How Nature Works in Harmony | Class 8 Science Notes
By ConceptScroll Team · Published on 17 July 2026 · 4 min read
How Nature Works in Harmony – this guide gives you a concise, exam-ready overview of How Nature Works in Harmony from Class 8 Science, written by ConceptScroll editors and reviewed against the latest NCERT textbook.
What Are the Different Types of Interactions Among Organisms and their Surroundings?
This section discusses the various interactions that occur among biotic components (living organisms) and between biotic and abiotic components (non-living elements) within habitats. It explains that living organisms depend on abiotic factors like air, water, soil, sunlight, and temperature for essential life processes such as nutrition, respiration, and reproduction. Similarly, organisms depend on each other for food and other needs. The section presents three criteria for identifying interactions: (1) interactions between biotic and abiotic components influencing life processes; (2) interactions between abiotic components affecting habitat characteristics; and (3) interactions among biotic components influencing resource availability. Examples include earthworms living in moist soil, water evaporating due to sunlight, frogs eating insects, and fish laying eggs near vegetation for protection. These interactions collectively form an ecosystem, which can be terrestrial (forests, farms) or aquatic (ponds, rivers). Ecosystems vary in size and often overlap, as shown by the example of mountains, forests, rivers, and farmland interacting. The section emphasizes the mutual influence between biotic and abiotic components, such as plants releasing oxygen and preventing soil erosion. Understanding these interactions is essential for studying ecosystems and their balance.
📊 Diagram: Figure 12.5 depicts various interactions among biotic and abiotic components, such as animals, plants, water, sunlight, and soil. Figure 12.6 shows overlapping terrestrial and aquatic ecosystems including mountains, forests, rivers, grasslands, and farmland.
🧪 Activity: Activity 12.4: Students identify and describe interactions among biotic and abiotic components using given criteria and examples, recording observations in a table.
🔗 Connection: This section connects to the next by introducing the concept of food chains and feeding relationships among organisms in ecosystems.
Frequently asked questions
How can we stop damaging forests, rivers, and wetlands? Think about what actions you and your community can take to protect these important places.
To stop damaging forests, rivers, and wetlands, individuals and communities can take several actions such as: promoting awareness about the importance of these ecosystems; avoiding littering and pollution; supporting and participating in tree planting and wetland restoration activities; reducing use of harmful chemicals and pesticides; conserving water; supporting sustainable land use practices; advocating for and respecting protected areas; and encouraging local policies that protect natural ha
Can you name any human made ecosystem in your area?
Examples of human-made ecosystems in a local area could include fish ponds, farms, parks, gardens, or urban green spaces. These are ecosystems created and maintained by humans to meet specific needs such as food production, recreation, or biodiversity support.
How do these practices harm both the environment and human health? (Referring to overuse of synthetic chemicals, excessive groundwater extraction, and monoculture in farming)
Overuse of synthetic chemicals like fertilisers and pesticides can lead to soil degradation by killing beneficial microorganisms and reducing organic matter, causing soil erosion. Excessive groundwater extraction lowers water tables, leading to water scarcity and affecting aquatic ecosystems. Monoculture reduces biodiversity, making crops more vulnerable to pests and diseases, and affects pollinators essential for food production. These practices can contaminate water and food, posing health ris
Activity 12.10: Let us survey Visit a nearby farm with your parents or teacher/interact with farmers in your community to find out about the farming practices they adopt. - Prepare a list of questions for farmers to find out the pesticides and other farm inputs they use, and whether they reuse or recycle materials to improve their crops. Here are some sample questions: - How have your farming practices changed over time? And why? - What effects do you notice when using synthetic fertilisers and pesticides? - Have you seen any changes in soil health after using these synthetic fertilisers and pesticides? - Interact with farmers based on these questions. Based on your findings, prepare a report. What inference do you draw from your interactions with farmers?
This activity involves fieldwork and interaction with farmers. After preparing the questions and interacting, students should report on the changes in farming practices, effects of synthetic inputs, and soil health observations. The inference typically would be that while synthetic fertilisers and pesticides have increased crop production, their overuse can degrade soil health, reduce beneficial organisms, and increase pest resistance. Sustainable practices like organic farming and crop rotation
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