DEPARTMENT OF EDUCATION

DIVISION OF CITY SCHOOLS-MANILA

CURRICULUM IMPLEMENTATION DIVISION

Grade 8 Fourth Quarter: Mendelian Heredity

Name: _________________________________
Year and Section: __________________________
Teacher: _________________________________

BIG IDEA: Gregor Mendel, an Austrian monk discovered the basic principles of heredity through
experiments in his garden pea. He found that paired pea traits were either dominant or recessive.
When pure-bred parent plants were cross-bred, dominant traits were always seen in the offspring,
whereas recessive traits were hidden until the first-generation (F1) hybrid plants were left to self-
pollinate. F2 generation produced a ¾ dominant offspring and ¼ recessive offspring.

Worksheet 4: “From One Generation to the Next”

A. Directions: Analyze the picture of a pea plant traits then complete each statement by choosing the
correct word from the Word Bank
1. There are 7 traits studied by Mendel in his garden pea. These are the seed shape, seed color, pod
shape, _____________, flower color, flower location and _____________.
2. The traits that are visibly expressed and appeared to mask other traits like round and yellow are
_______________.
3. Traits that can be hidden in one generation and then appear in the next like wrinkled and green are
_______________.
4.
WORD BANK
Recessive Traits Pod Color Genotype Plant Size Round and Wrinkled Dominant Traits

Phenotype refers to the organism’s characteristic traits, such as tall and short. The two phenotypes for seed
shape are ____________________
 5. __________________ refers to the genetic makeup of an organism, meaning the forms of the alleles of a
gene it contains like G and g
B. Observe the result (F1 generation) when pure-bred parent plants were crossed. Encircle the letter of
the correct answer from the choices given

1.What trait in pea plants is being crossed?

A. Plant size
B. Flower color
C. Seed Shape
2. What are the two alleles of this trait?
A. Tall=T, short=t
B. Round =R, r = wrinkled
C. Purple =P, White = p
3. Which allele is a dominant allele?
A. Purple=P
B. White=p
4. Which allele is a recessive allele?
A. Purple=P
B. White=p
5. What is the phenotype of the offspring of a cross between a contrasting trait?
A. All Purple B. All White

C. Consider a crossbreeding F1 offspring for seed shape, R for dominant shape and r for recessive
wrinkled. Analyze figure1 then answer the following questions below by choosing the right answer in
the box.
Figure 1 CHOICES:

2:1:1

3:1

2, 1 , 1

1. In F2 generation, how many appeared wrinkled? _______________

2. How many offspring(s) appeared round? _____________________
3. What is the ratio of the phenotypes? _____________________
4. In F2 generation, count the genotype
Rr _____ RR ______ rr ______
5. What is the genotypic ratio? ____________________
 TAXONOMY

Directions:
Use the diagram above to and your knowledge of Taxonomy to answer the questions below:
1. Which of the following taxonomic group would contain the most related sets of organism?
a. Domain b. family c. order d. species
2. Which of the following taxonomic group would contain the greatest amount of variety and differences?
a. Class b. family c. Genus d. Kingdom
cat dog tiger
3. Dogs belong to
Domain Eukarya Eukarya Eukarya
what family?
Kingdom Animalia Animalia Animalia
a. Canidae
Phylum Chordata Chordata Chordata
b. Felidae
Class Mammalia Mammalia Mammalia
c. Canis
Order Carnivora Carnivora Carnivora d. lupus
Family Felidae Canidae Felidae 4. Species such
Genus Felis Canis Felis as cat and tiger,
Species catus lupus tigris are classified in
the same________, which are called Canis.
5. What is the species name the scientific name of cat?
a. Canis lupus b. Felis Catus c. Felis catus d. Felis tigris

Big Idea: The different levels of the Linnaean classification system are (in order of decreasing
size): Domain/Kingdom/Phylum/Class/Order/Family/Genus/Species. A two-part naming system
for organisms in Latin is known as binomial nomenclature. The first part of the name is the
genus, and the second the species. An organism's name is usually italicized, with only the first
Part 2 letter of the genus capitalized - for example, the binomial nomenclature for humans is Homo
sapiens.
The classification of humans – Homo sapiens
The two part naming system is called Binomial nomenclature (consists of genus and species.).
Kingdom: Animalia
Phylum: Chordata
Class: Mammalia
Order: Primata
Family: Hominadae
Genus: Homo
Species: sapiens (note: species is not capitalized.
Using the information above, answer the following questions.
1. What is the largest classification group? ______________
2. What is the smallest classification group? ______________
3. What composed of a scientific name? _________ and 4. ________
5. What is the system of scientifically naming of organisms developed by Carolus Linnaeus? _______
Prepared by: Josephine B. Daga
https://web.stanford.edu/group/lpchscience/cgi-bin/wordpress/images/Taxonomy-T.pdf
 Explain How Materials Cycle in an Ecosystem
Name: ____________________________
Year and Section: _____________________ Teacher: ___________________________

BIG IDEA: Essential nutrients are cycled through biogeochemical process. All bodies of all organisms are built from
water and nutrients such as carbon, nitrogen and phosphorous. Energy is transformed into useable forms to support
the functions of an ecosystem. When nutrients are recycled it moves from one living thing to another but when not,
it will be depleted and eventually life would cease when nutrients in living matter are never recycled. The cycle is a
continuous process from abiotic parts of the biosphere and back to the biotic part.

WORKSHEET 10. Part 1. Directions: Here is a diagram of water cycle. Guide Questions:
Identify the statement being referred below. 1.Name three important needs for water.
2. Based on the diagram identify at least two
processes where water moves in the atmosphere.
3. What abiotic factor that emits energy and aids
or begin the process of water cycle?
4. Where is water stored on Earth during the
water cycle?
5. Name a way water travel back to the body of
water.

WORD BANK: sunlight, condensation,

precipitation, evaporation, regulate body
temperature, dissolves compounds and cycle
materials in the environment, ocean, lake, and
ground water, rain and run off
The water cycle describes how water evaporates from the
surface of the earth, rises into the atmosphere, cools, and
condenses into rain or snow in clouds, and falls again to the
surface as precipitation. The carbon cycle describes the
process in which carbon atoms continually travel from the
atmosphere to the Earth and then back into the atmosphere.

WORKSHEET 10. Part 2. Directions: On the right is a

diagram of Carbon Cycle. Answer the question below

Guide Questions:
1.Name the biotic factor in the carbon cycle?
2. Which part of the diagram shows that carbon is
moving from abiotic to biotic factor?
3. Which of the diagram shows carbon is leaving the
cycle as it is being used up?
4. Identify Carbon reservoir in the diagram
5. Name a factor that keeps the cycle of materials
balance.

WORD BANK: transportation and factory emission,

plants and animals, dead organism and waste product,
photosynthesis in plants and animal respiration, fossils
and fossil fuel
 Three Levels of Biodiversity and Conservation Status BIG IDEA
Biodiversity conservation refers to the
protection, preservation, and
management of ecosystems and natural
habitats and ensuring that they are
healthy and functional.
The three main objectives of biodiversity
Conservation are as follows- To protect
and preserve species diversity. The
variability among living organisms on the
earth, including the variability within and
between species and within and between
ecosystems. Biodiversity conservation is
about saving life on Earth in all its forms
and keeping natural ecosystems fun

Choose the letter of the best answer.

1 What is biodiversity?
A) The animals that live only in rain forests.
B) The animals that live only in land and water
C) The animals and plants species that live only in your
backyard.
D) The rich variety of life in every ecosystem on Earth.
2. Why do we need biodiversity?
A) It gives us food to eat, water to drink, and air to
breath.
B) It makes out world unique, and it makes us happy.
C) It makes our environment balance
D) All of the above
3. Where can you find biodiversity?
A) In a puddle.
B) In the desert.
C) In the forest
D) All of the above.
4. The following are the three levels of biodiversity EXCEPT?
A) Genetic Diversity C) Habitat Diversity
B) Species Diversity D) Ecosystem Diversity
5. What can you do to help save the earth’s biodiversity?
A) Reduce, Reuse, and Recycle
B) Plant trees, clean local rivers, and parks, and protect habitats.
C) Never throw garbage anywhere
D) All of the above
 Protecting and Conserving Biodiversity

BIG IDEA: People are using many approaches to slow the rate of extinction and preserve biodiversity.
Directions: Find TEN (or more) ways to minimize human impact on the environment in the letter grid below.
Look up, down, forward, backward, and diagonally and write your answer in the space provided.

C P N U M H A B I T A T R E S T O R A T I O N H A L C T M N R
O Z E R O W A S T E T O C O M B A T C L I M A T E C H A N G E
N A E L C Y C E R H T N M S E V R E S E R P E R U T A N O N S
S S U S T A I N A B L E L I V I N G M S T H N T U T A N L A E
E A M N S T L N A S Y A W R E T A W R U O T C E T O R P M T A
R C A P T I V E B R E E D I N G A N D S E E D B A N K S N O R
V L S S P X E U T P E T D L G C P N H L MT U G P N T S U P C
A M N H N E E L U Y R D O T U R E T A W E V R E S N O C S R H
T N T N S S S A L N B U U N S P T S E E R T E R O M T N A L P
I T L T U A P N A O N L N C H T U S T S P O H N M T L X N P R
O U P E T T H O N R T N T G E C L I M A T E C H A N G E M L M
N P R A C T I C E T H E 3 R S R A U P S T N X U S Y Z X T I H
T R T U A S E I C E P S E V I S A V N I G N I C U D E R U T N
P P R E V E N T O V E R U S E O F P E T R O L E U M T L R H T
M L M T A A T O N U R A M G A G A L D O S T C U D O R P S S N
N O I S S I M E N O B R A C E C U D E R O T S S E L E V I R D
1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

Write your answers inside the box.

Suggests ways to minimize human impact on the environment.

1. habitat restoration

2. captive breeding and seed banks

3. research, and reduce climate change

4. reducing invasive species

5. nature preserves

6. sustainable living

7. practicing the 3 R’s reduce, reuse , recycle

8. prevent overuse of petroleum products

9. conserve water

10. protect our waterways

11. Zero waste to combat climate change

12. drive less to reduce carbon emission

13. plant more trees

Grade 8 Fourth: Biodiversity Promotes Stability

PART I Choices:
Directions: Using the pictures, compare the two A. Ecosystem B
ecosystems, and analyze how the total number of B. Ecosystem C
species increases the survival of organisms. Answer the C. Greater
guide questions by choosing the letter of the correct D. Foxes will
answer. compete for
Guide Questions: food (rabbits)
1. Which ecosystem has the greater number of E. Foxes will
species? soon die out.
2. Which ecosystem has the lesser number of species?
3. In case all birds in ecosystem C are consumed already by the fox, what
do you think will happen to the remaining fox?
4. However, if ALL rabbits are consumed completely, what happens to
the entire population of foxes?
5. Complete the sentence. The greater number of species present in the
ecosystem, the ________ survival of other organisms.

BIG IDEA: Species biodiversity increases the chances of the species to survive in the changed environment
while the loss of species diversity will result in extinction of species and loss of ecosystem stability. A stable
ecosystem can increase the probability of an organism’s adaptation and survival in a changing
environment. The greater number of species present in the ecosystem, the greater is the stability of the
environment.

PART 2

Directions: Using the pictures, compare the two forests, and analyze how the diversity of species increases the
survival of organisms. Answer the following guide questions using the choices below.
Guide Questions:
1. Which species has the greater number in forest A?
_______________________________________________________________________________________
2. Which species has the greater number in forest B?
_______________________________________________________________________________________
3. Which forests have the greater biodiversity?
_______________________________________________________________________________________
4. Which forests have the trees distributed evenly among species?
_______________________________________________________________________________________
5. Which forests will likely survive, when a certain disease inflicts one population of tree species in both forests?
Why?
_______________________________________________________________________________________
_______________________________________________________________________________________
6. Complete the sentence: The greater number of species present in the ecosystem, the _______________ is
the stability of the environment.

Carbon Cycle

The Carbon Cycle

This cycle explain move through the atmosphere, biosphere, and geosphere.
• Carbon leaves the atmosphere thru photosynthesis. Plants absorbs the carbon dioxide from
the atmosphere.
• Carbon gets into the atmosphere thru living organisms. Animals produce carbon dioxide
when they respire, die, decompose, or combust.
• Carbon gets into the fossil fuel thru animal feeding on plants. When plants and animal die,
they decompose. Decomposition is the process where bacteria and fungi break down dead
organic matter. Heat and pressure convert decaying matter into fossil fuel. These fossil fuel
store carbon and they are being extracted and mined to be used as fuel.
 Guide Questions: Choices:
Direction: Analyze the diagram, then fill in the blanks below by choosing
appropriate word in the box. Carbon
1. Carbon is taken from the air to make food by the process called Carbon Dioxide
__________. Combustion
2. Living things return carbon to the atmosphere in a form of __________. Decomposer
3. _________ like bacteria and fungi break down decaying matter. Fossil Fuel
4. The decay bodies of plants and animals become _________ after hundreds Photosynthesis
of years.
5. The process of burning fossil fuels is called __________.

Energy Transfer thru Trophic Levels

Name: __________________________Year and Section: _____________Teacher: ________________

HOW ENERGY FLOWS in the ECOSYSTEM

• Sun is the main source of energy in the
ecosystem.
• Producers or autotrophs use sun’s energy to
make their own food during the process of 10%
photosynthesis. Energy
• Producers occupy the base of the pyramid or transfer
the 1st trophic level of the energy pyramid. 1,000 J energy
• Primary consumers occupy the 2nd trophic
level of energy pyramid, they eat the 10%
producers (herbivores) and energy is passed Energy
to them. transfer
• Secondary consumers occupy the 3rd 10,000 J energy
trophic level, they eat herbivores and. Then
succeeding trophic levels follow.
10%
• Energy is passed from organisms at one
Energy
trophic level to the next as organisms eat or
transfer
consume other organisms.
• At each trophic level, only 10% of the 100,000 J energy
energy is passed on to the next level 1,000,000 J
of organisms.
energy
• Approximately 90% of the energy
from the sun
is lost as heat.
Guide Questions:
Direction: Analyze the diagram, then answer the questions below by choosing
the letter of the correct answer. CHOICES:
A. 4
1. What is the main source of energy in the ecosystem?
B. 10%
2. How many trophic levels are shown in the energy pyramid?
C. 90%
3. Which of the trophic level has the greatest amount of energy? D. SUN
4. Which trophic level has the least amount of energy?
E. INCREASES
5. What happens to the energy as it flows from one trophic level to the next?
F. DECREASES
6. If 10,000 J of energy is being transferred from the 2 nd trophic level to the
G. VEGETABLES
next, how many percent of energy is being transferred?
H. COW’S MEAT
7. How many percent of energy is lost as heat?
I. FIRST TROPHIC LEVEL
8. The producers are found in which trophic level?
J. SECOND TROPHIC LEVEL
9. The herbivores are found in which trophic level? K. FOURTH TROPHIC LEVEL
10. Based on the diagram, If you are going to eat vegetables and cow’s meat,
from which food can you get more energy?