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Science
Quarter 4 - Module 6
Interactions
Science – Grade 8
Alternative Delivery Mode
Quarter 4–Module 6 Interactions
First Edition 2021

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Published by the Department of Education- Region III

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer/Illustrator/Layout Artist/Editor:
Wilma DL. Caparas
Gladiola Lilen F. Daynos
Vanessa B. Littaua
Reliza S. Rivera
Esmeralda R. Tenorio
Janeese N. Beraña

Content Evaluator : Rodora S. Navarro

Language Evaluator : Norma S. Cajigas
Layout Evaluator : Winnie L. Añonuevo
Management Team : Gregorio C. Quinto Jr.
Rainelda M. Blanco
Agnes R. Bernardo
Marinella P. Garcia Sy
Glenda S. Constantino
Joannarie C. Garcia

Printed in the Philippines by ________________________

Department of Education- Schools Division of Bulacan
Office Address: Curriculum Implementation Division
Learning Resource Management and Development System
(LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
E-mail address: lrmdsbulacan@deped.gov.ph
 8
Science
Quarter 4 - Module 6
Interactions
Introductory Message

This Self-Learning Module (SLM) is prepared so that you, dear learners, can continue
your studies and learn while at home. Activities, questions, directions, exercises, and
discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step as you
discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This
will tell you if you need to proceed on completing this module or if you need to ask your
facilitator or your teacher’s assistance for better understanding of the lesson. At the end
of each module, you need to answer the post-test to self-check your learning. Answer
keys are provided for each activity and test. We trust that you will be honest in using
these.

In addition to the material in the main text, Notes to the Teachers are also provided to our
facilitators and parents for strategies and reminders on how they can best help you on
your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of this
SLM. Use a separate sheet of paper in answering the exercise and tests. Read the
instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need to Know

This module provides varied activities that will help you explain the advantage
of high biodiversity in maintaining the stability of an ecosystem and describe
the transfer of energy through the trophic levels that you encounter every day.
Various activities such as simple experiments are provided for you to perform to
strengthen your knowledge and skills regarding the topic .

At the end of the module you are expected to:

• identify producers, consumers, and decomposers;
• investigate and analyze the transfer of energy from one organism to another;
• construct a food chain, food web, and food pyramid in each ecosystem; and
• recognize the role of each organism in the environment.

What I Know

Directions: Choose the letter of the best answer. Write your answer on a separate sheet.

1. The transfer of the sun’s energy from producers to consumers as organisms feed on
one another.
A. Food chain C. Food pyramid
B. Food cycle D. Food web
2. A series of interrelated food chains in an ecosystem.
A. Food chain C. Food pyramid
B. Food cycle D. Food wed

For question numbers 3-4, refer to the given situation below.

Supposed that plankton are small autotrophs that absorb energy from the sun.
The shrimp eats the plankton. The tuna eats shrimp. The shark eats the tuna.
A. Plankton C. Shrimp
B. Shark D. Tuna

3. Which of this is the primary consumer?

4. Which is the producer?
5. Which is the third consumer?
A. They are thin-walled blood vessels.
B. They contain valves that prevent backflow.
C. They carry blood away from the heart.
D. Blood is kept moving by the contraction of voluntary muscles.
6. In a food pyramid, the amount of energy that any level of organism receives
decreases.
A. across the pyramid C. in all levels
B. down the pyramid D. up the pyramid
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 Examine the food web below. Use this figure to answer items 7-9

Figure 1. Interaction of organisms.

7. Which organism is involved in only one food chain?

A. dragonfly C. frog
B. flowering plant D. Rat
8. Which organism has the most varied food source?
A. butterfly C. phyton
B. Eagle D. Thrust
9. Which organism is a competitor of thrust?
A. frog C. Phyton
B. grasshopper D. Rat
10. The level of food chain that contains the most energy are the ________.
A. Decomposers C. 2nd order consumer
B. 1st order consumer D. Producers
11. All food chain starts with the ________.
A. consumer C. producers
B. decomposers D. Sun
12. Organisms that exclusively feed on producers are ________.
A. Carnivores C. Omnivores
B. Herbivores D. All of the above
13. The transfer of energy from organism to another is 100% efficient.
A.True C. Maybe
B. False D. Cannot be distinguished
14. Which of the following statement is true?
A. Herbivores in an ecosystem is the primary consumers that eat plants.
B. Carnivores in an ecosystem is the secondary consumers that obtain
energy from the herbivores.
A. Omnivores in an ecosystem get its energy both in plants and animals.
B. All of the above.
15. When the frog eats grasshopper, the energy from the grasshopper moves transfers
into the ________.
A. water C. air
B. soil D. frog

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 What’s In

In your previous lesson, you have learned about the classification of plants and
animals. Let us make a review.

Directions: Below is an illustration of a pyramid used in classifying organisms. Identify

the correct hierarchy of organisms from lowest (top) to highest (bottom) by
writing the category/classification in the pyramid. Choose your answer from
the choices on the right. Draw the pyramid and write your answer on a
separate sheet of paper.

Notes to the Student

All organisms need energy to sustain life. Every activity that organisms do in the
ecosystem—breathing, moving, running, burrowing, growing—requires energy.
The flow of energy is the most important factor that controls the kinds of
organisms living in an ecosystem. In this module, you will find out how organisms obtain
energy. This includes the discussion on how producers and consumers make the flow of
energy possible through ecosystems, through food chains and food webs.
You will then discover how the reduction in the amount of available energy limits
the number of steps that can occur in a food chain. You can identify the role of
bacteria within the cycling of some important elements or substances like water,
oxygen, carbon, and nitrogen.

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 What’s New

Directions: Read the story below about a family who lives in Bulacan. Answer the
guide questions below. Write your answer on a separate sheet of paper.

Story Time!

The pandemic goes on. That is why the Dela Cruz family who lives in Bulacan
thought of a nice way to prevent them from going out.
In their backyard, they have a garden. It consists of different plants like tomatoes,
mangoes, eggplants, cabbage, legumes, and other root crops. Their children, Mario and
Marcelo are sprinkling water to their plants every afternoon. They are having fun with this
chore.
On the other hand, their mother, Maria loves to cook different foods coming from
their garden. She assures that the plants are always healthy so that she can prepare
nutritious food for her family.
Edwardo is the head of the family who always wants what is best for his
household. He wants them to divert their attention to something more significant. He
adopted some animals like chickens, goats, dogs, cats from Mario and Marcelo’s
grandfather Pedro. The kids are having so much fun with the animals. They feel less
bored at home.
Mario and Marcelo, have realized that they can be more productive even if they
are at home. By taking care of the plants and their lovely pets. They do not limit
themselves on social media but rather enhance their capacity to do something new
outside their comfort zone.
The Dela Cruz family understands the importance of being thrifty, wise, and
generous by sharing what they have with other people in need.

Guide questions:

1. What are the organisms found in the surroundings of the Dela Cruz family?
List them down in the table below.

Organisms found in the story

Plants Animals

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 2. Which are the producers among the organisms listed on the table?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

3. Which are the consumers among the organisms listed on the table?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

4. Are there other predators that could eat on the organisms that eat on chicken?
____ Yes ____ No

5. What have you learned from the story?

___________________________________________________________________
___________________________________________________________________
_______________________________________________________

What is It

“When we see the world as a gift from God, we

will do our best to take care of it and use it
wisely, instead of poisoning or destroying it,”
Graham wrote.

Food Chain
Now that you have distinguished plants from animals and knew who eats the other
organisms, let us learn more about it.

Figure 2. Food chain.

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 A food chain is a relationship that shows the flow of energy in an environment. It is
a line diagram of who eats whom. The food chain moves from one organism to another,
giving energy to the organism digesting the food.

Some sorts of bacteria and algae are capable of converting energy from the
sun into energy and store it as energy referred to as food. These organisms are called
producers. The process is called photosynthesis; it uses water, carbon dioxide, and
sunlight. Most plants make much far more food every day than they have. Plants may
convert excess glucose into starch. Starch may then be stored in other parts of the plants
like roots and fruits. The stored energy is transferred to other organisms for his or her
survival. When people and other organisms eat plants, energy from food substances is
transferred to their bodies. Energy moves from one trophic level to another. This means
that energy flows from one organism to a different within the ecosystem. Organisms that
consume food for his or her energy supply are called consumers.

Trivia Time!

All food chains start with the sun. Plants make food
using sun’s energy. Animals including humans get their
energy from plants. Decomposers are microscopic organisms
that break down the bodies of dead animals and plants. The
nutrients that come from this decomposition get back to the
soil and are reused by the new plants, and the recycle begins
again. The ultimate fate of energy is to be lost as heat.
Therefore, energy does not recycle!

Food Web

It is consist of interlocking food chains. It is the summary of all pathways by

which energy moves from one level to another through the ecosystem. The Figure 3
shows a simplified food web in a marine environment. Microscopic algae serve as the
producers which are eaten by zooplankton. Zooplankton, in turn, are eaten by small fish
and other marine organisms. Simplified food cycle within the sea illustrates the
interconnected feeding relationship between sea organisms.

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 Figure 3. Simplified food web in a marine environment.

Food Pyramid
When organisms eat, they absorb matter also as energy into their bodies. For
example, once you eat chicken, its flesh that contains nutrients and energy enters your
body to build muscles to other parts of the body for you to perform various activities.

The transfer of matter expressed as biomass and energy in food between trophic
levels is not 100 percent used. Biomass is the total mass of organisms during an organ-
ic phenomenon or food cycle. On one level, some plants, or animals for that matter, are
eaten by organisms at the subsequent level. Some parts of the plants or animals are not
edible, for instance, wood, some fruits, some seeds, shells, and bones. Also, much of
the energy is lost, as heat.

Only about 10% of biomass and energy are transferred to the next level. This
relationship between the producers and the consumers is demonstrated through a
biomass pyramid and an energy pyramid (Figure 4). In the case of the marine
environment, the source of energy in the food chains is also the sun.

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 Figure 4. The idealized pyramids of biomass and energy
show losses at each trophic level.

The transfer of energy from one organism to another is not 100% efficient. The
amount of energy available at each successive level is called trophic level. It becomes
progressively less. As shown in the pyramid,10,000 kg of plankton that photosynthesize
are needed to support only 1,000 kg of plankton that do not photosynthesize. Planktons
that photosynthesize are producers used as food by the planktons that do not
photosynthesize, the first consumers. In turn, 1,000 kg of the primary consumers would
support only 100 kg of small fish, which in turn would sustain only 10 kg of lapu-lapu. At
the highest level are humans. Note that 10 kg of lapu-lapu would sustain just one kg of
the biomass of humans. Due to the loss of biomass at each level, 10,000 kg of plankton
at the base of the pyramid would support only 1 kg of humans who are the top
consumers.

In an energy pyramid, the base of the pyramid is reduced and only 10% moves to
the next level. This loss goes on at every level until only 0.01% reaches the highest
consumers. Consider the food web in Figure 5. A food cycle can be arranged into an
energy pyramid. It shows the flow of food through different organisms living in a
neighborhood.
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 In mathematical equations, we have:

Pyramid of biomass
10,000 kg x 10% (0.10) = 1,000 kg
1,000 kg x 10% (0.10) = 100 kg
100 kg x 10% (0.10) = 10 kg
10 kg x 10% (0.10) = 1 kg

Energy pyramid
1 000 kg / 10 000 kg x 100 = 1 0%
100 kg / 10 000 kg x 100 = 1%
10 kg / 10 000 kg x 100 = 0. 1%
1 kg / 10 000 kg x 100 = 0.01%

In an ecosystem, the primary consumers, or herbivores, eat plants. The

herbivores have much less energy available to them than the plants originally produced in
photosynthesis. Only 10% of energy obtained by plants is available for herbivores to
growth of new tissues, locomotion, and other activities. With all these animal activities,
the energy is converted to heat ( goats, carabao, grasshopper, etc.).

The secondary consumer, the carnivores, obtain energy from herbivores. The
energy here is much less taken in by the herbivores (frogs, insects, etc.).

The tertiary consumer, the omnivores, obtain energy from herbivores and
carnivores. It has the ability to eat and survive on both plants and animals. The energy
here is much less taken in the carnivores compare to herbivores (birds, dogs, human,
etc.).

Analyzing the pyramid will tell you

that, unlike nutrients and chemicals,
energy does not cycle through the
ecosystem. It is a one-way process.
Now make your own!

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 What’s More

Independent Activity 1
Who Is Inside the Box?

Directions: Based on the figure 5 below, construct an organic phenomenon with a

minimum of 3 organisms representing the producer, the 1st order
consumer, and the 2nd order consumer. (Many organisms, including the
decomposers, like bacteria and fungi are not shown during this food cycle .)

Energy from
1. the sun

Energy from
2. the sun

Energy from
3. the sun

Energy from
4. the sun

Energy from
5. the sun

Figure 5. Simplified food web in a forest.

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Independent Assessment 1
Who Am I?

Directions: Think of the meals your family ate for the whole day yesterday. Make a
food chain based on your meal. Label each correctly using the pattern
written bellow. Then write your answer on a separate sheet.

1. Name of organism (ex.

Kangkong, chicken etc.) __________ __________ __________ __________

2. Tropic levels (1st, 2nd) __________ __________ __________ __________

3. Types of consumer __________ __________ __________ __________
(primary, secondary)
4. Types of feeding habit
(producers, herbivores) __________ __________ __________ __________

Independent Activity 2
Perfect Match!
Directions: Match the concepts in Column A to its corresponding terminology in
Column B. Write the letter of the correct answer on a separate sheet of
paper.
Column A Column B

1. They obtain their energy from the producers. A. Carnivores

2. These are organisms that break down dead or B. Consumer
decaying organisms. C. Decomposer
3. It is the series of eating and eaten by the other
D. Food Chain
organisms.
4. These are organisms that feed on plants. They are the E. Food Pyramid
primary consumer. F. Food web
5. This is the interlocking of food chains. G. Herbivores
6. They can manufacture their own food by the process
H. Omnivores
of photosynthesis with the use of sunlight, water, and
carbon dioxide. I. Producers
7. These are organisms that feed on meat. They are the J. Sun
secondary consumer.
8. It is the main source of energy where the food chain
starts.
9. They eat both plants and animals, they can be at the
primary, secondary, or tertiary consumer.
10. This is the transformation of energy flow from one
organism to another.

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Independent Assessment 2
Give Me! Give Me!

Figure 6. Flow of food.

Directions: Based on figure 6, identify the following. Write your answer on a separate
sheet of paper.

1. Producers __________________________________________________
2. Primary consumers ____________________________________________
3. Secondary consumers ______________________________________
4. Tertiary consumers ____________________________________________
5. Herbivores __________________________________________________
6. Carnivores __________________________________________________
7. Omnivores __________________________________________________
8. Missing on the food web ______________________________________
9. Animal that has the most number to eat __________________________
10. Animal that has the least number to eat __________________________

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Independent Activity 3
Make It With You!
Directions: Make a food web using the available resources that you have at home.
Remember, your food cycle must have producers, consumers, and
decomposers. Write your answer on a separate sheet of paper.

Precaution: Please be careful in using sharp objects

like a pair of scissors in case you will use one.

Your food web must have the following criteria for your score.

Criteria 1 point 3 points 5 points

Used name of the Drawn or cut and
Drawing Drawn by you with color
organisms only pasted pictures
Labeled the organisms
Labeled organisms
according to its trophic level
Labeling No label according to its
and indicate the type of
trophic level
consumer
Below 6
There are 6-8 There are above 8 organisms
Content organisms
organisms present. present.
present.
Arrows are properly
Do not have Arrows must be properly placed
Arrows in placed but not in
arrows and in the proper directions.
proper directions.
TOTAL SCORE: 20/20

Your Food Web

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Independent Assessment 3
Know You Better!

A. Directions: Go back to your food web. Identify the organisms by coloring them
according to their assigned color. Producers (green), Consumers
(yellow), and Decomposers (blue).

B. Directions: Based on the food web that you have made, write the name of the
organisms in the pyramid according to their level of order.

Tertiary Consumer

Secondary Consumer

Primary Consumer

Producer

Food Web Pyramid

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 What I Have Learned

Directions: Fill in the blanks by choosing the best term inside the box to complete the
sentence in the paragraph. Remember to write your answer on a separate
sheet.

heat food web less decreases

food chain grow omnivores

producers second consumer sun

A (1) _____ only follows single path as animals find food. While (2) _____
shows many different paths wherein plants and animals are connected. Energy (3)
_____ as you go up the pyramid. Each level has (4) _____ energy than the level below
it. This is because most energy is used by organisms to live and (5) _____ and much is
lost to the environment as (6) _____. (7) _____ has the most energy level in the
pyramid. Since (8) _____ can be both primary and tertiary consumer, they have the
options for them to obtain most of the energy unlike (9) _____. Lastly, do not forget
that all these organisms obtain their energy from the (10) _____.

What I Can Do

Figure 7. Plant Eaters vs Meat Eaters

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Directions: Look at figure 7. Answer the following questions. Write your answer with
a complete solution and an explanation on a separate sheet.

1. How much biomass of humans in plant eaters can a 6,000 kg of corn support?
_________________________________________________________________
2. How much biomass of chicken can a 6,000 kg of corn support?
_________________________________________________________________
3. How much biomass of human in meat eaters can a 6,000 kg of corn support?
_________________________________________________________________
4. How much energy of chicken can a 6,000 kg of corn support?
_________________________________________________________________
5. Which is more efficient in converting biomass of producers to biomass of
consumers – the meat eater or the plant eater? Give your explanation for 5points.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

This is how you will be scored from # 1-4

5pts each —complete solution with label
3pts each—complete solution without label
1pt—write only the given values

Assessment

Directions: Read each question carefully. Write the letter of the correct answer on a
separate sheet of paper.

1. Which of the following is an example of producers?

A. Bacteria C. Dog
B. Corn D. Hawk
2. Where does the food chain start?
A. Consumers C. Producers
B. Decomposers D. Sun
3. In a food pyramid, the amount of energy that any level of organism receives
increases.
A. across the pyramid C. in all levels
B. down the pyramid D. up the pyramid
4. What role does a human play in the food web?
A. Consumer C. Producer
B. Decomposer D. Any of the following

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 Refer to this situation to answer the questions 5-7. Bananas are autotrophs
that absorb energy from the sun. The monkey eats the fruits. The snake eats the
monkey. The hawk eats the snake.
A. banana C. monkey
B. hawk D. snake
5. Which of this is the primary consumer?
6. Which is the producer?
7. Which is the third consumer?
8. The level of food chain that contains the least energy are the _____.
A. decomposers C. 2nd order consumer
st
B. 1 order consumer D. producers
9. All food chain ends with _____.
A. consumer C. producers
B. decomposers D. sun
10. Organisms that exclusively feed on herbivores, the primary consumer in the food
web are the _____.
A. carnivores C. omnivores
B. herbivores D. all of the above
11. The transfer of energy from organism to another is not 100% efficient.
A. True C. Maybe
B. False D. Cannot be distinguished
12. What level of an organism is found at the top of the food pyramid?
A. Producers C. Secondary Consumers
B. Primary Consumers D. Tertiary Consumers
13. What can you infer about the fact that the disappearance of just one species can
disrupt an entire food chain?
A. Every food chain relies entirely on a single species
B. Food chains can regenerate on their own
C. Food chains would not exist without humans
D. Food chains are extremely fragile
14. How does food web differ from food chain?
A. Food webs only contain consumers, not producers.
B. Food webs do not include decomposers.
C. Food webs contain many different interconnections, unlike food chains.
D. Food webs exist in aquatic environment while food chain only exist in
terrestrial environment.
15. How do primary consumers differ from secondary consumers?
A. Primary consumers feed on plants while secondary consumers feed other
consumers.
B. Primary consumers eat other consumers while secondary consumers eat
plants.
C. Primary consumers eat plants and other consumers while secondary
consumers eat other consumers only.
D. Primary consumers decompose while secondary consumers can not.

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 On social media, we saw people who are attempting to be slim and fit by trying
different kinds of diet such as the ketogenetic diet, the vegetarian diet, the weight
watchers, the south beach diet, and the raw food diet. All of them have their own
explanation on how they can help us to be fit and slim.

Directions: Based on the table below, which do you think is the best kind of diet? Why?
Write the answer in your own words on a separate sheet.

This is how you will be scored.

10 points—with answer and reasonable explanation according to what you have
learned
7 points—with answer but the explanation is not according to this lesson
5 points—with answer but without an explanation

KINDS OF
SIMPLE DESCRIPTION OF THE FOOD THEY EAT
DIET

It is a very low-carb, high-fat diet. It involves drastically reducing

Ketogenetic carbohydrate intake and replacing it with fat. They eat sea foods, fish, low
diet carbs vegetables, cheese, avocados, meat poultry, eggs, coconut oil, and
yogurt.

Vegetarian They eat a diverse mixed fruits, vegetables, grains, healthy fats, and a
diet variety of protein –rich plant foods like nuts, seeds, legumes, and tofu.

They eat fruits, non-starchy vegetables, eggs, chicken breast, turkey

Weight
breast, fish, shellfish., beans, legumes, tofu, tempeh, and non-fat plain yo-
watchers
gurt.

They drink fruit juice or any alcohol. They focus on eating proteins, such as
South Beach seafood, skinless poultry, lean beef, and soy beans. They also eat
Diet high-fiber vegetables, low-fat dairy, foods with healthy unsaturated fats
including avocado, nuts, and seeds.

Their dietary practice of eating is mostly on food that is uncooked and

Raw food
unprocessed like all fresh fruits, raw nuts and seeds, cold-pressed olive
diet
and, coconut oils.

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 19
What I Have Learned
Independent Assessment 1 1. food chain
What I Know
1. Answers vary 2. food web
1. A 2. 1st, 2nd, 3rd, 4th 3. decreases
2. D 3. Primary consumer, secondary 4. less
3. C consumer, tertiary consumer 5. grow
4. A 4. Producers, herbivores, 6. heat
5. B carnivores, omnivores 7. producers
6. D 8. omnivores
7. B 9. secondary consumers
8. B 10. Sun
9. A Independent Activity 2
10. B 1. B What I Can Do
11. D 2. C 1. 6 000 kg x 10% (0.1)
12. B 3. D = 600 kg
13. B 4. G
5. F 1. 6 000 kg x 10% ( 0.1)
14. D
15. D 6. I = 600 kg
7. A 2. 6 000 kg x 1 % ( 0.01)
8. J = 60 kg
What’s In 9. H
10. E 3. 600 kg / 6 000 kg x 100
1. Species
2. Genus = 10 %
3. Family 4. Answer may vary
4. Order
5. Class Assessment
6. Phylum Independent Assessment 2
1. B
7. Kingdom 1. grass, cabbage, shrub
2. C
2. mouse, rabbit, beetle
3. B
What’s New 3. shrew, snake, lizard
4. B
1. Plants—tomatoes, 4. hawk
5. C
mangoes, eggplants, 5. mouse, rabbit, beetle
6. A
cabbage, legumes 6. shrew, snake, lizard, hawk
7. B
Animals—chicken, goat, dogs 7. shrew
8. C
and cats 8. sun
9. B
2. tomatoes, mangoes, 9. hawk
10. B
eggplants, cabbage, legumes 10. lizard
11. A
3. chicken, goat, dogs and 12. D
cats 13. A
4. Yes 14. C
5. Be thrifty, wise and share Independent Activity 3 15. A
what you have
Food web may vary
Additional Activity
Opinion and explanation may vary
Independent Activity 1 since we are living in a plain area.
What’s More Vegetarian diet and weight watchers
1.legumes-flying lemur- Independent Assessment 3 are among the two best options.
monkey eating eagle
2. fruits-monkey-monkey eat- Answers depend on the food web
Vegetarian diet is good for, “green is
ing eagle created
life,” with healthy fats, and variety of
3. nuts-squirrel-monkey eating proteins.
eagle
4. fruits-flying squirrel-monkey Weight watchers are also known as
eating eagle health conscious individuals, which
5. leaves-larvae-woodpecker is good for, “health is wealth.”
Answer Key
 References

LRMDS. 2020. “EASE/OHSP Biology Module 19: Ecosystem,” Department of Education,

Republic of the Philippines 2020, https://lrmds.deped.gov.ph/detail/7185

Pia C. Ocampo, May R. Chavez, et. al. 2013. Science Grade 8 Learner’s Module. First
Edition. Philippines: Department of Education, 2013.

Pia C. Ocampo, May R. Chavez, et. al. 2013. Science Grade 8 Teacher’s Guide. First
Edition. Philippines: Department of Education, 2013.

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 For inquiries or feedback, please write:

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan

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