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.
How Do We Experience and Interpret Our Surroundings?
This section introduces the concept of habitats and the components that make up these habitats. A habitat is defined as the place where an organism lives, which can range from large areas like forests to small places like the bark of a tree. Each habitat contains living organisms (biotic components) and non-living things (abiotic components) that interact with each other. The biotic components include plants, animals, and microorganisms, while abiotic components include air, water, soil, sunlight, and temperature. Different habitats offer different living conditions, which is why certain organisms are found only in specific habitats. For example, fish live in ponds because ponds provide essential needs such as food, oxygen, shelter, and space to grow. The section encourages students to explore two habitats in their surroundings, such as a pond and a forest, and list the living and non-living components found there. This activity helps students understand that although habitats differ in their components, all habitats have both biotic and abiotic components that interact to support life. The section also highlights how organisms adapt to their environment and coexist in harmony, such as nocturnal and diurnal animals sharing the same habitat but being active at different times to avoid competition.
📊 Diagram: Figures 12.1a and 12.1b show two types of habitats: (a) a pond habitat with water and fish, and (b) a forest habitat with trees, grass, and birds. These images illustrate the diversity of living and non-living components in different habitats.
🧪 Activity: Activity 12.1: Students explore two habitats in their surroundings, such as a pond and a forest, and list the living and non-living components observed. They record their observations in a table to understand biotic and abiotic components.
🔗 Connection: This section leads to the next by introducing the concept of populations and communities, explaining how groups of organisms live together in habitats.
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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