QUARTER 1

Life Science
Welcome to Grade 8 Quarter 1

Figure 1.1. Human Internal Organs

Welcome aboard, Grade 8 questors! You are about to begin an exciting year as you investigate
the wonders of science. You are about to begin an exciting year as you investigate the wonders
of science. You will learn about the world-the diversity of matter, the forces around you, the
interactions of the living world and the nonliving world, the occurrence of weather, and even
Earth’s neighbors in outer space.
This quarter, we embark on an exciting journey into the intricate systems and patterns that
govern life on Earth. First, we’ll uncover the fascinating teamwork of organs in the human
body, focusing on the digestive system—an incredible network where every organ plays a
critical role in breaking down food, absorbing nutrients, and fueling our daily activities. Then,
we’ll delve into the world of genetics, exploring simple patterns of heredity to understand how
traits are passed from parents to offspring, shaping the physical and genetic diversity of life.
Our exploration continues with the wonders of taxonomic classification, where we’ll
learn how scientists categorize the vast array of living organisms, tracing their evolutionary
relationships and revealing the interconnectedness of life on Earth. Finally, we’ll immerse
ourselves in the cycles of nature, such as photosynthesis and respiration, which form the
foundation of life by cycling energy and matter. These natural processes connect plants,
animals, and the environment, maintaining the delicate balance that sustains ecosystems and
humanity alike.
Get ready to uncover the marvels of biology—an adventure into systems, patterns, and
cycles that reveal the story of life itself!

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PRE-ASSESSMENT
Directions: Multiple-Choice Questions. Read the statements carefully and encircle the letter
corresponding to your answer.
1. Which organ is primarily responsible for nutrient absorption?
a. liver c. large intestine
b. stomach d. small intestine
2. Which of the following organs is part of both the digestive and excretory systems?
a. liver b. kidney c. pancreas d. gallbladder
3. How does the liver aid in digestion?
a. by filtering blood c. by producing bile
b. by storing glucose d. by absorbing nutrients
4. Which organ produces digestive enzymes that are released into the small intestine?
a. liver b. stomach c. pancreas d. gallbladder
5. Which organ is responsible for filtering blood and removing waste in the form of urine?
a. liver b. kidney c. bladder d. pancreas
6. Which of the following is the first stage of digestion?
a. digestion c. absorption
b. ingestion d. elimination
7. Which organ is responsible for producing insulin?
a. liver b. stomach c. pancreas d. gallbladder
8. What is the role of saliva in digestion?
a. produce bile c. neutralize stomach acid
b. absorb proteins d. break down carbohydrates
9. Which of the following is NOT a function of the digestive system?
a. eliminate waste c. break down food
b. absorb nutrients d. produce red blood cells
10. During which stage of digestion are nutrients absorbed into the bloodstream?
a. ingestion c. elimination
b. digestion d. absorption
11. Who is known as the Father of Genetics?
a. Louis Pasteur c. Charles Darwin
b. Albert Einstein d. Gregor Mendel
12. What is the basic unit of heredity?
a. DNA c. gene
b. cell d. chromosome

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13. What is the term for the physical appearance of an organism?
a. allele c. phenotype
b. genotype d. chromosome
14. Which of the following represents a homozygous dominant genotype?
a. AA b. Aa c. aa d. AB
15. Which of the following represents a heterozygous genotype?
a. AA b. aa c. Aa d. BB
16. What is the probability of obtaining a recessive phenotype from a monohybrid cross
between two heterozygotes?
a. 25% b. 50% c. 75% d. 100%
17. In a monohybrid cross, which of the following genotypes would result in a recessive
phenotype?
a. AA b. Aa c. aa d. AB
18. What is the importance of a Punnett square in genetics?
a. to sequence DNA
b. to predict the age of an organism
c. to determine the physical traits of an organism
d. to predict the genotype and phenotype ratios of offspring
19. What does a Punnett square show?
a. the lifespan of an organism
b. the DNA sequence of a gene
c. the actual genetic makeup of an organism
d. the potential combinations of alleles in offspring
20. If a plant with genotype Tt is crossed with another Tt plant, what is the probability of
getting a tall plant if T represents tallness?
a. 25% b. 50% c. 75% d. 100%
21. Which term describes an organism’s genetic makeup?
a. allele c. phenotype
b. genotype d. chromosome
22. Mendel’s law of segregation states that:
a. genes are linked
b. traits are blended
c. alleles are inherited in pairs
d. alleles separate during gamete formation
23. In a monohybrid cross, what is the expected phenotypic ratio of the offspring?
a. 1:1 b. 2:1 c. 3:1 d. 4:0

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24. Which of the following is an example of a simple pattern of inheritance?
a. codominance c. mendelian inheritance
b. multiple allele d. incomplete dominance
25. What is the expected genotypic ratio in a monohybrid cross between two
heterozygous parents?
a. 3:1 b. 2:1 c. 2.2 d. 1:2:1
26. Which of the following best describes an allele?
a. a physical trait c. a type of chromosome
b. a genetic disorder d. a variant form of a gene

27. What is the result when a homozygous dominant individual is crossed with a
homozygous recessive individual?
a. All offspring are heterozygous.
b. Offspring shows a 1:1 genotypic ratio.
c. All offspring are homozygous dominant.
d. All offspring are homozygous recessive.
28. Which of the following is NOT true about Mendel’s experiments?
a. He used pea plants.
b. He studied multiple generations.
c. He used complex statistical analysis.
d. He observed dominant and recessive traits.
29. Which of the following kingdoms includes organisms that are multicellular,
eukaryotic, and autotrophic?
a. Fungi c. Protista
b. Plantae d. Animalia
30. What is the primary basis for classifying organisms into the six kingdoms?
a. habitat c. cellular structure
b. mode of nutrition d. reproductive method

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 Lesson 1 ORGAN SYSTEMS
WORKING TOGETHER
Imagine biting into your favorite meal—crunchy, flavorful, and satisfying. But do you
know what happens after it disappears? The human digestive system transforms food into
energy and nutrients to power every movement. From mechanical breakdown in the mouth to
chemical processes in the stomach and absorption in the intestines, each step is essential for
survival.
In this lesson, we will explore how food travels through the digestive system, covering
mechanical processing, secretion, digestion, absorption, and elimination. We will also compare
this to plant biology, examining how plant organs manage nutrient intake and distribution.

Let us begin this lesson with these aims in mind:

1. Explain the processes of digestion, ingestion, absorption, assimilation, and excretion;
2. Identify the different organs that make up the digestive system;
3. Explain the specialized functions of the organs involved in processing food in the body;
and
4. Describe the coordinated functions in which organs work together to digest food and
absorb nutrients.

Activity 1.1: Bring and Brag

Eating is something that we all do; it is what we eat and when we eat that varies. What
we eat is important because the content of food determines how the body will function. Let’s
examine the contents of a meal.

Materials:
a. lunch (brought or bought)
b. Weighing scale or platform balance
c. Table 1.1. Philippine Dietary Reference
d. Intakes, 2015

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Procedure:
1. Record all the items in your lunch and their quantities.
2. Using the references, state whether you consider your lunch to be nutritious or not. Give
the reasons or your evaluation.
3. Form a group with three other classmates. Each person should describe his or her lunch
and its evaluation.
4. Compile a master list of all the items in each group member’s lunch.
5. Once the list is completed, the group should make three summary statements and record
them below the list.
6. Choose one of the lunches and discuss the contents of this lunch. As a group, make three
statements that describe how the body would use the food. Post the statements with a
list of the lunch contents.
Questions for Discussion:
1. How does your lunch differ from that of one of your classmate’s?
2. List four nutritional items from the master list and explain why they are considered
nutritious.
3. Does your lunch fulfill your RNI (recommended nutrient intake)?
4. How could you improve your lunch so that it would satisfy your RNI?
5. Design an alternative nutritious lunch.
Table 1.1. Recommended Nutrient Intake.

[Link]

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 The moment food enters our body, or is ingested, some of it begins to be broken down,
or digested, into small particles. These final breakdown products must be small enough to be
absorbed by the blood and carried to all cells in the body, where they are reassembled by each
cell into its own “similar” materials, or assimilated. Proteins, carbohydrates, and lipids must
be broken down, but water, minerals, and vitamins are small enough to be absorbed directly as
they are. Any product that the body does not need immediately is either stored as fat or excreted
in the urine or feces. Carbohydrates are broken down into simple sugars, such as glucose and
fructose. If there is an excess supply, then the liver polymerizes it into glycogen, or animal
starch, for storage. Proteins are broken down into 20 different amino acids. Ten of these amino
acids must be consumed in our diet because our body is unable to produce them; these are
called essential amino acids. Once in the body, the amino acids from food protein are used by
cells to make human protein. Lipids are broken down into fatty acids and glycerol. There are
two types of fatty acids: saturated, meaning they contain the maximum number of hydrogen
atoms attached to all the carbon atoms, and unsaturated, meaning that double bonds between
the carbon atoms replace some of the hydrogens. It is possible for unsaturated fatty acids to be
converted to saturated fatty acids by adding hydrogen atoms in a process called hydrogenation.
Hydrogenation is used to produce shortening and margarine. Once in the body, the fatty acids
and glycerol can be broken down further to release energy. They also help the body to absorb
and store fat-soluble vitamins are not broken down. They also help the body to absorb
Vitamins and minerals are not broken down but absorbed as they are. Some vitamins and
minerals are water-soluble as they are. Some vitamins and minerals are water soluble and
cannot be stored.
Table 1.2. Fate of a Meal

Meal Nutrient Final Breakdown Uses in cells

Products
Hamburger protein amino acids growth and repair
and Fries carbohydrate glucose energy or storage as glycogen
lipid fatty acids and energy or storage as glycogen
glycerol
vitamins absorbed directly aid in metabolism, cell growth and
repair
minerals absorbed directly gas transport, body fluid regulation
water absorbed directly medium for all chemical reactions

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The Digestive System: A Look at the Parts
“Chew your food well! - Do not eat so fast, you will get indigestion! - Brush your teeth! - If you do
not eat properly, all your teeth will fall out!”
All of us have heard such admonitions at some time or another. Parents, teachers, doctors, dentists,
and professionals seem to spend a lot of time telling us about food, diet, and oral hygiene. How does
this all fit together?
Food is broken down in the digestive system both by physical and chemical means. In this lesson,
we will deal primarily with each organ of digestion and how they act on food. Digestive system is
composed of the digestive tract and accessory organs of digestion. You will observe the structures
responsible for making the food we eat useful to the body, and you will relate these structures to their
specific functions.
Digestion begins in the mouth, with the help of teeth, tongue, and saliva. Digestion takes place in
the digestive tract, a flexible tube that extends from the mouth to the anus. The digestive tube has a basic
structure, with variations in different sections of its length. There are two layers of muscle along the tube:
the longitudinal layer runs lengthwise and the circular layer forms rings. The alternating contraction and
relaxation of each muscle layer produces a characteristic wave of contraction that squeezes the food bolus
down the tube. This effective way of moving the contents of a tube is called peristalsis.
The digestive tube can control the passage of its contents from one section to the next by means of
valves and sphincters. Valves are membranous structures that allow the contents of the tube to move in
one direction only. Sphincters are rings of muscle that are normally contracted, squeezing the tube
shut; when relaxed, the passage opens, permitting the contents of the digestive tube to pass through.
There is a sphincter at the entrance to the stomach, at the exit from the stomach, between the small and
the large intestines, and surrounding the anus.
The stomach is the widest and most elastic
region of the digestive tube. It owes these properties
to its structure: aside from the longitudinal and
circular muscle layers, it has an oblique layer and
its inner lining can form temporary folds, which
disappear when the stomach stretches to hold a meal.
The stomach can hold up to 1.5 L of food.
The secretions of the stomach are collectively
called gastric juice, and are secreted by the glandular
cells in the lining of the stomach, or gastric glands.
Figure 1.2. Stomach
It has been estimated that there are some 35 million
[Link] gastric glands in the stomach. Gastric juice has two
major components: hydrochloric acid and
the protease pepsin. Both are released in inactive form and become active in the stomach.
Hydrochloric acid performs several functions int he body:
1. It produces the acidic environment necessary for the activation and subsequent action
of pepsin to digest proteins.
2. It destroys bacteria that may have entered with the food.
3. It dissolves some of the minerals in the food we eat, making them absorbable.

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 Another substance present in gastric juice is the enzyme gastric lipase, which reduces fat
to fatty acids and glycerol. The stomach protects itself against its own enzymes by secreting
abundant mucus.
The secretion of gastric juice is triggered by the sight and smell of food. The response is a
quick one, so that a sufficient amount of gastric juice will be there when the food bolus arrives
in the stomach. The presence of food in the stomach stimulates the continued secretion of more
gastric juice, until the stomach is empty of food. About 500-700 ml of gastric juice are released
during an average meal. The pH of gastric juice is extremely low, 0.3-1.7, sufficient to corrode
a metal plate. Food spends 3-4 h in the stomach, depending on the content of the meal: protein
and fat are harder to digest than carbohydrate. A meal is not allowed to pass into the intestine
until it has been nearly liquefied by the stomach. The semi-liquid meal in the stomach is called
chyme. Once the chyme has reached the right consistency, it is moved into the small intestine
by peristalsis.
Alcohol is readily absorbed by the stomach, which results in rapid alcohol intoxication,
especially if the stomach is empty. Habitual alcohol use can destroy the mucus and expose the
lining to the action of the acid and enzymes, which may cause ulcers. The lining of the stomach
can also be irritated by certain medications, particularly aspirin.

Figure 1.3. Small Intestine Figure 1.4. Villi in the Small Intestine
[Link] [Link]

The small intestine is the major site of absorption of the final breakdown products of
digestion. The small intestine is divided into three regions: the duodenum, the jejunum, and
the ileum. The presence of food in the small intestine stimulates the nerve endings in the villi,
which in turn stimulates the intestinal glands to secrete intestinal juice. The intestinal glands
also secrete the mucus that prevents the intestinal lining from being digested by the chyme.
These glands secrete about 2 L of fluid daily, which helps dissolve the nutrients and facilitates
their absorption. Intestinal juice is slightly alkaline; it contains enzymes called proteases
(which split proteins into amino acids), lipases (which split fat into glycerol and fatty acids),
and carbohydrase (which split carbohydrates into simple sugars). The task of neutralizing and
changing the pH of the chyme when it enters the small intestine from the stomach is performed
by the liver and the pancreas. The liver is the largest gland in the body and the second largest
organ (after the skin). It is composed of four lobes, or sections: a large right lobe, a smaller left

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lobe, and two other lesser lobes. The gallbladder is a pear-shaped sac located on the inferior
side of the liver. It stores bile and releases it into the small intestine when needed.
The liver is the “chemical plant” of the body. It performs nine major functions and many
more minor functions:
1. Production of bile from the pigment of
broken-down red blood cells.
2. Metabolism of carbohydrates, lipids, and
proteins.
3. Removal of glucose from the blood to store it
as glycogen and breakdown of glycogen into
glucose to maintain the blood-sugar level.
4. Detoxification of harmful chemical
compounds, such as alcohol and barbiturates.
5. Production of proteins such as antibodies Figure 1.5. The Liver
(disease-fighting molecules) and clotting [Link]
agents.
6. Storage of important substances, such as iron and vitamins A, D, K, and B12.
7. Production of blood proteins, such as fibrinogen and albumin.
8. Production of important lipids, such as cholesterol, and mobilization of lipid from
storage in the fatty tissue.
9. Metabolism of proteins and removal of the resulting waste product urea from the blood.

The pancreas is found along the long curve of

the stomach. It secretes between 200 and 800 ml each
day of pancreatic juice, an alkaline fluid containing
digestive enzymes. The pancreas is a double gland: it
also secretes the hormone insulin, which is essential
for the regulation of blood sugar levels. The material
remaining in the small intestine after absorption
enters the large intestine in the region of the caecum,
a pouch of the large intestine on the right side of the
abdomen. Attached to the caecum is a short blind
tube called the appendix. This structure is becoming
Figure 1.6. The Pancreas vestigial in humans; that is, greatly reduced and non-
[Link] functional. In rabbits, however, the appendix is large
and holds material being digested for a period of
time. In the human, material entering the appendix is very slow to move out and, since it is a
blind tube, it is a common site for infection. Such an infection is called appendicitis.
The large intestine is about 1.5m long, shorter than the small intestine; it gets the name large
from the fact that it is wide: 6.5 cm in diameter. The large intestine is adapted for reabsorbing
the salt and the large quantity of water that makes up the digestive secretions (about 8 L

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daily). Its mucosa lacks villi and produces no digestive enzymes; it only secretes mucus. Large
numbers of harmless bacteria normally live in the large intestine fermenting any undigested
residues and releasing vitamin K and several of the B complex vitamins.

Figure 1.7. Large Intestine

[Link]

The large intestine consists of the caecum, followed by the colon. Along the 1.5 m length
of the colon, there are pouches formed by strips of longitudinal muscles. Between one and
three times every 24 h, there is a massive peristalsis throughout the large intestine, which
empties the intestine of the undigested and unabsorbed material, or feces.
The sigmoid colon empties into the rectum, a straight portion measuring 15-20 cm in
length. The rectum is the temporary storage area prior to elimination of the feces through the
anal canal and out of the body via the anus, about 36 h after the meal was first eaten. Expulsion
of the feces, or defecation, is controlled by two sphincters.

Absorption and Assimilation

During absorption, the nutrients from the food we eat pass through the walls of the
intestine and into the bloodstream, where they get transported to the different parts of the body.
The food in the first part of the small intestine (duodenum) is acted upon by secretions from
the liver, pancreas, and intestinal glands. Digested molecules of food are absorbed through the
small intestine. The walls of the small intestine contain many folds that are lined up with tiny
fingerlike protrusions called villi. These villi are in turn covered with even smaller protrusions
called microvilli. These structures increase the surface area through which nutrients are
absorbed.
In the process of absorption and assimilation after digestion, the nutrients present in the
blood reach the target cells and tissues that utilize them for their activities. This process of
synthesizing the biological compounds (macromolecules) from the absorbed simple molecules
is called assimilation. It helps in cell growth and development and new cell production.
The undigested parts of food or those that were not absorbed by the body moves to the large
intestine like cellulose of fruits and vegetables. It also changes the undigested food into semi-
solid waste or feces which leave the body through the anus. This process is called elimination
or excretion.

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I. Directions: Choose the correct functions for each digestive organ by matching column A
to column B. Write the letter of the correct answer on the space provided.

Column A Column B
1. anus a. muscular tube
2. liver b. bile is stored
3. mouth c. bile is produced
4. pharynx d. secretes pancreatic juices
5. stomach e. digestion of foods starts here
6. pancreas f. received the undigested food
7. esophagus g. where semi-solid waste comes out
8. gallbladder h. the food remains for about 4 hours
9. large intestine i. prevents food from entering your lungs
10. small intestine j. holds and break the food into a useful form
II. Directions: Arrange chronologically how food is digested and eliminated inside our body.
Use numbers 1-7. Write your answers on the space provided.
_____Nutrients get absorbed.
_____The food moves into the stomach.
_____Pancreatic juices help to digest food.
_____The food moves to the muscular tube.
_____The food is chewed and mixed with saliva.
_____Undigested food moves into large intestine.
_____Semi-solid waste is released through the anus.
_____The enzyme pepsin, and gastric juice of the stomach start the digestion of proteins
into amino acids.

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Activity 1.3: A Bread in a Bag
Objective
After performing this activity, you should be able to identify the process of food digestion
inside the body.

Directions: Follow the procedure and answer the following questions.

Procedure

1. Take a small piece of bread. Tear it

into small pieces and place it into
a clean plastic bag. What does this
represent?

Figure 1.8. Food Broken into Smaller Pieces by the

Teeth

2. Pour a small amount of water into the

bag.

Figure 1.9. Food Submerged in the HCI of the

Stomach Chemical Digestion.

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3. Close the bag and squish the bread
with your fingers until all of the
pieces are really small. What does
this represent?

Figure 1.10. Mechanical digestion by the stomach.

4. Drain the liquid contents down the

sink by creating a small gap that
prevents the solid from escaping
and compare it with an undrained
sample. What stage of digestion does
it represent?
Figure 1.11. Gastric phase of digestion.

5. Put all the contents of the bag into the

garbage. What does this represent?

Figure 1.12. Waste is temporarily stored in the rectum.

[Link]

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Extension Activity: Apply Ratios and Proportions to Nutrient Absorption
Calculate ratios of nutrients absorbed to nutrients consumed to determine the efficiency of
the digestive system in extracting essential elements. By relating ratios to nutrient absorption
rates, students gain a quantitative understanding of the digestive process.
By applying ratios and proportions to nutrient absorption, students can analyze the
effectiveness of the digestive system in extracting vital components from food, emphasizing
the importance of a balanced diet.
You can infuse Filipino cultural elements into a story, incorporating traditional Filipino
dishes and ingredients to create a rich and culturally relevant narrative that merges science with
local cuisine and storytelling traditions.

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