COMMONWEALTH HIGH SCHOOL

SCIENCE AND TECHNOLOGY

SY 2020-2021

GRADE (JHS) : 8
QUARTER 3: LIVING THINGS AND THEIR ENVIRONMENT WEEK: 5
MELC: Explain the concept of a species (S8LT-lVg-19)
Learning Competencies: The learners should be able to describe the concept of species; identify
the levels of biodiversity as the basis for classifying organisms and present examples for
each; identify the different level in the hierarchical taxonomic system; and make a concept
map to classify organisms using the hierarchical system with examples in each kingdom
and economic importance.

Topic/ Activity No./Title of Activity: (be particular): Classification of Living Things

Specific Objectives:
a. define key terminologies in biodiversity.
b. read and answer correctly the double entry journal.
c. trace the development of the systematic way of classifying and organizing organisms.
d. write the correct scientific name of the organism following the Binomial Nomenclature.
e. appreciate the value of organizing and classifying organisms.
f. participate actively in the class discussion.

Brief Descriptions:
 How would you describe the percentages of different
organisms in the pie graph? 1 point
 What does this suggest? 1 point
 Why there is a need for classifying and organizing them? 1
point

1. The Greek philosopher, Aristotle (384-322 BC) developed the first

system of biological classification.
2. 18th Century Europeans established classification system rules for naming organisms.
3.Carolus Linnaeus developed the modern classification system known as binomial nomenclature (2-part
scientific name consisting of Genus andspecies names.)
Genus refers to relatively small groups of organisms to which a particular type of organism belongs. *
(The genus name is always capitalized & underlined)
Species refers to individuals that can breed and produce fertile young. It is the Latin description of some
important characteristic of the organism. *(The species name is not capitalized. , but it is underlined)
Dichotomous key - useful to identify many organisms. A key is made up of sets of numbered statements.
4. Today, an international committee determines if a scientific name for a new species is acceptable, and
not already given to some other species. Preserved specimens are kept of every known species of organism
on earth
C. The classification system of Linnaeus was further grouped according to shared body structures. Later,
with the acceptance of Darwin’s theory of evolution, biologists began classifying organisms according to an
organism’s common ancestor.
1. Linnaeus called the different classification categories, classification groups or taxa (plural of taxon).
2. Taxonomy is the science of naming organisms. A taxonomist is a scientist who classifies organisms.

Kingdom= Animalia Phylum= Chordata Class= Mammalia Order= Carnivora Family=

Felidae Genus= Lynx Species=Lynx rufus (bobcat)

Instructions/Procedures:
 What is biodiversity? 1 point
 What is Taxonomy? 1 point
 What is a taxon? 1 point
 What are the three domains of life? 3 points
 What are the six kingdoms of life as they are now identified? 6 points
 Which kingdoms include only prokaryotes? 1 point
 Which kingdoms include eukaryotes? 1 point
 Which kingdoms include only unicellular organisms? 1 point
 How the order of classification arranged from the broadest to the most specific? 2 points
 How is the Binomial System of classification is being used? 2 points
 How is Dichotomous Key being used to describe the unknown species? 2 points
 CLASSIFICATION OF LIVING THINGS
Biodiversity is the sum total of the genetically based variety of all 1. What is biodiversity? 1 point
organisms in the biosphere. Ecosystem diversity includes the variety of
habitats, communities and ecological processes in the living world.
Species diversity refers to the number of different species in the 2. Describe the following:
biosphere. Genetic diversity refers to the sum total of all different forms
of genetic information carried by all organisms living on Earth today. a. Species diversity 1 point
To study the diversity of life, biologists use a classification system to
name organisms and group them in a logical manner. In the discipline b. Genetic diversity 1 point
known as Taxonomy, scientists classify organisms and assign each
organism a universally accepted name. By using a scientific name, c. Ecosystem diversity 1 point
biologists can be certain that everyone is discussing the same organism.
When taxonomists classify organisms, they organize them into groups
that have biological significance. 3. What is Taxonomy? 1 point

In taxonomy, a group or level of organization is called a taxonomic

category or taxon. The different groups are ranked from the largest to 4. What is a taxon? 1 point
the smallest groups. Large groups include many organisms with few
similarities. Small groups include few organisms having more similarities.
Organisms which have more similarities would then, be closely related 5. Describe the following:
than those which have less similarities. These classifications or categories
consist of the domain, kingdom, phylum, class, order, family, genus and a. Domain 1 point
species. b. Kingdom 1 point
The domain is the largest category into which organisms have been c. Phylum 1 point
classified. This is followed by the kingdom category subdivided into d. Class 1 point
various phyla (phylum). A phylum consists of different classes, each class e. Order 1 point
with several orders, an order with different families. Families consist of f. Family 1 point
several genera(genus) and each genus comprise the smallest group of g. Genus 1 point
various species. A species is a group of similar organisms and capable of h. Species 1 point
reproducing their own kind. This means only members of the same
species can mate and produce fertile offspring.
The three domains are: The Domain Bacteria which corresponds to 6.What are the three domains of life?
the Kingdom Eubacteria; Domain Archaea, which corresponds to the 3 points
Kingdom Archaebacteria and Domain Eukarya, which corresponds to
the Kingdom Protista, Kingdom Fungi, Kingdom Plantae and Kingdom 7. What are the six kingdoms
Animalia. of life as they are now identified?
6 points @ 1 point each

8. Which kingdoms include only

prokaryotes?
1 point

9. Which kingdoms include

eukaryotes?
4 points @ 1 point each

10. Which kingdoms include only

unicellular organisms?
2 points @ 1 point each
Topic/ Activity No./Title of Activity: (be particular): Five Kingdom System
Specific Objectives:
a. describe the characteristics of the organism s under each kingdom system of
classification
b. differentiate the characteristics of the organism under five kingdom system of
classification.
c. appreciate the value of organizing and classifying organisms.

Brief Descriptions:
 Picture Analysis

1. Kingdom Monera – All prokaryotes. (Prokaryotes are one-celled organisms that lack nuclei, mitochondria,
and chloroplasts, and reproduce by binary fission (asexual, simple cell division). Bacteria are the only
members.
2. Kingdom Protista – All single-celled eukaryotes and some multicelled photosynthetic eukaryotes.
Eukaryotes possess a nucleus and membrane bound organelles. Some have chloroplasts. Protists are
divided into 3 groups: plant-like, animal-like, and fungus-like protists.
3. Kingdom Fungi – Plant-like organisms that do not carry on photosynthesis (heterotrophs – obtain food
from other organisms) . Have cell walls with no cellulose and some have multiple nuclei in their cells.
4. Kingdom Plantae – Multicellular organisms with cell walls having cellulose. Carry on photosynthesis
(autotrophs – able to make their own food). Includes plants, mosses, & ferns).
All autotrophs make their own food by photosynthesis while absorbing nutrients and water.
Heterotrophs cannot make their own food, so they must either absorb food or ingest their food by eating.
5. Kingdom Animalia – multicellular organisms without cell walls but have cell membranes, ingest their
food (heterotrophs).Animals are multicellular heterotrophs. Nearly all are able to move from place to
place. Animal cells do not have cell walls. Their cells are organized into tissues that, in turn, are
organized into organs and complex organ systems

Instructions/Procedures:
 Which kingdom has the following characteristics:
 Unicellular 2 points
 Multicellular 4 points
 Autotroph 1 point
 Heterotroph 2 points
 and plant-like/animal-like / fungi-like? 1 point

COMMONWEALTH HIGH SCHOOL

SCIENCE AND TECHNOLOGY
SY 2020-2021

GRADE (JHS) : 8
QUARTER 3: LIVING THINGS AND THEIR ENVIRONMENT WEEK: 6
MELC: Explain the advantage of high biodiversity in maintaining the stability of an ecosystem
(S8LT-lVh-21)
Analyze the roles of organisms in the cycling of materials (S8LT-lVi-23)
Learning Competencies: The learners should be able to describe the advantages of high
biodiversity; create a graphic organizer to differentiate high and low biodiversity; construct
a food pyramid and Interpret how energy transfer takes place through trophic levels;
describe the roles of organisms in the cycling of materials; and trace the flow of materials
in the biogeochemical cycle of the ecosystem.

Topic/ Activity No./Title of Activity: (be particular): Components of the Ecosystem & 10 %
energy efficiency & the energy transfer in the ecosystem
Specific Objectives:
a. describe the transfer of energy through the trophic levels.
 b.illustrate how the 10 % energy efficiency and the energy transfer in the ecosystem
operates.
c. actively participate in the class discussion.

Brief Descriptions:
 Reading comprehension. Read the article and answer the question that follows:
Low and High Biodiversity
In the earlier grades you learned that among different ecosystems, the rainforest has
the highest biodiversity. This means that it has the greatest number of organisms living in it. Rainforests have
a high rainfall, thus, have lots of plants in them. This condition provides shelter, water and food to many
species that can survive drought or disasters as well as competition with other species. This results to a stable
ecosystem with lesser rate of species loss. Tropical rainforests are located in places near the equator, while
temperate rainforests are found in the temperate regions.
 Based on the discussion above, how will you describe an ecosystem with low biodiversity? 5 points

A good way to remember the causes of species decline

is through the acronym HIPPO*:
H - Habitat destruction
I - Invasion of introduced species,
P - Population increase
P - Pollution
O – Over collection /overharvesting of resources
COMPONENTS OF THE ECOSYSTEM
Ecosystem – the complex of a community of organisms and its environment functioning as an
ecological unit.
Biotic Factors – living organisms in an ecosystem. Examples: plants and animals
Abiotic Factors – non-living organisms in an ecosystem. Examples: temperature, soil, air, water
Autotrophs or producers are organisms that can manufacture their own food.
This is grouped into two:
1. Photoautotrophs those that obtain energy from sunlight and carbon, from carbon dioxide
by photosynthesis. Example: Plants
2. Chemoautotrophs use inorganic energy sources.
Example: Thermophilic bacteria that serve as the primary producers of that
ecosystem.
Heterotrophs are organisms that derive their energy from consuming other organisms.
Types of consumers:
1. Herbivores or plant eaters
2. Carnivores or meat eaters
3. Omnivores-they eat both plants and meat
4. Decomposers-they obtain energy from the breakdown of dead organic matter to simpler
substances.
5. Detritivores-they feed decomposing organic matter
6. Saprophytes-they get nourishment from dead organisms, usually plant matter
7. Scavengers-they feed on dead or animal products.
Food chain = the relationship of how energy is transferred up the trophic levels
Food web = a visual map of feeding relationships and energy flow
Includes many different organisms at all the various levels
Greatly simplified; leaves out the majority of species
Ecological Efficiency:
The % of usable energy transferred as biomass from one trophic level to the next
(ranges from 5-20% in most ecosystems, use 10% as a rule of thumb)
Thus, the more trophic levels or steps in a food chain, the greater the cumulative loss
of usable energy.
Instructions/Procedures:
1. Differentiate biotic and abiotic components. 2 points
2. How the biotic and abiotic components affect one another? Give sample scenario. 5 points
3. Describe the different trophic levels in the ecosystem. 5 points
4. Illustrate how the food chain and food web differs in the transfer of energy in the ecosystem. 10
points
5. Explain the 10 % energy efficiency n the energy transfer in the ecosystem operates. 2 points

Differentiate food chain and food web and illustrate how the 10 % energy efficiency and the
energy transfer in the ecosystem operates.

Picture Analysis! Explain or tell something about the pictures above, write at least 5 to 10 sentences
each. (15 points)
Picture 1. Food Web
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Picture 2. Pyramid of Biomass
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Picture 3. Energy Pyramid
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

MULTIPLE CHOICE. Choose and write the capital letter of the correct answer only on your answer
sheet.
___1.___________ are organisms that break down and obtain energy from dead organic matter.
A. producers B. primary consumer C. decomposers D. secondary consumer
___2. Where are nitrogen fixing bacteria found?
 A. plants B. atmosphere C. nodules of legumes D. water
___3. The evaporation of water from plants is called
A. respiration B. transpiration C. condensation D. precipitation
___4. The most abundant element in the atmosphere is
A. oxygen B. carbon dioxide C. nitrogen D. carbon monoxide
___ 5. In water cycle, water is returned to the atmosphere by ___________.
A. condensation B. precipitation C. evaporation D. transpiration
___ 6. In terms of a food chain or food pyramid, organisms that eat plant is known as _______.
A. carnivores B. herbivores C. primary producers D. primary consumers
___ 7. Nitrogen of the organic molecules in your body comes from _____________.
A. the air you breath C. the water you drink
B. carbohydrates in the food you eat D. proteins in the food you eat.
___ 8. Which part of the food chain absorbs the sun’s light and heat?
A. consumers B. herbivores C. omnivores D. producers

Study the energy pyramid and answer numbers 1 - 3

___1. Consider the food chain. Which of the following organisms in level 1 of
the pyramid?
A. grass B. rabbit C. grasshopper D. hawk
___2. The producers in the ecosystem produce 25, 000, 000 kilocalories per
year. How much energy is most likely available to the organism in level
2 of the pyramid?
A.25,000 kcal/year C. 2,500,000 kcal/year
B .250,000 kcal/year D. 250,000,000 kcal/year
___3. Which one of the following organism is most likely to be at the top of a
food pyramid?
A. grasshopper B. owl C. rabbit D. wheat
Study the food web for numbers 4 – 6.
Plant Grasshopper Shrew Hawk

Rabbit Fox

___4. The primary producer in the ecosystem is the

A. plant B. rabbit C. hawk D. fox
___5. Which organism in the food web would not be affected if all the grasshoppers died?
A. fox B. shrew C. hawk D. rabbit
___6. The decrease in the number of shrews will definitely result in the decrease in the number of
which organism in the web?
A. plant B. grasshopper C. hawk D. fox
The diagram shows the flow of energy through a food chain. Study the flow diagram to
answer the next three (3) items.
corn worm chicken man
___ 7. What percentage of energy is on the worm?
A. 100% B. 10% C. 1% D. 0.1%
___ 8. What percentage of energy is on the chicken?
A. 100% B. 10% C. 1% D. 0.1%
___ 9. What percentage of energy is on the man?
A. 100% B. 10% C. 1% D. 0.1%
___ 10.Evaporation, condensation and precipitation are parts of _____________.
A. water cycle B. nitrogen cycle C. oxygen-carbon dioxide cycle D. atmosphere
___ 11. Which of the following describes the flow of energy and nutrients in an ecosystem?
I. Energy flows in one direction
II. Nutrient flow is cyclic
III. Energy flows is cyclic
IV. Nutrient flows in one direction only.
A. I and IV B. I and II C. II and III D. III and IV
___12. The correct sequence of nitrogen cycle is __________.
A. fixation, nitrate formation, denitrification C. fixation, denitrification, nitrate formation
B. denitrification, nitrate formation, fixation D. nitrate formation, fixation, denitrification

Topic/ Activity No./Title of Activity: (be particular): Biogeochemical Cycle

Specific Objectives:
 a. explain the different biogeochemical cycle.
b. illustrate the different biogeochemical cycle.
c. show appreciation and importance of the different biogeochemical cycle.

Brief Descriptions:
 Do you believe that the water that we are using today is the same water that Jesus and Moises
had encountered during the Biblical time?

WATER CYCLE CARBON CYCLE

All matter cycles...it is neither created nor

destroyed. As the Earth is essentially a closed system with respect to matter, all matter on Earth
cycles by matter we mean: elements (carbon, nitrogen, oxygen) or molecules (water)
so the movement of matter (for example carbon) between these parts of the system is, practically
speaking, a biogeochemical cycle : macronutrients : required in relatively large amounts (carbon ,
hydrogen , oxygen , nitrogen , sulfur & phosphorous) other macronutrients: potassium , calcium ,
iron , magnesium micronutrients : required in very small amounts, (but still necessary) boron (green
plants) copper (some enzymes) molybdenum (nitrogen-fixing bacteria)

HYDROLOGIC/ WATER CYCLE

 Evaporation, Condensation, Precipitation
 We alter the water cycle by (Withdrawing large amounts of freshwater. Clearing vegetation
and eroding soils. Polluting surface and underground water. Contributing to climate change.
CARBON CYCLE
 We alter the carbon cycle by adding excess CO2 to the atmosphere through: Burning fossil
fuels. Clearing vegetation faster than it is replaced.
OXYGEN CYCLE
 PHOTOSYNTHESIS&CELLULAR RESPIRATION
NITROGEN CYCLE
 Roles of Nitrogen (Plants and bacteria use nitrogen in the form of NH4+ or NO3; It serves as
an electron acceptor in anaerobic environment,; Nitrogen is often the most limiting nutrient in
soil and water. Nitrogen is a key element for amino acids, nucleic acids (purine, pyrimidine),
cell wall components of bacteria (NAM).
 Nitrogen Cycles (Ammonification/ mineralization, Immobilization, Nitrogen Fixation,
Nitrification, Denitrification
 We alter the nitrogen cycle by: (Adding gases that contribute to acid rain. Adding nitrous
oxide to the atmosphere through farming practices which can warm the atmosphere and
deplete ozone. Contaminating ground water from nitrate ions in inorganic fertilizers.
Releasing nitrogen into the troposphere through deforestation.
 Effects of Human Activities Human activities such as production of fertilizers now fix more
nitrogen than all natural sources combined.

PHOSPHOROUS CYCLE
IMPORTANCE OF PHOSPHOROUS CYCLE: Phosphorous is an essential nutrient of both
plants and animals. It is part of DNA molecules which carry genetic information. It is part of
ATP and ADP) that store chemical energy for use by organisms in cellular respiration. Forms
phospholipids in cell membranes of plants and animal cells. Forms bones, teeth, and shells of
animals as calcium phosphate compounds.
 Effects of Human Activities (We remove large amounts of phosphate from the earth to make
fertilizer. We reduce phosphorous in tropical soils by clearing forests. We add excess
phosphates to aquatic systems from runoff of animal wastes and fertilizers.

SULFUR CYCLE
 HUMAN IMPACTS TO SULFUR CYCLE: Approximately 1/3 of all sulfur emitted into
atmosphere comes from human activities. Burning sulfur containing coal and oil to produce
electric power (SOx = acid deposition).Refining petroleum – (SOx emissions), Smelting to
convert sulfur compounds of metallic minerals into free metals (Cu, Pb, Zn), Industrial
processing.
We add sulfur dioxide to the atmosphere by: Burning coal and oil. Refining sulfur containing
petroleum. Convert sulfur-containing metallic ores into free metals such as copper, lead, and
zinc releasing sulfur dioxide into the environment.

Instructions/Procedures:
 Illustrate/ Explain the processes in the following Biogeochemical cycle:
A. WATER CYCLE 5 points
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
B. CARBON CYCLE 5 points
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
C. NITROGEN CYCLE 5 points
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

1. Explain how human affects the cycle in the ecosystem. 5 points

2. How important are the biogeochemical cycle:
a. water cycle 2 points
b. carbon-oxygen cycle 2 points
c. nitrogen cycle? 2 points
3. Enumerate the processes involved in the biogechemical cycle:
 a. water cycle (kung ilan ang sinulat na tama, yun ang bilang ng score)
b. carbon-oxygen cycle (kung ilan ang sinulat na tama, yun ang bilang ng score)
c. nitrogen cycle (kung ilan ang sinulat na tama, yun ang bilang ng score)

MULTIPLE CHOICE. Write the capital letter of your choice on your answer sheet.
___1. Which of the following best describes biogeochemical cycles?
A. only include processes conducted by or within living organisms.
B. pertain only to the abiotic environment.
C. describe the movement of water and other materials throughout the abiotic and biotic
environment.
D. only pertain to exchanges and interactions that occur within the atmosphere.
___2. What waste product released during oxygen-carbon dioxide cycle is necessary for the
survival of animals?
A. carbon dioxide B. oxygen C. carbon monoxide D. nitrogen
___3. The process where some bacteria remove nitrate from the soil by converting it to nitrogen gas
is:
A. nitrification. B. ammonification. C. assimilation. D. denitrification.
___4. In order for a biogeochemical cycle to function properly
A. Matter must be recycled continually
B. The amount of energy must exceed the amount of matter in the system
C. The amount of matter must exceed the amount of energy in the system.
D. There must be a perfect balance of energy and matter.
___ 5. As the food chain gets longer, ______________.
A. more energy is available to each type of consumer.
B. less energy is transferred from one organism to the next.
C. fewer producers are available to create energy.
D. more omnivores are involved in the transfer of energy.
___ 6. Why are there fewer organisms at the top of an energy pyramid?
A. very little of the sun’s energy is available to the top level.
B. organisms at the top level live longer than on lower levels.
C. organisms at the top have complicated family structures to support.
D. these organisms have the fewest food sources.
___ 7. Carbon dioxide is important to living things because ___________.
A. It is pure substance C. It is used by plants in producing sugar and starch.
B. It is abundant in the environment D. It is given off by animals when they break down
food.
___ 8. The products of photosynthesis are _______.
A. the sun’s light and energy C. phosphorus and nitrogen
B. oxygen and carbohydrates D. carbon dioxide and water
___9. The carnivores are classified as secondary consumers because
A. they feed on plants C. they feed on both plants and animals
B. they feed on animals D. they feed on neither plants nor animals
___10.Which statement is correct?
A. The producers are consumed by all organisms in the upper trophic level
B. The carnivores are the first order consumers
C. The herbivores occupy the second trophic level
D. Only the top carnivores are macroconsumers
___ 11.What is the function of nitrifying bacteria?
A. The conversion of nitrates into ammonia C. The conversion of nitrites into ammonia
B. The conversion of nitrites into nitrates D. The conversion of nitrates into nitrites
___12. What part of the nitrogen cycle deals with the conversion of nitrogen in waste products/ dead
organisms into ammonia?
A. nitrification B. ammonification C. assimilation D. denitrification
___13. In the nitrogen cycle, bacteria that live on the roots of plants
A. Break down nitrogen compounds into nitrogen gas. C. Denitrify nitrogen compounds.
B. Change nitrogen gas into plant proteins. D. Change nitrogen gas into
ammonia.
___ 14. What is the correct order of how energy travels through an ecosystem?
A. sun-omnivorecarnivore herbivore C. sunproducer  omnivore herbivore
B. carnivoreherbivore producer sun D. sun producer herbivore  carnivore
___ 15. Why is it difficult to integrate nitrogen gas from the atmosphere into the nitrogen cycle of the
biosphere?
A. Nitrogen is not very abundant in the atmosphere.
 B. Few organisms can directly utilize atmospheric nitrogen gas.
C. Most plants do not require organic nitrogen compounds for survival.
D. Oceans quickly absorb nitrogen gas.

BIOGEOCHEMICAL CYCLES

OXYGEN-CARBON DIOXIDE CYCLE

Fill in the blanks.

Carbon dioxide Perspiration Photosynthesis Plants

Animals Oxygen Nitrogen Respiration

A. Oxygen-Carbon Dioxide Cycle

Plants take in _____1_____ during _____2_____.Plants use the carbon dioxide to make food. During
photosynthesis, plants release _____3_____ into the air. Humans and animals take in _____4_____ and give
off carbon dioxide during _____5_____. Dead plants and animals give off carbon dioxide as they decay.

Ground water Land Condenses Evaporates

Water vapor Evaporation Water Moon Sun

Precipitation Ocean Stems Transpiration Roots

B. Water Cycle

All living things require ______1_______ to survive. Water molecules enter the atmosphere as
_____2_______, a gas, when they evaporate from the ocean or other bodies of water. The process by which
water changes from liquid form to an atmospheric gas is called ______3______. Water can also enter the
atmosphere by evaporating from the leaves of plants in the process of _____ 4_____. During the day, the
_____5_____ heats the atmosphere. As the warm moist air rises, it cools. Eventually, the water vapor
_____6_____ into tiny droplets that form clouds. When the droplets become large enough, the water
returns to Earth’s surface in the form of _____7_____ like rain. On land, much of precipitation runs along the
surface of the ground until it enters a river or stream that carries the runoff back to an _____ 8______. Rain
also seeps into the soil, some of it deeply enough to become _____9_____. Water in the soil enters plants
through the _____10_____, and the water cycle begins anew.
Water Cycle: Fill in the blanks
evaporation dries up heating droplets runoff
rain clouds heavy plants snow
rivers evaporates precipitate vapor oceans
hail cycle droplets condenses atmosphere
lakes glaciers sleet vapor
Evaporation
On a warm, sunny day, a glass of water seems to slowly disappear. This is because the energy from the sun
__________ the water and turns the liquid water into water __________. This process is called ___________.
When the water__________, it becomes a gas in the __________.

Condensation
As the water vapor rises, it cools off and ________________ into water ______. If the water vapor becomes
extremely cold, it will form ice crystals instead of water droplets. As the water droplets or ice crystals grow
bigger and more numerous, they form __________.

Precipitation
If water droplets or ice crystals become too _______________, they can’t stay in the air. They
______________. Water droplets precipitate as ______, sleet, hail, or ______.

Collection
This precipitation gathers into ______and streams that flow down to the lakes and oceans. This is called
_______________. Not all of the water makes it back to the oceans and lakes right away. Some of it is used
by animals and _____________. Some is frozen into __________. Eventually, the animals and plants breathe
the water out and the glaciers melt, releasing the water back into the water ____________.

Carbon Cycle: Fill in the blanks

Coal Oil Natural Gas burning of fossil fuels decayed
Photosynthesis Respiration ocean glucose Greenhouse
a. Plants use CO2 in the process of ___________________ to make___________ and oxygen.
b. Animals use oxygen in the process of _______________ and make more CO2.
c. The ____________________________ is the main regulator of CO2 in the atmosphere because CO2
dissolves easily in it.
d. In the past, huge deposits of carbon were stored as dead plants and animals ______________________.
e. Today these deposits are burned as fossil fuels, which include ____________________,
_____________________, and ___________________________.
f. More CO2 is released in the atmosphere today than in the past because of the
_________________________ .
g. Too much CO2 in the atmosphere may be responsible for the _________________________________
effect/global warming.

Phosphorus Cycle: Fill in the Blanks

Pollution basins rocks minerals waste DNA overgrowth plants
a. Phosphorus is NOT found in the free state in nature, but is contained mostly in ____________and
______________.
b. It is an essential nutrient for life, as it makes up important chemicals such as____________.
c. In the Phosphorus Cycle, phosphorus moves between the soil and ___________, which are eaten by
animals. The animals use phosphorus, and then their ___________ products help return the phosphorus to
the soil.
d. Some of the phosphorus in soils can be washed away into water _________________.
e. Another source of phosphorus in water comes from man-made ___________________.
f. Too much phosphorus in water leads to plant ________________ or eutrophication, strangling all other life
forms in the water.

Nitrogen Cycle: Fill in the Blanks

Atmosphere 78% ammonia proteins Denitrifying nitrification
Nitrate nitrogen-fixing plants animals waste plants
a. Our atmosphere is _______________ nitrogen gas.
b. Animals and plants cannot directly use all the nitrogen found in our ________________.
c. Only special bacteria can directly use nitrogen in our atmosphere and “fix” it so other organisms can benefit.
These bacteria are called ____________- _________ bacteria.
d. Higher organisms use nitrogen to make _____________________.
e. Animal wastes decay by the action of bacteria which create __________________and_________________
products rich in nitrogen, and useful for plants to use again.
f. ___________________ bacteria in the soil can break down the ammonia into the gaseous form of nitrogen,
which is not available for use by plants or animals.
g. In another part of the cycle, animals eat _________________ containing nitrogen, which is again returned
to the soil by animal ___________________ or decaying _____________________
and__________________________.

ACTIVITY #___SURVEY ON ENVIRONMENTAL SUSTAINABILITY AND LIFESTYLE

CRITERIA SCORING
Zero Carbon: Always Often Sometimes Seldom Never
(5 pts) (4pts) (3 pts) (2pts) (1 pt)
1. decreased electrical bill from the
previous reading
2. converted/ use energy efficiency and
power saving appliances
3. used alternative energy source
Zero Waste : Always Often Sometimes Seldom Never
(5 pts) (4pts) (3 pts) (2pts) (1 pt)
4. Practiced reuse, recycle, rehabilitation,
reconstruction and reinvent
5. practiced segregation of waste
6. have a functional Material Recovery
Facility (MRF)
Sustainable Water: Always Often Sometimes Seldom Never
(5 pts) (4pts) (3 pts) (2pts) (1 pt)
7. Utilized personal water
tumbler/container;
8. have a functional water harvesting
facility
9. practiced water saving activities
10. decreased water bill from the previous
reading
Sustainable food Always Often Sometimes Seldom Never
(5 pts) (4pts) (3 pts) (2pts) (1 pt)
11. designed and produced compost;
12. practiced urban gardening; maintained
ornamental/ herbal garden
TOTAL
GRAND TOTAL

Interpretation of the Result:

Recommendation:
Prepared by: ALEXANDER C. DAYAG, PhD (Grade 8 Level Coordinator)
Submitted by: Grade 8 Science Teachers