8

SCIENCE
QUARTER 4
LIVING THINGS AND
THEIR ENVIRONMENT

DO_Q4_SCIENCE_GRADE8_MODULES1-7
Science 8
Alternative Delivery Mode
Quarter 4 – Module: Living Things and Their Environment
First Edition, 2020

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Published by the Department of Education

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 What I Need to Know
Living things need energy to do work. The energy which the animals
and humans need comes from food. Food fuels the body cells with the energy
they need to operate. But the food that a living thing takes in is a complex
material and it must be broken down into smaller pieces which the body can
absorb and utilize.
After this lesson, learners will be able to:
• Explain ingestion, absorption, assimilation, and excretion.
(S8LT-lVa-13)
What I Know
Directions: Write the letter of the correct answer on a separate sheet of paper.
1. Digestion takes place in a long tube-like canal called alimentary canal. Which of
the following order is the correct path of food in the digestive tract?
A. mouth – stomach – gullet – small intestine – large intestine – rectum
B. mouth – esophagus – stomach – small intestine – large intestine - rectum
C. mouth – esophagus – stomach – large intestine – small intestine – rectum
D. mouth – stomach – esophagus – small intestine – large intestine – rectum
2. What structures in the small intestine absorb the nutrients that result from the
digestive process?
A. villi C. intestinal glands
B. duodenum D. intestinal muscles
3. What happens when food reaches the stomach?
A. Nothing. No digestion occurs in the stomach
B. The food moves quickly into the small intestine
C. Juices mix with the food and stomach muscles squeeze it
D. The food is completely digested and is absorbed by tiny blood vessels in the
walls of stomach
4. How do you call to the movement of the digestion products, electrolytes, vitamins
and water across the gastrointestinal tract epithelium and into the underlying
blood and lymphatic vessels?
A. ingestion B. absorption C. digestion D. secretion
5. Which of the following is NOT a preventive measure to avoid digestive problems?
A. drinking plenty of water C. consuming high calorie fast food
B. eating food rich in fibers D. avoiding excessive intake of alcohol

Lesson
Digestive System
1

What’s In
Food plays a major role in the survival of species. Food gives organisms energy
that enables them to carry out many activities they do each day by day. Organisms
are able to obtain energy from the foods they eat through the process of digestion.
Digestion is the process of breaking down foods into smaller nutrients. These

1 DO_Q4_SCIENCE8_LESSON1
nutrients are circulated to the different parts of the body through the bloodstream
and assimilated by the cells

What’s New
Activity 1: Matchy! Matchy!
Objective: Identify the key parts of the digestive system
Directions: Match the name of each organ with the letter that represents on
the diagram below. Write the letter before each number. Do it on a
separate sheet of paper.

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

_____ 2. Gall bladder ______ 6. Rectum ______10. Tongue
_____ 3. Mouth ______ 7. Salivary glands ______11. Anus
_____ 4. Liver ______ 8. Pancreas ______12. Small intestine

Activity 2: Trace my Path!

Objective: Trace the pathway of food through the digestive tract
Directions: Complete the paragraph. Choose your answer from the box below. Do it
on a separate sheet of paper.
esophagus feces digested stomach anus
liver small intestine absorbed mouth large intestine

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

food is chewed into small pieces by the teeth. Once the food is swallowed, it passes
through the 2. ____________ and into 3. ____________. Once in the stomach, the food

2 DO_Q4_SCIENCE8_LESSON1
 is 4. ___________. After spending some time in the stomach, the food is sent into the
5. ____________ where nutrients are 6. ___________.
The 7. ___________ helps by producing some digestive juices called bile. The
undigested food goes into the 8. _____________. The rectum stores the 9. __________
and eliminated through the process of defecation by the 10. ___________.

What is It

The food you eat makes an incredible journey through your body – from the
top (your mouth) to the bottom (your anus). Along the way the beneficial parts of
your food are absorbed, giving you energy and nutrients. The digestive system is
used for breaking down food into nutrients which then pass into the circulatory
system and are taken to where they are needed in the body. It consists primarily of
the alimentary canal (digestive tract) and accessory organs. The figure above shows
where food is digested in man. The parts are enumerated in the table below together
with the organs that assist in digestion. The food tube of man is about nine (9) meters
long.

Alimentary Canal
Function
(Digestive Tract)
It breaks down the food by your teeth as a means of
mechanical digestion. The pieces mix with saliva which is,
a watery liquid made by the salivary glands. It softens and
wets the food in the mouth and also initially starts chemical
Mouth digestion through the enzymes present in it.

Enzymes are molecules that speed up chemical reactions.

Enzymes in saliva known as salivary amylase or ptyalin help
breakdown carbohydrates into maltose, a double sugar.

3 DO_Q4_SCIENCE8_LESSON1
 Maltase, another type of enzyme will breakdown maltose into
glucose, a simple sugar
A muscular tube through which food passes from the mouth
Esophagus into the stomach. The wavelike contraction of the food tube is
called peristalsis.
A big muscular pouch where digestion begins. It is made up
of muscles that churn and help mix the food with gastric
Stomach juices and acids and break it into even smaller pieces. Other
enzymes such as lipase and protease help breakdown
proteins in the stomach and fats in the small intestine
Absorption of food particles takes place here. The walls
contain many folds that are lined up with tiny fingerlike
Small intestine
protrusions called villi and microvilli where nutrients pass
through.
known as colon which absorbs water, secretes mucus and
Large intestine
eliminates undigested materials
Rectum stores the feces
opening where the feces is eliminated through the process of
Anus
defecation
Accessory Organs Function
secretes bile, a greenish fluid that emulsifies fats and
Liver neutralizes the stomach acid and increase the efficiency of
digestion and absorption
Gall bladder where bile is stored
Secretes digestive enzymes that breakdown proteins,
Pancreas carbohydrates, and fats. It also makes insulin, the chief
hormone in the body for metabolizing sugar.

Digestive Processes

1. Ingestion – the process where food is taken in through the mouth and broken
down by teeth and saliva.
2. Digestion – breaking down of food into small pieces.
a. Mechanical Digestion – physical breakdown of large pieces of food into
smaller pieces.
b. Chemical Digestion – carried out by the enzymes that speed up the
chemical reaction.
3. Absorption – the process by which food molecules move into the blood stream
to be carried to the cells of the body.
4. Assimilation – incorporation of food molecules into the cells of the body to
be used as energy, structural materials or storage products.
5. Egestion – the process of eliminating undigested food from the body

4 DO_Q4_SCIENCE8_LESSON1
 What’s More
Arrange and Explain!
Directions: Arrange the following digestive processes in order of which they
occur and explain briefly.

Absorption Assimilation Digestion

Egestion Ingestion

What I Can Do
1. Explain the difference between mechanical and chemical digestion
________________________________________________________________________
________________________________________________________________________
2. How does digestive system break down food to nourish the body?
_______________________________________________________________________
_______________________________________________________________________

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

5 DO_Q4_SCIENCE8_LESSON1
 What I Need to Know
You have learned that every organism possesses a unique
characteristic and one of these characteristics is reproduction. The cellular
level of reproduction, in the form of cell division, provides the backdrop for the
organism level of reproduction. Cellular reproduction is essential to growth
and development as well as in the day-to day maintenance of many cells of
organisms.
After this lesson, learners will be able to:
1. compare mitosis and meiosis, and their role in the cell division
cycle; and (S8LT-lVd-16)
2. explain the significance of meiosis in maintaining the
chromosome number (S8LT-lVe-17)
What I Know

Directions: Write the letter of the correct answer on a separate sheet of paper.
1. Which of the following BEST describes the cell cycle?
A. The nucleus of a cell divides during the mitotic phase while the
cytoplasm of the cell divides during interphase.
B. The nucleus of a cell divides during interphase while the cytoplasm of
the cell divides during the mitotic phase.
C. Cells growth and development take place during interphase while its
reproduction takes place during the mitotic phase.
D. Cells growth and development take place during the mitotic phase
while its reproduction takes place during interphase.
2. Which of the following shows the correct sequence of the cell cycle?
A. G1-S - G2- mitosis - cytokines
B. S - G1- G2- mitosis- cytokinesis
C. Cytokinesis- mitosis- G1 - S- G2
D. Mitosis -G1 - S- G2 - cytokinesis
3. Which of the following is NOT a function of mitosis?
A. Production of gametes
B. Development (baby in mother’s womb)
C. Asexual reproduction in unicellular organisms
D. Repair of damaged cells in multicellular organisms
4. What is the correct order of the stages of mitosis?
1- METAPHASE 2 - TELOPHASE 3- ANAPHASE 4 - PROPHASE
A. 4,1,2,3 B. 2,3,1,4 C. 4,1,3,2 D. 1,2,3,4
5. What is the key difference between spermatogenesis and oogenesis?
A. Spermatogenesis results in only 1 sperm; oogenesis results in 2 eggs.
B. Spermatogenesis results in only 1 sperm; oogenesis results in 4 eggs.
C. Spermatogenesis is the formation of 2 sperm while oogenesis is the
formation of one egg.
D. Spermatogenesis is the formation of 4 sperm while oogenesis is the
formation of one egg cell.

6 DO_Q4_SCIENCE8_LESSON2
 Lesson
Cellular Reproduction
2

What’s In
Does it make you think, when you find some cut on any part of your
body and a few days later, it’s gone and healed? When you look at the mirror
and you notice that you grow a lot bigger than you were when you were six years
old and got looks from both of your parents?
Every second of an hour in your daily life, there is an important event
going on in your body and that is - cells are dividing. When a cell divides, it
will make new cells. We call this process “cell division” and “cell reproduction”.
A dividing cell undergoes a series of growth and development stages between
its “birth” (formation by the division of a mother cell) and reproduction (division to
make new daughter cells) which is also known as the Cell Cycle.

What’s New

Activity 1: Wheel of Cell

Objective: Describe the stages of the cell cycle.
Materials: worksheet, pen, coloring materials (crayons or color pencil)
Directions:
On the given diagram, lightly color the G1 phase - BLUE, the S phase -
YELLOW, the G2 phase - RED, and the stages of mitosis - ORANGE. Color the
arrows indicating all of the interphases in GREEN. Color the part of the arrow
indicating mitosis - PURPLE, and the part of the arrow indicating cytokinesis -
YELLOW.

7 DO_Q4_SCIENCE8_LESSON2
Guide Questions:
1. What is the longest stage of the cell cycle?
2. In what stage does the G1, S and G2 phases happen?
3. In what phase of the cell cycle does cell division occur?
4. In which phase of the cell cycle does the cell grows?
5. During what phase of the cell cycle is DNA replicated?
6. During what phase of the cell cycle does the cell prepares for Mitosis?
7-10. What are the stages of Mitosis?

Activity 2: Mitosis vs. Meiosis

Objective: Differentiate mitosis from meiosis and spermatogenesis from oogenesis
Part A. Directions: Complete the Venn diagram below. Use the phrases on
each box by writing its corresponding number inside the diagram.

Mitosis BOTH Meiosis

3. Formation of 4. Produces
1.Crossing- over 2. Synapsis
spindle fibers haploid cells
5. For formation of 6. Formation of 7. Occurs in plant 8. Involves cellular
egg cells and sperm two daughter and animal cells division
cells cells
9. Cytokinesis and 11. Produces cells 12. For growth and
10. Produces four
Karyokinesis take identical to parent repair of damaged
daughter cells
place cells body cells

Part B. Directions: Complete the table below by writing the correct statement
on each box. Choose your answer inside the Word Bank.
Point of Comparison Spermatogenesis Oogenesis
Location
Number of gametes produced
Products of meiosis
When does the process begin?
When does the process end?
If cytokinesis during meiosis is
equal

Word Bank
ovary seminiferous tubules in testes
one per month millions per day
cytoplasm split unequal equal division of cytoplasm
1 egg cell, 3 polar bodies 4 cells
puberty during development of fetus
at menopause until death

8 DO_Q4_SCIENCE8_LESSON2
 What is It
The Cell cycle is composed of the interphase and cell division phases. The
bulk of the cell cycle is spent in the “living phase”, known as the interphase.
Interphase is further broken down into 3 distinct phases: G1 (Gap 1), S (Synthesis)
and G2 (Gap 2).

G1 phase - cell increases in size, cellular contents duplicated

S phase - DNA Replication or DNA Synthesis, each of the 46 chromosomes is
replicated by the cell
G2 phase - cell grows more and organelles develop in preparation for cell
division

Cell Division
Alternating with the interphase is the cell division phase. In eukaryotic cells,
there are two types of cell division: mitosis and meiosis.
Mitosis is a type of cell division that produces two identical daughter cells
with the same number of chromosomes. Mitosis is divided into four phases.

• Prophase - The nuclear membrane and nucleoli are still present. The
chromosomes are thicker and shorter because of repeated coiling. At this
stage, each chromosome is made up of two identical sister chromatids
attached at one point, called the centromere. Spindle fibers are formed.
• Metaphase - The nuclear membrane has disappeared while the coiled
chromosomes align at the metaphase plate. Spindle fibers are attached to a
protein called kinetochore at the centromere of each sister chromatid of the
chromosome.
• Anaphase - The paired centromeres of each chromosome separate toward the
opposite poles of the cells as they are pulled by both spindle fibers through
their kinetochores. This liberates the sister chromatids. Each sister chromatid
is now a single chromosome.
• Telophase - The chromosomes are at the opposite poles and start to uncoil.
The nucleoli and nuclear membrane reappear while the spindle fibers
disappear. There is also cytokinesis (division of the cytoplasm) to form two
separate daughter cells immediately after mitosis.

9 DO_Q4_SCIENCE8_LESSON2
 Meiosis reduces the chromosomes number in half. The Cell undergoes two
rounds of cell division (Meiosis I and Meiosis II) to form four daughter cells, each
with half the chromosome number as the original parent cell and with a unique set
of genetic material as a result of crossing over (a segment of a sister chromatid of one
chromosome is exchanged with the same segment of the chromatid of the
homologous chromosome)

Meiosis I
• Prophase I - Meiosis starts with this stage
• Metaphase I - Homologous chromosomes align at the equatorial plate
• Anaphase I - The homologous chromosomes separate from each other and
start their movement toward the opposite poles.
• Telophase I - Two nuclei are produced, each containing only half the
chromosome number of the original parent cell.

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

prophase II, metaphase II, anaphase II, and telophase II. Each double-stranded
chromosome attaches to a spindle fiber then its centromere splits into two and the
two strands of the chromosome move to opposite poles. At the end of the cell division,
four haploid daughter cells are produced.

Gametogenesis
The production of an egg cell and a sperm cell is called gametogenesis.
Gametogenesis involves meiosis to produce haploid gametes in preparation for sexual
reproduction.
Spermatogenesis is the production of sperm cells in the testes of male
animals. Meiosis produces four small cells of similar size. These cells become
spermatozoa or sperms.
Egg cells are produced in the ovary of female animals through the process
of oogenesis. When a cell in the ovary undergoes meiosis I, two cells -one big and
one small (polar body)- are produced.

10 DO_Q4_SCIENCE8_LESSON2
 Meiosis II produces one big and one small cell from the first big cell. The small
cell from Meiosis I may or may not divide. If it does, two small cells are produced.
The big cells become the egg while the small cells (polar bodies) disintegrate.
Meiosis in gametogenesis may not always proceed normally. In humans,
accidents like the failure of the chromosomes to separate during meiosis I may cause
abnormal conditions

What’s More

Across the Stages!

Directions: Put a check on all descriptions to determine the events of each
stage from the illustrations.

PROPHASE METAPHASE ANAPHASE TELOPHASE

__1. The chromatin __1. The sister __1. Sister chromatids __1. Reappearance of
condenses into chromatids separate into nucleolus and
sister disappear. chromosomes. nuclear
chromatids __2. Spindle fibers are __2. Sister chromatids membrane
__2. Nuclear attached to the are pulled toward __2. Chromosomes
membrane centromere of opposite poles. condenses
starts sister __3. Shortening of __3. Spindle fibers
to disappear chromatids. spindle fibers. disappear
__3. Centrioles start __3. Centrioles start __4. Formation of __4. Cleavage furrow
to form spindle to form spindle cleavage furrow. deepens that
divides the cell
fibers fibers.
__5. Chromosomes
__4. Chromosomes __4. Sister chromatids
start to uncoil.
separate line up along the
equatorial plate.

What I Can Do
Directions: Read the paragraph and fill in the missing words. Choose the correct
words from the box below. Do it on a separate sheet of paper.
A 1.___________ is a series of events that takes place in a cell as it grows and
divides which splits into two main parts. The first part is called 2.____________ where
cell absorbs nutrients and grows in size. During this time, it also copies its

11 DO_Q4_SCIENCE8_LESSON2
3.___________. Once the cell is big enough, it begins the second part called
4.____________.
5.__________ is the process of cell division that usually forms the male
6.__________ and female 7.__________ in humans and animals. It occurs in two
successive divisions. One diploid cell (2n) in the male or female reproductive organs
(testes and ovaries) produces 8.__________ haploid daughter cells.
9.___________ is the process that produces cells with 10. ___________
chromosome number as the parent cell. Usually one diploid cell produces
11.__________ new ‘daughter ‘cells. It produces all human body cells except the
gametes.
12.__________, 13.__________, 14._________ and 15.________ are the four (4)
phases in both meiosis and mitosis.

interphase DNA cell division cell cycle mitosis four two

metaphase prophase ovum (egg) anaphase meiosis
the same telophase sperm

Assessment

Directions: Write the letter of the correct answer on a separate sheet of paper.
1. What is the correct sequence in which the stages of mitosis occur?
A. Metaphase-Anaphase-Prophase-Telophase.
B. Prophase-Metaphase-Anaphase-Telophase
C. Telophase-Anaphase-Metaphase-Prophase
D. Anaphase-Telophase-Prophase-Metaphase
2. Which of the following terms is mismatched?
A. Prophase I -synapsis
B. Interphase: DNA replication
C. Cytokinesis-cell plate formation
D. Metaphase- centromere division
3. What type of cell division results in daughter cells having an exact copy of
chromosomes from parent cell?
A. mitosis C. synapsis
B. meiosis D. interphase
4. Which of the following phase where sister chromatids move towards
opposite poles?
A. prophase B. metaphase C. anaphase D. telophase
5. Which of the following is not a function of mitosis?
A. growth C. recovering from injuries
B. formation of sex cells D. replacement of dead cells

12 DO_Q4_SCIENCE8_LESSON2
 What I Need to Know
The reproduction process is an anchor to the variation of an organism. The
importance of blending the traits contributed by both parents for the succession of
a species.
After this lesson, learners will be able to:
• predict phenotypic expressions of traits following simple
patterns of inheritance. (S8LT-lVe-18)

What I Know
Directions: Write the letter of the correct answer on a separate sheet of paper.
1. Which of the following express a phenotype of an offspring?
A. A puppy of XXY allele.
B. A kitten of XX gametes.
C. An infant having XY gametes.
D. A dwarf fruit bearing mango tree.
2. A green (pod color) is crossed with another green (pod color) phenotype. What
possible ratio of an offspring will be produced?
A. 100 % green C. ¾ yellow, ¼ green
B. 100 % green D. ½ yellow, ½ green
3. Male black dog was cross breed to a female white fur dog. The pair produces
4 black fur puppies and 2 white. What can you say about it?
A. Black fur of male dog is a recessive trait.
B. White and black fur are equally dominant.
C. Black fur of male dog is the dominant trait.
D. White fur of female dog is the dominant trait.
4. Which describes an allele expresses in TT, Rr, rr, XY, XX?
A. Mutation C. Phenotype
B. Genotype D. Hybridization
5. In a cross between heterozygous round (Rr) and wrinkled (rr). What is the
phenotypic ratio of the offspring?
A. 3:1 X R r
B. 1:1 r Rr rr
C. 4:0 r Rr rr
D. 2:2

Lesson
Mendelian Pattern of Inheritance
3
What’s In

Reproduction is the biological process by which new individuals or organisms

are known as “offspring” are produced from their parents. It happens when there is
a union of male (father) and female (mother) reproductive cells known as gametes.
Gametes are sex cells known as sperm and egg cell of your parents that each carries
chromosomes where genes or traits embed.

13 DO_Q4_SCIENCE8_LESSON3
 What’s New

Activity 1: Build Me Up!

Objective: Identify the different terms in the field of genetics.
Directions: Arrange the scrambled letters to reveal the word that is best described
by the following statements. Write your answer on a separate sheet of
paper.
1. (GROGER LEMEND) a monk scientist known as “Father of Genetics” who
designed the “Pea experiment”.
__ __ __ __ __ __ __ __ __ __ __ __
2. (ODIMNTAN) a trait more expressed of offspring from their parents.
__ __ __ __ __ __ __ __.
3. (GEEN) a factor of traits or unit of inheritance.
___ ___ ___ ___
4. (AGMESET) refer to sex cells- the egg and sperm.
__ __ __ __ __ __ __
5. (CREESSVIE) a trait which is masked or did not appear in F1 generation.
__ __ __ __ __ __ __ __ __
6. (LALESEL) a pair of factors or genes which controls the appearance of a
particular trait.
__ __ __ __ __ __ __
7. (HEPNOTYEP) refers to the appearance or external expression of traits such
as dwarf, tall, short, round, curly.
__ __ __ __ __ __ __ __ __
8. (NEGNOPEYT) refers to the internal genetic constitution express in variable
such as TT, bb or Rr.
__ __ __ __ __ __ ___ __ ___
9. (EHREDTIY) is the transmission of traits from one generation to the next.
__ __ __ __ __ __
10. (EGNETCIS) a science of heredity and variation.
__ __ __ __ __ __ __ __

Activity 2: Test Cross!

Objective: Predict the phenotypic and genotypic expressions of traits
Part A. Procedure:
1. Analyze the given trait transferred from parent to offspring of Mendel’s Pea plant
experimentation

Monohybrid Cross
Mendel crosses the height of a pure breed tall pea plant with a dwarf pea plant.
What do you think will be the inherited factor and characteristic of the offspring?
Will it be all tall or dwarf? Use the Punnett Square below and answer the following
questions.
Father Phenotype: Tall Genotype: TT
Mother Phenotype: dwarf Genotype: tt

14 DO_Q4_SCIENCE8_LESSON3
 Monohybrid Cross

a. List down the genotypes of offspring.

b. List down the phenotypes of offspring
c. Write its genotypic ratio.
d. Write its phenotypic ratio.
e. Percentage of tall offspring? dwarf offspring?

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

produce F2 Second Filial generation
Monohybrid Cross

f. List down the genotypes of offspring.

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

Part B. Guide Questions:

1. What is the expressed characteristic of F1 offspring? of F2?
2. When F1 generation cross pollinated to another F1 generation, how many traits
are observed to all offspring? What are these traits?
3. How do you call to the trait that is expressed the greatest number of offspring?
4. How about the least expressed trait of an offspring?
5. When did dwarf recessive trait express?

What is It

Genetics is a branch of science that deals with the

study of heredity and variation. Gregor Johann Mendel
(1822-1884), an Austrian monk, is known as the “Father of
Genetics”. After 8 years of statistically experimenting with
garden peas, he was able to publish a paper in 1866 on the
mechanism of Heredity or transmission of traits from one
generation to the next.
Why pea plant? Garden pea is considered a good
material because its stamen and pistil are enclosed by petals
protecting the stigma from stray pollen, with pair of
contrasting traits, easy to cultivate, short generation time and
thus, ensure cross and self-pollination.
The table below shows the characteristics of the garden pea plant studied by
Gregor Mendel.

15 DO_Q4_SCIENCE8_LESSON3
Mendel studied how traits are being passed from one generation to the next. He first
produced pure-breeding plants. He allowed his pea plant to self -pollinate for many
generations until all the offspring had the same features as the parents, generation
after generation. Pure-breeding peas make up the parental or P1 generation.
Next, he began cross-pollinating parental (P1) generation peas with contrasting
traits.
For example: Pea plant (P1) of purple flower x Pea plant (P1) of white flower = all
the offspring had a purple flower. These offspring of parental cross are called the first
Filial (F1) generation. The first filial (F1) generation is also called hybrid, resulting
from a cross between two pure-breeding plants with contrasting traits.

16 DO_Q4_SCIENCE8_LESSON3
When the plants from the F1 generation were crossed with each other or self-
pollinated, the offspring or the second filial (F2) generation were of two types:
purple and white flower

External traits expressed such as round, wrinkled seed shape is considered

the phenotype (physical characteristics). The most distinct physical trait is a
dominant trait. A characteristic not visible in an offspring is a masked trait known
as a recessive trait.
On the other hand, genotype refers to letter or a variable (T, t, R, r)
demonstrating an allele of paired factor or genes with the contrasting trait. Factor
or gene serves as the unit of inheritance.
Dominant genes are demonstrated by a big letter, for example the green seed
coat is expressed in pair of letter GG means for being dominant, while yellow seed
coat presented in pair of small gg to show being recessive.
Expression of genes with similar letters neither big or small (TT, tt) tells the
trait is homozygous while a combination of big and small (Tt) indicates a
heterozygous.

THE MENDELIAN LAWS OF HEREDITY

• The Law of Independent Assortment - The appearance of a particular
trait in each organism is controlled by pairs of gene or factors
• The Law of Dominance – the dominant trait prevents the expression of the
recessive trait
• The Law of Segregation - the pair of genes segregate or separate from each
other during gamete formation.

Monohybrid Cross using Punnett Square

17 DO_Q4_SCIENCE8_LESSON3
Punnett Square is a simple diagram named after Reginald Punnett which will help
you visualize the results of a cross. Using this device, the symbols for all the possible
alleles carried by male gametes are arranged on the top portion whereas the female
gametes are located on the left side. By combining the alleles of both male and female
gametes, all possible gametes combinations of the offspring can now be determined.

What’s More

Activity: Oh My Gene!
Directions: Write numbers 1 to 5 on the space provided before each box to show
the sequence of the Pea Plant experimentation, then answer the
guide questions accurately.

Transferred pollen from stamens of white flower to carpel of purple

flower
Examined all purple flower offspring.
Pollinated carpel matured into pod
Removed stamens from purple flower
Plant seeds from pod

Guide Questions:
1. What characteristic of the pea plant was transferred? _____________________
2. How do you call that process of transferring of pollen from stamen to carpel
of a flower? ______________________________________________________________
3. What is the resulting color of the offspring? _______________________________
4. Does the pea plant offspring get its resulting color from its pea plant parent?
__________________________________________________________________________
5. Do you think there will be a chance for a white pea plant flower to exist?
Why? ____________________________________________________________________

What I Can Do
Complete the table below by listing down the observable traits from your
family. Then put a heart if your trait is manifested either from your mother or father.
TRAITS Father Mother YOU
1. Skin color
(fair/dark)
2. Eye color
(brown/blue or green)
3. Ear lobe
(attached /free)
4. Hair texture
(curly/ straight)
5. Hair color
(black or blonde)

18 DO_Q4_SCIENCE8_LESSON3
 6. Height
(short or tall)
7. Dimples
(with or without)
8. Cleft chin
(with or without)
9. Nose
(broad or pointed)
10. Eyelashes
(long or short)

Assessment

Directions: Write the letter of the correct answer on a separate sheet of paper.
1. Which of the following is an example of Mendellian Law of Dominance?
A. Dominant tall palm tree. C. Heterozygous tall palm tree.
B. Homozygous tall palm tree. D. The short trunk of a palm tree.
2. Which phenotypic ratio will be expressed if a green (pod color) plant is
crossed with another of the same phenotype?
A. 100% green C. ¾ yellow, ¼ green
B. 100% yellow D. ½ yellow, ½ green
3. In a cross between a heterozygous round and wrinkled, what is the
phenotypic ratio of the offspring?
A. 3:1 B. 1:1 C. 4:0 D. 1:3
4. If in a cross, a pure yellow seeded pea plant is crossed with a pure green
seeded plant, all F1 generation are yellow. What conclusion can you make?
A. green seed is the dominant trait
B. yellow seed is the dominant trait.
C. neither yellow nor green combined.
D. yellow and green are equally dominant
5. Which of the following is an example of a heterozygous dominant trait?
A. BB B. ww C. ss D. Ll

What I Need to Know

Life on earth is incredibly diverse. Biological diversity is the variety of
life on earth. This includes all the different plants, animals, and
microorganisms; the genes they contain and the ecosystems they form on land
and in water. Biological diversity is constantly changing.
After this lesson, learners will be able to:
1. explain the concept of species; and (S8LT-lVg-19)
2. classify organisms using the hierarchical taxonomic system.
(S8LT-lVg-20)

19 DO_Q4_SCIENCE8_LESSON4
 What I Know

Directions: Write the letter of the correct answer on a separate sheet of paper.
1. Which of the following is an example of keystone species?
A. Janitor fishes invading fishponds.
B. The increasing population of water lilies in rivers.
C. Plants that provide food for both humans and animals
D. Golden apple snails use to lay eggs and destroy water nymphs.
2. Which of the following does NOT describe exotic species?
A. They outcompete the native species for food and habitats.
B. When this species was lost, other species can be affected.
C. Refers to organisms which are not native to that ecosystem.
D. These organisms have been moved by humans to areas outside of their
native ranges.
3. Which of the following refers to different kinds of places where organisms live
and interact that bind these organisms together?
A. Biodiversity C. Genetic diversity
B. Species diversity D. Ecosystem diversity
4. Which branches of science deal with the study of the classification of the living
things?
A. Ecology B. Taxonomy C. Histology D. Biogeography
5. What is the highest level in the hierarchical taxonomic system, which consists
of several related groups called phyla?
A. Genus B. Species C. Family D. Kingdom

Lesson
Taxonomy
4
What’s In
Species are a group of organisms that share a genetic heritage, able to
interbreed and create offspring that are also fertile. Each species have a
different role in the ecosystem where they belong and with this role they can
either bring benefits or harm to other species. Species can be classified as
either of the two: Keystone Species and Exotic Species
Keystone species refers to species whose ecological niche or role
greatly affects many other species in the ecosystem. If the key species are lost,
other species may begin to thrive and outcompete many other species in the
ecosystem. Examples are plants.
On the other hand, exotic species refers to new species that are
introduced to an area with no natural predators or competitors resulting to
the increase in their numbers affecting other species like janitor fish.

20 DO_Q4_SCIENCE8_LESSON4
 What’s New
Activity 1: Match or Mismatch!
Objective: Identify the levels of biodiversity as the basis for classifying organisms
Directions: Match column A with the correct answer in Column B. Write your
answer on a separate sheet of paper.

Column A Column B
____1. refers to the variety and variability of life on earth or a. Ecosystem diversity
variety and extent of differences among living things b. Biodiversity
____2. includes the different kinds of places where c. Genetic diversity
organisms live and the interactions that bind these d. Species diversity
organisms together
____3. microorganisms, plants and animals are an example of
this level of biodiversity
____4. involves the variety of genetic information that an
organism may contain

Activity 2: Word Twister

Objective: Identify the different levels in the hierarchical taxonomic system.
Directions: Rearrange each set of jumbled letters, refer to the given clues to
form the correct term. Do it on a separate sheet of paper.

1. Group of related species. __________________

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

What is It

21 DO_Q4_SCIENCE8_LESSON4
 Biodiversity refers to the variety of life on Earth and the essential
interdependence of all living things. It increases the stability of an ecosystem and
contributes to the health of the biosphere.

Levels of Biodiversity

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

live and the interactions that bind these organisms together.
Examples: forest, desert, sea, etc.
• Species Diversity - refers to the variety and extent of differences among living
things, which include all microorganisms, plants, animals, and other living
things
Examples: fishes, trees, plants etc.
▪ Genetic Diversity - Involves the variety of genetic information that an
organism may contain.
Example: a variety of bananas
Hierarchical Taxonomic System
Naming and classifying organisms into different groups facilitate the
organization of data on biodiversity. Taxonomy is the study of the classification of
living things while a taxonomist is a biologist who systematically identifies,
classifies, and organizes species based on similarities in traits of an organism.
The taxonomic system of classification used today is called Binomial
Nomenclature. The formal introduction of this system is credited to a Swedish
physician named Carolus Linnaeus who is also known as the “Father of Modern
Taxonomy”.

Each category or level is called a taxon (plural taxa), which is a general term
for any level of classification. To envision a taxonomic hierarchy, let us look at how
a human being is classified onto different levels as shown in the table below:

Kingdom Animalia
Phylum Chordata
Class Mammalia
Order Primata
Family Hominidae
Genus Homo
Species sapiens

22 DO_Q4_SCIENCE8_LESSON4
The Five Kingdom Classification System
The most widely used classification was proposed by Robert Harding
Whittaker, a distinguished American plant ecologist and an evolutionary biologist
professor at Cornell University. He was the first person to propose the five-kingdom
classification system, which is based on the cellular structure and nutrition of
organisms.

contains unicellular organisms with a prokaryotic cell organization

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

23 DO_Q4_SCIENCE8_LESSON4
 Prokaryotic organisms lack a distinct nuclear membrane, so their
Nature of nuclear material is not enclosed by this membrane. An example of
cell nucleus prokaryotes is bacteria. Other organisms such as plants and animals
have true nuclear membranes, they are called eukaryotes.
Number of Single-celled organisms are called unicellular whereas many-celled
cells organisms are multicellular.
Some organisms are photosynthetic because of their ability to
Mode of manufacture food with the aid of sunlight, whereas organisms that
nourishment
cannot produce food by themselves are non-photosynthetic.

What’s More

Activity: You Belong with Me

Directions: Identify the selected organisms using the five-kingdom
classification system. Check the appropriate box that describes the
cellular type, structure, and mode of nutrition of each organism.

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

Kingdom: ______________ Kingdom: ________________ Kingdom: __________________

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

Kingdom: _______________ Kingdom: ________________ Kingdom: __________________

Organism
Basis for comparison
1 2 3 4 5 6
Prokaryotic
Nature of cell nucleus
Eukaryotic
Unicellular
Number of cells
Multicellular

24 DO_Q4_SCIENCE8_LESSON4
 Ingestion
Mode of nutrition Photosynthesis
Absorption

What I Can Do

Directions: Examine the table showing the classification of three organisms. Then
answer the following guide questions.

Classification group Lion Wolf Dog

Kingdom Animalia Animalia Animalia
Phylum Chordata Chordata Chordata
Class Mammalia Mammalia Mammalia
Order Carnivora Carnivora Carnivora
Family Felidae Canidae Canidae
Genus Panthera Canis Canis
Species leo Lupus familiaris

Guide Questions:
1. Which species is more closely related to the wolf- the lion or dog? State your
answer.
___________________________________________________________________________
2. What is the smallest classification group shared by the lion and dog?
___________________________________________________________________________
3. What is the scientific name of lion? wolf? dog?
___________________________________________________________________________

Assessment
Directions: Write the letter of the correct answer on a separate sheet of paper.

1. Which of the following refers to the the variety of life on Earth and the
essential interdependence of all living things?
A. Taxonomy C. Biodiversity
B. Ecosystem D. Systematics
2. Which of the following is the correct arrangement of the hierarchical
taxonomic system of classification?
A. Kingdom, class, order, family, phylum, genus, species
B. Kingdom, phylum, class, order, family, genus, species
C. Kingdom, phylum, class, family, order, species, genus
D. Kingdom, order, family, phylum, class, species, genus
3. Which category in the hierarchical taxonomic system of classification
consists of several related classes?
A. Family B. Kingdom C. Phylum D. Species

25 DO_Q4_SCIENCE8_LESSON4
 4. Which is the smallest category in the hierarchical taxonomic system of
classification?
A. Family B. Kingdom C. Phylum D. Species
5. Who among the following biologists developed the system of binomial
nomenclature?
A. Carolus Linnaeus C. Charles Darwin
B. Robert Whittaker D. Gregor Mendel

What I Need to Know

Look at your surroundings, what did you observe? There are a lot of
living organisms around you ranging from different sizes, shapes, and
structures. You might see some plants, insects, and other animals.
After this lesson, learners will be able to:
1. explain the advantage of the high biodiversity in maintaining
the stability of an ecosystem; and (S8LT-lVg-21)
2. describe the transfer of energy through the trophic levels
(S8LT-lVg-22)

What I Know

Directions: Write the letter of the correct answer on a separate sheet of paper.
1. Which is NOT an example of high biodiversity?
A. desert B. rainforest C. coral reefs D. tropical lakes
2. What do you call to the series of steps that show the transfer of energy among
organisms by eating or being eaten?
A. food web B. food chain C. energy pyramid D. biomass
3. Which of the following can be used to show the total amount of mass at each
trophic level?
A. food web B. food chain C. biomass pyramid D. energy
4. Which best describes low biodiversity?
A. A type of biodiversity that consists of a lesser number of species
B. There is enough source of food that can sustain other species
C. A type of biodiversity that consists greater number of living organisms
D. Species can survive in times of drought and disaster as well as
competition with other organisms.
5. How many percent of energy and mass can be transferred to the next trophic
level?
A. 10% B. 20% C. 50% D. 100%

26 DO_Q4_SCIENCE8_LESSON5
 Lesson
Biodiversity
5

What’s In
Biodiversity refers to the variety of all life forms on Earth. It is the total of a
genetically based variety of living organisms in the biosphere. It boosts the
productivity of each species that has an important role in the ecosystem. It includes
species diversity, genetic diversity, and ecosystem diversity.

What’s New

Activity 1: Picture! Picture!

Objective: Describe the advantages of high biodiversity.
Directions: Study and analyze the picture below. Answer the ff. questions.

Guide Questions:
1. What type of ecosystem is presented on the picture?
___________________________________________________________________________
2. Based on the picture, how can you describe a high biodiversity?
___________________________________________________________________________

Activity 2: High Biodiversity vs. Low Biodiversity

Objective: Differentiate high and low biodiversity
Directions: Fill in the table about the difference of High biodiversity and Low
biodiversity by writing the letter of the correct answer. Do it on a
separate sheet of paper.

High Biodiversity Low Biodiversity

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

B. Can provide ample natural resources. E. Has fewer species.
C. There is scarcity in natural resources. F. Stable ecosystem

27 DO_Q4_SCIENCE8_LESSON5
 What is It

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

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

organisms living in an ecosytem. Desert is an example of low biodiversity, thus, has
fewer species in it due to high temperature, low rainfall, lack of water and shelter.
The scarcity of natural resources will result in an unstable ecosystem having less
number of species that leads to less genetic variation. Aside from deserts, an arctic
region which has extremely low temperatures and is covered in ice is an example of
low biodiversity.

All organisms need the energy to sustain life that is why organisms and their
environment are interdependent. A fish could not survive without phytoplanktons
and algae to eat. Plants and algae could not grow without bacteria and other
organisms helped recycle nutrients in the water and soil. The flow of energy is the

28 DO_Q4_SCIENCE8_LESSON5
most important factor that controls what kind of species live in an ecosystem. The
transfer of energy among organisms by eating or being eaten can be shown as a series
of steps known as a food chain.
In the figure above, the producer is the grass that is eaten by the grasshopper
that serves as the primary consumer. In turn, the grasshopper is eaten by the
mouse that serves as a secondary consumer. A Mouse is eaten by an owl which
plays the role of a tertiary consumer. Energy moves from one trophic level to another.

The Trophic level is the steps found in a food chain. Producers make up the
first trophic level while consumers make up the second or higher trophic level. This
means that energy flows from one organism to another in the ecosystem. The
relationship between producers and consumers connects organisms into feeding
networks based on who eats whom. Food chains may be interconnected to form a
food web. For example, several foods can be eaten by one consumer or one food can
be eaten by many consumers.

The amount of matter and energy in each trophic level can be represented by
an ecological pyramid. An ecological pyramid is a diagram that shows the relative
amount of energy or matter found within each trophic level in a food chain. The Energy
pyramid shows the amount of energy transferred to each trophic level.
The total amount of mass within a given trophic level is called biomass.
Biomass is usually expressed in grams or kilograms of organic matter per unit area.
A biomass pyramid represents the amount of potential food available for each
trophic level in an ecosystem.
Only 10% of the energy and mass available within one trophic level is
transferred to organisms at the next trophic level. Because most of the energy is used
for other processes such as cellular respiration and the rest is lost as heat.

29 DO_Q4_SCIENCE8_LESSON5
 What’s More

Activity: High Biodiversity vs. Low Biodiversity

Directions: List down the different organisms present in your community.
Divide the organisms into the following categories shown in the table
below. Do it on a separate sheet of paper.

Primary Secondary Tertiary

Producers
Consumer Consumer Consumer

What I Can Do
Create your own food chain based on your answers in the previous
activity. Choose one only. Draw and label each organism whether producers,
primary consumers, secondary consumers or tertiary consumers.

Food Chain

Assessment

Directions: Write the letter of the correct answer on a separate sheet of paper.

1. Why is desert and other temperate places being examples of low

biodiversity?
A. It has a greater number of species.
B. It has high rainfall resulting in a greater number of species.
C. It has a stable ecosystem which leads to greater variations.
D. It cannot provide enough natural resources for the species living in it
due to high temperatures.
2. How can you help conserve our biodiversity?
A. tree planting C. dynamite fishing
B. deforestation D. improper garbage disposal
3. What do you call to the type of organisms that can produce their own food?
A. producers B. consumers C. scavengers D. decomposers

30 DO_Q4_SCIENCE8_LESSON5
4. Which of the following statements best describe a food web?
A. Food web shows one-way flow energy in an ecosystem.
B. Food web is a diagram that shows the amount of energy.
C. Food web shows a two-way flow of energy in an ecosystem.
D. Food web is an interconnected food chain showing several consumers
or producers.
5. Which of the following shows a correct order of food chain?
A. flower butterfly frog snake
B. butterfly flower snake frog
C. snake butterfly frog flower
D. flower frog butterfly snake

What I Need to Know

A functioning ecosystem uses both energy and the recycling of chemical
nutrients necessary for life. Energy enters an ecosystem from the sun and
flows through it in a one-way direction. As such, energy must be constantly
supplied to an ecosystem. Chemical nutrients in the form of carbon dioxide,
water, oxygen, and other important minerals are obtained from physical
environment and flow through a cyclical way. Thus, in a “balanced”
ecosystem, materials are never lost; they are continually recycled.
After this lesson, learners will be able to:
1. analyze the roles of organisms in the cycling of materials; and
(S8LT-lVg-23)
2. explain how materials cycle in an ecosystem (S8LT-lVg-24)

What I Know

Directions: Write the letter of the correct answer on a separate sheet of paper.
1. What process is called when water is returned to the atmosphere?
A. evaporation B. precipitation C. condensation D. transpiration
2. Which of the following pertains to a bacterial process of converting decayed
organisms into soil?
A. nitrification C. ammonification
B. decomposition D. nitrogen fixation
3. Which two gases make photosynthesis and respiration?
A. oxygen and nitrogen C. oxygen and carbon dioxide
B. phosphorous and nitrogen D. carbon dioxide and nitrogen
4. What is the most abundant element in the atmosphere?
A. carbon B. oxygen C. nitrogen D. phosphorous
5. Which of the following activity interferes carbon-dioxide cycle?
A. mine rocks C. burn fossil fuel
B. throw garbage. D. over pump aquifers

31 DO_Q4_SCIENCE8_LESSON6
 Lesson
Cycling of Materials in an Ecosystem
6

What’s In
Unlike energy, chemical elements can be recycled. Ecosystems depend on
the recycling of these chemicals to sustain life. When living organisms died, elements
in the complex molecules are returned to the biosphere by decomposers. The
decomposition of organic compounds replenishes the pools of inorganic compounds
that plants and other producers use to produce new organic matter.

What’s New

Activity 1: Name the Cycle!

Objective: Identify the four (4) biogeochemical cycles.
Directions: Name the biogeochemical cycle based on the statements below.
Choose your answer from the box. Write your answer on a separate
sheet of paper.

Nitrogen Cycle Water Cycle

Oxygen-Carbon Dioxide Cycle Phosphorous Cycle

___________ 1. cycle in which photosynthesis and cellular respiration participate.

___________ 2. cycle which is dependent on bacteria for nitrogen fixation and
denitrification
___________ 3. another name for hydrologic cycle
___________ 4. only cycle which does not pass through the atmosphere.
___________ 5. cycle in which volcanic activity and burning fossil fuels plays a role
Activity 2: Fill Me Out!
Objective: Explain how essential gases are cycled in a balanced ecosystem.
Directions: Fill in the box from the given terms below to complete the
oxygen-carbon dioxide cycle.

Photosynthesis Oxygen Respiration Carbon dioxide

32 DO_Q4_SCIENCE8_LESSON6
 What is It

In a biogeochemical cycle, nutrients move through the environment, then among

organisms and back to the environment. The cycling of nutrients involves both
biotic and abiotic components. It includes the water cycle, carbon dioxide
and oxygen cycle, nitrogen cycle and phosphorous cycle.

33 DO_Q4_SCIENCE8_LESSON6
 What’s More

Activity: Think and Connect!

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

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

What I Can Do

Cite one example of human activity that interfere oxygen-carbon dioxide

cycle and suggest three (3) ways to minimize it.

34 DO_Q4_SCIENCE8_LESSON6
 Assessment

Directions: Write the letter of the correct answer on a separate sheet of paper.
1. Which of the following process pertains to changes of matter from gas to
liquid?
A. evaporation B. precipitation C. condensation D. transpiration
2. What do you call a gaseous form of water?
A. fog B. vapor C. precipitate D. condensate
3. Which of the following is the product of photosynthesis?
A. oxygen B. nitrogen C. carbon dioxide D. minerals
4. Which of the following is the product of animal respiration?
A. oxygen B. glucose C. carbon dioxide D. minerals
5. What do you call the process in which soil bacteria convert nitrogen
compounds in the soil back into nitrogen gas which is released into the
atmosphere?
A. run off B. evaporation C. denitrification D. sedimentation

What I Need to Know

The changes caused by human activities have consequences for the
biotic and abiotic parts of ecosystems.
After this lesson, learners will be able to:
• suggest ways to minimize human impact on the
environment (S8LT-lVg-25)

What I Know

Directions: Write the letter of the correct answer on a separate sheet of paper.
1. What do farmers spray to their crops to kill insect pests?
A. fertilizer B. fungicide C. herbicide D. insecticide
2. What are said to be the top consumers in many food pyramids?
A. plants B. fungi C. humans D. decomposers
3. Which of the following is known as the cultivation of a single crop in large areas?
A. agricultural B. monoculture C. polyculture D. forestry
4. How can we reduce the damaging impact of human activities in handling
wastes materials in the environment?
A. reduce your waste
B. creating environmental regulations
C. refuse, reduce, reuse, repurpose and recycle
D. all of the above
5. How can people reduce the number of natural resources they use?
A. Buy products with lots of packaging.
B. Make more landfills and garbage dumps.
C. Think only about what you need right now and don’t worry about the
future.
D. Use water, electricity, and gas conservatively and recycle metal, paper, and
glass.

35 DO_Q4_SCIENCE8_LESSON7
 Lesson Impact of Human Activities
7 in an Ecosystem

What’s In
The role of each organism is very important in the environment. Each
organism has its own role in the ecological cycle, so it is important for each
organism to conserve the ecosystem to preserve biodiversity

What’s New
Activity 1: Hunt Me Down!
Objective: Identify the key words related to the impact of human activities in an
ecosystem.
Directions: Find the 12 terms related to the impacts of human activities in an
ecosystem from the word hunt puzzle. Do it on a separate sheet of
paper.

What is It
Humans are the top consumers in many food pyramids. To increase
food production, they use methods that have an effect on food chains and food webs.
Some of the farming practices are described as follows:

36 DO_Q4_SCIENCE8_LESSON7
• Monoculture. This is the cultivation of a single crop in large areas. Vast tracts
of land are converted to rice farms, sugar farms, and coconut farms.

• Herbicides and Insecticides. Farmers spray their crops with insecticides to kill
insect pests, and with herbicides to kill weeds. However, the chemicals also
destroy other organisms, including beneficial insects and soil organisms which
help in decay.

• Chemical Fertilizers. Monocrops usually require large amounts of chemical

fertilizers. Continuous and uncontrolled use of chemical fertilizers may increase
soil acidity, thus destroying soil structure. Findings show that more fertilizers
are needed for the same amount of yield after years of monoculture.

What’s More
As a student what are the ways that you can do to lessen the
environmental problems in your barangay/city. List down at least 5 practices.

What I Can Do
Make a poster in a long bond paper, showing ways how humans can
help to lessen environmental problems especially in your barangay or city.

Assessment

Directions: Write FACT on a separate sheet of paper if the statement is correct

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

37 DO_Q4_SCIENCE8_LESSON7
For inquiries or feedback, please write or call:
Department of Education – SDO Valenzuela
Office Address: Pio Valenzuela Street, Marulas, Valenzuela City
Telefax: (02) 8292-4340
Email Address: [email protected]
38