Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Cavite
BAGBAG NATIONAL HIGH SCHOOL
Bagbag II, Rosario, Cavite

WEEKLY HOME LEARNING PLAN

Science 8-Quarter 4

Week 6-7
June 28- July 9, 2021

Day & Learning Area Learning Competency Learning Tasks Mode of Delivery
Time
The learners should be able For the learning task to be accomplished for the day refer on the provided If Online Modality:
to… Activity Sheets. Answer only the required learning Task for the day. (Para sa
buong detalye tungkol sa mga Gawain para sa bawat araw, tingnan ang Send the picture of the outputs directly
Describe the transfer of energy
through the trophic levels nakahiwalay na papel para sa mga Activity Sheets. Sagutan lamang ang to the teacher via messenger or other
mga Learning Task na nararapat gawin sa nakatakdang araw) platform assigned by the teacher or
Analyze the roles of organisms recommended by the school.
Week 6
in the cycling of materials
Explain how materials cycle in Day 1: To be accomplish on June 28 or 29, 2021 (Nakatakdang gawin sa
an ecosystem Hunyo 28 o 29, 2021) (Maaaring ipadala ang litrato ng natapos
1. Pre-Assessment/Learning Task 6.1 3. Learning Task 6.3 na learning task sa guro sa pamamagitan
Learning Objectives ng FB messenger)
Day 1 SCIENCE 8 1. Describe energy transfer in
2. Learning Task 6.2
the ecosystem.
2. Differentiate food chain and
If Modular:
Day 2: To be accomplish on June 30 or July 1, 2021 (Nakatakdang
food web.
gawin sa Hunyo 30 o Hulyo 1, 2021) Have the parent hand-in the output to
3. Explain the processes and
importance of biogeochemical 1. Learning Task 6.4 3. Post-assessment the teacher concerned.
cycles. 2. Learning Task 6.5
Day 2
Suggest ways to minimize (Ipasa ang mga nasagutan o natapos na
human impact on the Week 7 Learning Task sa paaralan sa nakatakdang
environment. Day 1: To be accomplish on July 5 or 6, 2021 (Nakatakdang gawin sa schedule)
Hulyo 5 o 6, 2021)
Learning Objectives 1. Pre-Assessment 3. Learning Task 7.2 Date of Submission for Week 6&7
1. Describe the effects of
human activities in the 2. Learning Task 7.1 outputs (Petsa ng pagdala ng outputs
environment and other para sa Week 6&7):
organisms. Day 2: To be accomplish on July 7 or 8, 2021 (Nakatakdang gawin sa Week 6 July 6, 2021 (Tuesday)
2.Suggest ways and possible
solutions to minimize human Hulyo 7 o 8, 2021) Week 7 Jul13, 2021 (Tuesday)
impacts 1. Learning Task 7.3 3. Post- Assessment
3. Describe changes caused by 2. Learning Task 7.4
humans in their environment.

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 SCIENCE 8: 4th QUARTER Learning Task 6.2. ECO PUZZLE
WEEK 6 LEARNING TASKS Direction: Complete the crossword puzzle below. (Kumpletuhin ang palaisipan sa
WEEK 6: DAY 1 pamamagitan ng pagsagot sa mga katanungan sa ibaba.)
Lesson 1: Cycling of Materials in the Ecosystem

Learning Task 6.1. Pre- Assessment

Direction: Read each question carefully and choose the letter of the correct answer. Write
your answer before the number. (Basahing mabuti ang bawat tanong at piliin ang letra ng
tamang sagot. Isulat ang letra ng sagot sa isang malinis na papel.)
1. What term is used to describe an organism that makes its own food?
a. Decomposer b. Producer c. Omnivore d. Consumer
2. What type of organisms get their energy by eating other organisms?
a. consumers only b. carnivores c. producers only d. decomposers
3. What is used to show the many feeding relationships in an ecosystem?
a. nutrient cycling diagram b. food chain c. food webs d. trophic levels
4. Which of the following is correctly arranged from lowest to highest trophic level?
a. algae, deer, hawk, bacteria c. bacteria, eagle, frog, mushroom
b. grass, mouse, snake, eagle d. grass, bass, minnow, snake
5. The recycling of chemical elements throughout an ecosystem is ___________.
a. energy b. the phosphorus cycle c. a trophic level d. the biogeochemical cycle

INTRODUCTION:

All organisms need energy to sustain life. Every activity that organisms do in
ecosystems—breathing, moving, running, burrowing, growing—requires energy.
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. Students will then discover
how the reduction in the amount of available energy limits the number of steps that can
occur in a food chain. Students will then identify the role of bacteria in the cycling of some
important elements or substances such as water, oxygen, carbon, and nitrogen.
In Grade 7, you have learned that plants, some kinds of bacteria, and algae can
convert energy from the sun into chemical energy and store it as chemical energy known as
food. The stored energy is transferred to other organisms for their survival. When people
and other organisms eat plants, chemical energy from food substances is transferred to
their bodies. Energy moves from one trophic level to another. This means that energy flows
from one organism to another in the ecosystem. Organisms that consume food for their
energy supply are called consumers.

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DEVELOPMENT: Learning Task 6.3. FOOD WEB
How is energy transferred in an ecosystem? Direction: Look at this food web. Then answer the questions. (Pag-aralan maigi ang litrato
A. Trophic Levels sa ibaba at sagutin ang mga katanungan patungkol dito.)
➢ Organisms in a community survive by either producing or consuming food.
➢ Trophic levels – levels of feeding in a community
1. Producers – produce food for themselves (ex. plants). Other organisms may eat
producers.
2. Consumers – must take in food (ex: fungi)
• Primary Consumers – also called herbivores (ex: cow)
• Secondary and Tertiary Consumers – may be carnivores (ex. lion) or
omnivores (ex. bear)
• Decomposers – break down wastes and dead organisms and return nutrients
to the soil.
B. Food Webs
➢ Made up of overlapping food chains.
➢ Shows feeding connections; arrows illustrate energy transfer.

1.Name two producers in the food web.

______________________________________________________
______________________________________________________
2.Name three consumers in the food web.
______________________________________________________
______________________________________________________
______________________________________________________
C. Ecological Efficiency 3.Name the animals that the small fish eats.
➢ Producers have most available energy (sun) ______________________________________________________
➢ Energy is lost as it moves up through the food web; 10% rule – only 10% of the ______________________________________________________
available energy is passed to the next trophic level.
➢ The “lost” energy is used to catch, eat, and digest food. WEEK 6: DAY 2
The Cycling of Materials in Ecosystems—Biogeochemical Cycles
How is matter reused in an ecosystem?
A. Role of Decomposers ENGANGEMENT:
➢ Decomposers break down wastes and dead organisms. Except for small amounts of matter added to the Earth from cosmic dust and
➢ Decomposition allows nutrients to be returned to the soil and atmosphere; this allows meteorites, the amount of matter that makes up the Earth is essentially constant. However,
nutrients to be reused. energy comes to the Earth in a continuous stream as sunlight, and even this is ultimately
➢ Decomposers include fungi, bacteria, and invertebrates. returned to space as heat energy. It is this flow of energy that drives all biological
B. Biogeochemical Cycles – the pathway through which a substance is recycled. processes. Living systems use this energy to assemble organic matter and continue life
1. Water Cycle through growth and reproduction. Because the amount of matter on Earth does not change,
➢ Enters ecosystem by precipitation; may infiltrate the soil (be absorbed) or run-off the existing atoms must be continually reused as organisms grow, reproduce, and die. In
into surface water. this recycling process, photosynthesis is involved in combining inorganic molecules to form
➢ Returned to atmosphere by evaporation or transpiration (the loss of water by the organic compounds of living things. The process of respiration by all organisms breaks
plants) down organic molecules to inorganic molecules. Decomposer organisms are particularly
important in breaking down the organic remains of waste products and dead organisms. If
there were no way of recycling this organic matter back into its inorganic forms, organic
material would build up as the bodies of dead organisms.
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 Deposits of organic material do build up if decomposers are prevented from doing respiration. Oxygen (blue arrows) is being cycled at the same time that carbon is. The
their job. This occurred millions of years ago, when the present deposits of coal, oil, and oxygen is released during photosynthesis and taken up during cellular respiration.
natural gas were formed. Today, new organic deposits are forming in swamps and bogs The same carbon atoms are used over and over again. In fact, you are not exactly
where acid conditions or lack of oxygen prevent decomposers from breaking down the same person today that you were yesterday. Some of your carbon atoms are different.
submerged vegetation. Furthermore, those carbon atoms have been involved in many other kinds of living things
One way to get an appreciation of how various kinds of organisms interact to cycle over the past several billion years. Some of them were temporary residents in dinosaurs,
materials is to look at a specific kind of atom and follow its progress through an ecosystem. extinct trees, or insects, but at this instant, they are part of you. Other organic molecules
Carbon, nitrogen, oxygen, hydrogen, phosphorus, and many other atoms are found in all have become part of fossil fuels.
living things and are recycled when an organism dies.
The Hydrologic Cycle
The Carbon Cycle The hydrologic cycle begins with the evaporation of water from the surface of the
All living things are composed of organic molecules that contain atoms of the ocean. As moist air is lifted, it cools and water vapor condenses to form clouds. Moisture is
element carbon. The carbon cycle includes the processes and pathways involved in transported around the globe until it returns to the surface as precipitation. Once the water
capturing inorganic carbon-containing molecules, converting them into organic molecules reaches the ground, one of two processes may occur.
that are used by organisms, and the ultimate release of inorganic carbon molecules back to 1) some of the water may evaporate back into the atmosphere or
the abiotic environment. Carbon atoms are cycled through ecosystems. Carbon dioxide 2) the water may penetrate the surface and become groundwater.
(green arrows) produced by respiration is the source of the carbon that plants incorporate
into organic molecules when they carry on photosynthesis. These carbon-containing organic
molecules—carbohydrates, fats, and proteins (black arrows) are passed to animals when
they eat plants and other animals. Organic molecules in waste products or dead organisms
are consumed by decomposers. In the process, decomposers break down organic
molecules into inorganic molecules. All organisms (plants, animals, and decomposers)
return carbon atoms to the atmosphere as carbon dioxide when they carry on cellular

Groundwater either seeps its way to into the oceans, rivers, and streams, or is
released back into the atmosphere through transpiration. The balance of water that remains
on the earth's surface is runoff, which empties into lakes, rivers and streams and is carried
back to the oceans, where the cycle begins again.
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The Nitrogen Cycle Learning Task 6.5. ECOSYSTEM MATCHING
Direction: Match each ecosystem term to its definition. (Pag-tugmain ang bawat ecosystem
• Nitrogen is essential for living organisms at ang akma nitong kahulugan.)
so that they can build proteins; nitrogen
is plentiful in the atmosphere, but is not
usable in this form.
• Nitrogen fixation – bacteria living in the
root nodules of bean plants (legumes)
convert nitrogen from the air into a more
usable form.
• Nitrogen fixation is the first of many
steps that involves bacteria and
changing the form.

ASSIMILATION:

Learning Task 6.4. MATTER CYCLING WITHIN ECOSYSTEMS

Direction: Label diagram to complete the process. (Lagyan ng label ang diagram at
kumpletuhin ang proseso.)

POST-TEST/ ASSESSMENT
Direction: Choose the letter of the best answer. Write the letter only. (Basahing mabuti ang
bawat tanong. Piliin ang tamang sagot. Bilugan lamang ang letra ng iyong sagot.)
1. In an ecosystem, bacteria that inhabit the roots of certain plants and soil play an essential
role in cycling _____________.
a. carbon dioxide b. nitrogen c. oxygen d. phosphorus
2. Which trophic level has the most energy?
a. Predators b. Producers c. Secondary Consumers d. Primary Consumers
3. Which is not a name for one of the trophic levels?
a. Producers b. Primary consumers c. Sunlight d. Predators
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4. Which organisms can get its energy from all trophic levels?
a. None of them b. A decomposer c. A producer d. A secondary consumer
5. The activities that take place to meet human needs can often be harmful to ecosystems.
By developing sustainable practices, however, we can help protect our environment. Which
of the following changes would be most helpful in reaching sustainability?
a. Building more water treatment facilities.
b. Planting trees to replace those that are cut down by logging.
c. Tilling soil to improve soil fertility and increase crop production.
d. Using natural gas for fuel instead of burning petroleum.

WEEK 7: DAY 1

PRE-ASSESSMENT:
Choose the letter of the best answer. Write the letter only. (Basahing mabuti ang bawat
tanong. Piliin ang tamang sagot. Bilugan lamang ang letra ng iyong sagot.)
1. Which of the following is NOT related to biodiversity?
a. Species Diversity b. Genetic Diversity c. Climate Diversity d. Ecosystem Diversity
2. Which of the following results when nitrogen and sulfur-containing compounds mix with
water in the atmosphere?
a. Global Warming b. Ozone Depletion c. Acid Rain d. Thermal Pollution
3. Which of the following is NOT a method of energy conservation?
a. taking public transportation to work (bus, subway) c. riding your bike to work
b. walking to work d. driving alone in your car to work
4. Conservation is the act of conserving, or protecting the environment, plants, and animals.
What are some things you can do to help conserve our environment?
a. Leave the refrigerator door open DEVELOPMENT:
b. Run the washing machine with 1 shirt Learning Task 7.2. IMPACTZLE
c. Turn off water, turn off lights, turn off TV Direction: Complete the crossword puzzle below. (Kumpletuhin ang palaisipan sa
d. Leave water on, leave TV on, run dishwasher with 1 plate pamamagitan ng pagsagot sa mga katanungan sa ibaba.)
5. What will most likely decrease the size of a habitat?
a. Recycling once a week. c. Using public transportation.
b. Clearing land to build a house. d. Conserving water on a daily basis.

Lesson 2: Impact of Human Activities in an Ecosystem

INTRODUCTION:
Humans impact the physical environment in many ways: overpopulation, pollution,
burning fossil fuels, and deforestation. Changes like these have triggered climate change,
soil erosion, poor air quality, and undrinkable water. These negative impacts can affect
human behavior and can prompt mass migrations or battles over clean water.

Learning Task 7.1. ECO-RIGIN Direction: From the origin of the words, give the definition
of the words on the left. Write your answers on the answer sheets prescribed by your
teacher. (Gamitin ang “origin of words” na makikita sa kahon sa ibaba upang maibigay ang
kahulugan ng bawat salita.)

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 Common Mistakes and Misconceptions
The extinction rate is currently 1,000-10,000 times higher than the natural
extinction rate. Some people think that extinction is not a relevant issue, but it is more
relevant than ever! Historically, the natural extinction rate is between 1-5 species-level
extinctions per year. Human impact has caused this rate to jump to a significantly higher
rate, offsetting the balance of biodiversity.
The greenhouse effect is not all negative. Although we talk about greenhouse
gases producing a negative impact (global change), the greenhouse effect serves a natural
purpose: maintaining the warmth that sustains life on Earth. The problem arises when too
much heat is trapped, causing a rise in average global temperature.
An individual person can influence biodiversity. Although biodiversity loss may be a
large-scale problem, reducing threats to biodiversity can begin with a single individual.
Smaller efforts, such as reusing or recycling items, or even purchasing sustainable foods,
can have a culminating effect. That is, if each person did these things, even just a little, they
would add up and help reduce biodiversity loss! Practice, 100% free.

Learning Task 7.3. UNSCRAMBLE ME

Direction: Unscramble the letters to reveal the terms associated with Human impacts on the
environment. Write your answers on the sheets required by your teacher. (Ayusin ang mga
letra upang mabuo ang hinahanap na tamang salita.)

1. WELNERNAONEB OCRERUESC _________________________________

2. LGALOB MRINWAG ___________________________________________
3. TPLONOPIUA _________________________________________________
4. REENLBAWE __________________________________________________
5. DSIIVREYOTIB _________________________________________________
6. ULNIPLOOT __________________________________________________
7. TOOESDARTNEFI _____________________________________________
8 LTIGNIMI CROTFA ______________________________________________
9. NARYRGCI ACTYAIPC _________________________________________
10. UTOLNPAIOP OHTWRG _________________________________________
WEEK 7: DAY 2
ASSIMILATION:
ENGANGEMENT:
Humans Impact the Environment
Plastic pollution, deforestation, and air pollution are only some of the ways humans
are damaging the environment.
We as humans have become dependent on luxuries such as cars, houses, and even our
cell phones. But what does our love for manufactured metallic and plastic goods do to the
environment? Things like overconsumption, overfishing, deforestation are dramatically
impacting our world.
Human activity can be directly attributed to the cause of hundreds of extinctions in
the last two centuries, versus the millions of years that extinctions naturally occur. As we
progress through the 21st century, humans have changed the world in unprecedented ways.
Human impact on the environment has become one of the main topics for university staff all
over the world. While they search for the answer, the public needs to do its part. At least,
you need to be aware of all the factors that contribute to this state and share the knowledge.
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 It is imperative that we support the earth that we live on, but no matter what, the ASSESSMENT (POST-TEST)
earth will live on. Human impacts the natural habitat in so many ways and we need to be Directions: Choose the letter of the best answer. Write the letter only. (Basahin at sagutin
aware of our personal environmental input. ang bawat katanungan. Isulat ang titik ng tamang sagot sa isang papel.)
Whether we live with it or not solely depends on the decisions and actions we
1. Which human activity would preserve nonrenewable resources?
make next. Mother nature is an unrelenting, unforgiving force, so it is probably best if we a. Recycling c. Heating homes with fossil fuels
treat her well, and maybe, just maybe we can make up for the damage that has already b. Deforestation d. Removing carnivores from a forest
been dealt with.
2. Which of the following human constructions would have the least effect on an
The best time to act, was yesterday, the best we can do is today, but if we wait for
tomorrow, it may just be too late. Society needs to help itself in order to survive. ecosystem?
a. Wind Farm b. Wheat Farm c. Shopping Centre d. Subdivision of Homes
3. Conservation is the act of conserving, or protecting the environment, plants, and animals.
Learning Task 7.4. ESSAY WRITING What are some things you can do to help conserve our environment?
Direction: Think of the biodiversity in your community at present. What would it look like in a. Leave the refrigerator door open
the future? Write an essay on HOW HUMANS AFFECT THE ENVIRONMENT”. Your work b. Run the washing machine with 1 shirt
will be rated based on the rubric below. (Sumulat ng maikling talata patungkol kung paano c. Turn off water, turn off lights, turn off TV
naaapektuhan ng tao ang kapaligiran.) d. Leave water on, leave TV on, run dishwasher with 1 plate
4. Which of the following activities will benefit lake and river ecosystems most?
a. Composting food waste
b. Switching to phosphate-free detergents
c. Recycling non-organic materials
d. Reducing consumption of all household goods

5. What will most likely decrease the size of a habitat?

a. Recycling once a week. c. Using public transportation.
b. Clearing land to build a house. d. Conserving water on a daily basis.

Prepared:

CHRISTINE JOYCE S. VIZMANOS

Grade 8 Science Teacher

Noted:

FERDINAND M. DE CASTRO
Head Teacher IV- Science

Approved:

ERNESTO M. MOJICA
Principal III
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