a book
2. Blowing a bubble, Blue eyes, Long legs
3. Curly hair, Brown eyes, Driving a car
4. Blonde hair, Manipulating a microscope,
5. Tongue twister, Tongue roller, Baking
Activity 4 How Does It Appear?

Genotype Phenotype (description)
RR Round
Rr Round
rr Wrinkled
Activity 5: Pure or Blend
54
Characters Homozygous (HO) or
Trait Studied Observed Genotype Heterozygous (HE)
Yellow seed (Y); YY HO
Color of seed green seed (y) Yy HE
yy HO
Shape of pod Inflated (C); CC HO
constricted (c) Cc HE
cc HO
Activity 6: Combo Allele
Black (B) is dominant over Round (R) is dominant over

white (b) wrinkled (r)
White Homozygous round
______bb___ ___ RR______
Yellow (Y) seed color is Long (L)of stem is

dominant over green (g) dominant over short (l)
stem
Heterozygous long
Green
____gg______ ____Ll____
55
Inflated (C) pod shape is Tall (T) is dominant over
dominant over short (t)
constricted (c)
Homozygous inflated Heterozygous tall
____CC____ ____ _Tt________
Activity 7: X Test Analysis

P1
Yy Yy
Gametes Y y X
Y y
F1 Y Y Y y
Y y y y
Y= yellow y= green
1. Yellow 6. 1
2. Hybrids or Heterozygous 7. Yellow is a dominant trait
3. 2 8. The expression of green trait has been masked by the presence of yellow trait.
4. Yellow and green 9. 2
5. 3 10. Heterozygous
Activity 8 Express Yourself …
B b
B Bb Bb
56
B Bb Bb
1. Black
2. Heterozygous black
3. 4
4. 0
5. The gene which codes for black hair is dominant over the gene for brown hair hence, it
masks the expression of the brown hair.
Genotype of Gametes Possible Phenotypic Genotypic

parents phenotypes ratio of ratio of
of offspring offsprings offsprings
BB,bb B,b Black 4:0 4:0
S s
S Ss Ss
s Ss ss
Genotype Gametes Possible phenotypes Phenotypic Genotypic

of parents of offspring ratio of ratio of
offsprings offsprings
Spotted, non-
Ss,ss S,s spotted 3:1 2:2
57
6. Spotted
A. In horses, black is dependent upon a dominant allele,B, and chestnut upon its recessive
allele, b. What would expect to get from a genetic cross if both parents are heterozygous
for the trait?
Genotype Possible Phenotypic Genotypic

of Gametes phenotypes of ratio of ratio of
parents offspring offsprings offsprings
Bb B,b Black, chestnut 3:1 2:2
B b
B BB Bb
b Bb bb
7. 3
8. 2
9. 1
10. Predict the phenotypes of the F2 generation if individual 3 is made to cross with
homozygous recessive for the trait? Use a Punnett Square to show your answer.
B b
b Bb bb
b Bb bb

Sample Answers:
58
1. I learned that Traits found in the genes are passed on from parents to offspring. Traits
expressed or seen in (phenotype) an individual depend on which allele of a gene is
dominant or recessive. However, not all traits seen in an individual is because of a
dominant trait, a recessive trait can be expressed the moment its alleles are homozygous
recessive.
2. I enjoyed most on activities determining the phenotype and genotype of an
individual_and the ratio of which it can be expressed.
3. I want to learn more on the effect of many traits expressed in an individual affect its
survival.
References:
Books
Azucena, Edna.1989. Science, Technology, and Life. Sta. Cruz Manila: Saint Mary’s Publishing.
Capco, Carmelita et.al. 2003. Biology; Quezon City: Phoenix Publishing House, Inc.
Rabago, Lilia et.al. 2014. Science and Technology. Quezon City: Vibal Publishing House,
Inc.
http://www.genomequebec-education-formations.com/education-concept-concept-heredity-en
59
SCIENCE 8
Name of Learner: ___________________________________Grade Level: ____________

Section: _________________________ Date: ____________________ Score: _______

Species
Background Information for the Learner
What is specie? This is a question that cannot provide an absolute answer because of the many
ways or concepts in which the term is used like for instance, morphological species, biological species and
evolutionary species.
Species are the smallest natural populations permanently separated from each other by a distinct
discontinuity in the series of biotype. Morphological species is a community, or a number of related
communities, whose distinctive morphological characters are sufficiently definite to entitle it, or them, to a
specific name. Separate species have been known to produce hybrid offspring, for instance, the horse and
the donkey producing the mule, but, because the offspring are almost always inviable or sterile, the
interbreeding is not considered successful.
On the other hand, biological species refers to a group of reproducing natural populations
incapable to effectively mate or breed with other groups, and which inhabits a particular niche in nature.
This emphasizes two concepts related to this, 1) it is a group of interbreeding populations, and 2)
reproductively isolated from other groups. The concept of biological species, however is difficult to apply
to all populations. For example, asexually reproducing organisms cannot be proven to be true biological
species by interbreeding. Populations that do not interbreed in nature because they are separated in space
or time may interbreed in the laboratory with human intervention. An example would be, Western
meadowlarks (Sturnella neglecta) and Eastern meadowlarks (Sturnella magna) look almost identical to one
another, yet do not interbreed with each other — thus, they are separate species according to this definition.
An evolutionary species is understood to be a single lineage of ancestor-descendant populations
of organisms which maintains its identity from other such lineages [in space and time] and which has its
own evolutionary tendencies and historical fate. Example, when a lion mates with a tiger they produce a
liger or tigon, which is fertile. If a polyploid is self-fertile, it can give rise to a population that is partly or
completely reproductively isolated from the original parent population. Another example is that of Goat's
Beard. Wild Tragopogon dubius, Tragopogon porrifolius, and Tragopogon pratensis which were imported
from Europe and raised in the Western U.S. Promiscuous and fertile, these three species interbred,
producing infertile interspecies that went through allopolyploid reproduction to become self-fertile.
Learning Competency and Code
Explain the concept of a species (S8LT – IVg – 19)
60
Activity 1
What is Specie?
Directions: Use the Frayer Model below. It is a word categorization activity that helps you to develop
your understanding of concepts like the word “specie”.
Definition Characteristics
(in your own words)
SPECIES
Examples Non Examples

(from own life) (from own life
Activity 2
Identify the Differences
Directions: Using the Venn Diagram below compare and contrast the different species concepts. (Note:
Use the intersecting areas on the diagram to describe the similarities between 2 or more entries.)
Morphological Species Evolutionary Species
SPECIES
CONCERNS
Biological Species
61
Activity 3
Character Similarities and Differences of a Specie
Directions: Answer the question written in the box using the spider diagram below.
Why do species exhibit similarities and

difference in characters?
● Rubric for Scoring
Points Description
● Students understanding of concept is clearly evident

4 ● Student uses effective strategies to get accurate results
● Student uses logical thinking to arrive at conclusions
● Students understanding of the concept is evident
3 ● Student uses appropriate strategies to arrive at a result
● Student shows thinking skills to arrive at conclusion
● Student has limited understanding of a concept
2 ● Student uses strategies that are ineffective
● Student attempts to show thinking skills
● Student has a complete lack of understanding of concept
1 ● Student makes no attempt to use a strategy
● Student shows no understanding
62
Activity 4
Species Classification
Directions: Look at the table below on how organisms are classified
Table1. Sample classification of organisms.
CATEGORY DOG WOLF
KNGDOM Animalia Animalia
PHYLUM Chordata Chordata
CLASS Mammalia Mammalia
ORDER Carnivora Carnivora
FAMILY Canidae Canidae

GENUS Canis Canis
SPECIE Familiaris lupus
Guide Questions:
1. Examine the row of species from the table above. What have you noticed?
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________
2. Can a specie of a dog and a wolf produce fertile offspring? Explain your answer.
______________________________________________________________________________
____________________________________________________________
Activity 5
SPECIE-fy
Directions: Identify the species of the organisms below. Choose from the words found in the box as to
what species they belong.
taurus domesticus leo sativa

Chanos tigris sapiens
Indica nucifera rosa-sinensis
63
1. Domesticated cat ___________________________
2. Bangus ___________________________
3. Lion
___________________________
4. Human
___________________________
5. Cow
___________________________
6. Tiger
___________________________
7. Gumamela ___________________________
8. Rice
___________________________
9. Coconut ___________________________
10. Mango
___________________________
Reflection:
1. I learned that _________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. I enjoyed most on _____________________________________________________
____________________________________________________________________
____________________________________________________________________
3. I want to learn more on _________________________________________________
____________________________________________________________________
____________________________________________________________________
64
Answer key:
Activity 1: What is Specie?

Answers may vary. Sample expected answers:
Definition Characteristics
(in your own words)
• Capable of reproduction
• Organism of the same kind
Organisms that are capable of interbreeding
• Easily recognized kind of organism
among themselves
SPECIES
Examples Non Examples

(from own life) (from own life)
Dog, wolf, cat, tiger Water, sunlight climate, weather
Activity 2 Identify the Differences

Morphological Species Evolutionary Species
has
The smallest Populations with
characteris
tics in
populations structurally common characteristics,
common
distinct & distinguished the base of evolution
from all others Species

Populatio
Concepts
Living n of
things Concepts organisms
Natural populations of living,
reproducing, genetically related
individuals isolated from other
populations by barriers to
gene exchange
Biological Species
65
Activity 3: Character Similarities and Differences of a Specie
• Distinct kind of individuals

• Capable of interbreeding
• Change through time by evolution
• Have characteristics in common
• Populations of organisms
Activity 4: Species Classification

1. Dog and wolf have the same classification from kingdom to genus
Dog and wof are of different species.
2. No. Because they are of different species.
Activity 5: SPECIE-fy
1. catus 6. tigris
2. chanos 7. rosa-sinensis
3. leo 8. sativa
4. sapiens 9. nucifera
5. taurus 10. indica
Reflection: (Answers may vary)
1. Species are the most basic category in the system of taxonomy.
2. Learning about the classifications of animals help us appreciate the uniqueness and importance
of every specie. Knowing how the organisms evolve from simpler organisms stresses the
essence of adaptability to an ever changing environment.
3. My curiosity to learn more is aroused. Why tare there so many different species? Why are some
organisms more similar or more different than others? How do these organisms benefit or
harm us?
References:
Alberico, Joni M, 2010. Worktext in Science. Lipa City; Eferza Academic Publication.
Aldhebiani, Amal. (2017). Species Concept and Speciation. Saudi Journal of Biological Sciences. 25.
10.1016/j.sjbs.2017.04.013. http://dx.doi.org/10.1016/j.sjbs.2017.04.013
Barrion, Adeline. (n.d.) Principles of Biology. UP Los Banos Laguna, UP Open University.
DepEd IMCS. (2013). Science Grade 8. Learner’s Module. Pasig City: Department of Education.
Rabago, Lilia M. 2003. Functional Biology Modular Approach. Quezon City: Vibal Publishing House
Inc.
66
SCIENCE 8
Name of Learner: _________________________________Grade Level: _____________
Section: ___________________________________________Date: ___________________

Classifying Organisms
For organisms to be studied and information about them shared to those who need it,
scientists grouped them into meaningful classifications. The different groups are ranked from the
largest to the smallest groups. Large groups include many organisms with few similarities. Small
groups include few organisms having more similarities. Organisms which have more similarities
would then, be closely related than those which have less similarities. These classifications or
categories consist of the domain, kingdom, phylum, class, order, family, genus, and species.
The domain is the largest or the broadest category into which organisms have been
classified. This is followed by kingdom category is subdivided into various phyla (sing. phylum).
A phylum consists of different classes, each class with several orders, an order with different
families. A Family is of consist of several genera (sing. genus) and each genus comprise the
smallest group of various species.
A species is a group of similar organisms and capable of reproducing their own kind. This
means only members of the same species can mate and produce fertile offspring. The dog, waling-
waling (an orchid), milkfish (local name, bangus), rice plant and humans like you, are examples
of a species.
This three-domain, six kingdom classification system has been in use for less than three
decades. Before, organisms were only grouped into eukaryotes and prokaryotes. Remember in
your previous year, you knew about the nucleus in cells that contain DNA in chromosomes having
a role in heredity. In eukaryotes, these materials are enclosed in a membrane while in prokaryotes
they are not. Most prokaryotes are tiny and unicellular, thus, are referred to as microorganisms. A
lot of eukaryotes are multicellular, thus, are larger in size because of the greater number of cells
their bodies contain.
Recently, prokaryotes have been divided into two domains, namely: Archaea and Bacteria.
The eukaryote group was retained and now consists of the third domain (Eukarya) that includes
Protists, Fungi, Plants and Animals.
To remember the correct order of these categories from largest to smallest grouping, keep
this in mind: Daddy, Keep Personal Computer On For Great Surfing
67
Classify organisms using the hierarchical taxonomic system (S8LT-IVh-20)
Activity 1
What Empire Do I Belong?
Directions: Decide how would you classify each organism into a domain and a kingdom based on
its information. Write your answers on the spaces below the pictures.
1. 2. 3.
Domain: _______________ Domain: _______________ Domain: _______________
Kingdom: ______________ Kingdom: ______________ Kingdom: ______________
PROKARYOTE EUKARYOTE EUKARYOTE

➢ Lives in extreme ➢ Heterotroph ➢ Heterotroph
environments ➢ Reproduces sexually ➢ Reproduces
➢ Reproduces asexually sexually and
asexually
4. 5. 6.
Domain: _______________ Domain: _______________ Domain: _______________
Kingdom: ______________ Kingdom: ______________ Kingdom: ______________
EUKARYOTE PROKARYOTE EUKARYOTE

➢ Autotroph ➢ Lives in extreme ➢ Autotroph
➢ With complex environments ➢ With simple
organization organization
68
➢ Reproduces
asexually
➢ Cannot live in
extremely harsh
environment
Activity 2
Puzzle of Life's Diversity
Directions: Fill in the crossword puzzle with the words missing from the sentences below.
Match the number of the sentence to the boxes placed across or down the grid.
1
3 4
6 7
9 10
11
12 13 14
15 16
69
17 18
19 20
Across Down
2. The kingdom that includes more than 250,000 1. They cannot make their own food and gets its
species that are multicellular, have cells that are nutrients and energy requirements by feeding on
organized into tissues. other organisms.
3. The process of assigning an organism to a group. 4. They are unicellular or multicellular
5. The broadest category in the classification eukaryote that absorbs nutrients from organic
system used by most biologists. materials in its environment.
11. They make their own foods. 6. They are eukaryotic organisms that can be
12. The taxonomic group that contains one or more unicellular, colonial, or multicellular and do not
related orders. have organs.
14. The taxonomic group that contains related 7. They are prokaryotes whose cell walls
families contain peptidoglycan and they are
15. They are thought to be more ancient than photoautotrophic
bacteria and yet more closely related to eukaryote 8. The classification system in use by biological
ancestors. Their cell walls do not contain sciences today to classify all living things. It
peptidoglycan and they have some of the same was invented by a subsequently named after an
proteins that eukaryotes do. 18th Century Swedish botanist
16. They have a membrane bound nucleus and 9. The category or level in the Linnaean
other membrane-bound organelles. classification system in which organisms are
17. The next higher taxon, consisting of similar primarily distinguished based on overall basic
related genera. body plan or organization.
18. The kingdom that includes organisms that do 10. The genus and species of all living humans
not produce their own food, but most eat other 13. The largest natural population of organisms
organisms to obtain it. They have nerves and that can potentially interbreed to produce fertile
muscles that aid in controlled movement around offspring.
their environment.
19. A group of closely related species. It is the
category immediately above species.
70
20. The process of naming, describing, and
classifying organisms into different categories
based on evolutionary relationships.
Activity 3
Unlocking Yourself
(Human Classification)
Directions: Complete the hierarchical taxonomic classification of human beings by matching

each level with the appropriate description below.
DOMAIN:
KINGDOM:
PHYLUM:
CLASS:
ORDER:
FAMILY:
GEN
US:
SPEC
IES:
Scientific Name: _________________________
Homo Modern hominids or “man”.

Mammalia Animals with backbone that feed their young milk.
Chordata Animals with backbone
Sapiens ‘wise man” or human
71
Primates These are mammals with forward facing eyes and independently moving
fingers
Animalia Multicellular organisms that cannot produce their own food
Hominidae These are bipedal and near bi-bipedal primates
Eukarya Organisms having cells each with a distinct nucleus within which the genetic
material is contained
Activity 4.
Choose Among Us!
Directions: Choose the answer from the given questions. Encircle the letter of the correct answer.
1. Which taxon contains one or more kingdoms?

A. Domain B. Family C. Genus D. Phylum
2. Which kingdoms have some organisms that can make their own food?
A. Animalia and Plantae C. Plantae and Protista
B. Fungi and Plantae D. Protista and Fungi
3. In which kingdom would prokaryotes found living in acid runoff likely be classified?
A. Archaea B. Bacteria C. Fungi D. Protista
4. Which of the following levels in the taxonomic hierarchical system constitutes all animals
with backbones or also known as vertebrates?
A. Animalia B. Chordata C. Eukarya D.
Mammalia
5. What was the basis of Linnaeus in his classification?

A. Binomial Nomenclature C. Evolutionary relationship
B. Derived Characters D. Morphology and habitat
6. In which kingdom would this organism, which has chloroplast, cell walls but no organs be
classified?
A. Animalia B. Fungi C. Plantae D. Protista
Use the table below to answer questions 7 and 8.

Classification of Selected Mammals
Domain Eukarya Eukarya Eukarya Eukarya
72
Kingdom Animalia Animalia Animalia Animalia
Phylum Chordata Chordata Chordata Chordata
Class Mammalia Mammalia Mammalia Mammalia
Order Archiodactyla Carnivora Carnivora Carnivora
Family Bovidae Felidae Felidae Canidae
Genus Bubalus Felis Panthera Canis
Species B. bubalis F. catus P. leo C. familiaris
Common Name Carabao Domestic cat Lion Domestic dog
7. Which animal is the most distant relative to the others?

A. Carabao B. Domestic cat C. Domestic dog D. Lion
8. At which level does the domestic cat diverge from domestic dog?
A. Class B. Family C. Genus D. Order
9. Which of the following organisms are LEAST closely related?

A. Organisms that share a domain C. Organisms that share a genus
B. Organisms that share a family D. Organisms that share a species
10. In which kingdom does the organism below belong?
Characteristic of an Organism
• It is multicellular.
• It is autotrophic.
• Has cell walls.
• Has cell nuclei.
• Can reproduce sexually or asexually
A. Animalia B. Eubacteria C. Fungi D. Plantae
REFLECTION:
1. I have learned that _________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________
73
2. I enjoyed most on _________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________
3. I want to learn more on______________________________________________________

______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________
ANSWER KEY
Activity 1 Activity 3
What Empire Do I Belong? Unlocking Yourself
EUKARYA
1. Domain: Archaea
Kingdom: Archaea ANIMALIA
2. Domain: Eukarya CHORDATA

Kingdom: Animalia
MAMMALIA
3. Domain: Eukarya
Kingdom: Fungi PRIMATA
4. Domain: Eukarya HOMI

NIDAE
Kingdom: Fungi
HOMO
5. Domain: Bacteria
SAP
Kingdom: Bacteria IEN
S
74
6. Domain: Eukarya
Kingdom: Protista
Activity 4
Activity 2 Choose Among Us!
Puzzle of Life’s Diversity 1. A

2. C
3. A
ACROSS DOWN 4. B
5. D
2. Plantae 1. Heterotrophic
6. C
3. Classification 4. Fungi 7. A
8. B
5. Domain 6. Protista
9. A
11. Autotrophic 7. Bacteria 10. D
12. Class 8. Linnaeus

14. Order 9. Phylum
15. Archaea 10. Homo sapiens

16. Eukarya 13. Species
17. Family
18. Animalia
19. Genus
20. Taxonomy
REFLECTION: (Answers may vary)
Sample Answers:
1. I have learned that organisms are classified or categorized from the largest to smallest
group. It is categorized as domain, kingdom, phylum, class, order, family, genus, and species.
2. I enjoyed most on “What Empire Do I Belong” activity where I classified each organism
given in table into a domain and a kingdom based on its information.
75
3. I want to learn more on how taxonomists classified the microorganisms.
References:
A. Books
Biggs, Alton, et al. BIOLOGY TEACHER EDITION. Mc Graw Hill Education, 2013.
Campo, Pia, et.al. SCIENCE 8 Learners Module, Unit 4, Module 1. First Edition Department of
Education, Pasig City, 2013
Rabago, Lilia M., et al. Functional Biology Modular Approach. Edited by Josefina C. Carvajal,
VIBAL Publishing House, Inc, 2003.
B. Electronic Source
https://www.bing.com/images/search?q=creative%20commons%20organisms%20images&qs=n&for
m=QBIR&sp=-1&pq=creative%20commons%20organisms%20images&sc=0-
33&cvid=7E6D5DF3EB9C416DAFFC2081E4351AEC&first=1&scenario=ImageBasicHo s
76
SCIENCE 8
Name:___________________________________ Grade Level:______________
Date:_______________________ Total Score:________________

BIODIVERSITY
Background Information of Learners
Hello, Learners! Can you imagine how many living things thrives on earth? Can they
survive alone by themselves or they need other living things to survive? Mother earth has its own
way to sustain life on earth, but human interventions made it limited for the earth inhabitants.
Biodiversity refers to the biological organism or species that exist in an environment. It
dictates the sources of organisms for survival and sustainability of all resources either terrestrial
or marine life. The higher the biodiversity, the more stable is the ecosystem and low biodiversity
supports fewer organism. Below are some common descriptions of biodiversity:
• The variability among living organisms on earth.

• The existence of a certain population is determined and affected by the diversity of
organism in the ecosystem.
• The organism includes all the terrestrial and marine creatures.
• The “flora” refers to plants and “fauna” to animals in the ecosystem
Learning Competency with Code

Explain the advantage of high biodiversity in maintaining the stability of an ecosystem (S8LT-
IVh-21)
77
ACTIVITY 1
Read Out Loud!
Directions: Read carefully the selection and answer the questions. Choose the letter of your choice
in each item.
Are you familiar with monitor lizards, simply known as ”Bayawak” in our locality.
The “bayawak” used to live freely on the woods or forested area of Region II, but it is about to
be ENDEMIC meaning it will be restricted to certain locality or region since the population is
slowly decreasing in number before man had intervened, they were just left out in the forested
area unharmed and untouched by external factors. Until man learned to hunt them for food,
games, recreation and medicine for these reason natives were motivated to hunt for it and become
a commodity of high value. The population started to decrease and one factor was the introduction
of the top predator of “Bayawak ”- MAN, which leads to its diminishing number. “KAINGIN”
system is being used for clearing a vast area of farmland or forested area which is usually used
when converting these lands into commercial establishments. Consequently, destroying the
natural habitat of “bayawak”.
Questions:
1.The monitor lizard or ”Bayawak” used to live in the forested area or mountains of Cagayan
Valley. It is now considered one of the ENDEMIC species,
What is the meaning of this?
A. They already transferred in other regions.
B. There are plenty of “bayawak”in the region.
C. There are no more”bayawak” alive in the region
D. There are only few specie of “bayawak” living in the region
2. Choose 2 reasons,why “bayawak”is becoming endemic?

A.”Bayawak’ were hunted for food.
B.”Bayawak’has found new source of food
C. ”Bayawak’ was displaced on their territory.
D.”Bayawak’could not run fast away from hunters
Study the FOOD WED to answer the questions 3 and 4.
bird crocodile
Rice plant grasshopper frog eagle

snake
mice
78
fungi, worms, bacteria
3.What will be the effect on the population of snakes if the mice will decrease due to farmers
killing them?
A. The population of snake will increase.
B. The population of snakes will decrease.
C. The population of eagle will increase.
D. The population of eagle will decrease.
4.What should be done to increase the population of frogs being a natural or biological control of
pests in the field and at home?
A. The population of eagle must decrease.
B. The population of mice must increase.
C. The population of grasshopper must decrease,
D. The population of grasshopper must increase.
5.What is the word that was defined as “a variety of different kinds of life in the earth”
A. Ecosystem B. Population C. Biodiversity D. Specie
Activity 2
Am I In, Or Out?
Directions: Visit the following ecosystems: vegetable garden, a decaying log, and a forest.
Observe and identify the organisms found in these ecosystems. (Note: If there is no forest near
your place, you can search from the internet, a Biology book or encyclopedia and look for a picture
of a forest.) Answer the activities below.
A. Directions: Copy the Table 1 on your answer sheet. List down as many animals and plants
found in each given area using the word bank.
WORD BANK!
Fungi Eggplant Worms Trees Grasses Ants Aphids Caterpillar Birds Butterflies
Tomato Pechay Armyworm Earthworm Vines Fishes Snail String beans Ferns
Kingfisher Ladybugs Mosquitoes Praying mantis Mosses Algae
Table 1
VEGETABLE FORESTED AREA DECAYING LOG
GARDEN
79
B.
Directions: Classify the ecosystem into low biodiversity (LD) and high biodiversity (HD). (Write
only the code.)
VEGETABLE GARDEN FORESTED AREA DECAYING LOG
1.Which among the ecosystem has diverse organism?
2.Which biodiversity would you like to live, high diversity or low biodiversity?
3. If in case flood occurs in the ecosystem, which ecosystem has greater survival of organism?
ACTIVITY 3
Word Hunt
Directions: Find the different examples of ecosystem in the puzzle and classify the type of
biodiversity it belongs. Write your answers in your answer sheet using a similar table below.
Answer also the questions that follow.
A F O R E S T P I L
O B R I V E R O C O
C S O C I C E N O I
E X S E A U T D R N
A A U F I M E E N D
N E F I S H P O N D
V I N E Y A R D I M
B N H L M A D R I D
G A R D E N C N H S
C O R N F I E L D Y
HIGH DIVERSITY LOW DIVERSITY
80
Questions:
1. In which diversity could sustain life better to organisms living in a certain ecosystem?
_______________________
2. Choosing between the diversity of organisms in the given ecosystem, which do you prefer
to live, and why? ____________________
3. In high diversity, is there more interaction among organism in the ecosystem, Yes/No?
_______________
4. Give at least 2 interactions that exist among organisms in the ecosystem.

_______________________
ACTIVITY 4
Count On Me, Greater than or Less than!
Directions: Shade the total number of bubbles provided in comparing the number of
diverse organism based on the given situation in each column. Then, give your own
definition of high diversity and low diversity.
Column A Column B
1.More diverse______
Less diverse_______
2. Less diverse _____ More diverse_______
81
3. Lesser diverse ______ Less diverse__________
My own definition of:

1. High diversity ___________________________________________________________
___________________________________________________________________.
2. Low diversity ____________________________________________________________
____________________________________________________________________.
ACTIVITY 5: Word Parts
Directions: There are 15 words below related in the study of biodiversity that have been split into
halves. Find the pieces that fits together and write them in the answer area below.
BIO END TAT WEB

ABIO DIVER MIC RON
GANISM ROR SITY TIC
FOOD EXT EMIC MENT
INCT HABI TURE DEFORE
STAT POLL LUTI ON
1. FLO 6. BI OTIC 11. RA
2. SPEC 7.
MATE CLI 12. IES
3. TEMP 8ENVI ION 13. PERA
4. 9. 14.
5. 10. 15.
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ACTIVITY 6:
Chain Reaction!
Directions: Fill in the table from the WORD BOX. Write only the letter/number code. You may
use the choices more than once.
ACTIVITIES CAUSE EFFECTS
1. ILLEGAL LOGGING
2. KAINGIN
3. MURO-AMI
4. DYNAMITE FISHING
5. GARBAGE DUMPING
CAUSES EFFECTS
A. Indiscriminate cutting down of trees 1. Destruction of habitat
B. Pollution 2. Depletion of aquatic organism
C. Excessive fishing 3. Bodies of water will be polluted
D. Transformed forest into farmland or residentials 4. Soil becomes acidic
E. Improper garbage disposal 5. Poor sanitation and spread of bacteria
F. Excessive and non-selective fishing
Reflection:
1. I learned that________________________________________________________________
2.I enjoyed on ________________________________________________________________
83
3.I want to learn more on ______________________________________________________
References:
Abecilla, Nesjohn L. et al. 2014. Conceptual Science and Beyond10. Brilliant Creations Publishing, Inc.
Martinez,Joyce Marie V. 2007. SciLinks (TIMMS-Based Learning Material). Merryland

Publishing Corp.
Rabago,Lilia M.Ph.D et .al. 1997. Science and Technology II(Biology). SD Publications,Inc.

Rabago,Lilia M.Ph.D 2010. Functional Biology: Modular Approach,2nd Edition. Philippines:
Vibal Publishing House,Inc.
Velasquez, Carmen C. et al, Modern Biology(Philippine version) Atlas Publishing
Co.Inc.1980,1991,1993
www.edplace.com/activity/worksheet
https://education.com.bio
84
ANSWER KEY
ACTIVITY 1: Read Out Loud
1.D
2.Aand C
3.B
4.D
5.C
ACTIVITY 2: Where Do I Belong?

GUIDE QUESTIONS:
1.Classify the ecosystem into low biodiversity and high biodiversity

VEGETABLE FOREST A LOG
GARDEN
LD HD LD
ACTIVITY 3: Word Hunt
A.High diversity
1. Ocean
2. Pond
3. River
4. Forest
B.Low diversity
1. Cornfield
2. Ricefield
3. Fishpond
4. Garden
5. Log
6. Vineyard
7. Guide questions:(Varied answers, except #3 YES.
Activity 4 :Count On Me
(Varied answer )
ACTIVITY 5: Word Parts (In any order) ACTIVITY 6

1.Biodiversity 11.FLORA 1.A,1
2.Diversity 12.Extinct 2.D,1
3.Microorganism 13.Pollution 3.C,2
4.Habitat 14.Climate 4.F,3
85
5.Deforestation 15.Environment 5.B,5/4
6.Temperature
7.Endemic
8.Species
9.Food web
10.Extinction
Reflection:(Possible answers)
I learned that :
1. biodiversity is very important because these can provide our basic needs as well as
balance the ecosystem .
2. biodiversity make sustainability of resources for the next generations.
2.I enjoyed most on Activity3
3.I want to learn more on Endemic plants and animals in every Region
86
SCIENCE 8
Name of Learner: ___________________________ Grade Level:______________
Section:_____________________ ____________ Date:__________________

Transfer of Energy Through the Trophic Levels
Background Information for Learners
In your lower grade level, you learned that energy is the ability to do work and all organisms
require energy to do work. These organisms get energy from the food that they eat in order to live.
But how can this energy be transferred through the trophic levels.
Trophic level is the position of organisms in the energy pyramid in relation to the amount of
chemical energy received from other organisms in the lower division. The energy can be
transferred within a community and can be represented in the form of pyramid because this
explains the decrease in the amount of food materials at each level. For instance, plants and algae
which are the primary producers used up radiant energy from the sun – the main source of energy
to generate chemical energy. As the chemical energy is transferred from plants to first order or
primary consumers to build up matter, secondary consumers eat up the primary consumer until the
tertiary consumers eat up the secondary consumers. The energy decreases following the 10% rule
at each trophic level. For example, if there are 50,000 Joules in the first trophic level, which are
the primary producers only 5000 Joules of energy is gained by the next energy level, the primary
consumers. The secondary consumers will gain 500 Joules and 50 Joules will be gained by the
tertiary consumers. This means that matter and energy are transferred and becomes less and less
at each trophic level because the energy is partly used by the organisms to fuel their activity and
partly is used to build their body tissues. Furthermore, part of the energy involved is transformed
into heat, that maintains organisms body temperature which usually leaves organisms body and
escapes to the physical environment.
The following are the different trophic levels:
1. Producers - make up the first trophic level. They are usually plants and algae which perform
photosynthesis in order to manufacture their own food.
2. Primary consumers – make up the second trophic level, they are herbivores and gain energy by
eating primary producers. Examples are insects, arachnids and termites.
3. Secondary consumers – make up the third trophic level, which consist of carnivores and
omnivores. Carnivores are animals that survive only by eating other
87
animals whereas omnivores survive by eating both plants and animals.
Examples of carnivores are snakes, sharks, and toads while omnivores are
squirrels, rats and pigs.
4. Tertiary consumers – make up the fourth trophic level which consist of carnivores and
omnivores which eat secondary consumers.
sun
Tertiary consumers
( 6 kcal. )
Secondary consumers (60 kcal.)
Primary consumers (600kcal.)
Producers ( 6000 kcal.)
ENERGY PYRAMID

Describe the transfer of energy through the trophic levels (S8LT-IVi-22)
88
Activity 1
Arrange Me and Identify Me!
Directions: Arrange the jumbled letters below in such a way that it forms the right word/s that
describe the statement. Write your correct answer on the blank provided.
1. _______________________________ (GREENY DYRAMIP) – representation of the flow of

energy at each trophic level in an ecosystem.
2. ________________________ ( BEERHIROV) – an organism that gets energy from eating
plant materials.
3. _______________________________(TANIRAD GREENY) – energy possessed by the
vibrating particles in the sun that travels through space and time.
4. ________________________( ARCNIOVRE) – an organism that survive only by eating other
animals.
5. _______________________________(SYCONDARE CUNSEMORS) – these are organisms
that are classified as carnivores and omnivores.
6. _______________________________( RIMAPRY CUNSEMORS) – these are organisms that
consume and digest plants and algae.
7. _______________________________( TIARTERY CUNSEMORS) – organisms that require
energy by eating carnivores.
8. __________(UNS) – it is the main source of energy.
9. ___________________ (DUCERROPS) – are organisms that produce biomass from inorganic
compounds
10_____________________________(MOREVINO) – an organism that eats both plants and
animals.
11. ______________________(TUTORHOPAS) – other term for producers.
12. ______________________(THETROPHEROS) – other term for consumers.
Activity 2
Energy Count
Directions: Compute the amount of energy transferred by the organisms in each level in the energy
pyramid.
A. Situation: In a grassland, the amount of energy needed by the producers in the first trophic
level is 25000 kcal.. How much energy is being transferred to the other levels following
the 10% rule.
89
Tertiary
consumers
Secondary consumers
-
Primary consumers
Producers
B. Directions: Compute for the energy needed in the following situations to show the transfer of
energy in the energy pyramid.
1. If there are 15kcal of energy in the third trophic level, how much energy is present at the first
energy level?
2. If there are 90 000kcal. of energy in the first trophic level, how much energy is being
transferred in the second energy level?
3. If there are 15 750 kcal of energy in the second energy level, how much energy is in the
fourth energy level?
4. How much energy of chickens can 5 000kcal. of corn can support?
Activity 3
Q and A
Directions: Read and understand the situation below and answer the following questions based
from the situation.
90
Situation: Consider a freshwater community. When algae are eaten by a tilapia, part of the food
is used for the activities while the other part of it becomes flesh of the tilapia. When this tilapia is
eaten by a giant mottled eel (igat), (a secondary consumer), part of the food of the eel is used for
activities while the other part of it becomes flesh of the eel. When the eel is eaten by a bigger fish,
part of the food is used for the activities while the other part of it becomes flesh of the big fish.
When the big fish dies, its body is acted upon by the bacteria or fungi.
Questions:
1. What are the different organisms in the given situation?

a.
b.
c.
d.
2. Which of the organisms is the producer? Why?
3. Which of the organisms is the primary consumer? Why?
4. Which of the organisms is the secondary consumer? Why?
5. Which of the organisms is the tertiary consumer? Why?
6 What organism belongs to the following level?

a. First trophic level
b. Second trophic level
c. Third trophic level
d. Fourth trophic level
7. If there are more tilapias than eels, how does the amount of energy change from a lower level
of an energy pyramid to the next higher energy level?
8. What does 10% rule of energy transfer mean in the energy pyramid?
9. How can energy move through trophic levels?
Activity 4
Think Visually
Directions: Complete the energy pyramid below. Fill in each level with one of the organisms in
Word Bank A. Identify the role of each type of organism by writing a label from Word Bank B on
the left side of the pyramid. Then compute how much energy is transferred to each organism on
the right side of the pyramid.
91
Word Bank A chicken camote tops grasshoppers eagle
Word Bank B carnivore herbivore omnivore producer

Word Bank C 500 Joules 5 Joules 5 Joules 0.5 Joules
Energy Pyramid
92
Activity 5
Build Me Up
Directions: Use the pictures in the food web below to create an Energy Pyramid. Indicate whether
the organisms in the pyramid is a producer, herbivore, carnivore or omnivore. Use a separate sheet
for your answer. (Note: You may cut or draw the pictures)
Food Web
93
Activity 6
It’s Your Turn…….
Directions: Construct an energy pyramid using a Rice Farm Area as your ecosystem. Follow the
instructions below as your guide.
1. List down the different producers and consumers that are found in the farm.
2. On a separate sheet, create an energy pyramid by drawing the producers and consumers
listed. (Note: One organism per trophic level only).
3. Indicate the trophic level.
4. Submit your energy pyramid for evaluation.
Rubric: 25pts.
A. Completeness (14pts.)
a. Energy pyramid contains appropriate organism in each level. The organism must be
found in a local rice farm. (8pts.)
b. Each level has a correct label. (3pts.)
c. Each level shows the energy distribution, (3pts.)
B. Neatness and Creativity (11pts.)
a. Energy pyramid is free from erasures and drawings are easy to identify (5pts.)
b. Appropriate color and local organisms have been used. (6pts.)
94
Reflection:
1. I learned that ____________________________________________________
2. I enjoyed most on __________________________________________________
3. I want to learn more on ______________________________________________
References:
Books:
Department of Education. Science and Technology II Biology Textbook. Quezon City: Book
Media Press, Inc., 1990. pp. 80-85.
Charmott, Anna, Jim Cummins, et.al. Science. New York. p. 128
Rabago, Lilia M, Crescencia C. Joaquin and Catherine Lagunsad. Science and Technology:
Biology.
Metro Manila: SD Publishing, Inc., 1997. pp.31-32.
Rabago, Lilia M, Alvin C. Flores, Thelma R. Mingoa, et.al. Dynamic Science: Modular
Approach.
Quezon City: Vibal Publishing House, Inc., 2003. p. 380 .
Strauss, Eric and Marylin Lisowski. Biology: The Web of Life. California: Addison Wesley
Longman,
Inc., 1998. pp. 902-903.
Websites
https://www.google.com/search?client=ms-android-oppo-
rev1&q=line+picture+of+snake&tbm=isch&chips=q:line+picture+of+snake,online_chips:line+ar
t&usg=AI4_-
kQUZx9KGEpsr_BhoB83R3SYz8o8jw&sa=X&ved=2ahUKEwipvZnpiJPrAhWkGqYKHSyNC
BcQgIoDKAN6BAgIEAo&cshid=1597146238786&biw=360&bih=672#imgrc=Vq5QCOOcY6
SHnM
https://biologydictionary.net/trophic-level/
https://en.wikipedia.org/wiki/Trophic_level
95
https://www.google.com/search?q=describe+how+energy+is+tranferred+through+trophic+levels
&oq=describe+how+energy+is+tranferred+through+trophic+levels&aqs=chrome..69i57j0l5.287
80j0j8&sourceid=chrome&ie=UTF-8
https://www.google.com/search?q=line+drawing+of+chicken&oq=line+drawing+of+chicken&a
qs=chrome..69i57j0l7.15644j0j8&sourceid=chrome&ie=UTF-8
https://cpb-us-e1.wpmucdn.com › ...PDF
Answer Key:
Activity 1. Arrange Me and Identify Me
1. Energy Pyramid 6. Primary consumers
2. Herbivore 7. Tertiary consumers
3. Radiant Energy 8. Sun
4. Carnivore 9. Producers
5. Secondary Consumers 10. Omnivore
11. Autotrophs
12. Heterotrophs
Activity 2. Energy Count
A
2.5kcal.
25kcal
250kcal.
2500 kcal.
25000kcal
B.1. 1500 kcal

2. 9000kcal
3. 1.575 kcal
4. 500kcal
Activity 3. Q and A
1. a. algae
b. tilapia
c. mottled eel (igat)
d. big fish
96
2. algae – It is because it produces their own food.
3. tilapia – It eats the producers
4. mottled eel – It is a carnivore that eats the primary consumer.
5. big fish – a carnivore that eats the secondary consumer.
6. a. algae
b. tilapia
c. mottled eel
d. big fish
7. The population of algae will decrease hence the energy level will also decrease.
The population of the eel will increase hence, the energy level will also increase.
8. The 10% rule means that when energy is passed in the ecosystem from one trophic level to
next, only 10% of energy will be passed on.
9. Energy moves through trophic levels when an organism is eaten by another organism.
Activity 4. Think Visually
eagle
chicken
grasshoppers
Camote tops
97
Activity 5. Build Me Up (Answers may vary)
Sample Answers
snake
frogs
grasshoppers
leaves
Activity 6. It’s Your Turn……….

Sample Answer
Answer may vary
snake
chicken
caterpillar
Rice grain
Reflection: Answers may vary.

Sample answers:
I learned that energy can be transferred from one organism to another depending on the trophic
level they belong.
98
I enjoyed most on creating an energy pyramid and computing the energy consumption of each
organism in the different trophic level.
I want to learn more on transfer of energy of organisms that are found in land, water and air that
are considered as endangered and threatened species.
99
SCIENCE 8
Name of Learner: ________________________________Grade Level:____________________
Section: ________________________________________Date:__________________________

Role of Organisms in Cycling of Materials
In your grade 7 you learned about the living things and environment and in the previous
lessons you learned that there is one-way flow of energy in the ecosystem. Alongside the flow of
energy is the cycling of matter in the ecosystem. The amount of matter that makes up the Earth is
essentially constant. The energy comes to the earth in a continuous stream as sunlight, and even
this is ultimately returned to space as heat energy. It is the flow of energy that drives all biological
processes. The living organisms use this energy to assemble organic matter and continue life
though growth and reproduction. Because of the amount of matter on Earth does not change, the
existing atoms must be continually reused as organisms grow, reproduce, to do their physiologic
activities and eventually die.
A biogeochemical cycle is a pathway by which a chemical element circulates though and
is recycled within the ecosystem. Microorganisms and other living systems play a primary role in
regulating biogeochemical cycle process. If there is no way of recycling this organic matter back
into inorganic forms, organic material would build up as the bodies of dead organisms. Deposits
of organic material do build up if decomposers are prevented from doing their roles.
One way to get an appreciation of how various kinds of organisms interact to cycle
materials is to look at the specific kind of atom and follow its progress through an ecosystem.
Carbon, nitrogen, oxygen, hydrogen, phosphorous and many other atoms are found in all living
things and are recycled in the ecological system.
The role of organisms in ecosystem and in cycling of materials are as follows:
1. They decompose organic materials of dead organisms and
2. They balance the cycle of ecosystem wherein they perform metabolic pathways to
process organic and organic molecules.

Analyze the roles of organisms in the cycling of materials (S8LT-IVi-23)
100
Activity 1
WORD SEARCH
Directions: Search and encircle the different cycles of matter. The answers may be found
horizontally, vertically, diagonally or in unique shapes.
C W C T R S S N E F C H B J K L
C A A O P M Y I O P A T V N R H
S T R T X N T T T R R A B D K I
C H I B E A E R E O B P B R P J
O F S N O R T T O G O N Q P S L
C A R B O N A G O X I D E O M S
C O R N E W R E M X V Y I X X K
G T H Y P E R N P I A T B Y L M
H S E T X Z A C O N C A V G G N
O P H O S P H O R O U S F E A A
A B B N K R I O I X W T Y N Y Z
Activity 2
COMPLETE ME
Direction: Write the missing letter in the boxes to complete the word.
1. What organisms break down dead or decaying organisms?
E O P E
101
2. What term refers to animals that feed on dead organic material?
E T I O E
3. What is the biological oxidation of ammonia to nitrite followed by oxidation of nitrite to

nitrate?
T I I A O
4. What is the chemical reduction of soil nitrates or nitrites by denitrifying bacteria leading
to gaseous nitrogen (N) loses?
E I I C O
5. What term refers to the organic matter produced by the decomposition of organisms?
E I U
Activity 3
CONNECT ME
Directions: The key terms in cycles of matter are found in column A while their definitions are
found in column B. Draw a line to connect the key terms with their respective definitions.
Column A Column B
1. Nitrogen Fixation a. the process by which molecules pass through a

semipermeable membrane in the cells.
2. Cellular Respiration b. the process of water movement though a plant
and its evaporation from aerial parts.
3. Photosynthesis c. the metabolic processes that takes place in the
cells of organisms to convert chemical energy
from oxygen molecules and nutrients into ATP.
102
4. Chemosynthesis d. the synthesis of organic compounds by bacteria
using energy and inorganic compounds from
the environment in absence of light
5.Transpiration e. the process used by plants and other organisms
to convert light energy into chemical energy
that can be later used to fuel organisms’
activities
f. the process of capture and conversion of nitrogen
into a form that is usable by plants
Activity 4
AGREE WITH ME
Directions: Write True if the statement is true. If the statement is false, change the underlined
word or words to make the statement true.
_________1. The four elements that make up over 95% of the organisms’ body are oxygen,
nitrogen, hydrogen and sulfur.
_________2. Matter moves though ecosystem in series.
_________3. Plants absorb phosphorous from the atmosphere or water.
_________4. Nitrogen, in the form of ammonia is nitrate and nitrite are found in the soil.
_________5. Phosphorous forms part of the DNA and RNA.
_________6. Human processes mainly contribute to the release of carbon dioxide into the
atmosphere.
_________7. Nitrogen fixation is the process in which certain bacteria convert nitrogen gas into
nitrates.
_________8. Oxygen is taken up by producers during photosynthesis and released by cellular

respiration.
________ 9. Nitrogen is the most abundant gas is the atmosphere.
103
_________10. All organisms need nitrogen to make amino acids, which in turn used to build
proteins.
Reflection:
1. I learned that
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. I enjoyed most on
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. I want to learn more

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
References:
The Flow of Energy and Matter. schoolbag.info. accessed (August 01, 2020).
Intro to biogeochemical cycles. khanacademy.org accessed (August 03, 2020).
Jane B. Reece, Lisa A. Urry, Michael L. Cain, Steven A. Wasserman. Campbell Biology.
Pearson, 2011
104
Answer Key
Activity 1- Word Search Activity 3- Connect Me
1. f
1. CARBON DIOXIDE OXYGEN
2. c
2. NITROGEN
3. e
3. PHOSPHOROUS
4. WATER 4. d
5. b
Activity 4- Agree with Me

1. Carbon
2. Cycle
Activity 2 – Complete Me 3. Soil
4. True
1. DECOMPOSER
5. True
2. DETRITIVORE
3. NITRIFICATION 6. True
4. DENITRIFICATION 7. Ammonia
5. DETRITUS 8. Carbon dioxide
9. True
10. True

Possible answers:
1. I learned that microorganisms play a dominant role in the biogeochemical cycling of
nutrients. They are fixing both carbon and nitrogen into organic matter.
2. I enjoyed most on the fun word search activities
3. I want to learn more on the processes in biogeochemical cycles.
105
SCIENCE GRADE 8
Name of Learner __________________________Grade Level ______________
Section: _________________________________Date: ____________________ Score: ____________

CYCLING OF MATERIALS IN THE ECOSYSTEM
(Water Cycle, Oxygen- Carbon Dioxide Cycle and Nitrogen Cycle)
Background Information for Learners:
Cycles of Matter refer to the cycles of elements. Almost all materials that living things
need to survive come from the environment. Nutrients are chemical elements and compounds that
are crucial to the growth of living organisms. These come from different forms of materials that
are present and are cycled endlessly between biotic and abiotic factors within an ecosystem called
biogeochemical cycles. Materials include water, carbon, oxygen, nitrogen, and phosphorous which
will be cycled through the ecosystem again and again.
The water cycle or hydrologic cycle pertains to the movement of water from various places
where it is stored within the earth. The cycle starts with evaporation of water from the surface ,
most of which come from various bodies of water. Sun’s heat powers the evaporation process.
Plants lose water from their surfaces as water vapor during transpiration, water that runs off into
steams flow into rivers, lakes, ponds, and eventually reaches the oceans where it evaporates back
into the atmosphere and the cycle repeats itself.
The key events in the carbon cycle are the complementary reactions of respiration and
photosynthesis. Respiration takes carbohydrates and oxygen and combines them to produce
carbon dioxide, water, and energy. Photosynthesis takes carbon dioxide and water and produces
carbon dioxide and oxygen. Both plants and animals carry on respiration, but only plants(and other
producers) can carry on photosynthesis.The reservoir of the carbon dioxide and Oxygen is the
atmosphere. But both are important to living things.
106
The air that was breathe is composed mostly of free nitrogen (N2). It is because nitrogen
is the most abundant gas in the atmosphere.(78%). For nitrogen to enter into chemical combination
it has to be “fixed” into a form that is readily available for plant absorption. Nitrogen enters the
food chain through plant absorption and animals obtain their nitrogen requirement by feeding on
the plants through certain processes.Nitrogen is fixed in the form of: 1) Nitrate Ions 2) Nitrite Ions
3) Ammonium Ions 4) Urea. Fixation is the preliminary and an important step in the nitrogen
cycle.
The Phosphorous Cycle describes the movement of phosphorous through the lithosphere
and hydrosphere.Unlike the other cycles, the atmosphere is not involved in the movement of
phosphorous. This is because phosphorous and phosphorous-containing compounds are usually
solid or liquid at the typical ranges of temperature and pressure on Earth.

Explain how materials cycle in an ecosystem. (SBLT-IVi-24)
107
Activity 1: “Water Cycle - Cut and Paste”
Directions: Cut the water cycle terms from the word bank below. Paste these terms in its
appropriate numbered processes in the diagram.
3 5
https://www.youtube.com/watch?v=X1qDA67-CAY
------------------------------------------------------cut here----------------------------------------------------------------
EVAPORATION CONDENSATION ACCUMULATION
PRECIPITATION SURFACE RUNOFF TRANSPIRATION
108
Activity 2: “Strip Me Orderly”
Directions: Below are sentence strips containing water cycle processes. Cut the strips and fit the
correct order of the water cycle processes
The Water Cycle
--------------------------------------------------------cut here---------------------------------------------------
The water droplets become heavy

A.
As the water vapor rises, it cools down
B.
C. The sun heats the earth’s water
D.
The heavy droplets fall to the earth as rain, snow, sleet or hail
E. The warmed water turns into vapor and rises in the air
F. In the clouds, the tiny water droplets join together
G The tiny water droplets form clouds
The cooled water vapor form tiny droplets of water

H
109
Activity 3: Carbon Dio-gram Analysis
Directions: Analyze the diagram of Carbon Dioxide-Oxygen cycle below and answer the
questions that follow.
Oxygen (O2)
We breathe out Carbon dioxide

that trees use and trees give us
Oxygen! Yay!
Carbon dioxide (CO2)
Water (H2O)
PHOTOSYNTHESIS BREATHING
https://www.freeiconspng.com/img/7688
1. What two main biological processes are involved in the carbon dioxide-oxygen cycle?
______________________________________________________________________________
2. In the diagram, which organism takes in oxygen?

______________________________________________________________________________
3. Which organism takes in carbon dioxide?
______________________________________________________________________________
4. In the figure, which organism releases oxygen in the atmosphere?
______________________________________________________________________________
5. In which organism releases carbon dioxide in the atmosphere?
______________________________________________________________________________
6. What natural processes release carbon dioxide back into the atmosphere?
______________________________________________________________________________
7. Of what use is oxygen to all living things? (2pts)
______________________________________________________________________________
8. What is the use of carbon dioxide to producers? (2pts)
_____________________________________________________________________________________
110
Activity 4: “Safi “(Select-And-Fill-Me-In)
Directions: Analyze the numbered sentences below. Fill in each blank with the most appropriate
word/s from the word bank.
Atmosphere 78% ammonia plants proteins

denitrificating nitrogen-fixing decomposers
lightning animals waste nitrate fossil fuels
1. Our atmosphere is composed of ______________ Nitrogen gas.

2. Both plants and animals cannot directly use all the nitrogen found in our
____________________.
3. This special bacteria can directly use nitrogen in our atmosphere and “fix” it so other
organisms can be benefited.______________________________.
4. Higher organisms use nitrogen to make their _______________________.
5. Animal waste through the action of bacteria will decay which create _____________ and
___________ products rich in nitrogen and useful for plants.
6. _____________________ bacteria within the soil can break down the ammonia into the
gaseous sort of nitrogen which is not available to be used by plants or animals.
7. In another part of the cycle, animals eat __________ containing nitrogen, in which this
element will return to the soil by animal _____________ or decaying ___________ and
_______________.
8. When living things die or excrete wastes, remains are acted upon by ___________________.
9. Atmospheric fixation which happens through __________________ action which breaks the
nitrogen and enables their atoms to chemically combine with oxygen and water to form
________________.
10. The contributory factor for the formation of nitrates is the combustion of
___________________ by power plants and motor vehicles exhaust that release a large amount
of nitrogen oxide (NO) that dissolves in water to form nitrates.
111
Activity 5: Investigating the Nitrogen Cycle
Directions: Analyze the diagram of the Nitrogen Cycle and answer the questions below.
Animal Protein
Microbes (3.)
(1.) (2)
Atmospheric Plant Protein
Nitrogen
Ammonia
(NH3) (N2)
(4.) (7.) (8.)

(5.)
Nitrites
Nitrates
(NO2)
(NO3)
(6.)
1. What type of nitrogen fixation can change atmospheric nitrogen to ammonia?

________________________________________________________________________
2. What type of nitrogen fixation can change atmospheric nitrogen to plant protein?
________________________________________________________________
3. What process in involved when microbes act on plant and animal proteins and change
them to ammonia? ________________________________________________________
4. What process is being for in number 4? ________________________________________
5. The change of ammonia to nitrites is made possible by the action of what bacteria?
________________________________________________________________
6. The change of nitrites to nitrates is made possible by the action of what bacteria?
________________________________________________________________________
7. What natural phenomenon can change atmospheric nitrogen to nitrates? ______________
8. What process can change nitrates back to atmospheric nitrogen? ____________________
112
Activity 6:Four-Word Choices (The Phosphorous Cycle)
Directions: Given is a modified model of a Phosphorous Cycling with blank boxes. Identify the
appropriate word from the choices in the table. Write you answer in the box.
CONSUMERS B
LITTER FALL
DETRITUS
UPTAKE
SOIL D
SOLUTION
A B C D
PRODUCERS ROCK MINERALS ROCK SOIL RUNOFF
RUNOFF DECOMPOSITION PRODUCERS ROCK SOIL
ROCK MINERALS PRODUCERS RUNOFF DECOMPOSITION
DECOMPOSITION RUNOFF DECOMPOSITION PRODUCERS
113
Activity 7: Word Search
Directions: Find the words associated to the concepts of the four cycles Circle the words that can
be found horizontally, vertically or diagonally. Write all words hunted in the puzzle in the box
provided below
O H A V S C H U M M J F D I M C T P B Z F O J V
C I U Z K A P C E R E G X F N I T R O G E N Y O
I D G Y O F H R C X P L A N T S X W F V O Q U E
G E N V Z E O Q S E Q U Y H X H M X Q W O S A J
O C I L P T S N M Y N O I T A R I P S E R T A C
L O T W T U P P B K Q G H Y X G N L T K D D H Q
O M R E Q P H X K G N I H T A E R B K S B U R M
R P I A A M O R S N K A M M O N I A W W E B E F
D O F T Y K R V I U T B N H P Y P M D N Z R Y I
Y S I H N E O X E G V H L L N A E P X Y M X G X
H I C E B R U D Y T J T S U T I R T E D I J C A
K T A R O E S T T E V A P O R A T I O N N H F T
R I T I O Q R I B K R S T A H S N E J M E I K I
P O I N E S N E G Y X O A R U H I H S O R S L O
H N O G P Z R P Z B L T C O S Z T T N E A N R N
O Z N N B Z O A C E I B D P O O R T N T L B H I
S R M Z P Q K S H F L X O A S R A Y F I I S Y N
P X A K U V B H E H G E X V M X T V V N Z Q V I
H E I P X T K Q K O W F T Y Y K E S P I A O Q T
A J S M N O I T A S N E D N O C S V M T T H F R
T X P H O T O S Y N T H E S I S H F Q F I U X I
E R C Y C L E I N O B R A C T L S W U A O O I T
F H S L A M I N A D F Q J E A Z K B S C N O N E
I I G P W C G V B R F F O N U R Y S Q L S V P S
114
Activity 8: Tic-Tac-Toe (Wrap Up)
Directions: Answer at least four squares in the given tic-tac-toe below.
What is a biogeochemical What are the reservoirs of How does photosynthesis

cycle? oxygen? Phosphorous? contribute to the oxygen
cycle?
Give one similarity between Give one similarity between Give one similarity between
the oxygen cycle and nitrogen carbon cycle and phosphorous the water cycle and oxygen
cycle cycle cycle
Write your role in keeping Sleeping under plants during Give one difference between
oxygen cycle balanced night is not good. Why? nitrogen cycle and
phosphorous cycle
REFLECTION:
1. I learned that ________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. I enjoyed most on _____________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. I want to learn more on ________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
115
References:
Campo, Pia C. et.al. 2003. Science- Grade 8 Learner’s Module. Pasig City: Department of
Education.
Madriaga, Estrellita A., et.al. 2015. Science Links 8. Teacher Resource Material. Quezon City:
Rex Book Store Inc.
Madriaga, Estrellita A., et.al.2005. Science Links 8. Worktext for Scientific and Technological
Literacy. Quezon City: Rex Book Store Inc.
Nonato, Gil C. & Jorge P. Ocampo. 2003. E-Science 1, The Next Generation. Quezon City: Rex
Book Store Inc.
Tan, Merle C., et.al. 2004. Integrated Science-Science and Technology Textbook for Second Year
revised edition. Quezon City: Vibal Publishing House Inc,
116
Answer Key:
Activity 1: Water Cycle- Cut and Paste Activity 2:“Strip Me Orderly”
1. Accumulation 1. C
2. Evaporation 2. E
3. Transpiration 3. B
4. Condensation 4. H
5. Precipitation 5. G
6. Runoff surface 6. F
7. A
8. D
Activity 3:Carbon Dio-gram Analysis

1. Photosynthesis and Respiration
2. Man
3. Plant
4. Plant
5. Man
6. Respiration
7. Oxygen is used in breaking down (oxidizing) food to release energy
8. Carbon dioxide is used by producers in making food
Carbon dioxide is a raw material for photosynthesis.
Activity 4:“Safi “(Select-And-Fill-Me-In)
1. 78% 6. denitrificating
2. Atmosphere 7. Plants, wastes, plants, animals
3. Nitrogen-fixing 8. decomposers
4. Protein 9. lightning
5. Ammonia, Nitrate 10. Fossil fuels
Activity 5:Investigating the Nitrogen Cycle Activity 6:Four-Word

Choices
1. Industrial fixation A. Decomposition
2. Atmospheric fixation B. Producers

3. Biological fixation C. Rock soil
117
4. Nitrification D. Run off
5. Nitrosomonas
6. Nitrobacter
7. Lightning
8. Denitrification
Activity 7: Word Search
animals plants detritus phosphate weathering decomposition phosphorous
nitrification mineralization nitrites nitrates ammonia fixation nitrogen
breathing oxygen carbon condensation evaporation respiration
photosynthesis vapor runoff hydrologic cycle
118
O H A V S C H U M M J F D I M C T P B Z F O J V
C I U Z K A P C E R E G X F N I T R O G E N Y O
I D G Y O F H R C X P L A N T S X W F V O Q U E
G E N V Z E O Q S E Q U Y H X H M X Q W O S A J
Activity 8 Tic- Tac-
Toe O C I L P T S N M Y N O I T A R I P S E R T A C
⚫ What L O T W T U P P B K Q G H Y X G N L T K D D H Q is the
O M R E Q P H X K G N I H T A E R B K S B U R M
R P I A A M O R S N K A MM O N I A WW E B E F
D O F T Y K R V I U T B N H P Y P M D N Z R Y I
Y S I H N E O X E G V H L L N A E P X Y M X G X
H I C E B R U D Y T J T S U T I R T E D I J C A
K T A R O E S T T E V A P O R A T I O N N H F T
R I T I O Q R I B K R S T A H S N E J M E I K I
P O I N E S N E G Y X O A R U H I H S O R S L O
H N O G P Z R P Z B L T C O S Z T T N E A N R N
O Z N N B Z O A C E I B D P O O R T N T L B H I
S R M Z P Q K S H F L X O A S R A Y F I I S Y N
P X A K U V B H E H G E X V M X T V V N Z Q V I
H E I P X T K Q K O W F T Y Y K E S P I A O Q T
A J S M N O I T A S N E D N O C S V M T T H F R
T X P H O T O S Y N T H E S I S H F Q F I U X I
E R C Y C L E I N O B R A C T L S W U A O O I T
F H S L A M I N A D F Q J E A Z K B S C N O N E
I I G P W C G V B R F F O N U R Y S Q L S V P S
Biogeochemical Cycle?
The biogeochemical cycle is the endless flow of materials (chemical) from the environment
between the biotic factors (geo) and the living factors(bio) of the environment.
119
⚫ What are the reservoirs of oxygen? Phosphorous?
The reservoir of oxygen in the atmosphere. The reservoir of phosphorous is the bedrocks.
⚫ How does photosynthesis contribute to the oxygen cycle?
Photosynthesis releases oxygen as a by-product. Therefore, photosynthesis enhances the oxygen

content of the environment.
⚫ Give one similarity between the oxygen and nitrogen cycle
Both gases are found in the atmosphere and their reservoirs are the atmosphere
⚫ Give one similarity between the carbon cycle and phosphorous.
Both involved rocks and soil as reservoirs.
⚫ Give one similarity between the water and carbon dioxide-oxygen cycle
Both cycles do not involve the action of microorganisms.
⚫ Write your role in keeping the oxygen cycle in balance. (opinionated)
Practice conservation strategies in the use of energy coming from fossil fuels.
⚫ Sleeping under plants during the night is not good. Why?
Carbon dioxide concentration is at its peak at night.
⚫ Give one difference between the nitrogen cycle and the phosphorous cycle.
120
The nitrogen cycle involves the atmosphere. The phosphorous cycle does not involve the
atmosphere.
REFLECTION: (Answers may vary)

Possible answers:
1. I learned that almost all materials that living things need to survive come from the environment. As
energy flows through ecosystem, matter is recycled. The atoms that make up your body already existed
and when you die they will be returned to the atmosphere and the soil to be taken up by other organisms
2. I enjoyed most on answering the different activities at the same time learning on them.
3. I want to learn more on the carbon cycle and its economic importance.
121
SCIENCE GRADE 8
Name: ________________________________ Section: __________________

Date: _________________________________Score: ____________________

Suggest Ways to Minimize Human Impact on the Environment
Background Information for Learners
Our environment is constantly changing, and as our environment changes so does the
need to become increasingly aware of the environmental issues that are causing these changes.
The global community is already feeling the impact of climate change. Mitigation is an action
that will reduce the man-made impact of climate change by limiting greenhouse gases (GHG)
emissions absorbed in the atmosphere. Each day is always the right time to act against climate
change.
Humans impact the environment with some of these environmental issues such as global
warming, ozone layer depletion, water pollution, air pollution, solid waste management,
deforestation and overproduction, overpopulation and interference with wildlife
Humans affect the environment in positive and negative ways. Protecting endangered
species and following the three R’s to conserve natural resources and landfill space has a positive
effect on the environment. At home, you can help by recycling waste and growing plants or
vegetables. Save water. Use a reusable grocery bag. Make sure your waste goes to the right place.
It is critical to protect the environment so as to reduce the destruction of ecosystems

caused by a myriad of anthropogenic activities. It is more of a moral obligation for humans to
protect the environment from pollution and other activities that lead to environmental degradation.
The best time to act, was yesterday, the best we can do is today, but if we wait for tomorrow, it
may just be too late. Society needs to help itself in order to survive. Thus, we (you and I and
everyone) are but guardians or stewards of our bountiful but finite earth.
Learning Competency with code:
➢ Suggest ways to minimize human impact on the environment (S8LT - IVj-25)
122
Activity 1
Where Do I Belong!
Directions: The word in the box are some of the role people play as stewards in minimizing the
adverse human impact to safeguard our environment. Look at the pictures and identify the simple
ways that people can do to minimize its impact on the environment. Write your answer on the
blank provided.
Proper disposal of waste Cover cropping

Tree planting Recycling materials
Rainwater harvesting
____________________
______________________
123
_______________________
_________________________
124
__________________________
Activity 2
You’ve Got the Pattern
Directions: Each number corresponds to a letter of the alphabet. Study the illustration given below
to decode hidden word by writing the letter that corresponds to the given number. Be guided by
the clues provided in the box.
A B C D E F G H I J K L M
1 2 3 4 5 6 7 8 9 10 11 12 13
N O P Q R S T U V W X Y Z
14 15 16 17 18 19 20 21 22 23 24 25 26
___________1. 18 5 3 25 3 12 9 14 7
___________2. 18 5 21 19 9 14 7
___________3. 23 1 19 20 5 18 5 4 21 3 20 9 15 14
___________4. 18 5 6 15 18 5 19 20 1 20 9 15 14
125
___________5. 15 18 7 1 14 9 3 6 1 18 13 9 14 7
1. It is the process of converting waste into reusable material.

2. The act of taking old items that you might consider throwing
away and finding a new use for them.
3. This aims to reduce environmental pollution by minimizing the
generation of waste.
4. It is an effective mitigation strategy to fight global warming. It helps
rebuild habitats and degradation which are the leading threats to the
health of a species.
5. A farming method that involves growing and nurturing crops without the
use of synthetic based fertilizers and pesticides. It relies on ecologically
balanced agricultural principles like crop rotation and organic waste.
Activity 3
WORD SEARCH
Directions: Below are terms related to the human impact on the environment. Locate the terms in
the puzzle by drawing an oblong on them. Words may appear forward, backward, vertically,
horizontally or diagonally in the grid. List all the encircled words on the space provided after the
word search box.
X N O I T E L P E D R E Y A L E N O Z O
V O V E R P R O D U C T I O N S X S V A
D E F C S D E S E I G E S D T Y U E H U
X D F C L I M A T E C H A N G E R S E N
E S E A D I S F S T B E O S I P I N T O
D E P Q C B M M A H L O K A O E A T A I
F A O E R C V A V A E H E P K S O W H T
G G L O B A L W A R M I N G A K U N M A
S O L I D W A S T E M A N A G E M E N T
M F U C A D O R M E S L K A W A I O R S
O A T I E E P E E N C O A N A G E S A E
O R I A I O V E R H A R V E S T I N G R
126
B E O B O G R O O Y M R A G G I N T R O
L R N F O V E R H A R D L N L L E G A F
S E S A G E S U O H N E E R G S I G N E
O V E R P O P U L A T I O N H E D E I D
W W I G U S P L A R N S E I E D P C N V
Q C N I I A U K P I S A T T H I E E T D
O Z O N E L A Y E R D E P L E T I O N B
S B M A W O V E R H A R V E S T I N G C
1.________________ 6. ________________
2.________________ 7. ________________
3.________________ 8. ________________
4.________________ 9. ________________
5.________________ 10. _______________
Activity 4
Picture Analysis
Directions: Study the pictures below and answer the questions that follow.
Fig. 1
127
Fig. 2
1. Which depicts a healthy environment? Why? ______________________________
__________________________________________________________________
2. Which depicts an unhealthy environment? Why? ___________________________
__________________________________________________________________
3. Are humans part of the environment? ____________________________________
__________________________________________________________________
4. What is the relationship between man and his environment? __________________
__________________________________________________________________
5. How can we keep our environment clean? _________________________________
__________________________________________________________________
6. In your own simple way what can you do to protect our environment? ___________
__________________________________________________________________
Activity 5
Complete Me!
Directions: Read and complete the statements below by writing the correct term on the blanks
provided. Choose the most appropriate word from the box.
128
Teach
Restore
Encourage
Establish
Support
1. __________ others about the importance of the environment and how they can help
save the forest ecosystem.
2. __________ damaged ecosystems by planting trees on land where forests have
been cut down.
3. __________people to live in a way that doesn’t hurt the environment.
4. __________parks to protect forests and wildlife.
5. __________companies that operate in ways that minimize damage to the
environment.
Activity 6
Let’s Create!
Directions: Given the situations below, select one of your best choice and work for it.
1. Make a poster to illustrate ways in reducing the adverse effects of climate change.
2. Create a two-minute video expressing your understanding of the line “Plant a tree and grow with
me, for under the canopy of the tree, you are in God’s company”
3. Make a rap song about the causes and effects of global warming
129
Rubric for Scoring
POSTER MAKING
CATEGORY Excellent Good Fair Needs

4 3 2 Improvement
1
Concept/Ideas Clearly Clearly Clearly Tried to
suggests at suggests at suggests at suggest ways
least three least two least one to reduce
attainable attainable attainable way adverse
ways of ways of of reducing effects of
reducing reducing adverse effects climate
adverse adverse of climate change
effects of effects of change
climate climate
change change
Aesthetics Choice of Choice of The work is The work is
colors is good, colors is good, completely completely
cleanliness of cleanliness of done and clean done and the
work is work is use of colors
observed, the observed, the needs
output is output is improvement
completely partially done
done
Graphics - Graphics are Most graphics Most graphics Many graphics
Clarity all in focus and are in focus are in focus are not clear
the content and the and the or are too
easily viewed content easily content is small.
and identified viewed and easily viewed
from 6 ft. identified and identified
away. from 6 ft. from 4 ft. away.
away.
Graphics - Several of the One or two of The graphics No graphics

Originality graphics used the graphics are made by made by the
on the poster used on the the student, student are
reflect a poster reflect but are based included.
exceptional student on the designs
degree of creativity in
130
student their creation or ideas of
creativity in and/or others.
their creation display.
and/or display.
Graphics - All graphics All graphics All graphics Graphics do
Relevance are related to are related to relate to the not relate to
the topic and the topic and topic. Most the topic OR
make it easier most make it borrowed several
to understand. easier to graphics have a borrowed
All borrowed understand. source citation. graphics do
graphics have All borrowed not have a
a source graphics have source
citation. a source citation.
citation.
Labels All items of Almost all Several items Labels are too
importance on items of of importance small to view
the poster are importance on on the poster OR no
clearly labeled the poster are are clearly important
with labels clearly labeled labeled with items were
that can be with labels labels that can labeled.
read from at that can be be read from at
least 3 ft. read from at least 3 ft. away.
away. least 3 ft.
away.
Required The poster All required All but 1 of the Several
Elements includes all elements are required required
required included on elements are elements
elements as the poster. included on the were missing.
well as poster.
additional
information.
VIDEO PRESENTATION
Criteria Excellent Good Fair Needs

Improvement
4 3 2 1
Content It covers all the It includes It includes The content
topics in depth basic essential includes minor
with details knowledge information details and it
and examples. about the about the topic has several
131
The knowledge topic. The but it has 1-2 mistakes in the
of the topic is content seems mistakes in the facts.
excellent. to be good. facts.
Originality The product The product It uses ideas Uses ideas

shows great shows certainfrom other from other
originality. The originality. It
people people without
ideas are shows the use(quoting quoting them.
creative and of new ideas them0, but
witty. and of
there is little
shrewdness evidence of
original ideas
Use of There are no Three or fewer Four spelling or More than four
Language mistakes in spelling grammar spelling or
spelling or mistakes or mistakes grammar
grammar punctuation mistakes
mistakes
Videography- A lot of Several (3-4) One or two Little effort has
Interest different shots, and different different shots, been made to
camera angles, shots, camera camera angles, provide variety
sound effects, angles, sound sound effects, in the video.
and an effects, and/or and/or an
adequate use an adequate adequate use
of zooming use of zooming of zooming
providing providing providing
variety in the variety in the variety in the
video. video. video.
Videography- The overall Most of the The quality of The quality of
Clarity quality of the quality of the the video is not the video and
video and the video and the very good but the focus are
focus were focus were the overall not very good.
excellent. excellent. focus was
excellent
RAP MUSIC
Criteria Excellent Good Fair
Accurate All information was There are many You rap’s
accurate in rap inaccuracies information was
very inaccurate
132
Detailed Your rap was very Your rap gives Your rap and visual
detailed. I felt like I some details about are too general, I
really knew your your person, but I could have made it
person and what felt it was lacking up just by guessing
he/she stood for some specifics about the person
and how they had
great ideas
Thorough Your rap and visual Your rap and visual Your rap and visual
covered all covered a few only covered one
essential beliefs major points about main idea.
and facts about your person
your person
Reflection
1. I have learned that ___________________________________________________

_____________________________________________________________________
_____________________________________________________________________
2. I enjoyed most on ____________________________________________________

_____________________________________________________________________
_____________________________________________________________________
3. I want to learn more on _______________________________________________

_____________________________________________________________________
_____________________________________________________________________
References:
A. Books
Allas, Ian Mark et.al. (2013). Discover Science 8. Makati City, Philippines: Diwa Learning
Systems Inc.
Alumaga, Maria Jessica B., et.al. (2012). Science and Technology 8. Quezon City,
Philippines: VIBAL Publishing House
Campo, Pia C. et.al. (2016). Science Learners Module. Pasig City, Philippines: FEP
Printing Corporation, DepEd
Capco, Carmelita M., et.al. (2000). Science and Technology: Biology. Quezon City,
Philippines: Phoenix Publishing House, Inc.
133
B. Internet Sources
www.aplustopper.com › 10-lines-on-environment
https://www.google.com/search
https://castlechem.com.au/10-ways-to-reduce-your-environmental-impact-at-work- and-
save-money/
https://www.google.com/search
https://www.google.com/search?q=How+can+there+be+harmony+between+living+things+and+t
he+environment%3F&rlz=
Answer key:
Activity 1. Where Do I Belong!
1. Recycling materials
2. Tree planting
3. Proper disposal of waste
4. Cover cropping
5. Rainwater harvesting
Activity 2. You’ve Got the Pattern
1. Recycling
2. Reusing
3. Waste reduction
4. Reforestation
5. Organic farming
Activity 3. WORD SEARCH
X N O I T E L P E D R E Y A L E N O Z O
V O V E R P R O D U C T I O N S X S V A
D E F C S D E S E I G E S D T Y U E H U
X D F C L I M A T E C H A N G E R S E N
E S E A D I S F S T B E O S I P I N T O
D E P Q C B M M A H L O K A O E A T A I
F A O E R C V A V A E H E P K S O W H T
G G L O B A L W A R M I N G A K U N M A
S O L I D W A S T E M A N A G E M E N T
M F U C A D O R M E S L K A W A I O R S
O A T I E E P E E N C O A N A G E S A E
O R I A I O V E R H A R V E S T I N G R
B E O B O G R O O Y M R A G G I N T R O
134
L R N F O V E R H A R D L N L L E G A F
S E S A G E S U O H N E E R G S I G N E
O V E R P O P U L A T I O N H E D E I D
W W I G U S P L A R N S E I E D P C N V
Q C N I I A U K P I S A T T H I E E T D
O Z O N E L A Y E R D E P L E T I O N B
S B M A W O V E R H A R V E S T I N G C
Activity 4. Picture Analysis

1. Figure 1. Because the environment is free from pollution.
2. Fig, 2. Because the environment is unclean. Litterbags are scattered that leads to a
bad deteriorating condition of a society.
3. Yes
4. Human beings live in the kingdom of nature and interact with it constantly. The
influence of nature in the form of the air he breathes, the water he drinks, the food
he eats, and the flow of energy and information.
5. Save water,
Use reusable bags,
Avoid taking cars as much as possible. Bike more. Drive less.
Reduce pollution
Shop wisely. Buy less plastic and bring a reusable shopping, bag, reduce, reuse, and
recycle.
Cut down on what you throw away. Follow the three "R's" to conserve natural
resources and landfill space.
6. Plant a tree
Help others understand the importance and value of our natural resources
Volunteer for cleanups in your community.
Activity 5. Complete Me!
1. Teach
2. Restore
3. Encourage
4. Establish
5. Support
135
1. Possible answer:
I have learned that we humans have a great impact on the earth, even if we realize it or
not. Whatever actions or decisions we do, may it be great or small, can have a lasting effect on the
earth; even things as simple as deciding whether to just throw your plastic waste everywhere vs.
trying to recycle them or even deciding to stop using plastics at all can have a huge impact on the
earth, more specifically on our own surroundings.
2. Possible answer:
What I enjoyed most is doing the activities, specifically activity no. 2. Aside from
applying the things we’ve learned from the lessons given to us, we are given the chance to do it in
a manner that is fun, and engaging. Through the activities we’re also able to learn things we’ve
missed during the lesson proper.
3. Possible answer:
I want to learn more on how can we impact the earth or at the very least our own
environment in a way that we can be able to preserve it so that the future generations can enjoy its
beauty and splendor.
136

Science: Learning Activity Sheet

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Science: Learning Activity Sheet

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8

LEARNING ACTIVITY SHEET

Language Editor: MYRNA Q. ADDURU, VISITACION LIGUTAN

Printed by: DepEd Regional Office No. 02

LEARNING ACTIVITY SHEET

Region of the Digestive Enzyme Substance Product

1. What nutrient is partly digested in the mouth?

Proteinase Carbohydrates Lipase

sequence catalyst function

1. Enzymes are biological ______________ that speed up chemical reaction in living

1. What would happen to an enzyme if the temperature and pH changed significantly

2. How would this affect enzyme activity?

A group of students decided to carry out an investigation to find out how

chewed food energy gastric acid

Directions: Multiple Choice: Write the letter of correct answer.

3. I want to learn more on _____________________________________________

Column A Column B Column C

ACTIVTY 3 Waste in…ways out!

Activity 5 Enrich Your Vocabularies!

Activity 6 A Journey into the Digestive System

Reflection: (Answers may vary)

Lilia M. Rabago, Ph.D., Crescencia C. Joaquin, Ph.D., Catherine Genevieve B.

Zenaida M. Realuyo, M.A., Virginia S. Carninio, Ph.D., Basic Concepts of Biological

LEARNING ACTIVITY SHEET

Learning Competency with Code:

Nucleus Cytoplasm Chiasma

The Cell Cycle

In Metaphase chromosomes line up neatly end-to-end along the center

Frog Rana pipiens 26

Cattle Bos taurus 60

Mitosis Similarities Meiosis

Activity 2. Cell Cycle Comprehension

Activity 3. Mitosis and Meiosis Diagram Crossword Puzzle

Meiosis Crossword Diagram

Organism Species Chromosome No. of No. of No. of

House fly Musca 12 12 6 6

Cattle Bos taurus 60 60 30 30

Activity 5. Fill Me Up!

2. Pairing of homologous No Yes

3. Number of Daughter cells 2 4

7. Roles of each type of division Regeneration/Wound Production of

Mitosis Similarities Meiosis

• Occurs in Body cells • Occurs in gametes/sex

Reflection (Answers may vary)

LEARNING ACTIVITY SHEET

Learning Competency with Code:

Description of the different stages in meiosis I

A. Spindle fibers form and attach to the centromeres of the chromosomes.

Diagram of the different stages in meiosis I

Stages Description Diagram

Description of the stages in meiosis II

A. Four haploid cells have been formed.

Diagram of the different stages in meiosis II

______10. Which of the following is the karyotype of Turner’s syndrome?

2. I enjoyed most on ________________________________________________

3. I want to learn more on ____________________________________________

Activity 2. Sequencing/Organizing Stages of Meiosis

Activity 3a. Meiotic Disorders

Activity 3b. Karyotype

Activity 4. Chromosome Number of Organisms

Activity 5. Role of Meiosis in Gametogenesis

Produced in the ovary of female animals 

Produces cells with small but of similar 

______ _ _____

______ _ _____

______ _ _____

______ _ _____

______ _ _____

______ _ _____

____bb_ _ RR____

CC _Tt________

Name of Learner: _______________________Grade Level: