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Republic of the Philippines

Department of Education Regional Office IX, Zamboanga Peninsula

8 Zest for Progress

Zeal of Partnership

Science Grade 8

Quarter 4 – Module 5

Biodiversity

Name of Student: _____________________________

Grade and Section: ___________________________

Name of School: ______________________________

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What I Need to Know

This module will introduce you to the concept of biodiversity, precisely

the variety of organisms living on Earth. This module will discuss how they

are classified and named. It will also show you the similarities and differences

of these organisms. It will also describe the different groups to which they

belong. It will let you discover the uses of some organisms as food and in the

field of medicine, agriculture, industries, and the ecosystems where they are

present. Also, you will know about the harmful effects of some to other

organisms.

This module was designed and written to help you master the concepts

of species (S8LT-IVg-19). The scope of this module permits it to be used in

many different learning situations. The language used recognizes the diverse

vocabulary level of students. The lessons in this module are arranged to follow

the standard sequence of the course. But the order in which you read them

can be changed to correspond with the textbook you are now using.

After going through this module, you are expected to:

1. Explain the concepts of species.

Through this module's various activities, you will be guided on the

importance of naming and classifying organisms accordingly.

What’s In Activity 1: What Am I?

Identify the organism being referred to in the following riddles. Supply the

missing letters in the boxes after each riddle.

1. I am a reptile. I am long, and I can coil. I am a predator. I attack and

eat chicks, frogs, birds, and other animals. What am I?

A E

2. I live in the sea. I love to swim. I am the biggest of them all. I am a

mammal, like you. What am I?

A E

Module 5

Biodiversity

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3. I am cylindrical and have lips. My home is in your small intestine. We

share the food that you eat. What am I?

S S

4. I have tentacles, and I can swim. I sting my prey with my poison. Many

animals are afraid of me. What am I?

L I H

5. I am a bird, but I cannot fly. My body is too heavy to carry. I lay the

biggest eggs. What am I?

I H

6. My skin is soft and sticky. I can live both on land and on water. I lay

eggs in the water. What am I?

R G

7. I am flat, segmented, and very long. My home is in your intestine. I have

hooks and suckers. What am I?

A E O

8. My home is wet soil. My body is segmented. My best friends are farmers.

What am I?

A T O

9. My home is the sea. I look like a star. My skin is spiny. What am I?

S A S

10. I have ten legs and a shell. I am your favorite food. I am reddish when

cooked. What am I?

C B

What’s New

Activity 2: What’s In A Name

This activity will let you explore your very own community. It will help you

know some organisms present in your locality and how they are being called

or named.

After performing this activity, you should be able to:

1. Give the names of organisms as they are known in your community.

Materials Needed:

pencil or ball pen

sheet of paper

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Procedure:

1. Go within your locality. List all organisms you can find. If cellphones

are available, you may take photos of the organisms you found. Make

sure that you will be accompanied by an elderly.

2. Discuss how each of these organisms is called in your community with

your family or neighborhood members. Accept any name which your

family members or elders will give for an organism. If you know other

words by which an organism is called in another place, include them.

Write these on a sheet of paper.

Q1. Are there organisms that others gave with the same name as you

did? Give examples.

____________________________________________________

Q2. Are there organisms in the list that others gave a different name?

What are these organisms?

______________________________________________________

What Is It

Biodiversity refers to the vast array of life forms. It is coined from the

words biological and diversity. Usually, scientists would refer to three levels

of biodiversity, namely: different kinds of organisms (species diversity),

genetic information that organisms contain (genetic diversity) and different

types of places where organisms live, and the interconnections that bind these

organisms together (ecosystem diversity).

Species diversity comprises the large number and all different kinds,

shapes, colors, and sizes of organisms that inhabit the Earth. It also includes

the smallest and the simplest bacterium (pl. bacteria) to the complex, bigger,

brightly colored flower or fish. Add to this the carabao, the tallest acacia, the

biggest elephant, and a human, like you. These organisms are found in

various places from the soil to the rivers, oceans, forests, salty or hot areas,

in short, in every corner of the Earth. Some of these organisms even live in

your body. At present, more than a million organisms have been identified

and named, while many more are being discovered every year. Recently,

foreign, and local researchers have found that the diversity of reptiles and

amphibians in the Northern Philippines is even greater than known and

identified.

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In your daily life, you see many kinds of organisms. Each distinct kind

of organism, like cat, dog, bird, mango, or worm, is called a species. A species

is a group of living organisms capable of interbreeding naturally; that is, they

only interbred with their own kind. This section discusses how a species is

formed based on different concepts formulated by biologists. Some consider

appearance, interbreeding, ancestry, and genetics as bases. Also, several

concepts from taxonomists help explain what a species is.

1. The typological species concept – Scientists like Aristotle and

Linnaeus thought that organisms belonging to the same species are

distinctly similar in appearance. Later on, succeeding scientists

discovered that this was not always the case. Some may appear very

different yet belong to the same species since organisms can change

over time in a process called evolution.

2. The biological species concept – This concept invokes that organisms

belong to the same species if they can interbreed with one another

to form fertile offspring. For example, some birds may be very similar

in appearance but are incapable of interbreeding because they are

not of the same species. Others may vary in appearance but can

interbreed and therefore belong to the same species.

3. The phylogenetic species concept – This concept considers species as

a group of organisms that come from a common ancestor. It is based

on evolutionary relationships and relies on common ancestry and

the species' shared evolutionary history. If the organisms belong to

the same species, they must show common ancestry and be distinct

from other groups.

4. The species genetic concept – This is a concept proposed by most

geneticists, who considered genetic similarity as the basis for

belonging to the same species. Genetic analyses can uncover species

that morphologically cannot be uncovered just by looking at their

physical characteristics.

If there are a lot more of the organisms in the world than you can count,

how will you be able to know about them? Does an organism you see in your

place, for example, have the same name in another place? Do organisms have

to be classified? Why? Try the following activity below.

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What’s More

Activity 3. Level Me

Directions: Identify which level of diversity (genetic, species, ecosystem)

does each of the photos represent.

1. _________________________ 2. _________________________

3. _____________________________ 4. _________________________________

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6. __________________________

5. _________________________

7. _________________________

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10. _________________________

9. ____________________________

8. ____________________________

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What I Have Learned

Activity 4. Fill Me In Directions: Supply the missing word/s to complete the paragraph.

What I Can Do

Activity 5: Let’s Name It

Create an alphabet of biodiversity using the letters of your first name

by giving an organism that starts with a specific letter. It would be much

better if the organism is found locally in your community. You can also use

your local dialect if there is no English name available for such an organism.

Then, describe how each organism is being used and point out its role in the

ecosystem.

Example:

J- jellyfish

U- urchin

A - ants

N - narra

Biodiversity refers to the (1) _________________________. It is coined

from the words (2) ___________________________________. There are

three levels of biodiversity namely: (3) ___________________________,

(4) __________________________ and (5) __________________________.

A (6) __________________________ is a group of naturally interbreeding

populations; that is, they only interbreed with their own kind. A

number of concepts from taxonomists help explain what a species

is, including:

(7) __________________________, (8) __________________________,

(9) __________________________, and (10) __________________________.

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Assessment

SET A. Directions: Encircle the letter of the best answer.

1. What are the three types of biodiversity?

A. Genes, cells, traits

B. Mutation, disorder, regression

C. Organ, organ system, organism

D. Species, genetic, ecosystem

2. Which of the following refers to the diversity between organisms of the

same species?

A. Community diversity

B. Ecosystem diversity

C. Genetic diversity

D. Species diversity

3. What is biodiversity?

A. A brand of oil

B. A type of coconut

C. A plant species

D. The spread of living things

4. Forests are the only examples of ecosystem diversity.

A. False

B. True

C. Neither true nor false

5. Which is the largest scale of biodiversity?

A. Cell diversity

B. Ecological diversity

C. Genetic diversity

Jellyfish serves as food for other large sea creatures and

provides habitat for young fishes when there are not many places to hide.

Urchin (sea urchin) is a good source of protein. They help reduce microalgae cover on corals and aids in restoring reefs.

Ants help control other insects, fertilize plants, and help in pollination.

Narra tree provides shade, air, timber, or wood.

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D. Species diversity

6. Which of the following characterizes species based on structural

features?

A. Biological species concept

B. Phylogenetic species concept

C. Species genetic concept

D. Typological species concept

7. What concept is used in classifying species based on a shared common

ancestor?

A. Biological species concept

B. Phylogenetic species concept

C. Species genetic concept

D. Typological species concept

8. Which is NOT a benefit of biodiversity?

A. Agriculture

B. Deforestation

C. Ecotourism

D. Medicine

9. Which is NOT a type of biodiversity?

A. Ecosystem

B. Genetic

C. Population

D. Species

10. Which is a type of ecosystem biodiversity?

A. Aquatic

B. Desert

C. Terrestrial

D. All of the above

SET B. Directions: Encircle the letter of the best answer.

1. Biodiversity is a short term for __________.

A. Biological divergent

B. Biological diversion

C. Biological diversity

D. Biological diverting

2. Biodiversity is the variety of ________ in a given area.

A. Communities B. Genes C. Organisms

D. Species 3. What level of diversity refers to all the different genes within all

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population members? A. Character

B. Ecosystem C. Genetic

D. Species 4. What is the significance of species diversity?

A. Species interacts with its environment and thus perform certain

functions. B. Species minimize interaction with their environment and thus perform certain functions.

C. Species never interacts with the environment. D. Though species interacts with the environment, it does not perform

any functions. 5. How will increasing species diversity affect the ecosystem? A. It increases the efficiency and productivity of an ecosystem.

B. It increases only the efficiency and not productivity of an ecosystem. C. It does not increase the efficiency and productivity of an ecosystem.

D. It only increases the productivity of an ecosystem. 6. Which of the following is an example of ecosystem diversity?

A. Earth

B. Glass C. River D. Sun

7. Which of the following statements is TRUE? A. Species diversity consists of a few number of organisms.

B. Species diversity includes the smallest and simplest bacterium. C. Diverse species are found only in particular places. D. At present, no organism is identified and discovered.

8. Which of the following statements is NOT TRUE? A. A species interbred with their own kind. B. Organisms that appear very different do not belong to the same

species. C. Some organisms may be similar in appearance but are incapable of

interbreeding. D. Some organisms appear different but can interbreed. 9. Which level of biodiversity includes the available habitat in an area?

A. Genetic diversity B. Ecosystem diversity

C. Population diversity D. Species diversity 10. Which of the following is NOT a level of biodiversity?

A. Genetic diversity B. Ecosystem diversity C. Species diversity

D. Population diversity

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Additional Activity

Activity 6. Let’s Sort It Out

Below are lists of organisms. Sort each organism into groups and

categorize them according to your preferences. Write your answers on the

boxes/shapes provided below. After classifying, cite the reason/s why you

organized or grouped such organisms.

Why? ________________________________ Why? ______________________________

lupoy maya sinaw-sinaw carabao lizard tamsi

bacteria narra cat bangus aloevera tikling

gecko horse mahogany virus parrot dog

tilapia goat pirok-pirok bolinao protists tabili

crocodile tulingan tamsi acacia Talisay snake

sapsap tukmo makahiya fungi mayana

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Why? ________________________________ Why? ______________________________

Why? _________________________________ Why? ______________________________

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Answer Key

I. WHAT’S IN ASSESSMENT SET A

1. SNAKE 1. D 2. WHALE 2. C 3. ASCARIS 3. D 4. JELLYFISH 4. A 5. OSTRICH 5. B 6. FROG 6. D 7. TAPEWORM 7. B 8. EARTHWORM 8. B 9. STARFISH 9. C 10. CRAB 10. D II. WHAT’S NEW Answers may vary III. WHAT’S MORE ASSESSMENT SET B

1.ECOSYSTEM 1. C

2.ECOSYSTEM 2. D

3.GENETIC 3. C

4.ECOSYSTEM 4. A

5.GENETIC 5. A

6.ECOSYSTEM 6. C

7.GENETIC 7. B

8.GENETIC 8. B

9.GENETIC 9. B

10.SPECIES 10. D

IV. WHAT I HAVE LEARNED

1.Vast array of life

2.Biological diversity

3.SPECIES DIVERSITY

4.GENETIC DIVERSITY

5.ECOSYSTEM DIVERSITY

6.SPECIES

7.TYPOLOGICAL SPECIES CONCEPT

8.BIOLOGICAL SPECIES CONCEPT

9.PHYLOGENETIC SPECIES CONCEPT

10.SPECIES GENETIC CONCEPT

V. WHAT I CAN DO Answers may vary

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References Books: Campo, Pia C., May R. Chavez, Maria Helen D. H. Catalan, Leticia V. Catris,

Marlene B. Ferido, Ian Kendrich C. Fontanilla, Jacqeline Rose M.

Gutierrez, Shirley R. Jusayan, Michael Anthony B. Mantala, Cerilina

M. Maramag, Marie Paz E. Morales, Eligio C. Obille, Jr., Digna

Paningbatan, Genevieve Faye Pasamonte, Ma. Dulcelina O.

Sebastian, Rolando M. Tan, and Rodolfo S. Treyes. "Unit 4 Module 1.

Biodiversity." In Science - Grade 8 Learner's Module, First Edition,

225-231. Pasig City, Philippines: Department of Education, 2013.

Dr. Eden Vela – Evangelista, Dr. Gloria Lajara Follosco, Dr. Adora Soriano-Pili, Dr. Rosario Laurel-Sotto, “Science in Today’s World, The New Grade 8 (2014)” Sibs Publishing House, (Pages 317-318, 322)

Josefina Ma. Ferriols-Pavico, Anna Cherylle Morales-Ramos, Aristea V. Bayquen, and Angelina A. Silverio, “Exploring Life through Science Series, the new Grade 8 (2013”) Phoenix Publishing House, (Page 415-417)

Electronic Resources: N/A

Development Team Region IX Hymn

Writer: LEONOR T. TABALBAG

Teacher I

Napolan NHS

Editor: BONNA MARIS N. ROMA

Teacher III Zamboanga del Sur NHS

Reviewer: MILA P. ARAO

EPS - Science

Management Team:

DANNY B. CORDOVA, Ed.D., CESO VI

Schools Division Superintendent MARIA COLLEEN L. EMORICHA, Ed.D., CESE Assistant Schools Division Superintendent MARIA DIOSA Z. PERALTA CID Chief MA. MADELENE P. MITUDA, Ed.D. Education Program Supervisor – LRMDS MILA P. ARAO

Education Program Supervisor - Science

OUR EDEN LAND Here the trees and Golden beams of

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