SCIENCE 8 MODULE

LIVING THINGS AND THIER

ENVIRONMENT

Source: https://depositphotos.com/71283711/stock-illustration-animals-and-forest.html accessed June 1,2020

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 Acknowledgement

The author would like to give thanks and praises to the Almighty God for without him
nothing is impossible.

The author would also like to give thanks to all the people who has helped her in the making
of this module, especially her ever supportive husband who provided her with her own space in his
office and the resources used during a work-from-home scheme.

-ABD

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 Table of Content

SCIENCE 8 MODULE.................................................................................................................................1
LIVING THINGS AND THIER ENVIRONMENT......................................................................................1
Acknowledgement.........................................................................................................................................2
Table of Content............................................................................................................................................3
Definition of Terms.......................................................................................................................................4
LESSON 1- Digestive System...........................................................................................................................5
I. Module Title/ Competency:........................................................................................................................5
II. Competency Code:....................................................................................................................................5
III. Platforms of Learning:.............................................................................................................................5
IV. Number of Hour(s):.................................................................................................................................5
V. Introduction of the Concept/ Competency:................................................................................................5
VI. Module Content.......................................................................................................................................5
VII. Learning Information.............................................................................................................................6
VIII. Learning Activity (ies)..........................................................................................................................9
LESSON 2- Cellular Reproduction And Genetics...........................................................................................13
I. Module Title/ Competency:......................................................................................................................13
II. Competency Code:..................................................................................................................................13
III. Platforms of Learning:...........................................................................................................................13
IV. Number of Hour(s):...............................................................................................................................13
V. Introduction of the Concept/ Competency:..............................................................................................13
VI. Module Content.....................................................................................................................................13
VII. Learning Information...........................................................................................................................14
VIII. Learning Activity (ies)........................................................................................................................15
LESSON 3- BIODIVERSITY.........................................................................................................................23
I. Module Title/ Competency:......................................................................................................................23
II. Competency Code:..................................................................................................................................23
III. Platforms of Learning:...........................................................................................................................23
IV. Number of Hour(s):...............................................................................................................................23
V. Introduction of the Concept/ Competency:..............................................................................................23
VI. Module Content.....................................................................................................................................23
VII. Learning Information...........................................................................................................................24
VIII. Learning Activity (ies)........................................................................................................................25
LESSON 4- ECOSYSTEM.............................................................................................................................30
I. Module Title/ Competency:......................................................................................................................30
II. Competency Code:..................................................................................................................................30
III. Platforms of Learning:...........................................................................................................................30
IV. Number of Hour(s):...............................................................................................................................30
V. Introduction of the Concept/ Competency:..............................................................................................30
VI. Module Content.....................................................................................................................................30
VII. Learning Information...........................................................................................................................31
VIII. Learning Activity (ies)........................................................................................................................32

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 Definition of Terms

Absorption- Process of Absorbing nutrients throughout digestion process in the intestine.

Adaptation – A behavior of an organism that aids in its survival and reproduction in its environment
Biodiversity- Refers to the variety of living things.
Biogeochemical Cycle – Natural cycling of nutrients and other materials in the environment.
Binomial Nomenclature – The modern system of naming organisms.
Chemical Digestion- Food is acted upon by chemical substances such as Enzymes that are secreted
together with the digestive juices in the stomach.
Cell Division- Process where the parent cell produces two daughter cell which is genetical identical
Cell Cycle - The Series of events that cell well duplicate their genetic contents that leads to division
into two daughter cells.
Cytokinesis – Division of Cytoplasm
Digestion - Is the process in which food is broken into smaller molecules that the body can use to
nourish the cells and to provide energy.
Ecology – A branch of Biology that deals with the study of the Ecosystem.
Ecosystem- An interacting system that includes organisms in and thier nonliving environment.
Excretion- Process of excreting waste in the rectum and anus.
Genetics – Brancgh of Biology that study about Genes and Heredity.
Heredity – The transfer of genetic information from parents to offspring
Ingestion- Take in food for digestion
Mechanical Digestion- Food is broken down into small pieces by the process of chewing or
mastication.
Mitosis – The division of Cell that occurs when organism udergo growth, develop, repair of damage
cell and undergoes asexual reproduction to some organisms.
Meiosis- Occurs when organism produce gametes (sex cells), for sexual reproduction.
Monohybrid Cross- Crossing only one charater.
Species- A group of Organisms that are capable or reproducing among themselves.
Symbiosis – A condition which two or more dissimilar organisms live together in close association.
Taxonomy – The science of classifying living things.
Trophic Level – Is the feeding position of an organisms in a chain.

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 LESSON 1- Digestive System
I. Module Title/ Competency:
 The Digestive System: C1- Explain ingestion, absorption, assimilation, and excretion.
II. Competency Code:
 S8LTIVa-13

III. Platforms of Learning:

 Modular and
 Online Learning (Synchronous and Asynchronous)

IV. Number of Hour(s):

 4 Hours

V. Introduction of the Concept/ Competency:

This module introduce the different organs that make up the digestive system of animals
and how they interact with each other to digest food and nourish their bodies. Emphasis is given
on the human digestive system and its processes.
VI. Module Content
Learning Content Learning Resources Assessment
Competencies Activities Method
Explain Explain the  Reading an  Books  Pre-
ingestion, digestion assigned  E-books assessment
absorption, process. reference  Laptopn  Short quiz
assimilation, and material or  Smartphone  Chapter
excretion module.  Video Clips quiz.
 Watching Books:  Periodical
and listening Clark, M. A., Choi, J., & Douglas, M. Exam.
to a (2018). Biology 2e.
prerecordeed Cushwa, W. (1963). Human biology. Mini task/
lecture. Nature, 198(4886), 1145–1146. Online
https://doi.org/10.1038/1981145f0 Project
 Working on
an individual Goodman, A. a. (2004). Understanding the
task or group Human Body : An Introduction to Grand
project. Anatomy and Physiology. Endocrine. Performance
 Taking mance task
Harrington, J. (n.d.). Healthy Eating and
assessment the Digestive System. Guts Charity.

Nash, E. S. (1975). Functional anatomy of

Present an The different  Reflection the digestive system. British Journal
analysis of the diseases that Paper of Oral Surgery, 13(1), 104–105.
data gathered on result from  Nutrition https://doi.org/10.1016/0007-
diseases nutrient Plannning 117x(75)90036-0
deficiency and
resulting from  Differentiate
ingestion of Science, L. F. (n.d.). Your Body ’ s Systems
nutrient harmful
d research Literacy Foundations Science :
deficiency. substances, Activities Biology.
and their
Seeley, R., VanPutte, C., Regan, J.,
prevention
Stephens, T., Tate, P., & Russo, A.
and treatment.
(2013). Large Intestine Objective.
Seeley’s Anatomy & Physiology, 864,
860–910.
https://doi.org/10.1136/gut.34.6.864-
b

Religioso, Theresita, et al 2014, You and

the Natural world Science, Phoenix

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VII. Learning Information
Week 1
Module 1

Digestive System
Overview

Human and animals eat food everyday and everybody knows that our body can absorb
nutrients that are inside the food which is need to stay alive, but how does this work? What goes
inside the body in between time consuming food and some of it comes in the end.
This chapter will investigate the different organs that make up the digestive system and how
they interact with each other to digest food and nourish the bodies. In this chapter also, more
emphasis is on the human digestive system and its processes.
Learning Outcomes
Explain ingestion, absorption, assimilation, and excretion.

Essential Question
1. How does the digestion process happen?

2. How are the different organs of digestion important to our bodily function?

Engage

Pre-Activity: 4 picture 1 word

Make a guess what is the pictures showed below all about by writing the correct word in the space
below.

_________________________________ _________________________________

Activity No.1 Pre-assessment: How much do you Know about Digestive System
Part A. Short Quiz
Direction: In each question circle True for a true statement or False for a false statement.
1. The process of digestion begins once food enters the stomach. True / False
2. Everything we eat can be completely digested and used by our body. True / False
3. Food does not directly pass through the accessory organs like, pancreas, gall bladder and liver.
True / False
4. The main function of the Digestive system is to provide support and move the body.
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 True / False
5. Food is digested, or broken down into smaller pieces, only by chemical means (using digestion
chemicals). True / False
Part B. Anticipatory Checklist: Check your previous knowledge by checking Yes or No in the
table below. Revisit this checklist by writing the correct ideas in the after portion of what you have
learned from this chapter.

Ideas Before After

Yes No Learned ideas
1.Small intestine is the longest
organ in the digestive system.
2. Food comes to the small
intestine after the large
intestine.
3. Esophagus connects mouth
and stomach.
4. Small Intestine is for
absorption of water.
5. The waste material after
digestion is collected by large
intestine.

Explore

Activity No. 2: Video Clip Presentation: The Digestive System

 Provided the Copy of the video in the Google Classroom and a Link watch the Video clip.
Scan the given QR code or click the link for the video.
https://www.youtube.com/watch?v=_QYwscALNng

 Power point presentation: The teacher will post PPT presentation in the google classroom or
in the respective group private group FB page or group chat. Take down notes as you watch
the movie clip in your Science Notebook.
 On the space given below, answer the following question.
 Student without internet access may used their books about the Human Digestion.

1. In the video clip shown, how does the digestion of food happens?

2. How are the different organs of digestion important to our bodily function?

Home-based Laboratory Activity No. 1- Title: The Human Digestion. (See attached
worksheets)

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Instruction: After watching the video with the given link above, this time you will make a DIY
Digestive System Model. Using the materials and procedure, follow the given Activity sheets and
answer the questions after doing the activity.
Objective Of the Activity:
1. To observe the process of ingestion, digestion and excretion; and
2. to explain how food pass through in the different organs of disgestive system.
Target Competency: Explain ingestion, absorption, assimilation, and excretion.

Elaborate

Activity No. 3: Self reading and Study : The student will read the information given below for
thier guide to answer the short quiz that will be given by the teacher in the given schedule.
Student Study Guide
The Digestive System
- Digestion – Is when the food particles are broken down to smaller component, then absorbed
by the body. Using two process of digestion Physical or mechanical digestion is when you chew
the food using your teeth, and when your esophagus swallows the food using peristalsis and
Chemical digestion is where your stomach dissolves the food in your mouth by saliva, or when the
enzymes-catalyzed
reactions (Cushwa, 1963).
Part of the Digestive System
Mouth
The mechanical digestion and chemical digestion of food begins
in the mouth. Here, saliva mixes with food to form a food ball
or bolus. The tongue moves, mixes, and positions food for chewing
and swallowing. The teeth cut and crush food, increasing surface area
and mixing with saliva (Science, n.d.). https://www.smithsonianmag.com

Esophagus
A straight muscular tube that is about 10 inches (25 cm) long
which caries food from the mouth to the stomach and no absorption
occurs her in this part. Its walls contain smooth muscles that
contracts in wavy motion (Peristalsis). Peristalsis propels food
and liquid slowly down the esophagus into the stomach. Cardiac
Sphincter (ring-like valve) relaxes to allow food into the
stomach (Goodman, 2004).

Stomach
J-shaped muscular saclike organ that secrets gastric https://gfycat.com/discover/esophagus
digestive juices. HCL (hydrochloric acid) helps break down food
and kills bacteria that came along with the food. Pepsin is the major
enzyme; converts proteins into peptides in the presence of HCL.
In the stomach the bolus will converted into a liquid (chyme the
combination of liquid juices and digested food). Chyme passes
through the pyloric sphincter into the small intestine (Cushwa, 1963)
Small Intestine
Long (20 ft), coiled tube beneath the stomach. Site of
greatest amount of digestion and absorption. Has three parts:
The duodenum is about 25 cm long (the term duodenum means 12,
it is 12 inches long), jejunum, constituting about two-fifths of the
total length of the small intestine, is about 2.5 m long; and
the ileum, constituting three-fifths of the small intestine, is about https://anatomyutm.wordpress.com/digestive

3.5 m long. Two major accessory glands, the liver and the pancreas, digestive-physiology/large-intestine/

are associated with the duodenum. Has folded inner walls covered
with fingerlike projections called villi (Seeley et al., 2013)

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 Large Intestine a.k.a. Colon
Its major digestive function is to absorb most of
the remaining water from indigestible food residues, store the
residueS temporarily, and then eliminate them from the body as
semisolid feces. It has 4 distinct regions. The ascending colon, it
travels up the right side of the abdominal cavity to the level of the
right kidney to the transverse colon directly anterior to the spleen,
it bends acutely at the left colic (splenic) flexure and de- scends down
the left side of the posterior abdominal wall as the descending colon.
Inferiorly, it enters the pelvis, where it beomes the S-shaped sigmoid
colon (Nash, 1975).

Accessory Organs - Produce or store enzymes that helps in digestion. https://anatomyutm.wordpress.com/digestive/digestive-

The Liver is the largest organ of the body and stores vitamins physiology/large-intestine/

A,D,E,K. Pancreas that produce a juice that contains enzymes

(amylase and insulin) to break down carbohydrates, fats and protein (Clark et al., 2018)

VIII. Learning Activity (ies)

Activity No. 4: Concept Block making

Search about Health problems associated with Digestive System and Good diet, healthfull
food practices and technologies to promote healthy Digestive System.
Fill in the concept block table below. This will assess your understanding on the different
digestive disorders from your research works, list at least 10 digestion disorder. (Write this in
Separate sheet, short bond paper)

Digestive Organ/s Affected Symptoms Cause/s Treatment

Disorder

Activity No. 5: Group Activity : Article reading

The teacher will divide the class into 2 groups.
 The first group will assign to search and read about the investigation of digestive
system disorder with electrogastrogram using wavelet transform denoising.
 The 2nd Group will assign to read about an Article about Acute appendicitis.
Assignment no. 1 Grouping Article Digest
Answer the following question based on what group you belong in the Article reading. Write
your answer in your Journal notebook. Answer briefly and concisely. (3-6 sentences)
 What is Electrogastrogram and how it will be used in investigating digestive system
disorder? (For group 1 member)
 What are the investigation processes or test made by the physician to detect acute
appendicitis? (For group 2 member)
All groups will answer this last question.
 What are the preventive measures you can practice to avoid digestive problems?

Healthy Diet and Life Style

Here are some tips to maintain healthy digestive system .
- Eat a healthy and Nutritious food.
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 - Maintaining a fluid intake, drink around two liters per day.
- Monitoring sized of meal, a rule of thumd a fist size of carbphydrate and palm sized of
protien.
- Do not drink alcoholic drinks.
- Avoid or minimized certain foods such as sweets,cakes, junk foods, processed meats.
- Less salt , avoid oily foods too.
- Exercise and proper hygiene.
Source: (Harrington, n.d.) accessed June 30,2020

Chapter Summary
 Digestion is the process of breaking down food into simpler substances.
 Disorders of the digestive system may result from a person’s eatinng habits and lifestyle.
 A healthy diet is the source of energy to fuel our daily activities and maintain bodily
function.
 The sequence of strutures in the gut or in the digestive system is mouth, esophagus, stomach,
small intestine, large intestine, rectum, anus.

APPLICATION: Journal Writing Entry No. 2 (Journal Notebook)

Answer the following question in concise and direct to the point, in 3 to 5 sentences.
1. Is it possible for a healthy person to be suffering from improper nutrition at the same time?
Justify your answer?

2. Write atleast two things you have learned about this lesson “Digestive System”

Grand Performance Task

Goal- You are to display an understanding of the functions of the Digestive System. You should also
display awareness of the importance of a healthy diet and healthful practices for the optimal function
of the body.
Role- Nutritionist, Medical representative and visual artist.
Audience- Grade 8 Students and schoolmates
Product: Students may choose one out of two product of this Performance task.
1. Prepare brochure containing data of the diseases resulting from nutrient deficiency.
(Short Size Bondpaper).
2. Make an eye-catching poster that will show at least 5 healthful practices that will maintain the
normal functioning of the digestive system. (Used 15 inches by 20 inches illustration board or ¼
illustration board).
Standards: The product will be assessed based on the accuracy of content, organization of idea,
clarity of message, and creativity.

Evaluation

Chapter Quiz
A. Multiple Choice: Choose the letter that corresponds to the corect answer. STRICTLY NO
ERASURE.
1. The correct sequence of structures in the gut is ________________.
a. Esophagus,small intestine,stomach, large intestine
b. Esophagus, stomach, large intestine, small intestine.
c. Mouth, esophagus, stomach, small intestine, large intestine.
d. Mouth, esophagus, small intestine, stomach, large intestine.
2. The process of changing food into simple components which body can absorb
a. Excretion c. Absorption
b. Ingestion d. Digestion
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3. The wavelike contraction that moves food along the digestive tract called________________
a. Absorption c. Swallowing
b. Peristalsis d. Vomiting
4. Select the incorrect association.
a. stomach – grinds and liquefies food
b. large intestine -absorbs food
c. pancreas-secrets digestive enzymes
d. small intestine – absorbs fluid and food
5. A muscular organ that mixes the food with the saliva and aids in the swallowing mechanism.
a. mouth c. salivary glands
b. teeth d. tongue
B. Enumeration. Give the complete answer in every number.
1. The three parts of the small intestines. __________________ ,
_________________________, _______________________. (3 points)

1. Two process of digestion. __________________________ and ______________________

(2 points)

2. Give at least 5 problems in our digestive system. ________________, _______________,

_____________, _______________, __________________ (5 points)
3. Assume that you ate fried chicken during lunch, make a concept map that will trace the path
of the fried chicken digestion. (6 points)

Mouth , ____________________, _____________________ , , _________________

__________________________, ________________________, ________________

C. Short Response: Answer in a direct statement that correspond to each question.

1. How are the different organs of digestion important to our bodily function? Minimum of five
(5) and maximum of fifteen (10) sentences (10pts.) (Used extra sheet of paper).

References:

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Books:
Clark, M. A., Choi, J., & Douglas, M. (2018). Biology 2e.
Cushwa, W. (1963). Human biology. Nature, 198(4886), 1145–1146. https://doi.org/10.1038/1981145f0
Goodman, A. a. (2004). Understanding the Human Body : An Introduction to Anatomy and Physiology.
Endocrine.
Harrington, J. (n.d.). Healthy Eating and the Digestive System. Guts Charity.
Nash, E. S. (1975). Functional anatomy of the digestive system. British Journal of Oral Surgery, 13(1), 104–
105. https://doi.org/10.1016/0007-117x(75)90036-0
Science, L. F. (n.d.). Your Body ’ s Systems Literacy Foundations Science : Biology.
Seeley, R., VanPutte, C., Regan, J., Stephens, T., Tate, P., & Russo, A. (2013). Large Intestine Objective.
Seeley’s Anatomy & Physiology, 864, 860–910. https://doi.org/10.1136/gut.34.6.864-b

Web Source:
The Journey of the Digestive System' National Geographic own all rights to this video
https://www.youtube.com/watch?v=_QYwscALNng accessed June 15,2020

Images Source:

Esophagus image. https://gfycat.com/discover/esophagus-gifs accessed June 30,2020

Icons used. https://thenounproject.com/ . Accessed June 15,2020

Mouth image. https://www.smithsonianmag.com/science-nature/studying-mouth-bacteria-scientists-
hope-learn-secrets-microbiomes-180973509/ accessed June 30,2020

Large Intestines. https://anatomyutm.wordpress.com/digestive/digestive-physiology/large-

intestine/. Accessed July 1,2020.
Stomach and Small Intestine. Blausen.com staff (2014). "Medical gallery of Blausen Medical
2014". Wiki Journal of Medicine 1 (2). DOI:10.15347/wjm/2014.010. ISSN 2002-4436.
Accessed July 1,2020

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LESSON 2- Cellular Reproduction And Genetics
I. Module Title/ Competency:
 Mitosis, Meiosis and Genetics: C1- Compare and contrast mitosis and meiosis, C2- Explain the
significance of meiosis; and C3 - Predict phenotypic expressions of traits by Monohybrid and
Dihybrid cross
II. Competency Code:
 S8LTIVd-16
 S8LT-IVF-18
III. Platforms of Learning:
 Modular
 Online Learning (Synchronous and Asynchronous)

IV. Number of Hour(s):

 8 Hours
V. Introduction of the Concept/ Competency:
Genetics is the study of heredity and variation(Clark et al., 2018). It aims to understand how
traits can be passed on to the next generation and how variation arises.
This module will differentiate the two types of cell division, mitosis and meiosis, as well as
correlate heredity with the behavior of the chromosomes in the cell during meiosis.
Investigations are including the mechanisms of heredity and the expression of traits.
VI. Module Content
Learning Content Learning Resources Assessment
Competencies Activities Method
Compare and Compare and  Reading an E-books  Pre-assessment
contrast mitosis contrast assigned Internet Source  Chapter quiz.
and meiosis mitosis and reference Textbooks  Mini task/
meiosis and material or Laptop Project
thier role in module. Smartphone
the cell  Pre- Video Clips
divison cycle assessment Books:
Word Puzzle
Explain the Explain the  Watching Clark, M. A., Choi, J., &
significance of significance and listening Douglas, M. (2018). Biology
meiosis; and of meiosis in to a 2e.
prerecordeed
maintaining Hartl, D. & J. E. (1998).
lecture.
the  Video and Genetics: Principles and
chromosome picture Analysis. In Genetics.
number; analysis
 Word Search Lim, B. et. al. (2015). Science
Predict Predict  Solving for the 21st Century Learner
phenotypic phenotypic genetic Textbook, By Diwa Learning
expressions of expressions of problem System Inc. 4/F SEDCCO 1
traits by traits using  Home based Bldg. 120 Thailand corner
Monohybrid Punette activity. Legazpe Streets, 1229 Makati
and Dihybrid Square. City, Philippines. ISBN 978-
cross. 971-46-0680-7
Minelli, A. (2005). Diversity of
Life. ELS.
https://doi.org/10.1038/npg.els.
0004120

Religioso, Theresita, et al 2014,

You and the Natural world
Science Phoenix

VII. Learning Information

Week 2-3

Module 2 13
 1.
Cellular Reproduction and Genetics

Overview
Genetics is the study of inherited traits, including those influenced in part by the
environment. It aims to understand how traits can be passed on to the next generation and how
variation arises (Hartl, 1998).
This chapter will focus, about how cell divides and the relationships of the chromosome and
heredity. Emphasis is given on the process during meiosis to understand the basis of the Mendelian
laws of modern genetics.
Learning Outcomes
Compare and contrast mitosis and meiosis and thier role in the cell divison cycle.
Explain the significance of meiosis in maintaining the chromosome number.

Predict phenotypic expressions of traits following simple patterns of inheritance.

Esssential Question:
1. Why do you think reproduction of cells in our body is essential or important ?

2. How are traits passed on to the next generation?

Engage
Pre-assessment: Word Search Puzzle
In two minutes answer the Word Search puzzle. Find and encircle the different words used in
the topic Cell division.

Disclaimer: Activity is adopted from https://www.tes.com/teaching-resource (Accessed 23 June,2020) which wil be utilized for this topic.

VIII. Learning Activity (ies)

Explore

Activity No. 1 Brainstorming: Picture analysis

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 Observed the pictures below and record your observation by answering the question given below.

Image: https://www.labroots.com/tag/wound-healing accessess June 26,2020

Image: https://sites.google.com/site/morgankendalyn4thper/home/part-4-
ecological-relationships-among-organisms/biodiversity
Accessed June 26, 2020

- Answer the question based on the picture shown above.

 What might happen to these organisms in the first picture if they cannot perform
reproduction?

 Why cells need to divide? What is the connection of our topic with the second Picture shown
above?

After you answer the question you may share your answer with your classmates and discuss
(through online).

Activity No. 2 Video Watching and Self Review about Cell

 Watch the video clip about Cell theory to review your knowldege from previous year.
- https://www.youtube.com/watch?v=4OpBylwH9DU
- https://www.youtube.com/watch?v=URUJD5NEXC8
Note: To those student who cannot watch the video printed ppt will be given.

Elaborate

Activity No. 3: Self reading and Study

- Cell is the smallest unit of living thing that can carry out processes of life. .All living things
are composed of one or more types of cell. It can be unicellular taht is made of as
single cell and multicellular are made made of more than one cell (Minelli, 2005).
- Cell Cycle- is an arrange series of events involving cell growth and cell division that produces
two new daughter cells. It has two major phases: interphase and the mitotic phase.
During interphase, the cell grows and DNA is replicated and in the mitotic phase, DNA
replicates and cytoplasmic contents are separated, and the cell cytoplasm is typically
undergo in the third process of the cell cycle called cytokinesis (Clark et al., 2018).

- Phases of Cell Cycle

- Interphase, when the cell is NOT dividing, has three phases: G1, S, and G2.
G1 phase: period of activity in which cells do most of their growing. Cells increase
in size. Cells synthesize (make) new proteins and organelle. S phase: DNA
(chromosomes) is replicated. G2: organelles and molecules required for cell division
are produced (Raven et.al 2014)
Mitosis
There are four phases in mitosis:

15
 1. Prophase - Longest phase in mitosis. Chromosomes become visible because they are
condensed. Centrioles become visible on opposite sides of the nucleus. The
Nucleolus disappears and nuclear envelope breaks down (Raven, et.al. 2014)
2. Metaphase- Chromosomes line up in the center of the cell. The Microtubules connect to the
centromeres (Raven, et.al 2014)
3. Anaphase - Centromeres split and the sister cchromatids separate. The sister chromatids
become individual chromosomes. Chromosomes move and separate into two groups
near the spindle. It ends when the chromosomes stop moving.(Raven et.al. 2014)
4. Telophase. Chromosomes change from being condensed to dispersed. A nuclear envelope
forms around each cluster of chromosomes. Spindle breaks apart. Nucleolus is visible in
each daughter nucleus (Raven et.al 2014)
Cytokinesis - Cytokinesis occurs within the cytoplasm of one cell. In plants, a structure called
the cell plate forms between the two daughter nuclei. The cell plate develops into a
cell membrane and cell wall. In animal cells, the cell membrane is drawn inward
until the cytoplasm is pinched into two equal parts. Each part has a nucleus and
cytoplasmic organelles (Raven et.al 2014)

Meiosis- is how gametes are formed. Is the process that divides one diploid (2N) cell to form
four haploid (N) cells. This process is a reductional division because the number of
chromosomes per cell are cut in half. Chromosomes- are bundles of tightly coiled
DNA located within the nucleus of almost every cell in our body. You have 23
different pairs of chromosomes, for a total of 46 chromosomes. One chromosome in
each pair came from your mother and one from your father. Each chromosome in a
pair is said to be homologous, meaning that the chromosome from the father has a
corresponding chromosome from the mother. Cells that contain both sets of
homologous chromosomes are called diploid. All of your cells except the sex cells
(sperm and eggs; also called gametes) are diploid. Gametes are haploid, meaning
they contain only one copy of each chromosome. We use “N” to represent the
haploid number of chromosomes and “2N” to represent the diploid number of
chromosomes. For humans, the haploid number is 23. We write this as N = 23. The
diploid number is 46, which we write as 2N = 4(Clark et al., 2018).

There are two divisions that occur in meiosis: Meiosis I and Meiosis II.
Before meiosis I begins, cells go through Interphase I. This involves DNA replication,
forming a duplicate copy of each chromosome. Each chromosome is made of two sister chromatids
(Raven et.al 2014)

Meiosis I is similar to mitosis.

Prophase I - Centrioles are visible on opposite sides of the nucleus. Metaphase I
Chromosomes align like they do in mitosis. Anaphase I spindle fibers pull the homologous
chromosomes toward opposite ends of the cell. Chromosomes move and separate into two groups
near the spindle. Telophase I the nuclear membranes form around chromosomes. Daughter nuclei
form. Cytokinesis is when Cytoplasm divides (Clark et al., 2018).

Meiosis II
After Meiosis I, cells enter Meiosis II. No DNA replication occurs between Meiosis I and
Meiosis II the separation of the sister chromatids. Prophase II: Centrioles are visible on
opposite sides of the nucleus. Nucleolus disappears and nuclear envelope breaks
down. Metaphase II: Chromosomes align like they do in mitosis. Chromosomes are attached to the
spindle at the centromere. Anaphase II: Sister chromatids separate and move towards opposite ends
of the cell.Telophase II: Nuclear membranes form around chromosome. Daughter nuclei
form.Cytokinesis: Division of the cytoplasmm. Meiosis II produces four haploid (N) daughter
cells.

Gamete formation: In male animals, the haploid gametes are called sperm. In female animals, the
haploid gametes are called eggs.

Activity No. 4. :Difference Between Mitosis and Meiosis

16
Direction: Complete the table with corresponding information for the difference between
Mitosis and Meiosis.
Condition Mitosis Meiosis
Where it occurs

Number of Cell divisions

Kind of cell produces

Number of cells created

No.of Daughter cells

Home Based Activity No.2: Mitosis and Meiosis Model

Direction: Make your own Mitosis and Meiosis Model in 1/8 illutration board. Using the materials
given in the worksheets attached.
Note: In this activity, you will do it individually and the submission of the output is through online by sending pictures of
the finished project.

Patterns of Mendelian Inheritance

Activity No. 5 Picture Analysis

Direction: Find a picture of your mother and father, or any immediate relatives. In a short Bond
paper paste a picture of your family and beside is your picture.Below the picture identify
and write 5 traits that is you can observe to your mother and father that is similar in the
picture. Ex. The color of the eyes, the skin and hair color, curly or straight hair, and any
other observable traits.

Genetics- Is the study of heredity (Clark et al., 2018)

Heredity- Transmission of genetic information from parents to the offspring (Lim et.al, 2015)
The Father of Genetics - Johann Gregor Mendel studied for genetics long before chromosomes
or genes had been identified, and the time when meiosis was not well study(Clark et al.,
2018).

Characteristics and Traits

 Alleles – The alternative forms of a gene (Raven et.al 2014)
 Phenotype- Observable traits expresses by an organisms. (Raven et.al 2014)
 Genotype - Organism’s underlying genetic makeup, consisting of both physically visible and
non-expressed alleles (Raven et.al 2014).
 Recessive – An allele that is only expressed when present in the homozygous condition, it us
“hidden” by the expression of a dominant allele in the heterozygous condition (Raven et.al
2014)
 Dominant – An allele that is expressed when present in either the heterozygous or the
homozygous condition (Raven et.al 2014).
 Homozygous – When two haploid gametes containing the same allele fuse during
fertilization. Ex. AA- homozygous dominant, aa- homozygoud recessive (Lim et.al 2015)
 Heterozygous- When two haploid gametes contain defferent alleles. Ex. Aa- Heterozygous
(Lim et.al 2015).

17
  P generation – Parental Generation (Parents) (Lim et.al 2015).
 F1 generation – First filial Generation (Offspring) (Lim et.al 2015).
 F2 generation – Second filial Generation (Offspring of F1). (Lim et.al 2015)
 Probability – The mathematical chance that an event will happen. (Lim et.al 2015).
Mendel’s Expirement
 Monohybrid Crosses- A kind of cross that uses only two variations on a single trait,
example tall and short size of the plant, and color of the flower white or purple (Raven et.al
2014).
 Dihybrid Crosses - A cross between two true breeding parents that express different traits
for two characteristics.
 Punnet Square – A tool and a diagram that is used to know the possile allele combination of
the parents’ genotype (Lim et.al 2015).
 Reginald C. Punnet- Discover and devised the approach of using the Punnet square (Lim
et.al 2015.
 Mendel’s Major Laws of Heridity – First is Law of Paired Factors a character that is
represented by organism it should be paired two unit factors. Second is Law of Dominance
in the two contrasting allele only one is able to affect the individual. The dominant traits
(represented by big letter) will dominated with recessive traits (small letter). Example T – is
tall and t – short, if Tt this is the offspring it will automatically considred as Tall. Third Law
of Segregation the two factors represent and individual. Example when Mendel crossed a
tall plant with dwaf plant the resulting plant were all Tall plant in F1 generation. Lastly is
Law of Independent Assortment in this law there is more than one character that need to be
separated by segregating independently of each other. It uses the dihybrid cross (Lim et.al
2015)
 How to use the Punnet Square? First is to determine the genotypes of the parents. Set up
the Punnett squares with one parent each side. Fill out the middle of the punnet square.
Analyze the number of offspring of each type. Describe the phenotypes, the genotypes, and
the phenotypic and genotypic ratios (Lim et.al 2015)

How to use the Punnet Square Video

Direction: Watch the video of how to use the Punnett Square and answer the following problem
below after watching. Scan the QR code or click the Link.

How to use the Punnett Square

https://www.youtube.com/watch?v=PyP_5EgQBmE

Note: Students may also read their books for guidance in using Punnett Square

18
Therefore: The F2 generation
Phenotypic ratio: 9/16 tall,white:3/16 tall,purple: 3/16 dwarf,white:3/16 dwarf,purple
Genotypic ratio : 1 TTWW: 2 TTWw: 1 TTww: 2 TtWW: 4TtWw: 2Ttww: 1ttWW:
2 ttWw: 1 ttww = total of 16 traits produced.

Activity No. 6: Problem Exercise

Direction: Predict the phenotype and genotype of the offspring by answering problem excercise
in the given space below showing the punnet square. Write your answer in the short bond paper.

1. Black eyes (B) is dominant over red eyes (b) in rats. What is the possibility of a red eye off
springs? BB X bb.

2. White hair (W) is dominant over blond hair (W). Make a cross between a heterozygous
White hair and a blond. What percentage of the offspring will have blond hair?

3. Given the cross RrYy x RrYy make a dihybrid cross and identify the phenotype and genotype
ratio of the offspring in the F1 and F2 generation.

19
 Evaluation

Test A. Multiple Choice

Direction:Read all the questions carefully. Choose and encircle the letter of the best answer.
1. The main stages of cell cycle are______?
a. the G1, S phase, G2 phase, cytokinesis
b. the G1, S phase, G2 phase, Mitotic phase.
c. the G1, S phase, G2 phase, meiosis
d the G1, G2 phase, S phase meiosis
2. What event happens during interphase?
a. Centromeres divide
b. Metabolic processes are carried out by the cell
c. Spindle fibers start forming
d. centrioles begin to show up.
3. Which of the following occurs during anaphase I?
a. Chromosomes cluster at the two poles of the cell
b. Crossing over occurs
c. Chromosomes align down the center of the cell.
d. One version of each chromosome moves toward a pole
4. The stage of the cell cycle that occupies most of the cell’s life is
a. interphase. b. G1. c. M. d. G2.
5. Which of the following statements are true about the events of the cell cycle?
a. The longest phase is the M phase.
b. Not much happens during the G1 and G2 phases.
c. The G1, S, and G2 phases are called the interphase.
d. During cytokinesis, DNA replicates.
6. During the cell cycle, interphase last longer than mitosis.
a. True b. False
7. What is the correct sequence of Mitosis during cell division?
a. Interphase-> prophase -> Anaphase-> Telophase-> Metaphase->Cytokinesis
b. Interphase-> prophase -> Metaphase-> Anaphase-> Telophase->Cytokinesis
c. Prophase -> Metaphase-> Anaphase-> Telophase->Interphase-> Cytokinesis
d. Prophase -> Interphase -> Metaphase-> Anaphase-> Telophase-> Cytokinesis
8. What makes meiosis different from mitosis?
a. Meiosis occurs in somatic cells, while mitosis occurs in sex cells
b. The chromosomes number remains the same in meiosis, but is halved during mitosis.
c.Meiosis produces identical daughter cells, but mitosis produces daughter cells.
d. Meiosis produces four daughter cells, while mitosis produces only two daughter cells.
9. What part of the cell divides during cytokinesis?
a. cytoplasm and its content
b. nuclear membrane
c. chromatin
d. Nucleus
10. Meiosis has two points of cell division.
a. True b. False
11. Which of the following statements is NOT correct about meiosis?
a. Meiosis involves one duplication of chromosomes
b. Meiosis requires two divisions
c. Meiosis results in four daughter cells.
d. The four daughter cells have the same number of chromosomes as the parent cell.
12. During ______ , the nuclear envelope begins to fragment and the nucleolus begins to
disappear.
a. Anaphase c. Metaphase
b. Telophase d. Prophase
13. A typical human cell contains 46 chromosomes. After mitosis and cytokinesis, each of
the two new cells formed from the original cell.
a. grows new chromosomes from existing DNA c. a complete set of 46 chromosomes
b. has 23 chromosomes. d. None of the above.

20
 14. As a cell grows, it
a. uses up food and oxygen more quickly.
b. more trouble moving enough materials across its plasma membrane.
c. places more demands on DNA.
d. all of the above
15. Austrian Monk who studied the inheritance of traits in pea plants.
a. Aristotle c. Gregor Mendel b. Robert Hooke d. Robert Brown

Test B. Illustration
1. Using a Venn Diagram compare mitosis and meiosis.

Test C. Online Quiz

21
References:
Books:

Clark, M. A., Choi, J., & Douglas, M. (2018). Biology 2e.

Hartl, D. & J. E. (1998). Genetics: Principles and Analysis. In Genetics.

Lim, B. et. al. (2015). Science for the 21st Century Learner Textbook, By Diwa Learning System
Inc. 4/F SEDCCO 1 Bldg. 120 Thailand corner Legazpe Streets, 1229 Makati
City, Philippines. ISBN 978-971-46-0680-7

Minelli, A. (2005). Diversity of Life. ELS. https://doi.org/10.1038/npg.els.0004120

Raven, P et.al. (2014). Biology, Tenth edition, By McGraw-Hill Education, 2 Penn Plaza,
New York, NY 10121. ISBN 978-981-4636-12-4.

Religioso, Theresita, et al 2014, You and the Natural world Science Phoenix

Web sites

“Cell Division Word Search” https://www.tes.com/teaching-resource/cell-division-wordsearch-

starter- 11996142 Accesses June 23,2020

How to Used Punnett Square By: 2 Minutes Classroom, https://www.youtube.com/watch?

v=PyP_5EgQBmE. Accessed July 1,2020

Images Source:

Biodiversity Image. https://sites.google.com/site/morgankendalyn4thper/home/part-4-ecological-

relationships-among-organisms/biodiversity . Accessed June 26, 2020

Wound healing Image. https://www.labroots.com/tag/wound-healing. Accessed June 26,2020

22
LESSON 3- BIODIVERSITY
I. Module Title/ Competency:
 Biodiversity : C1- Classify organisms using the hierarchical taxonomic system
C2- Explain the concept of species; and C3 -Describe the transfer of energy through the
trophic levels.
II. Competency Code:
 S8LT-IVg-19,
 S8LT-IVh-20
 S8LT-IVf-21

III. Platforms of Learning:

 Modular
 Online Learning (Synchronous and Asynchronous)

IV. Number of Hour(s):

 8 hours
V. Introduction of the Concept/ Competency:
This module will introduce you to the concept of biodiversity, specifically the variety of
organisms living on Earth. Classification and naming of organism will be tacled. Describing the
different groups to which these organisms belong. It also discuss the transfer of energy through the
trophic levels. Most importantly, this will encourage humans to start or continue protecting and
conserving community’s biodiversity for future generations
VI. Module Content
Learning Content Learning Resources Assessme
Competencies Activities nt
Method
Classify Naming of  Reading  eBooks Pre-
organisms using organisms an  Textbooks assess
the hierarchical Using assigned  Laptop ment
taxonomic reference  Video clips Short
Lineanian
system. material or  Smartphone quiz
taxonomic module. Books: Chapter
system.  Working Clark, M. A., Choi, J., & Douglas, quiz.
on an M. (2018). Biology 2e. Mini
Explain theadvantages of individual task/
advantage of high high task or Hartl, D. & J. E. (1998). Genetics: Project
biodiversity inbiodiversity in group Principles and Analysis. In
maintaining the maintaining project. Genetics.
stability of an the stability of  Video
an Ecosystem; Lim, B. et. al. (2015).
Document
Explain the concept of ary Science for the 21st
Analysis Century Learner
concept of species species
 Journal Textbook, By Diwa
writing Learning System Inc. 4/F
 Online SEDCCO 1 Bldg. 120
Lecture Thailand corner Legazpe
 Research Streets, 1229 Makati City,
works Philippines. ISBN 978-
971-46-0680-7
Minelli, A. (2005). Diversity of
Life.ELS.https://doi.org/10.1038/n
pg.els.0004120

Religioso, Theresita, et al 2014,

You and the Natural world
Science Phoenix

VII. Learning Information Week 4-5

23
Module 3
 Biodiversity
Overview
Biodiversity is the the variety of life on earth and includes variation at all levels of
biological organization from Kingdom to species to ecosystems (Vere, 2008).
In grades 3-7 the main foucus is the study of different organisms and thier observable
characteristics. In Grade 8 this module it will introduce the concept of Biodiversity. This will dicuss
the how organisms are classified and named. Describes the transfer of energy through trophic levels.
And, encourage humans to be resposible and protect the cummunity’s biodiversity for future
generation.

Learning Outcomes
Classify organisms using the hierarchical taxonomic system;
Explain the concept of species; and
Describe the transfer of energy through the trophic levels.

Essential Question
1. How organisms classified and named?
2. How does energy in the trophic level transfer in one organism to another?
3. What human activities help protect and conserve rare and economically important
species?
Engag
Pre- activity: eWatch It!
Watch the video about biodiversity and make a list why it is important.

Links : https://www.youtube.com/watch?v=GK_vRtHJZu4
Note: You may scan the QR code for easy access of the video

Source: https://edition.cnn.com/2010/WORLD/asiapcf/10/17/biodiversity.un.summit.briefing/index.html accessed June 26,2020

1. Why Biodiversity is Important?

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________
2. How can we humans protect and conserve some economically important species?
_________________________________________________________________________________________________________________________

________________________________________________________________________________

Note: For modular or offline learner please refer to the picture of biodiversity to answer the question.

VIII. Learning Activity (ies)

Activity No.1: Brainstorming: Why Classify and Named?

Every living organisms either plant and animals have its name. Identify the names of the
species pictures below named it based how your cummunity used to called it (local name).
24
Image No.1: https://greentumble.com/endangered-animals-in-the-philippines/ Accessed June 25,2020 Image No. 2 https://zooinstitutes.com/zooinstitutes/avilon-zoo-178.html?id_type=9 Accessed June 25,2020

Common Name: ____________________________ Common Name: ___________________________________

Local Name: ____________________________ Local Name: ____________________________________

Common Name : _____________________________________

Local Name: ________________________________________

Image No. 3: http://unisci24.com/211968.html Accessed June 25,202

Activity No. 2 Research Works

Research the following
Explore question and share your answer to the class during online class.
Write your answer in your science notebook.

1. What is Taxonomy?
2. How do the Latin/Greek words chosen for naming organisms relate to how they are
classified?
3. What is dichotomous key and how to use this?
4. What are the characteristics did scientist observed and determine to an organism using the
Linnaean classification system?
5. What are the levels of Linnaean classification system?

After answering the question above, you might visit the website https://animaldiversity.org/ to know
how animals are classified and named.

Activity No. Elaborate

3: Online Discussion
Biodiversity is the variety of living things that depends on different levels of variation.
All living things were organized by sorting or classifying them into to shared characteristics.
Classification in the science of finding patterns, that helps scientist identify, group and name
organisms (Minelli, 2005).
What is a taxonomy and how it will be used in classifying organisms? Taxonomy is
the study that deals with identifying, naming, and classifying organisms. The order of names
provided by taxonomy is arranged as a hierarchical classification (Henke & Tattersall, 2007)

Modern taxonomic system was developed by the Swedish botanist Carolus (Carl)
Linneaeus (1707-1788) known as the of father of taxonomy. Using the simple physical
characteristics of organisms to identify and differentiate between different species. He
developed a hierarchy of groups for taxonomy to distinguish different levels of similarity. The
taxa in hierarchical order;Domain – which is the Archea, Eubacteria, Eukaryote, Kingdom -
Plants, Animals, Fungi, Protists, Eubacteria (Monera), Archaebacteria, Phylum, Class, Order,
Family, Genus, Species (Tucker et al., 1990).

Binomial nomenclature is the modern system of classification using an organism

Scientific name. Scientific names which also would explain its genus and species so that
biologist never confused or mistaken about the species they referring to. The Latin language
is used in making two-word scientific names or the binomial nomenclature, historically it
has been the language of science and education. (Minelli, 2005).
How to classify Organisms using taxonomic classification and binomial
nomenclature? Taxonimic classification or Linnaean system uses a hierarchical model in
classifying organisms. From the point of origin going to the groups until to the one branch
ends as a single species. Organisms divided into three large categories called domains:
25
 Bacteria, Archaea, and Eukarya. Within each domain is a second category called a kingdom.
After kingdoms, the subsequent categories of increasing specificity are: phylum, class, order,
family, genus, and species. See example figure 1 The classification of dog using the
hierarchical model to classify organisms into increasingly specific categories.(Clark et al.,
2018)

Source: https://louis.oercommons.org/courseware/module/697/student/?task=4 accessed June 26,2020.

Dog modification was made by Janneke Vreugdenhil from the Ebook. (Clark et al., 2018)
What is a Species? The narrowest group of organisms and refers to a group of
organisms that are capable of reproducing among themselves. One good example is a horse and
a zbra share many traits, but they are not even similar enough to be the same species (Minelli,
2005).

Reading Assignment: Read and search more about “How organisms classified and named”.

Actvity No. 4. Classify Me!

Classify atleast 5 organisms on your own choice and fill in the table below using the
information you have in your 5 organisms. After classifying answer the question below. Do this
in your Science Notebook.
Category Organisms Organisms #2 Organisms Organisms Organisms
#1 #3 #4 #5

(Write the name of

Organisms here)

Kingdom

Phylum

Class

Order

Family

Genus

Species

Proccess Question: Answer Shortly and Concisely. Write your answer in Science Notebook.
1. In your choosen organisms which are most closely related? Why do you say so?

26
2. In Activity no. 1 in this chapter you named the pictures based in the thier local and common
names, so organisms are also need to be classify based in its category or level to be used for
referencing by people. How do scientist and biologist classify and organized the organisms
named and classification?

Transfer of Energy
 Food Chain – A linear sequence of organisms through which nutrients and energy
pass(Clark et al., 2018).

 Food Web - A graphic representation of a holistic, nonlinear web of primary producers,

primary consumers, and higher-level consumers used to describe ecosystem structure and
dynamics (Clark et al., 2018).

 Trophic Level – The position of a species or group of species in a food chain or a food
web (Clark et al., 2018)

 Several Trophic level – Producers that consume energy from the sun and produce their
own food. Primary consumers organisms feed on the producers’ example are herbivores.
Secondary and tertiary consumers this organisms feed on the primary consumers.
Decomposers organisms feed on dead producers and consumers to return inorganic
nutrients in the ecosystem (Lim et.al , 2015).

Activity No. 5 “Connect the Chain”

Direction: Using the names of the animals written in the table below make your own version of
food web and food chain. Draw and color your food chain and food web in a short
bond paper.
Owl Bird Sun
Snake Grasshopper Corn Plant
Eagle Mouse Lion
Fox Deer Squirrel
Tree Frog Butterfly

Preserving Biodiversity

Directly and indirectly humans and other organisms have so many resources that they can get
from biodiversity. These are several reasons why we should preserve biodiversity
Food security, dietary supplements and livelihood sustainability. Detoxification and
decomposition of waste. Prevention of natural disaster. Use in medical research and traditional and
modern medicine. Regulation and control of infectious diseases. Use in social, cultural and spiritual
importance (Lim et.al , 2015)

Homebased Activity No.3

27
Direction: Make your Own Travelogue featuring your Home place with a healthy ecosystem and
clean environment. The guidelines and rubrics will be given by the teacher.

Chapter quiz Evaluatio

n
Part 1. Fill in the blanks
1. _____________ pertains to the variety of living things that depends on different levels of
variation.
2. The first name in a given scientific name it its ___________ name.
3. ________________ The father of modern taxonomy.
4. Dogs, cats, and horse fall under Kingdom ___________________
5. Scientific names are written in the _________________ Language.

Part II: Online quiz. Note:The teacher will give the continuation of the quiz through online.
Only offline learner can request a hard copy for the continuation of the quiz

References:
Books
Clark, M. A., Choi, J., & Douglas, M. (2018). Biology 2e.
Henke, W., & Tattersall, I. (2007). Handbook of Paleoanthropology. Handbook of Paleoanthropology,
January 2007. https://doi.org/10.1007/978-3-540-33761-4
Lim, B. et. al. (2015). Science for the 21st Century Learner Textbook, By Diwa Learning System
Inc. 4/F SEDCCO 1 Bldg. 120 Thailand corner Legazpe Streets, 1229 Makati
City, Philippines. ISBN 978-971-46-0680-7

Minelli, A. (2005). Diversity of Life. ELS. https://doi.org/10.1038/npg.els.0004120

Raven, P et.al. (2014). Biology, Tenth edition, By McGraw-Hill Education, 2 Penn Plaza,
New York, NY 10121. ISBN 978-981-4636-12-4.

Religioso, Theresita, et al 2014, You and the Natural world Science Phoenix.

Tucker, C. S., Robinson, E. H., Tucker, C. S., & Robinson, E. H. (1990). General Biology. Channel
Catfish Farming Handbook, 9–18. https://doi.org/10.1007/978-1-4757-1376-3_2

Images Source:

Comodo Image. https://zooinstitutes.com/zooinstitutes/avilon-zoo-178.html?id_type=9

28
 Accessed June 25,2020

Dog image. https://louis.oercommons.org/courseware/module/697/student/?task=4

Accessed June 26,2020.

Tarsier Image. https://greentumble.com/endangered-animals-in-the-philippines.

Accessed June 25,2020.

Wild Pig Image. https://zooinstitutes.com/zooinstitutes/avilon-zoo-178.html?id_type=9 Accessed

June 25,2020

LESSON 4- ECOSYSTEM
I. Module Title/ Competency:
 Interaction in an Ecosystem: C1-

II. Competency Code:

 S8LT-IVi-22
 S8LT-IVi-23
 S8LT-IVi-24
 S8LT-IVj-25

III. Platforms of Learning:

 Modular and
 Online Learninng (Synchronous and Asynchronous)

IV. Number of Hour(s):

 8 Hours
V. Introduction of the Concept/ Competency:
The flow of energy is the most important factor that controls what kinds of organisms live in
an ecosystem. In this module, you will learn how organisms obtain energy. This includes the
discussion on how producers and consumers make possible the flow of energy through ecosystems
through food chains and food webs.
VI. Module Content
Learning Content Learning Resources Assessment
Competencies Activities Method
Analyze the roles Ecosystems and  Reading an  Books  Pre-assessment
of organisms in Transfer of energy assigned  E-books  Short quiz
the cycling of in tropic levels. reference  Textbooks  Chapter quiz.
materials; material or  Laptop  Periodical
Explain how the Cycling of module.  Smartphone Exam.
materials cycle in materials in the  Online Class  Video Clips  Mini task/
ecosystem.  Watching and References: Project
an ecosystem;
listening to a
Suggest ways to Impact of human prerecordeed Clark, M. A., Choi,
minimize human activities in an lecture. J., & Douglas, M.
impact on the ecosystem. (2018). Biology
 Working on
environment. an individual 2e.
task or group
Lim, B. et. al.
project.
 Video (2015). Science
Analysis for the 21st
 Online Century Learner
Lecture Textbook, By
 Poetry Diwa Learning
analysis System Inc. 4/F
SEDCCO 1 Bldg.

29
 120 Thailand
corner Legazpe
Streets, 1229
Makati City,
Philippines. ISBN
978-971-46-0680-
7
Religioso, Theresita,
et al 2014, You
and the Natural
world Science
Phoenix

Week 6-7
VII. Learning Information

Module 4 Interactions in an Ecosystem

Overview

In earlier grades you learned that an ecosystem composed of all living and nonliving
components in a certain environment. The living things in an ecosystem will interact and
others are dependent fo survival and reproduction.
This chapter will focus in the interaction and roles of organism in the cycling of
materials. It also tacles to the different human activities and impact on the environment.
Learning Outcomes
Analyze the roles of organisms in the cycling of materials
Explain how the materials cycle in an ecosystem; and
Suggest ways to minimize human impact on the environment..

Essential Question
1. How do energy and nutrients flow in an ecosystem?
2. What are ways to minimize human impact on the environment?

Engage

Pre-Activity: Chart Completion

Direction: Complete the following chart. Mark √ if yes you know the word, mark √ no if you do
not know. If you know the word, write a definition of how you understand it in previous years and in
the last coloumn write the things you understand after you take up this topic.

Word Yes No Definition (your What I undesrtand after the

understanding) readings
Ecosystem

Producer and
Consumer

Biogeochemical
cycle

Carbon Cycle

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Extinction

Food Web

Nitrogen Cycle

VIII. Learning Activity (ies)

Explore

Activity 1: Poetry Analysis.

Direction: Read the Poem Below and answer the question after reading.
Explore
The Changing Earth
By: Michael A. Lopez

Earth is a beautiful place,

a place we live every day.
We should have the grace
to make sure it doesn't go away.

Climate change is a problem we face,

and it's something we should not forget.
Our world is changing in a fast pace,
and a solution to this we have to get.

Endangered species are becoming extinct.

Temperatures are rising every day.
Rivers are becoming desert valleys,
but this shouldn't lead us into dismay.

The ice caps are melting down,

causing sea levels to get higher.
Precipitation patterns are changing,
and it's making the deserts drier.

God gave us this sacred place,

and we cannot take it for granted.
One day we will run out of space,
and the Earth we know will cease to exist.
Source: https://www.familyfriendpoems.com/poem/the-changing-earth Accessed June 29,2020

Process Question: Answer each question briefly into 3-5 sentences. Answer this in your Science
Notebook.
1. What do you think is the reason why the Earth is Changing?
2. What are ways that we as Humans can help and protect the environment?
3. Write your own poem about “the love of Environment” 2 paragraph with 4 stanza only.

Elaborate
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 Ecology –The science that study of the interactions of living organisms with their environment
(Clark et al., 2018).
 Adaptation - heritable trait or behavior in an organism that aids in its survival and
reproduction in its present environment (Clark et al., 2018)
 Ecosystem- includes all the organisms that live in a particular place. It has a intrinsic
dynamic in a number of ways, including the processing of matter and energy (Raven et.al.
2014).
 Symbiosis –It is the ecological interaction between two organisms that live together (Clark
et al., 2018)
 3 types of Symbiosis- Mutualism- Each partner benefits from the relationship, Parasitism
- one partner benefits from the relationship and the other is harmed, and Commensalism -
one partner benefits and the other appears to be unaffected (Raven et.al.2014)
Biogeochemical Cycle- The cycles of chemical elements involve not only biological organisms
and processes, also geological (abiotic) systems and processes (Raven et.al. 2014).
 The most well known biogeochemical cycle- The Water Cycle, Carbon Cycle, the
Nitrogen Cycle, and the Phosphorous cycle (Lim et.al, 2015).
 Carbon Cycle- Carbon dioxide is all around us it can be in the atmosphere or in the
water. The carbon cycle is the convertion of carbon compounds that releases oxygen
with the help of the plants through the process of photosynthesis. Cellular respiration is
when carbon returns as carbon compounds back in the atmosphere (Lim et.al, 2015).

Image Source: https://www.pinterest.ph/pin/248753579404741703/ accessed June 29,2020.

 Nitrogen Cycle - This cycle involves four steps:nitrogen fixation, ammonification,
nittrification, and dentrification.

Image Source: https://www.khanacademy.org/science/biology/ecology/biogeochemical-cycles/a/the-nitrogen-cycle. Accessed June 30, 2020

Activity 2. Researcch Works

Direction : Research what will happen in the following process under Nitrogen Cycle.
Write your answer in your Notebook.
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 1. Nitrogen Fixation –
2. Ammonification –
3. Nitrification-
4. Dentrification –

 Phosphorous Cycle - It is when Phosphorous enters the cycle through the movement of
rocks, like the Volcanic activity and weathering that allows the phosphorus to become part
of the soil, water, and air(Lim et.al, 2015).

Image Source: https://www.sciencefacts.net/phosphorus-cycle.html accessed June 30,2020

 Water Cycle – This cycle is driven by the sun’s energy as it warms the oceans and other
surface waters. This leads to the evaporation (water to water vapor) of liquid surface water
and the sublimation (ice to water vapor) of frozen water, which deposits large amounts of
water vapor into the atmosphere. Over time, this water vapor condenses into clouds as liquid
or frozen droplets and is eventually followed by precipitation (rain or snow), which returns
water to the Earth’s surface. Rain eventually permeates into the ground, where it may
evaporate again if it is near the surface, flow beneath the surface, or be stored for long
periods (Clark et al., 2018).

Image Source: https://www.pinterest.ph/pin/144678206753779784/ accessed June 30,2020

Human impact to The Environment – Human actions can sometimes change ecosystem greatly.
These negative actions can harm to species population and can cause loss of biodiversity.

Activity No. 3 – Journal Writing: Biodiversity Loss – Documentary

Direction: Watch a documentary for a biodiversity Loss. Write a Journal in paragraph form by
answering the questions below after watching the documentary.
Write your answer in your Journal Notebook.
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 Link:https://www.youtube.com/watch?v=WKld7o6CISg

Questions:
1. What are the human activities that can cause loss of biodiversity?
2. What are the effects that you can observe and see from the documentary?
3. What are ways that can human help protect and loss of biodiversity?
4. Write your realization from the documentary.

Evaluatio
n
Chapter quiz
Follow direction and Answer all the question without any Erasures.
Direction Test 1: Write T if the statement is true, F if the statement is False. Correct the underlined
word or phrase to make the statement true.
__________1. Plants are secondary consumer._ _____________________
__________2. Water is the main source of almost all the energy in the ecosystem. ___________
__________3. An organism that feeds only on plants is what we called carnivore. ___________
__________4. Carbon cycle is the repeated movement of water between Earth’s surface and the
atmosphere.______________
__________5. Decomposers are organisms that obtain nutrients by breaking down dead and
decaying plants and animals. _______________

Direction Test 2: Fill in the blanks.

1. ______________ includes all the organisms that live in a particular place.
2. The interaction between two organisms that live together is what we called ______________.
3. Give one example for the relationship Parasitism ____________________.
4. It is interconnected feeding relationships in an ecosystem make up a food ________________
5. The most well known biogeochemical cycle in the environment _____________________,
____________________, _____________________, ________________________.
6. Write at least 5 human activities that can cause harm to the environment. ________________,
______________________, _____________________, ____________________________,
______________________.
7. Write two effective ways that can minimize human negative impact to the environment.
____________________________________________________________________.

Direction Test 3: Short response. Answer briefly in 3-5 sentences. 10points each

1. How are carbon, phosphorous and nitrogen cycles similar?

2. What is the importance of biogeochemical cycle in the flow of nutrients and energy in
the ecosystem?

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References:
Books
Clark, M. A., Choi, J., & Douglas, M. (2018). Biology 2e.
Lim, B. et. al. (2015). Science for the 21st Century Learner Textbook, By Diwa Learning System
Inc. 4/F SEDCCO 1 Bldg. 120 Thailand corner Legazpe Streets, 1229 Makati
City, Philippines. ISBN 978-971-46-0680-7

Raven, P et.al. (2014). Biology, Tenth edition, By McGraw-Hill Education, 2 Penn Plaza,
New York, NY 10121. ISBN 978-981-4636-12-4.

Religioso, Theresita, et al 2014, You and the Natural world Science Phoenix.

Web Source:

Michael A. Lopez. "The Changing Earth." Family Friend Poems, Oct 2019.
https://www.familyfriendpoems.com/poem/the-changing-earth. Accessed June 30, 2020.

Biodiversity Loss A documentary. By the documentaries https://www.youtube.com/watch?

v=WKld7o6CISg. Accessed June 30, 2020.

Image Source:

Carbon Cycle Image.https://www.pinterest.ph/pin/248753579404741703/. Accessed June 29,2020.

Nitrogen Cycle Image.https://www.khanacademy.org/science/biology/ecology/biogeochemical-

cycles/a/the-nitrogen-cycle. Accessed June 30, 2020

Phosphorous Cycle Image.https://www.sciencefacts.net/phosphorus-cycle.html. Accessed June

30,2020.

Water Cycle Image. https://www.pinterest.ph/pin/144678206753779784/

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