Free Printable WorksheetScienceGrade 8Science CurriculumMS-LS2-3

8.86 Matter Cycling and Energy Flow in Living Systems Worksheet

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Worksheet Overview & Skills Covered

Core academic competencies and curriculum alignment

This Grade 8 Science worksheet provides structured practice on 8.86 Matter Cycling and Energy Flow in Living Systems. Students are guided through targeted exercises that build foundational understanding, computational accuracy, and critical thinking skills.

Matter Cycling and Energy Flow in Living Systems - Which sequence best atoms and energy through producers, consumers, decomposers, and the environment using models and data? (NGSS MS‑LS2‑3; TEKS §112.28 Grade 8; FL NGSSS; VA SOL; MA STE)

Whether you are an educator preparing classroom handouts, a tutor reinforcing weekly topics, or a parent supporting homeschool learning, this printable resource gives students the deliberate practice required to achieve subject fluency and master state standards.

Grade

Grade 8

Subject

Science

Domain

Science Curriculum

Formats

PDF & DOCX

Sample Practice Problems

Preview the types of problems and questions covered in this worksheet

Below are sample questions representative of the exercises included on this worksheet and related 8.86 Matter Cycling and Energy Flow in Living Systems skill assessments:

Problem 1Difficulty: Mastery

Use the combined graph and food-web model for a stream. The graph shows algae biomass falling after shade increases; later, insect biomass falls and trout numbers decline. Which conclusion best integrates the evidence?

AReduced producer activity likely lowered the matter and energy available to higher trophic levels.

BTrout became producers when the stream got darker.

CShade causes decomposers to stop recycling matter.

DEnergy increased because fewer algae were present.

Solution & Explanation:The sequence of changes matches a reduction at the producer level that then affects consumers above it.

Problem 2Difficulty: Mastery

Use the ecosystem diagram with boxes for Sun, grasses, mice, owls, fungi, soil, and air. Which added arrow would most improve the diagram's representation of matter cycling?

Afrom soil to the Sun

Bfrom fungi to soil and air

Cfrom air to the owl only

Dfrom owls to the Sun

Solution & Explanation:An arrow from fungi to soil and air shows decomposers returning matter to environmental reservoirs.

Problem 3Difficulty: Mastery

Use the mass-balance table for a compost investigation. Start: 2.0 kg dry leaves in the bin. After six weeks: 0.8 kg compost remains in the bin, and gas released to air is recorded. Which conclusion is best supported?

ASome leaf matter moved into gases and decomposer biomass rather than staying as leaves.

BCompost bins create new atoms as they warm up.

CMatter was destroyed because the bin lost mass.

DOnly energy left the bin.

Solution & Explanation:A drop in the mass remaining as leaves does not mean matter disappeared; it means the atoms changed form and location.

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Frequently Asked Questions

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QWhat grade level and standards does this worksheet align with?

This worksheet is designed specifically for Grade 8 Science students. It aligns with educational standard MS-LS2-3 (Students analyze food chains, food webs, models, and data to follow atoms and energy through living systems and the environment.).