7

Quarter 2
Learning Activity Sheet Lesson
in Science 8

Worksheet for Science Grade 7

Quarter 2: Lesson 8 (Week 8)
S.Y. 2024-2025

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Writers: Jhayzel P. Jocson (Leyte Normal University)

Validators: Genelita S. Garcia (Philippine Normal University)

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SiMMER National Research Centre

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 LEARNING ACTIVITY SHEET

Learning Area: Science Quarter: 2nd Quarter

Lesson No.: 8 Date:

Lesson Title/ Topic: Food Chain and Food Web

Name: Grade & Section:

I. Activity No.1: Word Hunting (10 Minutes)

II. Objective(s): unlock vocabulary words and critical thinking skills through the completion of
a word puzzle.

III. Materials Needed: writing materials and worksheets

IV. Instructions:
Find the words related to the lesson in the word puzzle. Use the given clues inside the
box to identify the words.

SCIENCE 7 Quarter 2 1
 LEARNING ACTIVITY SHEET

Learning Area: Science Quarter: 2nd Quarter

Lesson No.: 8 Date:

Lesson Title/ Topic: Food Chain and Food Web

Name: Grade & Section:

I. Activity No.2: Identifying Food Chains Within a Food Web (10 Minutes)

II. Objective(s): Identify and analyze the food chain relationships within a given food web
ecosystem, discerning the flow of energy and nutrients among organisms at different trophic
levels.

III. Materials Needed: writing materials, phone with internet connection and worksheets

IV. Instructions:
Examine the provided food web diagram and identify the specific food chains present within
the ecosystem depicted.

Guide questions:
1. What is the producer? _________________________________________________________________
2. What are the primary consumers? _____________________________________________________
3. What are the secondary consumers? ___________________________________________________
4. What are the top predators? ___________________________________________________________

SCIENCE 7 Quarter 2 2
 V. Synthesis

1. What organisms are considered producers in the food chain? What organisms are
consumers in the food chain?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

2. In your everyday meal, do you prefer more meat or more vegetables? Why?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

3. What do you think is the advantage of having a meal that is mainly composed of
vegetables?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

4. How much did you know about the food web before you started this activity?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

5. Did you answer the activity the way other students answered it? In what way(s) did you
answer it differently or similarly?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

SCIENCE 7 Quarter 2 3
 LEARNING ACTIVITY SHEET

Learning Area: Science Quarter: 2nd Quarter

Lesson No.: 8 Date:

Lesson Title/ Topic: Food Chain and Food Web

Name: Grade & Section:

I. Activity No.3: Why Taking Hurts So Bad (20 Minutes)

II. Objective(s):
a. To simulate and quantify the feeding behavior of the Philippine eagle within its forest
habitat using a grid-based activity,
b. To understand the eagle's hunting efficiency and the impact of its foraging strategies
on the local prey population.

III. Materials Needed:

rice grains (about a tablespoon), one toothpick, one sheet of bond paper, ruler, and pencil

IV. Instructions:
1. Get a clean sheet of bond paper and create a 17 x 22 grid on the paper.
2. Spread the rice grains over the grid. The paper represents the forest, the grids represent
the part of the forest from which the Philippine eagle feeds, and the rice grain represents
the eagle’s food.
3. A Philippine eagle will catch an average of two animals per hour during daylight. Close
your eyes and lower the end of the toothpick, slow down onto the grid, and imagine the
eagle hunting for food.
4. Remove the grains in the square touching the toothpick. Count the grains you removed.
5. Rearrange the remaining grains on the grid and repeat steps 2 and 3 five more times and
reenact one day’s worth of feeding for the Philippine eagle. Count the number of total grains
removed and record them in Table 1.
6. Repeat steps 2 to 4 two more times to represent three days of feeding by the Philippine
eagle.
Table 1.
Day Number of Food Caught
1
2
3

7. The logging of trees causes some animals to leave their habitat and look for another place
to stay. Now return all the removed rice grains to the grid. Remove 150 grains from the
grid. Repeat steps 2 and 5. Record your data in Table 2.

Table 2
Day Number of Food Caught
1
2
3

SCIENCE 7 Quarter 2 4
 V. Synthesis

1. How does the amount of food caught by a Philippine eagle relate to the changes in
biotic and abiotic factors?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. How does the presence of large amounts of food allow Philippine eagles to reproduce
more often?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. How would the population of other animals be affected if the amount of food remained
low for a very long time?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

SCIENCE 7 Quarter 2 5
 LEARNING ACTIVITY SHEET

Learning Area: Science Quarter: 2nd Quarter

Lesson No.: 8 Date:

Lesson Title/ Topic: Food Chain and Food Web

Name: Grade & Section:

I. Activity No.4: The Ecosystem: Feel the Energy Flow (5 Minutes)

II. Objective(s): To label and understand pyramid illustrating the flow of energy within an
ecosystem

III. Materials Needed: writing materials, phone with internet connection and worksheets

IV. Instructions:
Label the different trophic levels of the energy pyramid using the word bank provided.

Producers Tertiary consumers

Secondary consumers Primary consumers

SCIENCE 7 Quarter 2 6
 LEARNING ACTIVITY SHEET

Learning Area: Science Quarter: 2nd Quarter

Lesson No.: 8 Date:

Lesson Title/ Topic: Food Chain and Food Web

Name: Grade & Section:

I. Activity No. 4: Brain Review (5 Minutes)

II. Objective(s): To synthesize knowledge of food chain dynamics by reviewing and

understanding the interactions between different trophic levels within an ecosystem.

III. Materials Needed: writing materials and worksheets

IV. Instructions:
Examine and identify the diagram below based on their role in the ecosystem.

SCIENCE 7 Quarter 2 7
 LEARNING ACTIVITY SEET

Learning Area: Science Quarter: 2nd Quarter

Lesson No.: 8 Date:

Lesson Title/ Topic: Food Chain and Food Web

Name: Grade & Section:

I. Activity No. 5: Ecosystem Explorer: Uncovering Food Chains in Nature (20 Minutes)

II. Objective(s): To observe and identify food chains within a local ecosystem

III. Materials Needed: field notebooks or paper, pencils or pens, magnifying glass (optional),
binoculars (optional), field guidebooks or smartphone apps for identifying plants and
animals

IV. Instructions:
1. Your teacher will choose a nearby natural area such as a park, forest, or field for your
outdoor exploration.
2. You will be divided into small groups, each with a field notebook and writing materials.
3. Your teacher will explain the concept of food chains and how they represent the flow of
energy through ecosystems.
4. Together with your group you will explore the area and observe the plants and animals
present.
5. Identify different organisms and their interactions by observing who eats whom.
6. You need to record your observations in your field notebooks, including the organisms you
see and the relationships you observe.
7. Identify and document at least three different food chains within the ecosystem.
8. After the exploration, your teacher will gather you by groups and each group will share
their findings.
9. You will present and discuss as a class the different food chains identified and how they
contribute to the overall functioning of the ecosystem.
10. Reflect on the importance of understanding food chains in ecology and how they impact
the balance of nature.

Create visual representations of the food chains you observed, such as diagrams or posters.

SCIENCE 7 Quarter 2 8
V. Synthesis
1. How do you think these organisms are connected to each other in terms of who eats whom?
Can you identify any potential predator-prey relationships?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
2. How do you think energy flows through this ecosystem? Can you trace the transfer of energy
from producers to consumers and eventually to decomposers?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
3. How do you think energy flows through this ecosystem? Can you trace the transfer of energy
from producers to consumers and eventually to decomposers?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
4. How do you think disruptions to one part of a food chain might affect the rest of the
ecosystem? Can you think of any examples of this occurring in nature?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
5. How does understanding food chains help us appreciate the interconnectedness of life in
ecosystems? What implications does this have for conservation and ecosystem
management?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

SCIENCE 7 Quarter 2 9
 LEARNING ACTIVITY SHEET

Learning Area: Science Quarter: 2nd Quarter

Lesson No.: 8 Date:

Lesson Title/ Topic: Food Chain and Food Web

Name: Grade & Section:

I. Activity No. 6: A Comparative Journey through Aquatic and Terrestrial Worlds

(10 Minutes)

II. Objective(s):
a. To create an accurate and visually appealing energy pyramid for an aquatic ecosystem,
demonstrating the flow of energy from producers to consumers, with proper labeling of each
trophic level.
b. To evaluate that both energy pyramids accurately represent the flow of energy within their
respective ecosystems, emphasizing the roles of producers, primary consumers, secondary
consumers, and other trophic levels.

III. Materials Needed:

Coloring materials, colored paper, phone with internet, writing materials and books

IV. Instructions:
1. Begin by gathering materials such as poster boards, markers, and reference materials about
aquatic and terrestrial ecosystems.
2. Research and gather information about the organisms found in both aquatic and terrestrial
ecosystems, focusing on their roles as producers, primary consumers, secondary
consumers, and other trophic levels.
3. Use the gathered information to create two energy pyramids: one representing an aquatic
ecosystem and the other representing a terrestrial ecosystem. Start by placing the primary
producers at the bottom of each pyramid and arranging the subsequent trophic levels above
them.
4. Label each trophic level on the energy pyramids, including the organisms found within each
level and the amount of energy transferred between levels.
5. Add visual elements such as illustrations, color coding, and creative design to enhance the
appeal and clarity of the energy pyramids.
6. Review the completed energy pyramids to ensure accuracy, proper labeling, organization,
and creativity.
7. Practice presenting the energy pyramids, explaining the flow of energy within each
ecosystem, and addressing potential questions or misconceptions that may arise.
8. Set up the visual aids in the seminar venue and be prepared to discuss the energy flow in
aquatic and terrestrial ecosystems with the high school students, emphasizing the
importance of wildlife conservation in maintaining ecological balance.

SCIENCE 7 Quarter 2 10
 You are a volunteer lecturer from an international organization advocating wildlife conservation. You
have been invited to conduct a free seminar for public high school students about the flow of energy in
an ecosystem.

Your task is to create two energy pyramids: one in an aquatic ecosystem and the other in a terrestrial
ecosystem. Your visual aid will be evaluated by a master teacher at a public high school based on
creativity, proper labeling, organization, and accuracy of content

Criteria 4 points 3 points 2 points 1 point

Visual aid
Visual aid is
demonstrates
creative and Visual aid shows
exceptional Visual aid lacks
visually appealing, limited creativity,
creativity, creativity and
Creativity with some with minimal
incorporating appears dull or
originality in variation in design
innovative design uninspired.
design and and presentation.
elements and
presentation.
engaging visuals.
All components of
the energy
Some components
pyramid are Most components Few or no
of the energy
clearly and of the energy components of the
pyramid are
accurately labeled, pyramid are energy pyramid
labeled, but there
Proper Labeling including labeled accurately, are labeled,
are significant
producers, with only minor making it difficult
errors or
primary errors or to understand the
omissions in
consumers, omissions. diagram.
labeling.
secondary
consumers, etc.
Visual aid is well- Organization of Visual aid lacks
Visual aid is
organized, with a the visual aid is organization,
organized, but the
clear structure somewhat making it difficult
structure may be
that guides the unclear, making it to understand the
Organization slightly confusing
viewer's challenging to relationship
or could be
understanding of follow the flow of between different
improved for
the flow of energy energy in the components of the
clarity.
in the ecosystem. ecosystem. energy pyramid.
Information
presented in the Some inaccuracies Visual aid
visual aid is highly Information or inconsistencies contains
accurate, presented in the are present in the significant
demonstrating a visual aid is information inaccuracies or
Accuracy of
Content
deep mostly accurate, presented in the misinformation
understanding of with few minor visual aid, that undermines
energy flow in inaccuracies or detracting from its usefulness as
both aquatic and oversights. overall an educational
terrestrial understanding. tool.
ecosystems.

SCIENCE 7 Quarter 2 11