BIODIVERSITY AND TRANSFER OF ENERGY

IN AN ECOSYSTEM

for Science Grade 8

Quarter 4 / Week 5
 FOREWORD

This self-learning kit is specially crafted to supply learners with

materials that would assist them in learning amidst the pandemic.
The first part of this learning kit describes the importance of
biodiversity and how this key point facilitate stability in an
ecosystem. Students will be able to compare and differentiate
ecosystems with high and low biodiversity and describe the
productivity value of the area. The second part of this module shall
allow students to observe and understand how energy is
transferred from its ultimate source in plants through series of
organisms following a repetitive action of eating among organisms
involved in a given food chain. Their discussion on the process of
how energy is transferred and the amount of energy that
becomes readily available for other consumers will help them
understand the mechanism of energy transfer and determine how
energy can be efficiently harnessed from the environment.

May the learners have a wonderful journey in this self-learning

kit as they develop a keen appreciation of our ecosystem and
realize how can they participate in the conservation and
preservation of our ecosystem.

2
 LESSON
BIODIVERSITY AND THE STABILITY OF AN
1 ECOSYSTEM

OBJECTIVES:
K: Differentiate low from high biodiversity.
S: Describe ecosystems with low and high biodiversity
A: Predict what will happen to an ecosystem with low
biodiversity.

LEARNING COMPTENCIES:
Explain the advantages of high biodiversity in
maintaining the stability of an ecosystem. (S8LT-IVh-21)

I. WHAT HAPPENED Have

Fun...!!!
PRE-ACTIVITIES/PRE-TEST:

DIRECTIONS: Identify the different ORGANISMS found in the

given picture of an ecosystem. Write your answers in your
notebook.

https://biologyaid.weebly.com/an-ecosystem.html

3
 List the organisms you have identified from the given picture above.

II.WHAT I NEED TO KNOW

DISCUSSION

What is the importance of biodiversity to ecosystem?

In the earlier grades you learned that among different ecosystems in

terrestrial areas, the rainforest has the highest biodiversity. This means that it
has the greatest number of species living in it. Rainforest are characterized
with high rainfall making it favorable for plants to grow. The favorable
conditions of the Rainforest are believed to provide shelter, water and food to
many species. This results to a stable and highly diverse ecosystem. Tropical
rainforests are located in places near the equator, while temperate rainforests
are found in the temperate regions.

High biodiversity

Ecosystems with high biodiversity are desribe to have variety and

diversity of life forms in an area. Thus, high biodiversity increase stability of an
ecosystem and contributes to the health of the Biosphere. A healthy
ecosystem support high biological diversity. Greater biodiversity in
ecosystems, species, and individuals leads to greater stability. For example,
species with high genetic diversity and many populations that are adapted
to a wide variety of conditions are more likely to be able to survive weather
disturbances, disease, and climate change.

https://biologydictionary.net/biodiversity/

4
https://www.slideshare.net/MaraLuarte/low-and-high-biodiversity
https://flexbooks.ck12.org/cbook/ck-12-middle-school-life
science.2.0/section/12.33/primary/lesson/importance-of-
biodiversity-ms-l

Low Biodiversity

Areas with lesser number of organisms found. Stressed ecosystem may

not have the capacity to support high biodiversity. Low biodiversity is when
there are a few prominent species and a low number of other species within
the habitat.

Habitat destruction is a major cause of biodiversity loss. Habitat loss

is caused by deforestation, overpopulation, pollution,habitat change, invasive
alien species, over-exploitation and global warming. Species that are
physically large and those living in forests or oceans are
more affected by habitat reduction.

http://www.ecology.info/biodiversity-ecosystems.htm https://www.slideshare.net/MaraLuarte/low-and-high-
biodiversity

https://www.britannica.com/science/biodiversity-loss https://slideplayer.com/slide/13855015/

5
 Remember that the biodiversity found in your community, are what
you need to live and survive. As students, start right by taking seriously your
learning and understanding of your community, biodiversity, the organisms’
importance to and interactions with each other. Use them wisely and
conserve biodiversity. It is only when you understand all these. Then you will
realize that you cannot afford to lose any of these, you and your future, will
be affected. What we can do today will save tomorrow.

What are the Advantages of having a High Biodiversity?

Ecosystems with high biodiversity is described to have;

• Increase ecosystem productivity; each species in an ecosystem

has a
specific niche—a role to play.
• By having more biodiversity the environment can be conserved
and will easily recover from disturbance of ecosystem.
• More plants means the better environment and lesser effect of
green house gases or temperature rising.
• The biodiversity helps to maintain the food web circle, while
disturbing
it can result in the scarcity of food.
• Support a larger number of plant species and, therefore, a greater
variety of crops.
• Protect freshwater resources.
• Promote soils formation and protection.
• Provide for nutrient storage and recycling.
• Aid in breaking down pollutants.
• Contribute to climate stability.
• Speed recovery from natural disasters.
• Provide more food resources.
• Provide more medicinal resources and pharmaceutical drugs.
• Offer environments for recreation and tourism
•

What are the Disadvantages of having a Low Biodiversity?

Ecosystems with low biodiversity is described to have;

⚫ Economic cost of lost biodiversity

⚫ Reduce food security
⚫ Increased contact with disease
6
⚫ Move unpredictable weather
⚫ Loss of livelihoods
⚫ Losing sights of “Nature”

III.WHAT I HAVE LEARNED

EVALUATION/POST-TEST:

A. “ FIND ME IF YOU CAN”

DIRECTIONS: Study the Cross Word Puzzle and find the words that may serve
as causes of Low Biodiversity. Write the words in your notebook.

W Q A R T Y U I O P C D Q C G R D S T B
I N V A S I V E A L I E N S P E C I E S
S L B H F D T V B M S F A W Q V H I C D
V G F N J M Z D R G Y O X C R T O A B S
Z C B R D M B I D Q M R A S V M V D C M
W Q V H U O C B E M S E A S F B E Z V M
R H B J K X C B Q A T S Z X N D R Q A V
N O V E R P O P U L A T I O N A C W V M
A S C V X Z E R T U M R L A Q D O Q R B
C A E C V B Y H J M D A Q C B T L A C X
Q W C D R T F H A M L T Q C G X L A V X
H K U F M P O D D A G I B X M Y E C I D
C Q A B P O L L U T I O N F M J C X V O
Q E O I T G I P V E K N C N M L T Z V C
A M V X I U G L O B A L W A R M I N G I
T Y K L C B N L R E W C X O P S O A Q P
Q O V E R E X P L O I T A T I O N Y L M
H A B I T A T D E S T R U C T I O N B V

7
B.“HIGH VS. LOW”
DIRECTIONS: Identify whether the given pictures show HIGH biodiversity or
LOW biodiversity. Write HIGH if the picture shows high biodiversity and LOW if
the picture shows low biodiversity. Do this in your notebook.

1.

____________

https://www.science.org.au/curious/earth-environment/climate-change-and-biodiversity

2.

____________

https://www.colorado.edu/today/2018/03/13/how-cash-can-promote-tropical-forest-conservation

3.

____________

https://www.fona.de/en/measures/funding-measures/research-on-the-implementation-of-the-national-biodiversity-strategy.php

8
4.

______________________

https://www.slideshare.net/MaraLuarte/low-and-high-biodiversity

5.

____________

https://news.schoolsdo.org/2017/09/biodiversity-helps-ecosystems-survive-climate-change/

C.ENUMERATION
DIRECTIONS: Give the answer to the following questions and write it in your
notebook.

A. Give at least 5 simple ways to protect, conserve and preserve our

environment. (15 pts.) (3 pts each)

B. Give at least 3 areas or ecosystem with high biodiversity.

(6 pts)

C. Give at least 3 areas or ecosystem with low biodiversity.

(6 pts)

9
D. MULTIPLE CHOICE
DIRECTIONS: Read and understand each question. Choose the letter of
the best answer and write it in your notebook.
1. High biodiversity can provide _________.
A. Shelter
B. Water
C. Food
D. All of the above
2. What places most likely have low biodiversity?
A. Rainforest
B. Mangrove ecosystem
C. Desert
D. Coral ecosystem
3. What causes low biodiversity?
A. Pollution
B. Habitat destruction
C. Over-exploitation
D. All of these
4. How can we help to protect our environment?
A. Plant trees
B. Burning of plastics
C. Throwing garbage anywhere
D. Hunting animals
5. What is the advantage of having a high biodiversity?
A. Poor soil
B. Helps to maintain the food web circle
C. Decrease livelihood
D. Increase contact with decease

10
SYNOPSIS ANSWER KEY

This Self Learning Kit (SLK) is

designed purposely to aid learners
in understanding the topics in
Science 8 specifically about
advantages of high biodiversity.
Biodiversity is the variety of all life
on Earth, encompassing genetic,
species and ecosystem diversity.
Today’s biodiversity is the fruit of
billions of years of evolution,
shaped by natural processes and,
increasingly, by the influence of
humans. To date, about two million
species have been identified.

ABOUT THE AUTHOR

MIEL C. PACULANANG graduated Bachelor of

Science Education (BSE) mayor in General
Science at Negros Oriental State University
(NORSU), Dumaguete City. Currently teaching at
Mabinay National High School, Mabinay District
3, Negros Oriental. Completed the Academic
Requirement in Master of Arts in Education at
NORSU. Graduated Master in Sped Education
(MSPED) at Cebu Technological University, Cebu
City.

11
 LESSON
FLOW OF ENERGY IN THE ECOSYSTEM
2

OBJECTIVES:
At the end of this module, you are expected to:
K. Identify energy transfer through the trophic level in an
ecosystem.
S. Construct a food chain from a given ecosystem.
A. Practice environmental sustainability in simple ways.

LEARNING COMPETENCY
Describe the transfer of energy through the trophic level
(S8LT-IVi-22).

I.WHAT HAPPENED

PRE-ACTIVITIES/PRE-TEST

DIRECTIONS: Identify the different ORGANISMS found in the given

picture of an ecosystem. Write your answers in your notebook.

https://eschooltoday.com/learn/what-is-an-ecosystem/

12
List the organisms you have identified from the given picture
above.

II.WHAT I NEED TO KNOW

DISCUSSION

The flow of energy is the most important factor that controls

what kinds of organisms live in an ecosystem. All ecosystems
require energy; their ultimate source of energy is the Sun. Solar
energy flows the Sun to Earth. Energy flow begins when
autotrophic (producers) organisms efficiently trap and convert
solar energy into chemical energy through Photosynthesis. The
Autotrophs are the producers in the ecosystem; they produce their
own food as well as food for other organisms. Organisms that
depend on autotrophs and on other organisms for food are called
Heterotrophs.They are also Consumers because they consume
other organisms to survive. Autotrophs and Heterotrphs are both
biotic components of the ecosystem.

Heterotrophs ( consumers) are generally classified into four groups:

1. Herbivores ( is an organisms that eats on plants only.)

2. Carnivores ( is an organisms that mostly eats meat, or
the flesh of animals.)
3. Omnivores ( is an organisms that eats both plants and
animals.)
4. Detritivores or Decomposers

13
HOW ENERGY FLOWS IN THE ECOSYSTEM

Energy flows through an ecosystem in only one direction. Energy is

passed from organisms at one trophic level or energy level to organisms in the
next trophic level.

Most of the energy at a trophic level – about 90% – is used at that

trophic level. Organisms need it for growth, locomotion, heating themselves,
and reproduction. So animals at the second trophic level have only about
10% as much energy available to them as do organisms at the first trophic
level. Animals at the third level have only 10% as much available to them as
those at the second level.

Figure 1. A trophic structure showing the flow

and availability of energy for each trophic
level.

https://kids.britannica.com/students/assembly/view/90132

COMPONENTS OF A FOOD CHAIN

A. PRODUCERS
❖ Being the only organism that can convert light to energy to chemical
energy
❖ Plants, some algae, plankton, and even cyanobacteria
❖ The energy is being stored in their body which serves as food

B. CONSUMERS
❖ Organism occupying the second up to the last trophic level
❖ Energy is being pass to other organisms and to another trophic levels
❖ It is classified as Herbivores, Carnivores and Omnivores

C. DECOMPOSERS
❖ Act on the remains and excretion of all organisms and reduce them into
simplest forms that they can be reused.
❖ Example are fungi and bacteria, earthworms.

14
FOOD CHAIN

Illustrates the transfer of energy from green plants to a series of

organisms. It shows how energy is obtained through a series of repeated
eating and being eaten. It always starts from producers and ends up with
decomposers.

Figure 2. A sample food chain with 6 trophic levels

https://calaski.wordpress.com/science-units/ecology/food-webs/

There are two types of food chains: the grazing food chain, beginning
with autotrophs, and the detrital food chain, beginning with dead organic
matter (Smith & Smith 2009). In a grazing food chain, energy and nutrients
move from plants to the herbivores consuming them, and to the carnivores or
omnivores preying upon the herbivores. In a detrital food chain, dead
organic matter of plants and animals is broken down by decomposers, e.g.,
bacteria and fungi, and moves to detritivores and then carnivores.

FOOD WEB

Food web is an important ecological concept. Basically, food web

represents feeding relationships within a community (Smith and Smith 2009). It
also implies the transfer of food energy from its source in plants through
herbivores to carnivores (Krebs 2009). Normally, food webs consist of a
number of food chains meshed together. Each food chain is a descriptive
diagram including a series of arrows, each pointing from one species to
another, representing the flow of food energy from one feeding group of
organisms to another.

15
 Figure 3. A food web composed of interconnecting food chains
https://calaski.wordpress.com/science-units/ecology/food-webs/

III.WHAT I HAVE LEARNED

EVALUATION/POST TEST:
A. MAKING A FOOD CHAIN
DIRECTIONS: Construct your own food chain out from a given ecosystem
below. Kindly label the components you want to include. You can make
more than 1 food chain if possible. Do this in your notebook.

https://eschooltoday.com/learn/what-is-an-ecosystem/

Energy from
the sun

16
1. What are the components of your food chain ?

2. Based on the given food web below, construct 3 food chains with 3
different producers each with 3 trophic levels.

a.

Producers 1st order consumer 2nd order consumer

b.

Producers 1st order consumer 2nd order consumer

c.

Producers 1st order consumer 2nd order consumer

17
B. MATCHING TYPE
DIRECTIONS: Match column A to column B by writing the letter of the answer
that best describes the terms in column A. Write your answers in the
notebook.

A B

_________1. Producer a. it illustrate the transfer of energy

from green plants too a series of organisms.
_________2. Consumer b. organisms that can make their own food.
_________3. Omnivores c. these are fungi, bacteria and earthworms
_________4. Herbivores d. these are interconnecting food chains
________5. Food chain e. organisms occupying the second up to the
last trophic level
________6. Food web f. organisms that eats meat or animal flesh only
________7. Carnivores g. animals that consume plants only
________8. Decomposer h.Organisms that eats both plants and animals
________9. Sun i. The source of solar energy

C. MULTIPLE CHOICE
DIRECTIONS: Read the following questions and choose the letter of the
correct answer. Write your answers in the notebook.

1. What type of organisms that can make their own food and for other
organisms?
A. Carnivores B. Consumers C. Herbivores D. Producers
2.The organism that eats on meat or flesh of animals only.
A. Carnivores B. Consumers C. Herbivores D. Produces
3. These illustrates the transfer of energy from the green plants to a
series of organisms
A. Decomposer B. Food web C. Food chain D. Sun
4. The group that includes fungi, bacteria and earthworms.
A. Decomposer B. Food web C. Food chain D. Sun
5. What is the ultimate source of energy of producers?
A. Decomposer B. Food web C. Food chain D. Sun

18
REFERENCES

Encyclopedia Britannica. 2021. trophic level | Definition, Examples, &

Facts. [online] Available at:
<https://www.britannica.com/science/trophic-level> [Accessed 12
February 2021].

Mr Calaski. 2021. Food Webs. [online] Available at:

<https://calaski.wordpress.com/science- units/ecology/food-webs/>
[Accessed 12 February 2021].

Nature.com. 2021. Food Web: Concept and Applications | Learn

Science at Scitable. [online] Available at:
<https://www.nature.com/scitable/knowledge/library/food-web-
concept-and-applications-84077181/> [Accessed 12 February 2021].

19
 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent

FAY C. LUAREZ, TM, Ed.D., Ph.D.

OIC - Assistant Schools Division Superintendent
Acting CID Chief

NILITA L. RAGAY, Ed.D.

OIC - Assistant Schools Division Superintendent

ROSELA R. ABIERA
Education Program Supervisor – (LRMS)

ARNOLD R. JUNGCO
PSDS - Division Science Coordinator

MARICEL S. RASID
Librarian II (LRMDS)

ELMAR L. CABRERA
PDO II (LRMDS)

MIEL C. PACULANANG
ELENIE P. MANCAO
Writers

KEENJI L. ARMENTANO
Layout Artist
_________________________________
ALPHA QA TEAM
MA. ALETTA AARONA R. GAJELOMO
JUSTIN PAUL ARSENIO C. KINAMOT
MIEL C. PACULANANG
PETER PAUL A. PATRON

BETA QA TEAM
LIEZEL A. AGOR
JOAN Y. BUBULI
LIELIN A. DE LA CERNA
PETER PAUL A. PATRON
THOMAS JOGIE U. TOLEDO

DISCLAIMER

The information, activities and assessments used in this material are designed to provide accessible learning
modality to the teachers and learners of the Division of Negros Oriental. The contents of this module are carefully
researched, chosen, and evaluated to comply with the set learning competencies. The writers and evaluator were clearly
instructed to give credits to information and illustrations used to substantiate this material. All content is subject to copyright
and may not be reproduced in any form without expressed written consent from the division.

20
SYNOPSIS
ANSWER KEY
Pre-test
This Self Learning Kit (SLK) enables (In any order)
learners to understand the 1. Flies/insect
2. Tadpoles
mechanism on how energy flows in 3. Fish
the ecosystem. By observing the 4. Plants/aquatic
5. Frog
environment students are able 6. Snail
determine how organisms participate 7. Weeds
Post-test
in a food chain thereby harnessing 1. Producer, consumer,
the readily available energy from decomposers
2. The food chains may vary as
plants through as series of consuming long as 3 different producers are
process. used.
MATCHING TYPE
1.B 2.E 3.H 4.G 5.A 6.D 7.F 8.C 9.I
The activities in this learning kit will let
MULTIPLE CHOICE
1.C 2.A 3.C 4.A 5.D
them apply the basic principles
underlying the transfer of energy as they construct their own food
chains out from a given set up. By doing so, they will develop a
keen understanding on how each organism participate and is
benefited out from the process of food and energy utilization
considering that humans are deemed to be the ultimate
consumer in any food chain.

ABOUT THE AUTHOR

ELENIE P. MANCAO
She graduated at Foundation University as Bachelor
of Science in Biology (BS Biology). She is a Sports
Scholar in the said university. She took up Units in
Education in the same University to become a full
pledge teacher. She was teaching at Toledo City
Division for almost 6 years. At present she is now
teaching at Mabinay National High School, Mabinay
Negros Oriental as Biology Teacher and an Adviser
in Grade 8.

21