SCIENCE

CAMARINES NORTE COLLEGE INC.
Junior High School Department

Labo, Camarines Norte
S.Y. 2021-2022
LEARNING MODULE FOR SCIENCE 8

Fourth QUARTER
Content Standards:
The learners demonstrate an understanding of:

• the digestive system and its interaction with the circulatory, respiratory, and
excretory systems in providing the body with nutrients for energy
• diseases that result from nutrient deficiency and ingestion of harmful
substances, and their prevention and treatment
• the concept of a species and the species as being further classified into a
hierarchical taxonomic system
• the one-way flow of energy and the cycling of materials in an ecosystem.
Performance Standards:
The learners shall be able to:

• present an analysis of the data gathered on diseases resulting from nutrient
deficiency
• report on the importance of variation in plant and animal breeding
• report (e.g., through a travelogue) on the activities that communities engage in
to protect and conserve endangered and economically important species
• make a poster comparing food choices based on the trophic levels
SCIENCE 8// Living Things and Their Environment// Quarter 4// SY 2021-2022
1
Week Module Page
Number
Activities to be Submitted Number
The Structure and Functions: Digestive System
Activity 1: This is Me 5-6
Activity 2: Identification
1
Activity 3: This is How I Do It
Quiz
Activity 4: The Picture and My Explanation 7-8
2 Activity 5: Give Me an Answer
Activity 7: The Calling
Activity 8 : Identify and Say 10-12
Activity 9: The Variation
3 Quiz
Activity 10: Exact Number is Important
Activity 11: Predict
4 FOURTH PRELIMINARY EXAMINATION
Activity 12: Discuss 13
5 Activity 14: Performance Task
Activity 15: Sets of Classification 16-18
Activity 16: Let It Flow
6 Activity 17: Me and Ecosystem
Quiz
Activity 18: Tic-tac-Toe
Activity 19: My Suggestion 18-19
7 Activity 20: Reality Hurts
Activity 21: Project Proposal Presentation
8 FOURTH DEPARTMENTAL EXAMINATION
General Reminders
To do well in this module, you need to remember and do the following:
1. Carefully read and follow all the instructions.
2. Answer key is given on the last part of this module for self-evaluation.
3. Read your reference book to answer the activities. Specific pages of book are given as guide.
4. Perform all the activities for you to understand the topic.
5. If there are articles included in the module for your activity. Take time to read.
6. Open and view the indicated videos for supplementary learning. You can copy the link and watch it
directly in YouTube or just visit our official school website. Supplementary materials for learning are
uploaded there.
7. As much as possible, always do the Transfer task on your own.
8. Answer the quiz to measure how much you have learned from the lessons.
9. Always follow the scheduled time indicated on your weekly home learning plan.
10. God bless and enjoy learning.
2
The Structure and Functions: Digestive System
Introduction and Focus Question:
Living things need energy to do work. The energy which the animals and humans need comes from
food. Food fuels the body cells with the energy the energy they need to operate. But the food that
living things take in is a complex material. For the food to release energy and provide nourishment,
it must be broken down into small pieces which the body can absorb and utilize.
The various types of food---- rice, meat, tomatoes, vegetables, etc. are not in a form that the body cells
can utilize. They should be change into small particles that the blood can absorb and carry to all the
cells composing the body.
Throughout the learning activities, the students will consider this question. “How can we ensure to
have healthy digestive system?”
Unit Coverage
Topics You’ll learn to…
The Structure and Functions: ✓ identify healthful practices that affect the digestive
Digestive System system. (S8LT-IVc-15)
Unit Concept Map
What to do before? (Pretest) Try to answer the following questions and see if you
find it right as you finish studying the unit. You don’t need to pass the pretest. You can
write your answer on your old notebook for your future reference.
Identification. Identify which part of the digestive system performs each of the following functions.
1. It is where the fecal material exit.
2. It is the organ that stored and concentrates bile
3. It contains symbiotic material that produce vitamins and minerals from the undigested residue.
4. It is where carbohydrates first chemically digested.
5. It secretes the enzymes trypsin and amylopsin
6. It is where the protein is first chemically digested.
7. It is the organ that complete digestion and absorption.
8. It temporary stores fecal materials
9. It is where food is first lubricated.
10. It covers the esophagus so air is freely entering the trachea.
1.
Answer key for pretest is given on the last part of this module. You can self-
assess your answers whether you got the right answers. Enjoy Learning!
3
WEEK 1(EXPLORE)
Let’s start the module by doing the exercises given below.
As you go through this lesson, keep on thinking about this question:
“How can we ensure healthy digestive system?”
Use your old notebook

Exercise A: 4 Pics 1 Word
Direction: Determine the term being portrayed from the set of 4 pictures and answer the questions that
follows.
Process Question:
1. What is the term you got from the pictures?
2. Do you think it is important to know this lesson? Why?
Use 1 whole intermediate paper

Exercise B: IRF Chart
Direction: Before you begin with this lesson, fill in the first, column of the IRF Chart below. It will help
you check your understanding of the lesson. Note: You will also use this at the end of the lesson.
INITIAL REVISED FINAL
END OF EXPLORE
You gave your initial ideas about the particulate nature of matter. Continue your
courage in doing your tasks as you proceed to the activities made for your learnings.
4
WEEK 1(FIRM UP)
Your goal in this section is to learn and understand key concepts about digestive system. Don’t
forget to aim the learning competency below.
✓ identify healthful practices that affect the digestive system. (S8LT-IVc-15)
Use ONE WHOLE INTERMEDIATE PAPER
Activity 1: This is Me
Direction: You will match the descriptions in column A to its corresponding digestive part or enzyme on
column B. You can refer on Science Link book pages 321-330 (if any).
Column A Column B
1. It is a muscular tube through which food passes from the pharynx to the a. cholecystokinin
stomach.
2. It is a common passage way for digestion and respiration b. esophagus
3. It stimulates gastric acid secretion and proliferation of gastric epithelium. c. gastrin
4. It is a hormone that stimulates secretion of pancreatic enzymes, and d. ghrelin
contraction and emptying of the gall bladder.
5. It prevents back flowing of the acidic chyme in the esophagus e. liver
6. It is a hormone appears to be a strong stimulant for appetite and feeding. f. nucleases
7. It is the largest organ in the body. g. pharynx
8. It is a substance that is transformed with the help of enzymes. h. sphincter
9. It is an expanded organ located between esophagus and small intestine i. stomach
10. These are enzymes that break down nucleic acids into nucleotides. j. substrate

Activity 2: Identification
Direction: You will identify the terms being referred to in each item. You can refer on Science Link book
pages 331-335. (if any).
1. It provides the information of the components of a healthy diet.
2. This component of a healthy diet builds and repair tissues.
3. It happens due to lack of enough water and fibers in diet.
4. It commonly happens due to the excessive amount of gases stored in the digestive tract.
5. These components of a healthy diet are obtained from corn, oil, dairy products and nuts.
6. These are naturally occurring compounds that have the ability to neutralize unstable free radicals that can
cause cellular damage.
7. It is an eating disorder in which a person eats things not usually considered food.
8. It is a chronic digestive disease characterized by inflammation of the inner lining of the colon.
9. those elements on the earth and in foods that our bodies need to develop and function normally.
10. It is a plant pigment that is an isomer of carotene, important in the diet as a precursor of vitamin A.
For additional ideas and learnings, you can click the link given or directly watch the video.
https://youtu.be/CMUmQRgJAo0

Activity 3: This is How I Do It
Direction: You will list down your personal experience regarding your eating habit.
My Own Eating Habit
My Daily Meals this week
What it resulted to my digestive system?
How I take care of my own digestive system?
5
Congratulations! You have finished the first part of this unit! Now, take a short break and
answer the assessment below by checking the appropriate column of your learning
accomplishment.
I can I’m I
do need
I can… this
getting
there help!
identify the different parts and the important

enzymes of digestive system.
determine the different diseases that can happen
in digestive system.
identify healthful practices that affect the
digestive system.
END OF FIRM-UP
How was it? I hope you are still okay 😊 Since you already know the basic concepts
needed, answer the short quiz below. Good luck.
To measure your accomplishment on the different learning targets, you

will answer the given quiz for you. Write your answer on a one whole
intermediate paper.
TEST I: IDENTIFICATION
Direction: Identify the term being described in each item.
1. It is also called as oral cavity.
2. It contains tastes buds that enables us to taste food.
3. It is a chemical substance that is a combination of watery fluids and mucus.
4. One of its functions is the production of bile from bilirubin.
5. It is located at the distal end of the sigmoid colon.
6. It is the chief digestive enzyme in the stomach, which breaks down proteins into polypeptides.
7. It a hormone released into the bloodstream by the duodenum to stimulate secretion by the liver and
pancreas.
8. It is a substance produced by a living organism which acts as a catalyst to bring about a specific
biochemical reaction.
9. It is the clear alkaline digestive fluid secreted by the pancreas.
10. It increases the small intestine’s surface area for absorption.
11. It is a condition in which acidic gastric fluid flows backward into the esophagus, resulting in heartburn.
12. It is the pain or discomfort in the stomach associated with difficulty in digesting food
13. These are any of a large group of organic compounds occurring in foods and living tissues and including
sugars, starch, and cellulose.
14. It is a microorganism introduced into the body for its beneficial qualities.
15. It is a fatty acid that cannot be synthesized by the body (or not in adequate amounts) and is therefore
essential to the diet.
6
WEEK 2 (DEEPEN)
The learning target that you must observe in yourself is to:
✓ explain ingestion, absorption, assimilation, and excretion. (S8LTIVa-13)
Use SHORT BOND PAPER

Activity 4: The Picture and My Explanation
Direction: You will observe and analyze the picture below and explain how ingestion, absorption,
assimilation, and excretion occurs in the human body.
Map of Conceptual Change: KWHL Chart

What You What you WANT to Know How will you find out What I have
KNOW LEARNED

Activity 5: Give Me an Answer (Scaffold 2)
Direction: You will research or give your own suggestion in taking good care to digestive system.
How to take care the digestive system

1.
2.
3.
4.
5.

Activity 6: My Draft (Scaffold 3)
Direction: You will create a layout of your chosen presentation. It can be
• 8”x 8” brochure containing one-week meal plan for a person diagnosed with high blood pressure.
• jingle or rap lyrics that would advertise at least three (3) technologies discovered by companies that
promote proper functioning of the digestive system.
• concept of an eye-catching poster on a ½ white cartolina that will show at least five (5) healthful practices
that will maintain the normal functioning of the digestive system
NOTE: YOU DON’T NEED TO SUBMIT THIS ACTIVITY. THIS IS FOR YOUR PREPARATION ON YOUR PERFORMANCE
TASK.
7
WEEK 2 (TRANSFER)
Activity 7: The Calling
Direction: You will able to display awareness of healthful practices and technologies that will enhance
the digestive process.
The digestive system is the body’s food processor. It simplifies the food that living things eat, so it can be
utilized by the body cells as sources of energy. However, due to malpractices, the various digestive organs
are affected, and this leads to nutrient deficiencies, diseases and abnormal functioning of different
digestive organs. nutritionist, biology teacher, medical representative. Your task is to create an information
drive campaign that will display awareness of healthful practices and technologies that will enhance the
digestive process. The campaign must choose of the following products.
• “8”x 8” brochure containing one-week meal plan for a person diagnosed with high blood pressure.
• jingle or rap lyrics that would advertise at least three (3) technologies discovered by companies that
promote proper functioning of the digestive system.
• concept of an eye-catching poster on a ½ white cartolina that will show at least five (5) healthful
practices that will maintain the normal functioning of the digestive system
You will be assessed using these standards: accuracy of content, organization of Ideas, creativity and presentation.
Heredity: Inheritance and Variation of Traits

People have been fascinated at how children will resemble their parents. As years went by, scientist
began to search for more information on how these traits are passed on.
Heredity explains why offspring resemble, but are not identical to, their parents and is a unifying
biological principle. Heredity refers to specific mechanisms by which characteristics or traits are
passed from one generation to the next via genes. Genes encode the information for making specific
proteins, which are responsible for the specific traits of an individual. Each gene can have several
variants, called alleles, which code for different variants of the trait in question.
Throughout the learning activities, the students will consider this question. “How does cell division
influence the characteristics of a new organism”
Unit Coverage
Heredity: Inheritance and ✓ compare mitosis and meiosis, and their role in the cell-division
Variation of Traits cycle. (S8LTIVd-16)
Unit Concept Map
8
True or False
Direction: Write “TRUE” if the statement is correct and “FALSE” is the statement is incorrect.
1. Monohybrid inheritance pertains to the inheritance of two traits at a time.
2. The production of sperm is in the process of mitosis.
3. Mitosis takes place in our body cells.
4. News cells are formed through cell division.
5. Telophase is the final stage of mitosis.
6. Fetus is the term used to described fertilized egg.
7. Crossing over rearrange the genetic information coded in the sister chromatids.
8. Cytoplasm is the control unit of the cell.
9. Kinetochore is the structure in the centromere where chromatid is attached.
10. Pair of genes is called alleles.
WEEK 3 (EXPLORE)
Let’s start the module by exploring the cell division. As you go through this lesson, keep on
thinking about this question:
“How does cell division influence the characteristics of a new organism”
Exercise C: The Cell Cycle
Direction: To have an initial idea about cell division, you will analyze the diagram of the cell cycle
shown in the figure and answer the process question.
Process Questions:
1. What are the two subphase of the
mitosis or M phase?
2. What are the two phases of the cell
cycle?
3. What metabolic activities are
happening during interphase?

Exercise D: IRF Chart
Direction: Before you begin with this lesson, fill in the first, columns of the IRF Chart below. It will
help you check your understanding of the lesson. Note: You will also use this at the end of the lesson.

END OF EXPLORE
You gave your initial ideas about cell division. Continue your courage in doing your
tasks as you proceed to the activities made for your learnings.
9
WEEK 3 (FIRM UP)
Your goal in this section is to learn and understand key concepts about the cell cycle. Below is
the learning competency for this section.
• compare mitosis and meiosis, and their role in the cell-division cycle. (S8LTIVd-16)

Activity 8: Identify and Say
A.Direction: You will identify the stages of cell division by labelling the diagram below and describing
what happens in each stage. Example is given as guide. You can refer on Science Link book pages 345-
353. (if any).
Cytokenesis is the physical process of cell division
which divides the cytoplasm of a parental cell
into two daughter cells.
B. Direction: Using the Venn Diagram below, you will compare and contrast mitosis and meiosis, and
their role in the cell-division cycle. You can refer on Science Link book pages 345-353. (if any).
For additional learning you can click the link below and watch the video
https://youtu.be/-PfVNZedmGA

Activity 10: The Variation (Scaffold)
Direction: You will draw or collect picture of same species but different varieties. Species can be plants or
animals. Example Chicken
10
Species with different variety
1.
2.
3.
4.
5.
Map of Conceptual Change:
Congratulations! You have finished the first part of this module! Now, take a short break and
accomplishment.
I can I’m I
do need
I can… this
getting
there help!
identify the stages of cell division

compare mitosis and meiosis, and their role in the cell-
division cycle.
END OF FIRM-UP

intermediate paper.
TEST I: CLASSIFICATION
Direction: Tell whether the given process occurs in mitosis or meiosis.
1. It happens in our body cells or somatic cells. 6. occurs only in plants, animals and fungi
2. oogenesis 7. create a human cell with 23 chromosomes
3. occurs in all organisms 8. produces two diploid daughter cells
4. involves one cell division 9. involves two successive cell divisions
5. daughter cells are genetically identical 10. produces four haploid daughter cells
WEEK 3(Deepen)
Activity 11: Exact Number is Important
Direction: You will read the article given and answer the questions that follows
Medical Genetics: How Chromosome Abnormalities Happen

https://www.urmc.rochester.edu/encyclopedia/content.aspx?ContentTypeID=90&ContentID=P02126
Meiosis is the process in which sex cells divide and create new sex cells with half the number of
chromosomes. Sperm and eggs are sex cells. Meiosis is the start of the process of how a baby grows.
Normally, meiosis causes each parent to give 23 chromosomes to a pregnancy. When a sperm fertilizes
an egg, the union leads to a baby with 46 chromosomes.
11
But if meiosis doesn’t happen normally, a baby may have an extra chromosome (trisomy), or have a missing
chromosome (monosomy). These problems can cause pregnancy loss. Or they can cause health problems
in a child.
Mitosis is the dividing of all other cells in the body. It’s how a baby in the womb grows. Mitosis causes the
number of chromosomes to double to 92, and then split in half back to 46. This process repeats constantly
in the cells as the baby grows. Mitosis continues throughout your lifetime. It replaces skin cells, blood
cells, and other types of cells that are damaged or naturally die.
During pregnancy, an error in mitosis can occur. If the chromosomes don’t split into equal halves, the new
cells can have an extra chromosome (47 total) or have a missing chromosome (45 total).
Guide Questions:
1. What happen to the chromosome during meiosis and mitosis?
2. How does meiosis differ from mitosis?
3. Why is it important to maintaining the chromosome number during meiosis and mitosis?

Activity 12: Predict
Direction: You will illustrate the following scenarios using Punnet square. Give the genotype, genotypic ratio,
phenotype, phenotypic ratio and answer the question being asked.
Monohybrid Cross (Reference: 357-359 of Science Link 8 Book)
1. A heterozygous round seeded plant (Rr) is crossed with a homozygous round seeded plant (RR). What
percentage of the offspring will be homozygous (RR)?
2. A TT (tall plant) is crossed with a tt (short plant). What percentage of the offspring will be tall?
Dihybrid Cross: (Reference: 359-360 of Science Link 8 Book)

In mice, the ability to run normally is dominant trait. Mice with this trait are called running mice (R), the recessive
trait causes the mice to run in circles only. Mice with these traits are called waltzing mice (r). Hair color is also
inherited in mice. Black Hair (B) is dominant over brown (b). Perform a dihybrid cross between 2 mice that are
homozygous for both the dominant and recessive traits. What is the probability that the offspring will be a
running black mouse?
Map of Conceptual Change

12
WEEK 5 (Transfer)
Activity 13: Discuss (Scaffold)
Direction: You will discuss the advantage and disadvantage in having variety of animals and plants.

Activity 14: My Draft (Scaffold)
Direction: You will create a draft of their preferred presentation. Their presentation must include the
following. It can be
• concept of eye-catching poster that shows the importance of genetics in poultry and livestock industries.
• content of a 2-minute video that patronize the advantage of breeding in animals and plants.
• a poem that explains that differences in an individual is unique and because of cell division.
• bookmark containing an encouragement for those people suffering on anxiety about their physical
difference with other people.
NOTE: YOU WILL NOT SUBMIT THIS ACTIVITY. THIS IS JUST A PREPARATION FOR YOUR PERFORMANCE TASK
Activity 15: Performance Task

Livestock and poultry make up two of the most important subsectors in the Philippines' agricultural sector.
Of all the animals reared for human consumption, hogs and chickens were the most common, making up
a majority of the production volume of livestock in the Philippines. Livestock and poultry were the
only agricultural sectors in the Philippines with positive growth in gross value added in 2018, with poultry
growing by nearly six percent and livestock by almost two percent compared to the previous year. The
fishery and crop sectors, in comparison, contracted by almost one percent in 2018.
But despite of the success breeding, being different in physical appearance became a problem somehow.
Because of physical differences, most people are being bullied just because they are different. Gatchalian,
who chairs the Senate committee on basic education, prodded the Department of Education to strictly
enforce and monitor anti-bullying measures in schools. He cited the PISA poll that showed 65 percent of
Filipino high school students experience bullying “at least a few times a month,” way beyond the 23 percent
average among 79 countries that joined the global survey. As an amateur geneticist, human rights advocate,
your task is to create a presentation on the importance of variation in plant and animal breeding
and strengthen the respect in human differences that will be presented to all are Local
Government Units in Camarines Norte.
You can select ONE from the following:
• eye-catching poster that shows the importance of genetics in poultry and livestock industries.
• 2-minute video that patronize the advantage of breeding in animals and plants.
• poem that explains that differences in an individual is unique and because of cell division.
• bookmark containing an encouragement for those people suffering on anxiety about their physical
difference with other people.
Your task will be assessed using the following standards: Accuracy of Content, organization of Ideas, creativity
and presentation.
13
Biodiversity and Interactions in an Ecosystem
Biodiversity is the occurrence of different types of ecosystems, whole range of their
variants and genes adapted to different climates, and environments along with their
interactions and processes. It is the different kinds of life you’ll find in one area—the
variety of animals, plants, fungi, and even microorganisms like bacteria that make up
our natural world. Each of these species and organisms work together in ecosystems,
like an intricate web to maintain the balance and support life. It supports everything in
nature that we need to survive: food, clean water, medicine and shelter.
An ecosystem is defined by the interactions between the living and non-living things in
any given area. These interactions result in a flow of energy that cycles from the abiotic
environment and travels through living organisms via the food web. This energy flow is
ultimately transferred back to the abiotic environment when living organisms die and
the cycle begins all over again. Living organisms adapt to their biotic environments need
thick fur to stay warm. Reptiles sit on hot rocks in the sunlight to warm their bodies.
Animals such as termites, ants and rabbits dig burrows in the ground for shelter.
Throughout the learning activities, the students will consider this question. “How are
gas laws applied in everyday activities?”
Unit Coverage
Biodiversity ✓ classify organisms using the hierarchical taxonomic system (S8LT-
and IVh-20)
Interactions in ✓ describe the transfer of energy through the trophic levels. (8LT-
an Ecosystem IVi22)
Unit Concept Map
Identification: Identify the terms being referred to in each item.

1. He was the Swedish botanist who introduced a system of classifying living things.
2. It is a collective term used to identify animal-like protists.
3. These are terrestrial moisture-loving plans that are usually found in shady and moist places.
4. These are animals with backbones.
5. It is composed of worms with cylindrical bodies that are divided into ring-like segments.
6. These are the chordates that can live both in land and water.
7. It is the first process of water cycle.
8. It is the process where bacteria act on dead remains releasing phosphorus from them.
9. It describes the movement of phosphorus through the lithosphere and hydrosphere.
10. It is a natural process where humus and clay on the topsoil leaves sand and small stones and large rocks behind.
14
WEEK 6(EXPLORE)
Let’s start the module by exploring the ecosystem and its parts. As you go through this lesson,
keep on thinking about this question:
How does the protection and conservation of species and ecosystem be ensured?

Exercise E: The Ecosystem
Direction: You will observe the given picture below and answer the questions that follows.
Process Questions:
1. What do you think is the message of the picture?
2. Do you think we need to protect the ecosystem? Why?
3. What will happen if the ecosystem will be devastated?’
Exercise F: IRF Chart
Direction: Before you begin with this lesson, fill in the first, columns of the IRF Chart below. It will
help you check your understanding of the lesson. Note: You will also use this at the end of the lesson.
“How does the protection and conservation of species and ecosystem be ensured??”
END OF EXPLORE
You gave your initial ideas about the particulate nature of matter. Continue your
courage in doing your tasks as you proceed to the activities made for your learnings.
WEEK 6(FIRM UP)

Your goal in this section is to learn and understand key concepts about the ecosystem and the
movement of materials within. Below are the learning competencies for this section.
• classify organisms using the hierarchical taxonomic system (S8LT-IVh-20)
• describe the transfer of energy through the trophic levels. (8LT-IVi22)
15
Activity 16: Sets of Classification
Direction: You will classify what is being asked in each set. You can refer on Science Link book pages 374-
419. (if any)
A. Tell whether the given organisms are under the kingdoms of eubacteria, archaebacteria,
protist, fungi, plantae, or kingdom animalia. Reference: Science Link 8 book pages 374-419
1. leech 4.palm 7.bryophytes 10. shrubs 13.E.coli
2. mushroom 5. herbs 8.elephant 11. spider 14. liverworts
3. amoeba 6.yeast 9.halopiles 12.protozoa 15.zygomycota
B. Tell whether the given examples are under VASCULAR or NON-VASCULAR PLANTS,
PHYLUM ZYGOMYCOTA, ASCOMYCOTA, BASIDIOMYCOTA, YEAST or LICHENS.
(Reference: pages 383-390)
1. ferns 3. liverwort 5. Welwitchia 7. Fructicose 9. Pseudopyhla
2. gumamela 4. Selaginella 6. Tinea 8. conidiospores 10.bread molds
C. Classify the phylum of the species given below. (Reference: pages 398-410)
1. planaria 3.Sea Urchins 5. crayfish 7. Sea Animone 9. clam
2. snail 4. grasshopper 6. leech 8. hydra 10.spider
D. Tell whether the given examples are under FISHES, AMPHIBIANS, REPTILES, BIRDS or
MAMMALIA. (Reference: pages 414-419)
1. squirrel 3. sea horse 5. hagfish 7. shark 9. bat
2. stingray 4. parrot 6. frog 8. horse 10.lizards
For additional learning you can click the link below and watch the video
https://youtu.be/Q9-Ks474dxA

Direction: You will describe how the transfer of energy and flow of materials happen on an ecosystem
using the diagram below.

Activity 18: Me and Ecosystem
Direction: You will list down your observations on how species and ecosystem interact with each other.
How my ecosystem interacts with me
1.
2.
3.
4.
5.
16
Map of Conceptual Change:
“How does the protection and conservation of species and ecosystem be ensured?”
Congratulations! You have finished the first part of this module! Now, take a short break and
accomplishment.
I can I’m I
do need
I can… this
getting
there help!
classify organisms using the hierarchical

taxonomic system
describe the transfer of energy through the trophic
levels.
END OF FIRM-UP

intermediate paper.
TEST I: CLASSIFICATION
Direction: Identify the terms being referred to each item. Write your answer on your paper.
1. He introduced a system of classifying living things.
2. He introduced a classification system that groups living things into six categories: Plants, Animals, Fungi,
Protist, Archae, and Eubacteria.
3. It breaks down cellulose in a cow’s stomach.
4. It is a simple eukaryotic organism that are neither animals, plants nor fungi.
5. also known as tracheophytes
6. includes fungi with septate hypnae and some yeast
7. It is a type of fungi that lost ability to produce spores sexually.
8. It is a fluid filled cavity located within the mesoderm
9. It is a biological community of interacting organisms and their physical environment.
10. It is an organism, especially a soil bacterium, fungus, or invertebrate, that decomposes organic material.
11. It is the oxidation (as by bacteria) of ammonium salts to nitrites and the further oxidation of nitrites to
nitrates.
12. It is the process by which chemicals present in organic matter are decomposed or oxidized into easily
available forms to plants.
13. It is the second most abundant gas in the atmosphere.
14. It is the process by which green plants and some other organisms use sunlight to synthesize foods from
carbon dioxide and water.
15. It refers to a plant species or an animal species that is non-native
17
WEEK 6 (Deepen)
Activity 19: Tic-tac-Toe
Direction: You will answer any of the following set of numbers: 1-5-9, 2-5-8, 3-5-7, 4-5-6
1. What features distinguish fungi 2.Even though bacteria can be very 3. How are living things classified?
from plants? harmful to humans, they are also
essential to life. Explain.
4. Why is it necessary to classify 5.“How does the protection and 6.How do matter and energy link
living things? conservation of species and ecosystem organisms to each other and their
be ensured?” environment?
7.Why are biogeochemical cycles 8.How does photosynthesis 9.Sleeping under plants during
necessary for life? contribute to the oxygen cycle? night is not good. Why?
Map of Conceptual Change

“How does the protection and conservation of species and ecosystem be ensured?”
WEEK 7 (Deepen)
Activity 20: My Suggestion
Direction: You will observe the real problem experienced by different species and the nature and write your
observation using the template below.

Activity 21 Reality Hurts
Direction: You will give at least five suggestions in giving protection and conservation of species and ecosystem.
18
WEEK 7 (Performance Task)
You are nearly done with the first part of this module. Before doing the task, check out what are the things you can do
now.
I can I’m I
do need
I can… this
getting
there help!
identify the properties of matter that can affect the

water system in my community
give suggestions on how to use the knowledge in
matter in conserving water resources.
make a draft of a simple project proposal.
present how water behaves in its different states within
the water cycle.
Are you satisfied with the result of the activity above? If yes, you can start the task!
Transfer Goal
✓ You will be able to create a project proposal on water conservation presenting the
behavior of water in different states in water cycle.

Activity 22: Project Proposal Presentation
Clearing operations are intensively going on in your community. idle areas inhabited by dense
vegetation of grasses and herbs are being cleared and cleaned when people in charge of the
operations discovered an unfamiliar organism. This organism is actively moving using its feet
so they can conclude it as animal. Half of the people involved in the clearing say the animal
is an amphibian, while the other half say it is a reptile.
As an environmentalist, wildlife conservationist your task is to promote activities that will
convince the audience to protect and conserve endangered species as well as the ecosystem
itself that will be presented to entire community living in the area.
You can choose one from the following options in presenting your project proposal.
• brochure, poster or poem that will convince the audience to protect and conserve
endangered species as well as the ecosystem itself.
• PowerPoint, video or voice record song that will convince the audience to protect and
conserve endangered species as well as the ecosystem itself.
Your presentation must contain the following standards: accuracy of Content, organization
of Ideas, creativity and presentation.
Congratulations! You did it!

“An intelligent heart acquires knowledge, and the ear of the wise seeks
knowledge.”
-Proverbs 18:15
19
Answer Key in Science 8
FOURTH QUARTER
Week 1
PRETEST:
1.anus 3. stomach 5.pancreas 7.small intestine 9. mouth
2. liver 4. mouth 6.stomach 8. large intestine 10. sphincter muscle
EXERCISE A ACTIVITY 1 ACTIVITY 2: ACTIVITY 3
1. B 1. Food Pyramid (answers may
2. G 2. proteins vary)
3. C 3. constipation
4. A 4. flatulence
5. H 5. fats
6. D 6. antioxidants
7. E 7. pica
8. J 8. colitis
9. I 9. minerals
10. F 10. beta carotine
Week 3: Heredity: Inheritance and Variation of Traits

PRETEST:
1.false 3. true 5. true 7.true 9. true
2.false 4. true 6.false 8. false 10. true
EXERCISE C
1. Mitosis and cytokinesis
2. interphase and M Phase
3. growth (G1), growth and DNA replication (S), growth and final preparations for division (G2)
Activity 8: Identify and Say
INTERPHASE
During interphase, the cell grows and makes a copy of its DNA. During the mitotic (M) phase, the cell separates its DNA
into two sets and divides its cytoplasm, forming two new cells.
• G1- During this time, the cell grows in preparation for DNA replication, and certain intracellular
components, such as the centrosomes undergo replication.
• S phase (Synthesis Phase) is the phase of the cell cycle in which DNA is replicated, occurring between
G1 phase and G2 phase, the processes that occur during S-phase are tightly regulated and widely conserved.
• G2 phase is a period of rapid cell growth and protein synthesis during which the cell prepares itself for
mitosis.
MITOTIC (M) PHASE
- the cell divides its copied DNA and cytoplasm to make two new cells. M phase involves two distinct division-related
processes: mitosis and cytokinesis
1. Prophase is the process that separates the duplicated genetic material carried in the nucleus of a parent cell into two
identical daughter cells.
2. Metaphase is a stage in the cell cycle where all the genetic material is condensing into chromosomes. During this stage,
the nucleus disappears and the chromosomes appear in the cytoplasm of the cell. During this stage in human cells, the
chromosomes then become visible under the microscope.
3. Anaphase is the third phase of mitosis, the process that separates the duplicated genetic material carried in the nucleus of
a parent cell into two identical daughter cells. ... During anaphase, each pair of chromosomes is separated into two identical,
independent chromosomes.
4. Telophase is the fourth and final phase of mitosis, the process that separates the duplicated genetic material carried in
the nucleus of a parent cell into two identical daughter cells. ... During telophase, a nuclear membrane forms around each
set of chromosomes to separate the nuclear DNA from the cytoplasm.
QUIZ
1. mitosis
2. meiosis
3. mitosis
4. mitosis
5. mitosis
6. meiosis
7. meiosis
8. mitosis
9. meiosis
10. meiosis
20
Week 6: Biodiversity and Interactions in an Ecosystem
PRETEST: Explore
1. Carolus von 5. Phylum Annelida 8. mineralization (Answers may vary)
Linnaeus 6. amphibians 9. phosphorus cycle
2. protozoa 7. evaporation 10. soil erosion
3. bryophytes
4. vertebrates
Activity 16: A
1. animalia 4. plantae 7.plantae 10. plantae 13.eubacteria
2. fungi 5. plantae 8.animalia 11. animalia 14. plantae
3. protist 6.fungi 9.archaebacteria 12.protozoa 15.fungi
Activity 16: B
1. non-vascular 3. non-vascular 5. vascular 7. lichens 9. yeast (bonus)
2. vascular 4. vascular 6. basydiomycota 8. ascomycota 10.zygomycota
Activity 16: C
1. platyhelminthes 3.echinodermata 5. arthropoda 7. cnidaria(coelenterata) 9. mollusca
2. mollusca 4. arthropoda 6. annelida 8. cnidaria(coelenterata) 10.arthropoda
Activity 16: D
1. mammalia 3. fishes 5. fishes 7. fishes 9. mammalia
2. fishes 4. birds 6. amphibians 8. mammalia 10.reptiles
• Carbon Dioxide-Oxygen Cycle:
During photosynthesis, plants give off oxygen as a waste product. Carbon dioxide moves from the air into the leaves of
plants through tiny openings in the plant's leaves. Oxygen moves out of the plant leaf through these same openings.
• Hydrologic Cycle
It begins with the evaporation of water from the surface of the ocean. As moist air is lifted, it cools and water
vapor condenses to form clouds. Moisture is transported around the globe until it returns to the surface as precipitation. Once
the water reaches the ground, one of two processes may occur; 1) some of the water may evaporate back into the atmosphere
or 2) the water may penetrate the surface and become groundwater.
• Nitrogen Cycle
Process of Nitrogen Cycle consists of the following steps – Nitrogen fixation, Nitrification, Assimilation, Ammonification
and Denitrification
• Phosphorus Cycle
In this biogeochemical cycle, phosphorus moves through the hydrosphere, lithosphere and biosphere. Phosphorus is
extracted by the weathering of rocks. Due to rains and erosion phosphorus is washed away in the soil and water bodies.
Plants and animals obtain this phosphorus through the soil and water and grow. Microorganisms also require phosphorus
for their growth. When the plants and animals die, they decompose, and the stored phosphorus is returned to the soil and
water bodies which is again consumed by plants and animals and the cycle continues.
21

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CAMARINES NORTE COLLEGE INC.

Junior High School Department

LEARNING MODULE FOR SCIENCE 8

The learners demonstrate an understanding of:

The learners shall be able to:

Unit Concept Map

Use your old notebook

Use 1 whole intermediate paper

Use ONE WHOLE INTERMEDIATE PAPER

Use ONE WHOLE INTERMEDIATE PAPER

identify the different parts and the important

To measure your accomplishment on the different learning targets, you

Use SHORT BOND PAPER

Map of Conceptual Change: KWHL Chart

“How can we ensure healthy digestive system?”

Use SHORT BOND PAPER

How to take care the digestive system

Use SHORT BOND PAPER

Heredity: Inheritance and Variation of Traits

Unit Concept Map

Use 1 whole intermediate paper

“How does cell division influence the characteristics of a new organism”

Use ONE WHOLE INTERMEDIATE PAPER

Use ONE WHOLE INTERMEDIATE PAPER

identify the stages of cell division

To measure your accomplishment on the different learning targets, you

Medical Genetics: How Chromosome Abnormalities Happen

Use ONE WHOLE INTERMEDIATE PAPER

Dihybrid Cross: (Reference: 359-360 of Science Link 8 Book)

Map of Conceptual Change

Use ONE WHOLE INTERMEDIATE PAPER

Activity 15: Performance Task

Unit Concept Map

Identification: Identify the terms being referred to in each item.

Use your old notebook

WEEK 6(FIRM UP)

Use ONE WHOLE INTERMEDIATE PAPER

Use ONE WHOLE INTERMEDIATE PAPER

classify organisms using the hierarchical

To measure your accomplishment on the different learning targets, you

Map of Conceptual Change

Use ONE WHOLE INTERMEDIATE PAPER

identify the properties of matter that can affect the

Use 1 whole intermediate paper

Congratulations! You did it!

Week 3: Heredity: Inheritance and Variation of Traits

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