READING MATERIALS AND WORKSHEET IN SCIENCE 8

BIODIVERSITY

Biodiversity is coined from the words, biological diversity. Usually, scientists would refer to three level of biodiversity
namely:
1. Genetic diversity – refers to the diversity in the genes of each organism.
2. Species diversity – refers to the species richness or the number of different species found in a particular
area.
3. Ecosystem diversity – refers to the variety of ecosystem

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 species 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 ate of species loss. Tropical rainforests
are located in places near the equator, while temperate rainforests are found in the temperate regions.

Areas with high level of biodiversity are known as hot spots. Species that are very rare and can be found in a particular
ecosystem are known as endemic species.

Protecting and Conserving Biodiversity

You have seen that organisms in an ecosystem are interdependent upon each other for survival and harmonious
existence. The interdependence among them demonstrates the importance of biodiversity to an ecosystem. You must
know however, that as more species are discovered every year, others previously known and identified have decreased
in number or have disappeared. 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 – Overcollection/ overharvesting of resources

Conservation efforts help protect species that are declining in number and are on the brink of extinction. Rare and
endangered species are usually the focus of conservation efforts. There are several ways by which species can be
protected:

1. In-situ conservation or the on-site method – This is usually initiated by the government, particularly the
Department of Environment and Natural Resources (DENR) in the Philippines, with the cooperation of the local people
and nongovernmental organizations (NGOs). This is the best method of protecting biodiversity. Through on-site
conservation, organisms are free to move around in the wild in their natural habitat. This method is also easier to sustain
since it allows organisms to be independent and does not require constant monitoring. Example: El Nido, Palawan

2. Ex-situ conservation or the off-site method – refers to conservation of species outside their natural habitat. It has
several limitations. It is more expensive than on-site since it requires manpower to assist in the process.
Secondly, off-site conservation only protects one species at a time. Examples: zoos, botanical gardens, arboreta,
aquaria, and seed banks

3. Establishment of protected areas – Species may also be preserved by establishing protected areas. In the
Philippines, these were established under the National Integrated Protected Areas System (NIPAS) of 1992.
Examples: natural parks, national parks, natural monuments, protected landscapes and seascapes, game refuges, and
bird sanctuaries.
Answer the following questions:
1. What would happen if a portion of the forest will be cleared to give way for a housing project?
_______________________________________________________________
_______________________________________________________________
2. How will it affect the biodiversity of that portion of the forest?
_______________________________________________________________
_______________________________________________________________
3. What is the importance of biodiversity in your life?
______________________________________
4. What is the importance of biodiversity to ecosystems?
_________________________________________

What I Can Do
Because of the importance of life, and as a responsible member of society, you have a role in helping maintain a healthy
environment. As a student, how can you help conserve biodiversity?

Directions: Create a short vlog that shows different ways of conserving biodiversity and ecosystem. Include the
references of your vlog. (BY GROUP)

Your output will be graded based on the following criteria:

1. Content Quality - 15 points
2. Speech and Grammar - 10 points
3. Video Quality - 10 points
4. Sound Quality - 10 points
5. References - 5 points

Answer this question.

The Scarborough reef is famous for its rich biodiversity. We consider it our very own. However, it is being claimed by the
Chinese government as part of their territory. What is your stand on the claim of the Chinese government over the
Scarborough reef?
 READING MATERIALS AND WORKSHEET IN SCIENCE 8

INTERACTION

You have learned about the diversity of organisms. Based on the body structures and functions, organisms are
classified using the hierarchical taxonomic system (i.e. domain, kingdom, phylum, class, order, family, genus, and
species). Scientists use this system of classification to organize information and to understand why living things exist the
way they do in a particular environment. Also, this helps us understand the role of each organism in the environment.

All these 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 kind 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 are capable of converting energy from the
sun into chemical energy and store it as chemical energy known as food. These organisms are called producers. The
process is called photosynthesis; it uses water, carbon dioxide, and sunlight.

Most plants make much more food each day than they need. Plants may convert excess glucose into starch. Starch
may then be stored in other parts of the plants such as roots and fruits.

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.

Ecological Niche - is a specific place of a certain organism of the

environment.
Autotrophs - the main food for animals.

Heterotrophs - these are the consumers of the produced foods.

Autotrophs the main food for animals.
Example: Plants and Fruits
Heterotrophs - these are the consumers of the produced foods
Producers produce food for the consumers (autotrophs)
-the one who eats the produced foods
(heterotrophs) divided into three groups:1.
Consumers Herbivore - plant eaters
2. Carnivore - meat eaters
3. Omnivore - both plant and meat eaters
Decomposers break down organic material such as the remains of dead organisms.
Example: Bacteria and Fungi.
Study the following tables and diagram to understand the concepts.
Table 1. Organisms found in Monfort Bat Cave

Based on Table 2, let us construct a food chain with at least 3 organisms representing the producer, 1st order
consumer and 2nd order consumer.

Food chains may be interconnected to form a food web.

Food Web shows the complex feeding interrelationship between organisms in an area.

For example, one kind of food may be eaten by several consumers. Or several foods may be eaten by one consumer. A
simplified food web in a Philippine Forest is shown in Figure 2.

Figure 2. Interconnected food chains comprise this simplified food web in a forest. Many organisms, including the
decomposers, such as bacteria and fungi are not shown in this food web.
Figure 3 shows a simplified food web in a marine environment. Microscopic algae serve as the producers which are
eaten by zooplankton. Zooplankton, in turn, are eaten by small fish and other marine organisms.

Figure 3. Simplified food web in the sea illustrates the interconnected feeding relationship between sea organisms.

The food web in Figure 4 includes a third group of organisms. Besides the producers and the consumers, the food web
shows the decomposers consisting of bacteria and fungi. Decomposers act on dead organisms and change these to
simple nutrients which plants can use again.

Figure 4. The flow of food in this food web is from producers to consumers to decomposers.
Food Pyramid
When organisms eat, they take in matter as well as energy into their bodies. For example, when you eat chicken, the
flesh of the chicken containing nutrients and energy enters your body. You use the nutrients and energy to build
muscles and other parts of your body and to perform various activities.

The transfer of matter expressed as biomass and energy in food from one trophic level to another are not one hundred
percent used.

Biomass is the total mass of organisms in a food chain or a food web. Not all plants or animals at one level are eaten
by organisms at the next level. Some parts of plants or animals are not edible, for example, wood, peel of some fruits,
some seeds, shells, and bones. In addition, much of the energy is lost as heat.
Only about 10% of biomass and energy are transferred to the next level. This relationship between producers and
consumers can be demonstrated through a biomass pyramid and an energy pyramid (Figure 5). In the case of the
marine environment, the source of energy in the food chains is also the Sun.
 Figure 5. The idealized pyramids of biomass and energy show losses at each trophic level.

In an energy pyramid the base of the pyramid is reduced and only 10% moves to the next level. This loss goes on at
every level until only 0.01% reaches the top consumers.

• A food chain or a food web can be arranged in the form of a pyramid. A pyramid of biomass shows the decreasing
amount of matter or tissue while an energy pyramid depicts the decreasing amount of energy. The greatest amount of
biomass or energy is at the base of the pyramid. The amount of biomass or energy decreases towards the top.
• People are the top consumers in many food webs. To increase food production, they use methods which may disrupt
food chains or food webs. They have learn how to make decisions to correct these mistakes.

What are these practices that may disrupt a food chain or food web?
❖ monoculture
❖ use of insecticides
❖ use of fertilizers

What’s More
Directions: Copy and answer. Based on the article “Monfort Bat Cave”, supply Tables 1 and 2 with the organisms living
in the area.

Table 1. Organisms found in Monfort Bat Cave

 What I Have Learned
Matching Type
Directions: Match Column A to Column B. Write the letter of the correct answer on a separate sheet of paper.

What I Can Do
Directions: Construct and label a food chain out from the food web below and briefly explain the guide questions.
NOTE: Use arrows to show the direction of energy as it is transferred from one organism to another.
 READING MATERIALS AND WORKSHEET IN SCIENCE 8

The Roles of Organisms in the Cycling of Materials

A functioning ecosystem uses both energy and material (inorganic nutrients-simplest form of material). Energy enters an
ecosystem from the outside (the sun) and flows through it in a noncyclic manner. As such, energy has to constantly
supplied to an ecosystem. Materials, however, need to be supplied from the outside; they are obtained from the physical
environment and flow through the ecosystem in a cyclic manner. Thus, in a “balanced” ecosystem, materials are never
lost; they are continually recycled.

Minerals and other materials pass within ecosystems among organisms and between organisms and the physical
environment in a self-sustaining natural cycle. Household, industrial and commercial human activities can disrupt these
cycles in a global or local scale. Understanding how these cycles work and how we affect them is essential to the future
of life on the planet. One of the serious consequences of disrupting a natural cycle (the carbon cycle, for example) is the
threat of global warming.

WATER CYCLE
Of all the nonliving components, water has the greatest influence on the living inhabitants of the ecosystem. All plants
and animals are composed of largely of water and depend on water for life. Water is also vital for chemical reactions,
such as photosynthesis. Water continually circulates between the oceans, air, land and all living things in a process
known as water cycle.
Water changes its state through a variety of processes from evaporation, melting and freezing, to sublimation,
condensation, and deposition. All these changes require the application of energy.

Stages of Water Cycle

There are many processes involved in the movement of water. Listed below are different stages of the water cycle.

1. Evaporation
The sun is the ultimate source of energy, and it powers most of the evaporation that occurs on earth. Evaporation
generally happens when water molecules at the surface of water bodies become excited and rise into the air. These
molecules with the highest kinetic energy accumulate into water vapor clouds. Evaporation usually takes place below
the boiling point of water. Another process called evapotranspiration occurs when evaporation occurs through the
leaves of plants. This process contributes to a large percentage of water in the atmosphere.

2. Sublimation
Sublimation occurs when snow or ice changes directly into water vapor without becoming water. It usually occurs as a
result of dry winds and low humidity. Sublimation can be observed on mountain peaks, where the air pressure is quite
low. The low air pressure helps to sublimate the snow into water vapor as less energy is utilized in the process. Another
example of sublimation is the phase where fog bellows from dry ice. On earth, the primary source of sublimation is from
the ice sheets covering the poles of the earth.

3. Condensation
The water vapor that accumulated in the atmosphere eventually cools down due to the low temperatures found at high
altitudes. These vapors become tiny droplets of water and ice, eventually coming together to form clouds.

4. Precipitation
Above 0 degrees centigrade, the vapors will condense into water droplets. However, it cannot condense without dust or
other impurities. Hence, water vapors attach itself on to the particle’s surface. When enough droplets merge, it falls out
of the clouds and on to the ground below. This process is called precipitation (or rainfall). In particularly cold weather or
extremely low air pressure, the water droplets freeze and fall as snow or hail.
5. Infiltration
Rainwater gets absorbed into the ground through the process of infiltration. The level of absorption varies based on the
material the water has seeped into. For instance, rocks will retain comparatively less water than soil. Groundwater can
either follows streams or rivers. But sometimes, it might just sink deeper, forming aquifers.

Implications of Water Cycle

• The water cycle has a tremendous impact on the climate. For instance, the greenhouse effect will cause a rise in
temperature. Without the evaporative cooling effect of the water cycle, the temperature on earth would rise drastically.
• The water cycle is also an integral part of other biogeochemical cycles.
• Water cycle affects all life processes on earth.
• The water cycle is also known the clean the air. For instance, during the process of precipitation, water vapors have to
attach themselves on to particles of dust. In polluted cities, the raindrops, apart from picking up dust, also pick up water-
soluble gas and pollutants as they fall from the clouds. Raindrops are also known to pick up biological agents such as
bacteria and industrial soot particles and smoke.

CARBON CYCLE
Carbon is one of the major components of all living organisms. Carbon dioxide is the most available form of carbon for
living organisms. The process by which carbon from the atmosphere (in the form of carbon dioxide) is constantly cycled
around the ecosystem is called the carbon cycle. Carbon cycle is the process where carbon compounds are
interchanged among the biosphere, geosphere, pedosphere, hydrosphere, and atmosphere of the earth
Carbon Cycle Steps
Following are the major steps involved in the process of the carbon cycle:
1. Carbon present in the atmosphere is absorbed by plants for photosynthesis.
2. These plants are then consumed by animals and carbon gets bioaccumulated into their bodies.
3. These animals and plants eventually die, and upon decomposing, carbon is released back into the atmosphere.
4. Some of the carbon that is not released back into the atmosphere eventually become fossil fuels.
5. These fossil fuels are then used for man-made activities, which pumps more carbon back into the atmosphere.

NITROGEN CYCLE
Nitrogen is an essential component of the different molecules found in all living things. It is used by organisms to build
proteins (the main structural and chemical building blocks of all organisms) and nucleic acids. Although nitrogen makes
up almost 80% of the atmosphere, animals and plants however cannot use it directly. Instead, nitrogen fixing bacteria in
the soil play a vital role in recycling nitrogen by converting it into a form that can be used by other living things. The
cycle begins with them.

Stages of Nitrogen Cycle Nitrogen fixation

It is the initial step of the nitrogen cycle. Here, Atmospheric nitrogen (N2) which is primarily available in an inert form, is
converted into the usable form -ammonia (NH3).

During the process of Nitrogen fixation, the inert form of nitrogen gas is deposited into soils from the atmosphere and
surface waters, mainly through precipitation. Later, the nitrogen undergoes a set of changes, in which two nitrogen
atoms get separated and combine with hydrogen to form ammonia (NH4+).

The entire process of Nitrogen fixation is completed by symbiotic bacteria which are known as Diazotrophs. Azotobacter
and Rhizobium also have a major role in this process. These bacteria consist of a nitrogenase enzyme which has the
capability to combine gaseous nitrogen with hydrogen to form ammonia.

Nitrogen fixation can occur either by the atmospheric fixation- which involves lightening or industrial fixation by
manufacturing ammonia under high temperature and pressure condition. This can also be fixed through man-made
processes, primarily industrial processes that create ammonia and nitrogen-rich fertilizers.

Nitrification
In this process, the ammonia is converted into nitrate by the presence of bacteria in the soil. Nitrites are formed by the
oxidation of Ammonia with the help of Nitrosomonas bacterium species. Later, the produced nitrites are converted into
nitrates by Nitrobacter. This conversion is very important as ammonia gas is toxic for plants.
 The reaction involved in the process of Nitrification is as follows:
2NH4+ + 3O2 → 2NO2– + 4H+
2NO2– + O2 → 2NO3–

Assimilation
Primary producers – plants take in the nitrogen compounds from the soil with the help of their roots, which are available
in the form of ammonia, nitrite ions, nitrate ions or ammonium ions and are used in the formation of the plant and animal
proteins. This way, it enters the food web when the primary consumers eat the plants.

Ammonification
When plants or animals die, the nitrogen present in the organic matter is released back into the soil. The decomposers,
namely bacteria or fungi present in the soil, convert the organic matter back into ammonium. This process of
decomposition produces ammonia, which is further used for other biological processes.

Denitrification
Denitrification is the process in which the nitrogen compounds makes its way back into the atmosphere by converting
nitrate (NO3-) into gaseous nitrogen (N). This process of the nitrogen cycle is the final stage and occurs in the absence
of oxygen. Denitrification is carried out by the denitrifying bacterial species- Clostridium and Pseudomonas, which will
process nitrate to gain oxygen and gives out free nitrogen gas as a byproduct.

OXYGEN CYCLE
The oxygen cycle is a biogeochemical cycle involved in the circulation of the oxygen atoms present in the earth through
a series of intricate processes.
Oxygen, just like water, is essential for most living things. Animals breathe oxygen from the atmosphere, and plants take
it in through their leaves. Both plants and animals utilize oxygen during respiration to release the energy from food to
power all life activities. Although both plants and animals take in oxygen all the time, plants use it up only at night. In
daytime, photosynthesizing plants release oxygen at a faster rate than they do in respiration. This cycling of oxygen
between respiration and photosynthesis helps maintain the constant level of oxygen in the air.

During the day, plants undergo photosynthesis and release oxygen into the atmosphere as its waste product. Animals,
on the other hand, breathe in oxygen and use it to release energy from their food through respiration. Plants also respire
and take in oxygen. At night, plants do not photosynthesize and so do not produce waste oxygen. Instead, they take in
oxygen that they need for respiration from the atmosphere.
Stages of the Oxygen Cycle
The steps involved in the oxygen cycle are:
Stage-1: All green plants during the process of photosynthesis, release oxygen back into the atmosphere as a by
product.
Stage-2: All aerobic organisms use free oxygen for respiration.
Stage-3: Animals exhale Carbon dioxide back into the atmosphere which is again used by the plants during
photosynthesis. Now oxygen is balanced within the atmosphere.

Production of Oxygen
Plants: The leading creators of oxygen are plants by the process of photosynthesis. Photosynthesis is a biological
process by which all green plants synthesize their food in the presence of sunlight. During photosynthesis, plants use
sunlight, water, carbon dioxide to create energy and oxygen gas is liberated as a by-product of this process.
Sunlight: Sunlight also produces oxygen. Some oxygen gas is produced when the sunlight reacts with water vapor in
the atmosphere.

PHOSPHORUS CYCLE

Phosphorus is an important element for all living organisms. It forms a significant part of the structural framework of
DNA and RNA. They are also an important component of ATP. Humans contain 80% of phosphorus in teeth and bones.
Phosphorus cycle is a very slow process. Various weather processes help to wash the phosphorus present in the rocks
into the soil. Phosphorus is absorbed by the organic matter in the soil which is used for various biological processes.
Since phosphorus and phosphorus-containing compounds are present only on land, atmosphere plays no significant
role in the phosphorus cycle.

Steps of Phosphorus Cycle

Following are the important steps of phosphorus cycle:
1. Weathering
2. Absorption by Plants
3. Absorption by Animals
4. Return to the Environment through Decomposition

Weathering
Phosphorus is found in the rocks in abundance. That is why the phosphorus cycle starts in the earth’s crust. The
phosphate salts are broken down from the rocks. These salts are washed away into the ground where they mix in the
soil.

Absorption by Plants
The phosphate salts dissolved in water are absorbed by the plants. However, the amount of phosphorus present in the
soil is very less. That is why the farmers apply phosphate fertilizers on agricultural land. The aquatic plants absorb
inorganic phosphorus from lower layers of water bodies. Since phosphate salts do not dissolve in water properly, they
affect plant growth in aquatic ecosystems.

Absorption by Animals
The animals absorb phosphorus from the plants or by consuming plant-eating animals. The rate of the phosphorus cycle
is faster in plants and animals when compared to rocks.

Return of Phosphorus Back to the Ecosystem

When the plants and animals die they are decomposed by microorganisms During this process, the organic form of
phosphorus is converted into the inorganic form, which is recycled to soil and water. Soil and water will end up in
sediments and rocks, which will again release phosphorus by weathering. Thus, the phosphorus cycle starts over.

Let’s try this activity.

Directions: Write TRUE if the statement is correct and FALSE if the statement is incorrect. Write you answer on the
space provided before each number.
_______1. During respiration, plants use sunlight, water, carbon dioxide to create energy and oxygen gas is liberated as
a by-product of this process.
_______2. Nitrogen is absorbed by the organic matter in the soil which is used for various biological processes.
_______3. Sublimation occurs when snow or ice changes directly into water vapor without becoming water.
_______4. In a “balanced” ecosystem, materials are never lost; they are continually recycled.
_______5. The amount of phosphorus present in the soil is very less that’s why farmers apply phosphate fertilizers on
agricultural land.
_______6. During the process of Nitrogen fixation, the inert form of nitrogen gas is deposited into soils from the
atmosphere and surface waters, mainly through evaporation.
_______7. During photosynthesis, all green plants release carbon dioxide back into the atmosphere as a by-product.
_______8. During nitrification, ammonia is converted into nitrate by the presence of bacteria in the soil.
_______9. Groundwater can either follows streams or rivers.
_______10. The present carbon in the atmosphere is absorbed by plants for photosynthesis.

What I Have Learned

I. Name the cycle that is being described and write your answer on a separate
sheet of paper.
________1. Only cycle which does not pass through the atmosphere.
________2. Cycle which is dependent on bacteria for nitrogen fixation and denitrification.
________3. Cycle that involves transpiration.
________4. Cycle that affects all life processes on earth.
________5. Other term for water cycle.
II. Name the steps in biogeochemical cycle.
_______6. Process in which liquid water changes into gas form.
_______7. Process in which sunlight is used to change atmospheric carbon into biomolecules used for energy by living
things.
_______8. Process in which soil bacteria convert nitrogen compounds in soil back into nitrogen gas which is released
into the atmosphere.
_______9. Process in which water vapor (gas)changes into liquid water. _______10. Process in which condensed water
in clouds falls to the Earth’s surface.

What I Can Do
Human activities have greatly increased carbon dioxide levels in the atmosphere and nitrogen levels in the biosphere.
Altered biogeochemical cycles combines with climate change increase the vulnerability of biodiversity, food security,
human health, and water quality to a changing climate. Human activities have also increased atmospheric carbon
dioxide by about 40% over pre-industrial levels and more than doubled the amount of nitrogen available to ecosystems.
Similar trends have been observed for phosphorus and other elements, and these changes have major consequences
for biogeochemical cycles and climate.

Suggest five (5) ways on how you can minimize human impact on the environment. (5 pts.)