1 MODULE 1 EARTH’S ECOLOGY 3 Weeks Introduction There are lot of questions that need to be answer about our ecosystem. One question is on how does a particular species often deal with their habitat or other organisms that surrounds them. In this module, you will be made to study how organisms interact in the communities and ecosystems and learn how to take part in the conservation of these species and their habitats. The interaction of these organisms creates fascination among scientists specially ecologists who tries to attempt to discover and explain the importance of a particular species in the environment. This module consists of three lessons namely: Lesson 1: Earth’s Ecosystem Lesson 2: Energy in the Ecosystem Lesson 3: Biogeochemical Cycle You are expected to be in class as scheduled to discuss answers to practices set, assigned topics for readings and discussions and activities. For every activity always follow the steps of the scientific process. For the exploratory activities, you are required to make a visual display or presentation and clear verbal presentation. Make sure your presentation: Has a logical and coherent introduction, body and conclusion. Completed within the allocated time. Module Objectives At the end of this module, you will be able to: 1. Express understanding of the complex interactions of humans and ecosystem in the world. 2. Enumerate the biotic and abiotic factors that contributes to the survival of an organisms. 2 Lesson 1 EARTH’S ECOSYSTEM WEEK 1 Lesson Outcomes 3 HOURS At the end of this lesson, you will be able to: 1. Discuss the concepts, types and basic structures of ecosystem. 2. Differentiate the biotic and abiotic factors of the ecosystem. Explore Form a hypothesis: Why do plants and animals live in a certain places? How does the amount of sunlight affect different organisms? Write your hypothesis in the form “If plants and other photosynthetic organisms needs lot of sunlight, then……” Test your hypothesis: Experiment: Select areas to study. Chose one area that receives lots of sunlight and another area that receives only little sunlight. Mark of 2 x 2 meter plot in each area with sticks and strings. Measure: Measure the air temperature at ground level and at 1 meter above ground level in each area. Record Data: Using graph paper record the locations of the living things in each area. What kind of organisms do you see? Draw Conclusion: Materials Spade or Trowel 4 small sticks Measuring stick String Thermometer Graph paper Safety googles Field guide (based on Wolftree Ecology Field Guide) Compare your observations about the two areas. How do the temperature differ? Which area contains more living things? Make a statement about the effect of sunlight on the ecosystem. 3 Explore More Make a prediction on how water in an ecosystem affects living things? How have people affected the ecosystem? Read and Learn Ecology - from the Greek Work “oikos” which mean “house” - it is the study of houses or habitats or more broadly, of organisms and their relationships to their environment (Wolftree Ecology Field Guide). - Modern scientist defines it as the study of the structure and function of nature. Ecosystem - ecosystem includes all the different organisms living in a certain area along with their physical environment. - “Eco” refers to environment, while “system” refers to a collection of related parts that works as a whole. Parts of the Ecosystem - Abiotic or the non-living This term includes the prefix “a” which means “not” or “without”. - Biotic or the living This term includes the root tip “bio”, which means living. 4 General Characteristics of an Ecosystem (Smith) 1. The ecosystem is a major structural and functional unit of ecology. 2. The structure of an ecosystem is related to its species diversity. 3. The relative amount of energy required to maintain an ecosystem depends on its structure. 4. The function of the ecosystem is related to energy flow in material cycling through and within the system. 5. Ecosystems mature by passing from fewer complexes to more complex states. 6. Both environment and the energy fixation in any given ecosystem are limited. 7. Alterations in the environment represent selective pressures upon the population to which it must adjust. Aspects of Ecosystem 1. Structural Aspect a. Description of the arrangement b. Types and numbers of species and their life histories 2. Functional Aspect a. Flow of energy b. Cycling of materials Relationships among organisms 1. Effects 2. Competition 3. Neutralism 4. Protoco-operation and mutualism Other kinds of Relationship - Species may aggregate or separate or show random relationships to one another. 5 Components of an Ecosystem Major components of an ecosystem are: - Solar Energy - Producers (Plants) - Consumers (of Plants, Insects, and Animals) - Decomposers (Bacteria and Fungi) - Nutrients (Important for growth—carbon dioxide, oxygen, nitrogen, minerals) Figure 1: The Structure and Function of an Ecosystem Posted by Keshav Jain in Ecology, Environment, General Knowledge .Oct. 2016. http:// myscienceschool.org/index.php?/archives/999-What-are-the-four-elements-of-an-ecosystem.html 6 Species and their Natural Habitat Species - the smallest unit of classification for biological organisms. Individuals - species that are alike in structure and functions. Individual of the same species can breed with each other. Habitat - the place where an organism can meet the need of specific conditions to survive and reproduce. The structure of a habitat describes the shape, size and placement of abiotic and biotic features of an ecosystem. Levels of Ecological Organization - it shows how organisms interact with each other and with their environments. - Population: all the individuals of a single species inhabiting a certain area. Community: all the populations of different species that share an area. -Ecosystem: community along with the nonliving elements of the forest (like soil, water, sunlight) -Biome: ecosystems around the planet with similar characteristics. -Biosphere: all the biomes on Earth. Bo h o l Ta rsiers (T ars ius Syrichta) measures 4 to 5 inches and is considered as the world’s smallest primate. Its size is no longer than an adult man’s hand and weigh only about 113 to 142 grams or four to five ounces. The primate belongs to the more primitive sub -order Prosimii or prosimian that dates back 45 million years. Bohol Philippines Travel Guide https://www.boholphilippines.com/tarsiers.html 7 Figure 2: Levels of Ecological Organization Picture taken from the PowerPoint presentation published by Todd Bailey. https:// slideplayer.com/slide/10947568/ Niches - it is the way of life or the role a species pursues within its habitat. - An organism’s niche is composed of both biotic and abiotic parts. - Biotic factors that defines a niche are food sources and predators. - Abiotic factors are the amount of sunlight and water. - Within a niche, a species satisfies its basic needs in four specific categories: Food Water Shelter Reproduction - An organism’s niche includes how much water it needs, what it eats, where it lives, what it uses for shelter from enemies and the elements, when and how it reproduces, how its young and such factors makes up its life. QUICK CHECK!!! What do you think will happens when two species try to share the same niche in the same habitat? 8 Ecological Disturbances - A change in an ecosystem caused by an event that disrupts or changes all or part of an ecosystem. - It can have many effects on both the abiotic, non-living, and biotic living. Ecosystem Change - Its an event that cause disturbances that alter the structure and function of ecosystems. This will cause changes with the species present in the ecosystem, the size and stability of populations, and area where communities are located. - Some organisms will thrive in a changed area, others will be displaced or killed. - When studying ecological disturbances consider the following: Type of disturbances Intensity or how severe the changes or destruction Frequency or how often it occurs - The types, intensities, and frequencies of past disturbance events will provide information about why an ecosystem looks the way it does today. - Evidences of Disturbances Charcoal in soil Jagged edged stumps Compacted soil Fresh sand or silt deposits Rounded rocks Single plant species in the forest Burn scars on trees Numerous snags Pole-sized trees bent over Group of dead or dying trees Debris in streamside vegetation Ash and pumice mixed in soil Even-aged trees Tree tops missing 9 Lesson Review Name: ________________________________________ Date: ________________ Year & Section: ______________________________ Score: _______________ THINK, TALK AND WRITE Main Idea: What is difference between biotic and abiotic factors? Test Practice: 1. Which of the following is an abiotic factor? A. Plants B. Animals C. Sunlight D. People 2. A habitat is A. A place to buy our needs B. The same as an ecosystem C. A particular are inhabited by organisms D. Number of organisms living in a specific area 3. All the non-living factors in the ecosystems is referred as A. The community C. Abiotic Factor B. Biotic Factors D. Biomes 4. The physical location of an ecosystem in which a species lives. A. Habitat B. Niche C. Biotic Zone D. Tropical level 5. Which of the following would be a biotic factor in an ecosystem? A. Bacteria B. Soil C. Temperature D. Rainfall EXPOSITORY WRITING Research an endangered species (animal or plants) in or near the ecosystem in which you live. What factors contribute to the extinction of this species in your community. 10 Lesson 2 ENERGY IN THE ECOSYSTEM WEEK 2 Lesson Outcomes 3 HOURS At the end of this lesson, you will be able to: 1. Make a thorough observations of how the energy flows in the ecosystem. 2. Make contributions to the construction of a food chain and a food web. Explore How can you model a food chain? Make a prediction What would a food chain of 20 organisms look like? Would it be linear? Write your answer as a prediction in the form of 20 animals were made into a food chain, then it would be like…. Test your prediction Materials Top half of empty bottle Yarn Construction Paper Hole Punch Scissor 1. Cut construction paper into 20 rectangles. Write the names of the eight producers, six animals that eat the producers, four animals that eat the plant eaters, and two animals that eat the animals that that eat the plant eaters. Make a hole in each rectangle. 2. Make a model. Cover the top of the soda bottle with construction paper. This will be the sun. Punch eight holes around the rim. Attach a piece of yarn to each of the eight producers. Attach the other ends to the soda bottle. Using yarn, link each plant-eating animals to a producer. Continue by linking the animals that eat the plant eaters to the plant-eating animals. Only one animal may be attached to a food source. Draw conclusion 3. Observe: How many levels are in your model? What happens to the number 11 of organisms in each level as you move away from the Sun? 4. Predict. What would happen to the number of plant eaters if a drought destroyed the plants? What happens to the animal population? Explore More What changes might occur in an ecosystem into which the predators move? Make a prediction and test it. Then analyze and present your results. Read and Learn Energy and matter are transformed from one organism to another in food chains and food webs. In this lesson, we will survey aspects of energy flow and material recycling within ecosystem. Matter - everything that takes up space and has mass. With three interchangeable physical forms or phase: solid, liquid, gas. - it is transformed and combined in different ways, but it doesn’t disappear Energy - It is the capacity to do work, such as moving matter over a distance. It can take many forms like heat energy and chemical energy. Energy in the Living System - Energy is the ability to do work, the first law of thermodynamics describes behavior of energy and energy may be transformed from one type to another but never created or destroyed. The energy that an organisms uses for its work comes from the breakdown of organic molecules within cells. - Major Categories of the trophic level a. Producers or Autotrophs—mainly green plants, photosynthetic or they produce their own food from simple inorganic materials. b. Consumers or Heterotrophs—these are animals and other organisms like fungi and bacteria which cannot make their own foods directly from simple inorganic materials they take in food that is already formed by eating plants or other animals. If the organism consume plants they are called herbivores or primary consumers. If they obtain their food by eating other animals they are called carnivorous or secondary or tertiary consumers. 12 c. Decomposers– these are dead animal, plants and excretes their own food. They break down dead organisms into simpler substances. Some of these substances are absorbed by the decomposers and others returned to the environment. QUICK CHECK!!! How do the consumers get the energy they need to survive? Various Types of Energy a. Gross Energy Intake—this is the food that the animal eats and contain certain amount of stored energy. b. Excretory Energy—the process of digestion and assimilation is not 100% efficient, other energy is lost in feces. The undigested, unassimilated and excretory fractions are lumped together and called excretory energy. c. Existence Energy—energy remaining is essentially all the energy that the animal has to perform all its work. This is the certain amount of energy required by the animal just for existence. d. Productive Energy—the amount by which gross energy intake is greater that existence plus excretory energy used for growing, mating, nest budding or simply playing. Food Chain, Food Webs, Trophic Structure and Ecological Pyramids Food Chain - the transfer of energy from plants through a series of organisms. - in a food chain, producers absorb the Sun’s energy and pass it on to consumers and decomposers. - the path by which organisms travel may be short and simple or long or complicated. 13 QUICK LAB…… 1. Keep log of everything you eat for one day. 2. Classify: Determine the food whether it is a producer or a consumer. 3. Classify: Which food did you list as consumers? 4. Select two foods from the consumer group and draw a possible food chain for each. Do not forget yourself. Did you include decomposers in your food chain? Where do they fit? Types of Food Chain 1. Grazing Food Chain - starts with green plants base to grazing herbivores and then on carnivores. 2. Detrital Food Chain - goes from dead organisms or organic matter into microorganisms then to detritus feeding organisms and their predators. Links in the Food Chain 1. Primary Consumer—organisms that eat producers, they are the second link in the food chain after the producer. 2. Secondary Consumer– organisms that eat the primary consumer to gain energy. They make up the third link in the food chain. 3. Tertiary Consumer—they are the top predator in the food chain. They usually many producers and few tertiary consumer. Decomposer are present throughout the food chain to break down the remains of dead plant and animals. The remains of these plants and animals breaks down into nutrients which can be useful to the producers. This will complete the cycle and allows another food chain to begin. 14 Food Web - a food web is a series of overlapping food chains. - it shows the roles and relationships of among all the species in an ecosystem. - Herbivores Primary consumers or animals that eat producers. On land, herbivores have flat-edged teeth in front of their mouth for tearing plant materials. - Carnivores These are secondary and tertiary consumers, animals that eat other animals. Some carnivores rip into prey with their sharp incisors and canine teeth or with their beaks. - Omnivores These are animals that eat both producers and consumers. - Predators Animals that eat hunt and kill other living things for food. The animals they hunt are the prey. - Scavengers They seek out the remains of dead organisms to eat. They eat meat without hunting or killing the prey. QUICK CHECK!!! Which roles in a food web could people play? 15 Marine Food Web - marine food web also begins with a producers, in the ocean, these are the phytoplankton. - Phytoplankton depend on sunlight to carry out photosynthesis. - The size of their population depends on the sunlight that can penetrates the water. - Ocean is divided into different areas depending on the amount of sunlight that receive and the water temperature. Intertidal Zone—the area of the ocean at the edge of the land. This area is affected by changes in high and low tides. This zone supports a variety of organisms. Ocean Zone—from just beyond the low-tide line to the point where the ocean begins is an area where sunlight penetrates and water are calmers. It is where you can find some of the world’s magnificent underwater habitat. This is also a region of complex food webs with predators and many types of prey at every feeding level. In the open ocean lies the three main zones these are: Top or sunlight—zone that reaches from the surface down to about 200 meters or 656 feet. Plankton live near the surface where there is light. Other marine organisms like squid, octopus, whales, fish and other marine organisms feed on the plankton. Twilight zone—this is between 200 meters to 1000 meters, the zone where it is dark and cold with little food available. Marine organisms that live in this zone have adapted to this condition. Midnight zone—marine organisms that grows and live here are eyeless. Totally dark and no photosynthetic organisms can live here. QUICK CHECK!!! What do land food webs and marine food webs have in common? 16 Energy Pyramid - a model that shows how energy moves through a food chain. - producers always make up the base of the pyramid. - indicates reduction in the availability of energy between different trophic levels. Greater amount energy by respiration increases progressively from lower to higher trophic level. Pyramid of Numbers - it illustrates population density relationship within and between the trophic levels. Pyramid of Biomass - it shows a decrease in the biomass from the higher trophic levels. QUICK CHECK!!! What would happen if resources decreased in a location? NOTES: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 17 Lesson Review Name: ________________________________________ Date: ________________ Year & Section: ______________________________ Score: _______________ THINK, TALK AND WRITE Compare and Contrast: Make a Venn Diagram that shows how scavengers differ from a decomposer. Critical Thinking: Explain why a food web tells us more about an ecosystem than a food chain. EXPOSITORY WRITING Research an issue that affects Earth’s ecosystem. Write and record a public –service announcement to state your position on the issue. 18 Lesson 3 EARTH’S CYCLE WEEK 3 Lesson Outcomes 3 HOURS At the end of this lesson, you will be able to: 1. Describe the different biogeochemical cycles in the environment. 2. Describe water cycle, carbon cycle, nitrogen cycle, and phosphorous cycle. Explore How does water recycle itself? Make a prediction: What will happen to a soil if it is moistened with water and then placed under the heat source? Test your prediction: 1. Place about 4 inches of soil in the bottom half of the soda bottle. 2. Spray the soil with water so that it moist but not wet. Materials Empty soda bottle cut into half with cap Soil Water spray bottle Lamp or window with sunlight 3. Secure the top half of the soda bottle over the bottom half. Use tape if necessary. 4. Observe. Place the bottle under a lamp or in direct sunlight. Observe it every 10 minutes for a class period. Write down your observation. Observe the bottle again on the second day. Write down your observations. 5. Draw Conclusion: What did you see on the first day? What did you see the second day? 6. What was the source of the water? What was the source of the energy that cause the changes in the bottle? 7. Observe what happened to the water? 19 Explore More What happen if you added some small plants to the bottle? Some small rocks? What might happen if you added more heat or placed the bottle in the shade? Read and Learn Hydrological Cycle - the continuous movement of water between Earth’s surface and the air. - it works because water can change from a solid to a liquid to a gas and back again. - the energy from the sun powers the water cycle. - when the sun heats the water from the ocean, lakes, rivers, and ponds causes evaporation the process in which liquid changes into a gas. Condensation is the process by which a gas exchange into a liquid. Droplets of condensed water accumulates in the clouds. When the droplets became heavy, they fall to earth’s surface in form of a precipitation, in a form of any water (snow, rain, sleet or hail). When water hits the Earth’s surface it may soak into the ground and be stored as groundwater in a process called collection. About 85% of the water that evaporates on Earth comes from the ocean. Water evaporates from both freshwater and saltwater but the precipitation that falls back into the Earth is fresh water. The salt is left behind when salt water evaporates. Figure 3: The Water Cycle Prof. Leila Farhadi – Remote Sensing and Computer Modelling: Understanding the Dynamic Water . https:// www.scientia.global/ professor-leila-farhadiremote-sensing-computermodelling-understandingthe-dynamic-watercycle/ 20 The Carbon Cycle - carbon is one of the element that makes up living things. - it is the process which carbon is recycled between the atmosphere and living things. - evidences shows that a build up of gases such as carbon dioxide, nitric oxide and methane trap heat that normally would escape from Earth’s atmosphere which is known as greenhouse gases. This process leads to global warming. - Scientists predicted that the continuous increase of temperature on Earth will lead to many problems, such as melting of the polar ice caps which can cause sea level rise up and flood. Carbon and Life - carbon is stored in molecules of living and dead organisms, in organic matter in soil, in the air as Carbon dioxide and in fossil fuels. Dissolved carbon dioxide can be found also in the ocean and in the shells of some marine organisms. Figure 4: The Carbon Cycle. TERC Earth Labs: Climate and the Carbon Cycle. https://serc.carleton.edu/eslabs/carbon/index.html 21 The Nitrogen Cycle - it is the continuous trapping of nitrogen gas into compounds in the soil and the returning of nitrogen gas to the air. - the Earth’s atmosphere is 78% nitrogen. However, plants and animals cannot use nitrogen in this form. Plants must get nitrogen from nitrogen compound in the soil that have been made usable. Animals get nitrogen in the same way they get energy—by eating plants and animals that consume nitrogen. Uses of Nitrogen - Lightning can change the nitrogen found in the atmosphere into a water soluble compound that dissolves in rainwater to form nitric acid. Small amount of nitrogen is absorbed into the soil this way. - Rest of the nitrogen in soil comes from certain bacteria, Nitrogen-fixing bacteria which live in the roots of beans, peas, and peanuts and can extract nitrogen from the air. Other bacteria converts the nitrogen into usable compounds like nitrates and nitrites which is absorbed by the plants and used them to make proteins. Proteins are passed along when animals eat plants and one another. When plants and animals die, the nitrogen from their remains returns to the soil when bacteria break it down into nitrogen gas. These bacteria return about the same amount of nitrogen to the air as other bacteria take from the air, keeping the nature balance. Figure 5: The Nitrogen Cycle ACS Distance Education https:/www.studyacs.com/blog-nitrogen-cycle-37.aspx 22 QUICK CHECK!!! Why do some people uses manure, or raw animal wastes, in their gardens? Phosphorus Cycle - Rocks, water, soil, and sediments constitute the primary nonliving sources of phosphorus, whereas plants and animals form the major living sources. - there are five steps of phosphorus cycle, these are: Weathering. This is the first step of the phosphorus cycle where phosphates found in the sedimentary rocks as PO43-, are leached out of the disintegrated rocks from its various environmental sources in the form of inorganic phosphate ions. Other than weathering, volcanic ash, aerosols, and mineral dust also serve as other significant phosphate sources. Mineralization by plants. Plants absorb organic phosphorus present in soil and underground water and convert them to inorganic forms for utilization is called mineralization. The aquatic plants absorb inorganic phosphorus from lower layers of water bodies due to their low solubility in water. Assimilation by animals. Herbivorous and carnivorous animals, including humans, absorb phosphorus when they consume these plants for their food, a process known as assimilation. Besides, animals obtain phosphorus directly from drinking water. Decomposition by microorganisms. Microorganisms such as bacteria and fungi decompose organic phosphates back into the inorganic form, which is then returned to the soil and water bodies. Phosphorus-containing compounds may also be carried in the surface runoff to rivers, lakes, and oceans to form sediments. Geological uplift by tectonic movements. Over long periods, sedimen- tary rocks containing phosphorus may be moved from the ocean to the land by a process called geological uplift. 23 Figure 6: Phosphorus Cycle ScienceFacts.net https://www.sciencefacts.net/phosphorus-cycle.html NOTES: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 24 Lesson Review Name: ________________________________________ Date: ________________ Year & Section: ______________________________ Score: _______________ THINK, TALK AND WRITE Critical Thinking: Explain why the cycles play an important role in the environment. What would happen if Earth become much warmer? Think of ways on how you could reduce the amount of phosphorus in the environment. EXPOSITORY WRITING Research a local environmental problem that is related to water or air. How does this problem results from human activities? 25 MODULE REVIEW SUMMARY Ecology, the study of the interactions among different types of organisms, and between organisms and their physical environment. Ecosystems are areas where living things and non-living things interact with each other. The environment is organized into five layers of organisms, these are the individual species, population, community, ecosystem, and biosphere. And this is sometimes alter due to ecological disturbances having a wide effect to the biotic and abiotic factor. Food Chain is the transfer of energy from plants through a series of other organisms. Food Web are interconnected food chains that shows patterns of energy flow. Trophic level shows how organisms obtained foods from plants by the same number of stops which is represented by links of food chain in the trophic level. Biogeochemical cycles shows how each materials transfer from the organisms to their environment and back to the organisms. REFERENCES Miller, Tyler G, Scott, Spoolman. Introduction to Environmental Science. Cencage Learning: Singapore. 2009 Catchillar, Gerry C. Fundamentals of Environmental Science. National Bookstore: Mandaluyong City. 2008 Miller, Tyler G. Environmental Science. Thomson Learning: Singapore. 2006 Tayo, Gilma T, Gascon, Cecilla N. et.al. Fundamentals of Environmental Science. Trinitas Pub. Inc., Meycauayan, Bulacan. 2004 Botking, Daniel B., Keller, Edward A. Environmental Science 4th Ed. John Wiley & Sons Inc., New York. 2003 _______________. Environmental Science: A Study of Relationships. 7th Ed. 2000 26 MODULE REVIEW Name: ________________________________________ Date: ________________ Year & Section: ______________________________ Score: _______________ TEST PRACTICE: Modified True or False (45 minutes) A. Indicate whether the statement is true or false. If false, change the identified word or phrase to make the statement true. 1. What is ecology? - The study of interactions between organisms and their environment. 2. A habitat is the abiotic part of an ecosystem. 3. At a party. You eat a scrumptious meal of beef, green beans, ham and cake. Beef is where the most energy efficient. 4. In the ground is where most of the phosphorous stored in an ecosystem. 5. Temperature, light, air, water, soil, and climate are all abiotic parts of the environment. 6. A species is a way of describing all the living parts of the ecosystem. 7. Ecosystem is the relationship among the biotic parts of the environment. 8. When populations share their environment and interact with populations of other species, it is called community. 9. Niche is a space where an organisms lives and the role an organisms plays within its ecosystem. 10. Carnivore is an organism that creates its own food. 11. Consumer is an organism that does not need food to survive. 12.The following two organisms: plants and phytoplankton are producers. 27 MODULE REVIEW TEST PRACTICE: continuation…. 13. A food web is more realistic than a food chain for showing the feeding relationships in ecosystem because it shows that producers are usually eaten by many different consumers and consumers are usually eaten by more than one predator. 14. Decomposer is NOT an abiotic factor. 15. Plants or animals facing imminent extinction is said to be threatened. B. Draw an energy flow in the ecosystem. 28 ENRICHMENT ACTIVITY BUILD A TERRARIUM Objective: To create a model ecosystem. Materials: Glass Container (clear not colored glass). Contents: Living Things: Plants. Small and can thrive inside the room. Animals: At least two different animals that have relationship when it comes to food chain. Can be observed and live inside the container for weeks. Non-Living Things: Soil: Loam to sandy loam. Moist Rocks and Pebbles. Small. Different Colors. Water. Permanent source of clean water for the animal Artificial Source of Light Arrangement and Lay-out Designs Plan. Approved lay-out plan with justification for placement of item. There should be permanent source of water, food and fresh air. Resemblance to actual ecosystem. Assessment Points Allotted: The completed products will be given a total of 100 points using rubric. 29 PERFORMANCE ASSESSMENT RUBRIC Level 2: Master Level 3: Expert With correct design but not transparent incorrect dimension Transparent and with correct design and dimension but not from recycled materials Transparent and made out of recycled materials, in any shaped using required dimensions, with design at the base and cover only Appropriateness of the chosen living things Use only small plants or animals Use small plants and small animals but with no symbiotic relationship Use small plants and at least two small animals with symbiotic relationship Completeness of the nonliving things Use other type of soil and no water Use loam or sandy loam soil with pebbles and no water Use loam to sandy loam soil with pebbles and water Visual Appeal Layout and design do not resemble an ecosystem Layout and design resemble an ecosystem with minimal flaws Lay-out and design are attractive like real ecosystem Promptness of submission Submitted two days after the deadline Submitted one day after the deadline Submitted on or before the deadline Criteria Appropriateness of container Level 1: Beginner Scoring guide: Level 3 = 25 Level 2 = 15 Level 1 = 10 Score 30 2 MODULE 2 PEOPLE AND THE EARTH Weeks Introduction Humans became the most numerous vertebrae species on earth and widely distributed and have the biggest environmental impact than any other species. Now a days it become the biggest cause of resources depletion and environmental degradation. And this fears leads world leaders to come up with programs which to reduce fertility rates and eventually stabilize the total number of humans. Whether human populations continues to grow, the biggest question now is the implications of this growth for environmental quality and human life. This module consists of two lessons namely: Lesson 1: Population distribution and growth Lesson 2: Human population challenges and issues You are expected to be in class as scheduled to discuss answers to practices set, assigned topics for readings and discussions and activities. For every activity always follow the steps of the scientific process. For the exploratory activities, you are required to make a visual display or presentation and clear verbal presentation. Make sure your presentation: Has a logical and coherent introduction, body and conclusion. Completed within the allocated time. Module Objectives At the end of this module, you will be able to: 1. Understand the role of the people in the development of the environment. 2. Discuss the impact of the people to the environment. 31 Lesson 1 POPULATION DISTRIBUTION & GROWTH Lesson Outcomes WEEK 4 3 HOURS At the end of this lesson, you will be able to: 1. Discuss the carrying capacity, characteristics and population age distribution. 2. Discuss and understand what is overpopulation and its impact to the environment. Explore Investigate our Environment 1. Research about the current number of people in your community. Gather the pertinent information such as age structure, etc. 2. Create a population pyramid that shows a country with the largest number of COVID 19 Death. Read and Learn Carrying capacity - the number of individuals of a species that can survive in that area over time. - four broad categories of factors that determine the carrying capacity for a population: 1. Availability of raw materials. 2. Availability of energy. 3. Accumulation of waste products and mean of disposal. 4. Interactions among organisms. 32 Population Characteristics Population - a group of individuals of the same species inhabiting an area. - characteristic of a population are: 1. Natality 2. Mortality 3. Sex ratio 4. Age distribution 5. Growth rates 6. Special distribution Natality or Birth rate - refers to the number of individuals added to the population through reproduction. It is the number of individuals born per one thousand individuals in the population per year. - it is expressed in this equation: Where: B = natality rate Nn/t = number of new individual added to population time Mortality or Death rate - the number of deaths per year. It is usually discussed in terms of the number of individuals who die per one thousand individuals in the population per year. Population Age Distribution - the individuals of different age groups in a population. - Bodenhelmer (1938) recognizes three ecological ages as: Pre reproductive Reproductive Post reproductive 33 Figure 7: Age Structure in Different Types of Population Age structures can reveal a population’s health. Type I, with most individuals below reproductive age, often indicates a growing population. Type II, with roughly equal proportions of the population at each age level, indicates a stable population. Type III, with more individuals at (or above!) reproductive age than young, describes a declining population. (CK-12 Age-Sex structure of populations. Advanced https://www.ck12.org/book/ck-12-biology-advanced-concepts/section/18.27/) Biotic Potential - the maximum reproductive power. Sex Ratio - the number of males relative to the number of females in the population. QUICK CHECK!!! What do you understand by the population growth and population explosion? Explain. 34 Lesson Review Name: ________________________________________ Date: ________________ Year & Section: ______________________________ Score: _______________ THINK, TALK AND WRITE Critical Thinking: What two things can always be said about populations? Explain how the percentage of each functional age class found in a population determines the health of most populations. EXPOSITORY WRITING Choose the statement below that you believes is most accurate. Write a paragraph giving a compelling argument to support your choice. Statement 1: Predators control prey populations Statement 2: Prey populations controls predators 35 Lesson 2 HUMAN POPULATION ISSUES Lesson Outcomes WEEK 5 3 HOURS At the end of this lesson, you will be able to: 1. Discuss the birth rate and death rate. 2. Differentiate immigration and emigration. 3. Determine the importance of population organization. Explore Investigate our Environment 1. Express your own view regarding population. 2. Determine how the population affects the resources. Read and Learn Human Population Issues Population Growth Curve - Sex ratios and age distribution directly affect the rate of reproduction within a population. Each species has the ability to produce an offspring or the biotic potential. - Population growth follows a particular pattern, consisting of a lag phase, exponential growth phase and stable equilibrium phase. - A typical population growth curve S-shaped growth curve - when a species is introduced into a new habitat, population grows exponentially until the individuals become numerous. 36 Sigmoid curve is the further increase in their number by the environmental resistance factors that the population growth declines until zero population growth is reached. J-shaped growth curve - population increases whenever there is an increase in birth rate over death rate. Factors that form instability on population growth 1. Growth rate decreases as density increases. This is self limiting or inverse density-dependent type. 2. Growth rate is high until density become high and factors from outside of the population become limiting. This is density independent type. 3. Growth rate is highest at intermediate density. Causes of Population Growth - Biological reason The study of populations, their characteristics and what happens to them is called demography. Demographers predict the future growth of a population by looking at biological indicators like the birth rate and the death rate. The most important determinant of the rate at which human populations grow is the number of women in the population who are having children and the number of which they will have. The total fertility rate is based on the number of children born per woman per lifetime. A total fertility rate of 2.1 is known as the replacement fertility because if the total fertility rate is 2.1, population growth is stabilize. If the population is not growing and the number and the number of births is equal to the number of death then it is zero population growth. The age structure of a population has something to do with the rate of population growth. If the population has a large number of young people who are in the process of raising families or who will be raising families in the future, the population will continue to increase even if the families will limit themselves to have only two children. Factors Controlling Population Growth 1. Poverty in a country or state that lead to destruction. 2. Natural calamities that lead to the death of thousands of people. 3. Pandemic, Epidemic, Endemic diseases that can wipe a big number of populations. 4. Wars causing many casualties. 5. Unnatural accidents like transportation accidents, fires etc. 37 Factors that Help Population Growth 1. High production of food and better technologies. 2. Better medical facilities provided during birth and under five years age by immunization. Factors are grouped into three: 1. Geographic factors: Climate, soil, water, mineral resources, transportation etc. 2. Demographic factors: Birth rate (natality), death rate (mortality), sex ratio 3. Socio-economic factors: marriage, job availability, resources, etc. In developed countries, population has started declining because of: a. Better medical and family planning facilities b. Low death and high birth rate c. Educated people know the abuses of over population and prefer to have a smaller size of family. - Population and Standard of Living It is the concept of identifying the cultures having different attitudes and feelings about what is good and desirable. Like for example if the country is modernized and highly developed compared to a less developed country. Standard of living seems to be identified by the consumption of energy. - Population Explosion-Family Welfare Program Growth of Human Population Emigration—the number of individuals going out from a population to join another population in a new community resulting in decrease of the original population. Immigration—the addition of new individuals to the population from other localities. Density dependent factors—an increase in population leading to competition since individuals have identical requirements for food and space. Increase of population will lead to food scarcity which lead to death due to starvation. Density independent factor—the interaction between population in a given area which can lead to mutual benefits, to competition for resources or dependence o one on the other. 38 Consequences of population explosion: It can lead to the depletion of resources. Severe competition for food and shelter. Increase in psychological stress. Rapid pollution of environment. Large scale unemployment. Measures to Control Over Population Educate the people about the abuses of overpopulation Provide free family planning aids. Motivate people to undergo birth control. Imposed legal restrictions or laws Population Trends in the Philippines Philippines is a Southeast Asian country situated in the western Pacific Ocean with a total of 108.1 million population as stated in the 2019 data of World Bank. As stated by the Philippines Statistic Authority population projection statistics, the Philippine population would continue to grow, increasing from 76.5 million, as of the latest population census conducted in May 2000, to 141.7 million in 2040, according to the Medium Series of the 2000 Census-based population projections. This means that 65 million people would be added to the nation's population between 2000 and 2040, which is a span of 40 years, even if the average annual growth rate is projected to drastically decline from 2.34 percent during the 1990-2000 period to around 1.0 percent during the 2030-2040 period. The population is projected to grow by 1.95 percent in the 2005-2010 period, from 85.3 million in 2005 to 94.0 million in 2010. The nation's population would also become older as it is projected that child-bearing rate by women in the country will continue to decline and the survival rates of all age groups will improve. In 2005, the age group 0-14 accounted for 35.0 percent of the nation's total population. By 2010, this age group would comprise 33.0 percent and by 2040, 23.1 percent. Meanwhile, 4.3 percent of the Filipinos would be 65 and over by year 2010, and by year 2040, 9.7 percent of them would be in the same age group. 39 Lesson Review Name: ________________________________________ Date: ________________ Year & Section: ______________________________ Score: _______________ THINK, TALK AND WRITE Critical Thinking: Determine how population affects the resources. Explain how the percentage of each functional age class found in a population determines the health of most population. EXPOSITORY WRITING What is the relation between the environment and human health? What is the role of technology in environment and human health and how it helps in control of population? 40 MODULE REVIEW SUMMARY Carrying capacity is the number of individuals of a species that can survive in that area over time. Population are group of individuals of the same species inhabiting an area. Natality or Birth rate refers to the number of individuals added to the population through reproduction. Mortality or Death rate are the number of deaths per year. It is usually discussed in terms of the number of individuals who die per one thousand individuals in the population per year. Population Growth Curve are the sex ratios and age distribution directly affect the rate of reproduction within a population. Philippines have a population with a total of 108.1 million population as stated in the 2019 data of World Bank. REFERENCES Miller, Tyler G, Scott, Spoolman. Introduction to Environmental Science. Cencage Learning: Singapore. 2009 Catchillar, Gerry C. Fundamentals of Environmental Science. National Bookstore: Mandaluyong City. 2008 Miller, Tyler G. Environmental Science. Thomson Learning: Singapore. 2006 Tayo, Gilma T, Gascon, Cecilla N. et.al. Fundamentals of Environmental Science. Trinitas Pub. Inc., Meycauayan, Bulacan. 2004 Botking, Daniel B., Keller, Edward A. Environmental Science 4th Ed. John Wiley & Sons Inc., New York. 2003 _______________. Environmental Science: A Study of Relationships. 7th Ed. 2000 Philippine Statistic Authority. www.psa.gov.ph 41 MODULE REVIEW Name: ________________________________________ Date: ________________ Year & Section: ______________________________ Score: _______________ TEST PRACTICE: (45 minutes) A. Use the following information to answer the question. Encircle the correct answer. Sheryll got a two cubic foot aquarium for her birthday. With the help of a pet store, Sheryll set up the aquarium complete with 4 female guppies, 1 male guppy, and 10 snails. She provided plenty of food and kept the aquarium contained clean and supplied with air. After 6 months, Sheryll’s aquarium contained 50 guppies and 150 snails. 1. Snail population density in the aquarium at the end of 6 months. 2. The population growth rate for snails during the 6 months. 3. In the 7th month, Sheryll noticed that 40 guppies were born and 30 died. What is guppy population size at the end of the 7th month? 4. When will Sheryll know that her guppy population has reached the carrying capacity of her tank? 5. The snails my start getting sick and some may die. Disease is an example of a/an ____________________ population control. B. In a population of 100,000 there are 900 deaths and 2,000 births in one year. Calculate the natality and mortality in this population. What is the intrinsic rate of growth in this population? 42 ENRICHMENT ACTIVITY 43 MODULE 3 3 BIOMES Weeks Introduction Major biomes are includes the dessert, forests, grasslands, tundra, and several types of aquatic ecosystem. Each biomes are consists of many ecosystem. All living things are closely related to their environment. Any changes or alteration happens in any part of the environment causes a big effect in human and other organisms. This module consists of two lessons namely: Lesson 1: Terrestrial Biomes Lesson 2: Aquatic Ecosystem You are expected to be in class as scheduled to discuss answers to practices set, assigned topics for readings and discussions and activities. For every activity always follow the steps of the scientific process. For the exploratory activities, you are required to make a visual display or presentation and clear verbal presentation. Make sure your presentation: Has a logical and coherent introduction, body and conclusion. Completed within the allocated time. Module Objectives At the end of this module, you will be able to: 1. Discuss the different terrestrial biomes and their geographical areas. 2. Discuss the importance and impacts of people to water ecosystem. 3. Describe the characteristics of each biomes. 44 Lesson 1 TERRESTRIAL BIOMES WEEK 6&7 6 HOURS Lesson Outcomes At the end of this lesson, you will be able to: 1. Discuss the different temperate and tropical biomes around the world. 2. Identify the organisms living in each biomes and their defense mechanisms to protect themselves from their physical environment. Explore Investigate our Environment 1. What do you think a biome is? 2. Identify some environmental spots in Abra, describe what you have observe in those areas. 3. What can be possible threats to the identified environmental spots in Abra? 45 Read and Learn BIOMES Biomes Short for of biological home Defined as large natural eco-system wherein we study the total assemblage of plant and animal communities Large geographic region characterized by a certain type of ecosystem Life zone, environments with similar climatic, topographic and soil conditions and roughly comparable biological communities. Temperature and precipitation are among the most importance determinant in biome distribution Biome distribution is also influenced by the local landforms (mountains, oceans, lakes) Often it is the relationship between precipitation and temperature that controls the biome distribution (Climagraphs are graphical displays of climate) Factors in Determining a Biome Latitude Altitude Soil Temperature Precipitation Sunlight Plants Animals 46 Types of Biomes Terrestrial (Desert, Grassland, Deciduous Forest, Tundra, Tropical Rain Forest, Taiga) Terrestrial Biomes Terrestrial Biomes are determined by climate which, in turn, determines the flora of the biome. Plant species can be characterized by their need for water: xeriphyte - plant adapted for survival in very dry habitats hydrophyte - plant adapted for survival in very wet habitats mesophyte - plant adapted for survival in moderate (not too wet, not too dry) habitats a. Desert Extremely arid (dry) in hot desert High nutrient levels in the soil due to very little rainfall (it doesn’t wash away) Hot and dry deserts are near the TROPIC of CANCER or the TROPIC of CAPRICORN (lie at 23.5 degrees latitude) Cold desert is near the Arctic part of the world Five largest Deserts Sahara Desert (Northern Africa) Arabian Desert (South-West Asia) Gobi Desert (Central Asia) Patagonian Desert (Argentina/Chile) Great Basin Desert (US) Location: found along coastlines and also within continents Flora Hot and dry Desert Vegetation is very rare Plants are replete (packed with nutrients) Plants are almost all ground hugging shrubs and short woody trees Examples: Turpentine Bush, Prickly Pears and Brittle Bush Adaptations: the ability to store water for long periods of time in their roots, leaves, stem, or fruits. Plants called succulents store water in their leaves or stems. The roots grow deep enough in the ground to reach the water. Small spiny leaves prevent evaporation helping them to retain moisture. Some are glossy leaves that will reflect sun’s rays that help them also retain water. 47 Fauna Adaptations: Animals are nocturnal carnivores. Other animals burrow during the day to avoid harsh condition during the day. Some animals get waters as they eat insects and plants. Desert animals don’t have sweat glands to retain moisture and not need to drink. Some rodents have specialized kidneys that return their water to their bloodstream instead of losing it. Examples: Borrowers, Camels, Lizards, Kangaroo rats, Mourning wheatears (Hot and Dry Desert) Antelope, Jack Rabbit (Cold Desert) b. Grassland Three Categories of Grasslands Prairies Steppe Savanna Location: found in the middle latitude. Found in every continents except Antarctica Seasons: Growing season Dormant season Flora Adaptations: Plants have deep, spreading root system Most plants have long narrow leaves that don’t need as much water. The softer stem allows the plants to bend rather than break in the grassland wind Two main types of plants Grasses Shrubs Fauna Adaptations Grasslands animals are very fast help them escape predators. Others are camouflage in their outer layer which protects them from their prey Many grassland animals are nocturnal b.1 Prairie (Temperate Grassland) Large, rolling terrains of grasses, flowers and herbs Region where the average annual precipitation is great enough to support grasses and in some areas a few trees Found in the middle latitude Distinct seasonal changes, moderate rainfall, extremely rich, organic soil. 48 Types of Grassland (Prairie) Tall grass, humid and very wet Short grass, dry, hotter summer and colder winters Climate Winter, -40OF Summer, 70OF Two Seasons Growing season – no frost and plants can grow that last for 100 to 175 days. It usually starts growing when the daily temperature reached 50OF Dormant or not growing season – nothing can grow because it’s too cold. Precipitation 10 to 30 in rainfall per year Flora Buffalo grass, sunflower, asters, blazing stars Fauna Animals hibernate in winter Coyotes, Eagles, Bobcats, Prairie Chicken b.2 Savanna (Tropical Grassland) Distinct seasonal changes, highly seasonal rainfall (harsh dry season), rich, organic soil Rolling grassland scattered with shrubs and isolated trees found between tropical rainforests and desert biome Plants and animals depend on each other to keep the environment in balance Fire is a major abiotic component of this biome, and most plant species have evolved to withstand periodic fires Climate Have warm temperature year round Two different seasons Long dry season (winter) Very wet season (summer) Precipitation Summer – lots of rain with an average of 15 to 25 in Winter – about 4 in of rainfalls Types of Savannas Tropical and Subtropical Savannas Temperate Savannas Mediterranean Savannas Flooded Savannas Montane Savannas 49 Flora Can grow of long period of drought Have long tap roots that can reach deep water table The grasses have adaptations that discourage animals from grazing on them (grasses are too sharp or bitter tasting) Plants have storage organs like bulbs and corms to making it though the dry season Trees are generally very drought tolerant and have high canopies due to herbivory by large animals such as elephants and giraffes. Fauna Have long legs or wings to be able to go on long migrations Others burrow underground to avoid the heat or raise their young Animals don’t sweat to lose body heat; they lose it through panting or through large areas of exposed skin or areas. Typical vertebrates: grazing hoofed mammals (gazelles, antelopes, etc.), lions, leopards, cheetahs, elephants, giraffes, true buffalo (Water Buffalo, Cape Buffalo), rhino, hippopotamus, etc. c. Tundra World’s youngest biome Comes from the Finnish word “tunturia” means a barren land or treeless plain. Formed 10,000 years ago. Covers about 20% of the Earth’s surface, circumnavigating the North pole Known as “the land of the midnight sun” Vegetation: lichens, mosses, sedges, perennial forbs, rosette, and dwarfed shrubs. Types of tundra Arctic Tundra Alpine Tundra Location: Arctic Tundra located in the Northern Hemisphere near the North Pole. Alpine Tundra is located in alpine mountains. Weather: Precipitation is 15 to 25 cm or 6 to 10 in annually Temperature is 4 degrees Celsius (wind tends to blow most of the time) Seasons: Summer is very hot and cool lasting only about 6 to 1o weeks Winter is very long and very cold and minimal daylight 50 Flora Adaptation Plants have wax type of fuzzy, hair coating in them which shield them from the cold and wind. This coating helps them retain heat and moisture. Most of the plants are perennials, they have long life cycle to help with the short growing seasons. Fauna Some animals have grown thick fur which turns white in the winter. Others find a place to hibernate during the winter months. Other animals will burrow. c.1 Arctic Tundra Located between the North Pole and the coniferous forests or taiga region. Extremely cold temperatures and land that remains frozen yearround. Climate & Precipitation Low amounts of precipitation and extremely cold temperatures for most of the year Receives less than 10 inches of precipitation per year (mostly in the form of snow) Temperatures averaging below -30 degrees Fahrenheit in winter. In summer, the sun remains in the sky during the day and night. Summer temperatures average between 35-55 degrees Fahrenheit. Flora Due to dry conditions, poor soil quality, extremely cold temperatures, and frozen ground, vegetation in arctic tundra regions is limited Plants experience brief periods of growth in the summer when temperatures are warm enough for vegetation to grow. The vegetation consists of short shrubs and grasses. The frozen ground prevents plants with deep roots, like trees, from growing c.2 Alpine Tundra Found in high elevations anywhere in the world, even in tropic regions. The land is not frozen year-round as in arctic tundra regions, these lands are typically covered in snow for most of the year. Climate & Precipitation Cold climate region with temperatures averaging below freezing at night More precipitation throughout the year than the arctic tundra. The average annual precipitation is around 20 inches A very windy area. Strong winds blow at speeds exceeding 100 miles per hour. 51 Flora Plants growing in the alpine climate and at a higher elevation (above the tree line) are called alpine plants. The prominent plants include varieties of mosses, lichens, sedges, perennial grasses, and cushion plants. Caribou moss (reindeer moss) is seen growing abundantly in the alpine tundra d. Taiga Largest land biome Known as the Northern Coniferous or Boreal Forest Mostly evergreen/ conifers which contain needles. Location: Taiga is found in Canada, Europe and Asia Largest Taiga forest covers much of Northern Russia and Siberia and the next largest covers much of Northern Canada and Alaska. The smallest Taiga forest is found in Scandinavia. Weather: Precipitation: in the form of snow about 254 cm or 100 in Temperature: below -60 degrees Celsius Seasons: Winter, Summer, Spring, Fall Flora Adaptation Conifer trees contain needles that retain moisture and shed snow. The waxy coating on the tree needles prevents evaporation. The darkness of the needles helps to attract more sun. Roots grow downwards to protect the trees from the winds that can be harsh at times in the Taiga’s winter. Examples: Pine, Maple, Elm, Oak Tree, Lichens Fauna Adaptation Birds will migrate to avoid the cold winter. Other animal burrow underground. Other adapts by changing color according to the reason to protect itself from predators. Other animals store extra layers of fat and fur to help keep them warm over the cold winters. Many animals developed large feet or hooves to help them move in the often deep and abundant winter snow. Examples: Snowshoe hare, Wolves, Eagles, Insects (mosquitoes), 52 e. Deciduous Forest Also called Temperate Forest Deciduous means “tend to fall of” Location: found in the Eastern half of North America and the Middle of Europe Weather: Precipitation: 75-150 cm or 30 to 60 in Temperature: Summers are mild, 21 degrees Celsius Winter is below freezing Seasons: Spring, Summer, Fall, Winter. In the fall, leaves will change color and as fall changes to winter, trees will shed their leaves. Flora Adaptation: Trees have thick bark to protect them in the cold winter. Trees drop their prior to the winter which enables them to store winter/moisture and survive in their winter. Trees have very broad leaves to capture sun’s rays. In the fall, trees will cut off supplies of moisture to the leaves which causes the leaves to fall of . Examples: Five different zones Tree stratum zone – large deciduous trees that ranges between 60 feet to 100 feet Small tree and sapling zone – zone has young and short trees Shrub zone – shrubs like azaleas, mountain laurel, huckleberries Herb zone – contains short plants like herbal plants Ground zone – contains lichen, mosses Animal Adaptation Migration Hibernation Food storage Reducing activities to lessen the need for energy Having sharp hooves like deer to dig for food and run quickly to escape their predators. Examples: Groundhogs, Black bears, Beavers, Gray squirrel, Wild Boar 53 f. Tropical Rain Forest Known as the Jungle It has more species of trees (it cover about 6% of the Earth) The most threatened biome Contains most species of plant and animal life Location: Found near the equator in over 40 countries. The largest rainforest areas are found in Central Africa, Southeast Asia, Central and South America. Weather: Precipitation: 125 to 660 cm or 50 to 260 in Seasons: Winter and Summer Flora Adaptation: Bark of rainforest trees is thin which prevents other plants from growing on them and supports evaporation from the excess humidity. Leaves have drip tips which help plants shed the excess moisture from the rainfall. Leaves are very large to help them absorb as much of the sunlight. Some plants are carnivorous Some flowering plants are epiphytes (they grow on trees in able to get sunlight) Examples: Orchids, Ferns, Rubber trees, Bamboo Fauna Adaptation: Animals come in various colors which act as camouflage to protect them from predators. Some animals are nocturnal. Many birds have larger and stronger beaks. Some animals are poisonous. Some animals only eat one type of plant or insects Examples: Insects, Monkey, Parrots, Frogs, Anacondas NOTES: _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 54 Lesson Review Name: ________________________________________ Date: ________________ Year & Section: ______________________________ Score: _______________ THINK, TALK AND WRITE Critical Thinking: Determine how population affects the resources. Explain how the percentage of each functional age class found in a population determines the health of most population. EXPOSITORY WRITING What is the relation between the environment and human health? What is the role of technology in environment and human health and how it helps in control of population? 55 Lesson 2 AQUATIC ECOSYSTEM WEEK 8 3 HOURS Lesson Outcomes At the end of this lesson, you will be able to: 1. Discuss the different aquatic ecosystem around the world. 2. Identify the flora and fauna found in the aquatic ecosystem and the defense mechanisms they use for protection. Explore Investigate our Environment Explore the richness of the aquatic diversity of the Tubbataha Reefs National Park in this link: https://www.youtube.com/watch?v=Uq3fJY3evNY How many different aquatic/marine ecosystems can you name? 56 Read and Learn Aquatic Ecosystem a. Marine Ecosystem The biggest biome in the world. It covers 70% of the Earth. It is usually very salty ( about 1 cup of salt per gallon of water in the ocean) The deep sea comprises 80% of all habitats on earth which makes it the largest habitat on the planet. The deepest point in the ocean, the Mariana Trench (about 36,200 feet deep) It includes five oceans: Pacific Atlantic Indian Arctic Southern Maps of Continents and Oceans. https://www.pinterest.ph/pin/6122149480279669/ It is divided in three vertical zones: Euphotic zone – top layer, the area where light can penetrate Disphotic zone – the next layer, the lights here looks like the twilight on land Aphotic zone – the deepest part, the water is very cold and completely dark and low in nutritional content. Weather Temperature: average temperature is 39 degrees Fahrenheit Flora Over 1 million species of plants and animals are in the oceans, 9 million species haven’t found yet. 57 Marine plants and Algae provide much of the worlds oxygen supply and take in huge amounts of CO2. Absorption of CO2 may be useful in reducing the severity of climate change. Examples: Kelp (marine algae, serves as a shelter and food for a lot of sea creatures), Phytoplankton (serves as food to many of the ocean creatures from the smallest fish to large whales) Fauna Most marine mammals have blubber to survive in the cold water, but sea otters are unique because they don’t have blubber. Instead, they have fur more dense than any other mammal, with up to 1 million hairs per square inch. Examples: Mollusks, fish, whales, crustaceans, bacteria, fungi, sea anemones and many other animals b. Coastal Regions: Estuaries Estuary is partially enclosed coastal body of water, part sea, part waterway, and part land. A place of transition from salt water to fresh water, from tidal to non-tidal and from wet to dry. Often called bays, lakes, lagoons, harbors, rivers, or inlets. Examples of Plants: Mangroves and Pickle weed Flora and Fauna Adaptation of plants and animals includes necessary tolerance to freshwater environments due to flood events, or high salinity during periods of drought at any location in an estuary. Habitat types found in and around estuaries Mangroves and salt marshes Sea grasses and open waters Intertidal mud flats and mud basins Sandy shoals and beaches Rocky shores and reefs Freshwater wetlands and floodplains c. Freshwater Ecosystem Include lakes, ponds, rivers, and streams. Lakes are large bodies of freshwater surrounded by land, while ponds are smaller bodies of water surrounded by land. The biggest lake on Earth is Lake Baikal in Central Asia (maximum depth of 5,315 feet) Rivers and Streams are moving bodies of water, usually orihinate in mountains and come from melting ice or ground water and eventually flow in the ocean. Estuary is a place where salt-water and freshwater meet Ecotone is place where two habitats come together 58 Flora and Fauna Freshwater plants have strong roots that keep them from being carried away by the water, some have stems that bend easily with the movement of the water. For freshwater animals, they have to hold onto rocks and the bottom may have suction-cup like structures on their bodies. Other thrives in still water environments, like lakes. NOTES: ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 59 Lesson Review Name: ________________________________________ Date: ________________ Year & Section: ______________________________ Score: _______________ Questions: What kind of microorganisms live in pond water? Do ponds in different areas have different types of organisms? What is the connection between human activity and the biodiversity of ponds? Materials and Methods Collect two pond water samples from areas near your community. Each sample should be labeled with its location. Your task is to collect data on both pond samples using the equipment provided and record data. 1. Initial Observations From the outside of the jar, describe the condition of the water, and any organisms you can see. Check to see if the water has an odor. Record this initial qualitative data on your pond samples. 2. Testing the Waters Use available equipment to gather quantitative data about the sample, such as temperature, pH, and presence of nitrates. Water test kits may be available. 3. Identifying Organisms Using magnifying glasses, stereoscopes and microscopes, identify as many organisms as you can in the two samples you are studying. This includes both plants, animals, and microorganisms. 4. Organize Data Create a chart to organize the data you have taken on the two samples, your chart may look something like the one shown below, though you may need to add fields for additional information. 60 MODULE REVIEW SUMMARY Short for of biological home Defined as large natural eco-system wherein we study the total assemblage of plant and animal communities Large geographic region characterized by a certain type of ecosystem . Terrestrial (Desert, Grassland, Deciduous Forest, Tundra, Tropical Rain Forest, Taiga). Marine Ecosystem The biggest biome in the world which covers 70% of the Earth. It is usually very salty ( about 1 cup of salt per gallon of water in the ocean) With three vertical zones: Euphotic zone, Disphotic zone, Aphotic zone. REFERENCES Miller, Tyler G, Scott, Spoolman. Introduction to Environmental Science. Cencage Learning: Singapore. 2009 Catchillar, Gerry C. Fundamentals of Environmental Science. National Bookstore: Mandaluyong City. 2008 Miller, Tyler G. Environmental Science. Thomson Learning: Singapore. 2006 Tayo, Gilma T, Gascon, Cecilla N. et.al. Fundamentals of Environmental Science. Trinitas Pub. Inc., Meycauayan, Bulacan. 2004 Botking, Daniel B., Keller, Edward A. Environmental Science 4th Ed. John Wiley & Sons Inc., New York. 2003 _______________. Environmental Science: A Study of Relationships. 7th Ed. 2000 Philippine Statistic Authority. www.psa.gov.ph 61 ENRICHMENT ACTIVITY Biome Presentation: Prepare an 8-minute presentation for the class where you act as a tour guide for a group of tourists going to your biome. Choose one of the following biomes: Desert, Temperate Grassland, Tundra, Temperate Rainforest, Tropical Rainforest, Temperate Deciduous Forest, Tropical Dry Forest, Savanna, Boreal Forest, and Chaparral. You must research the location, soil type and aspects of their particular biome (below is the grading criteria) and give an informative presentation to the rest of the class. A visual aid is required and can be either powerpoint presentation, multimedia presentation or a poster. Presentation Grading Criteria Presentation Points The student acted as a tour guide, taking us through this biome The location of the biome is shown on a map 0 1 2 0 1 2 The type of soil is discussed 0 1 2 The mean monthly precipitation is provided on a climatograph; any variation between different seasons is mentioned The mean monthly temperature is provided on a climatograph; any variation between day and night and different seasons is mentioned A thorough list of clothing for tourist might expect to see is discussed A listing of animals tourists might expect to see is discussed 0 1 2 0 1 2 0 1 2 0 1 2 A listing of plants tourists might expect to see is discussed 0 1 2 A food web showing at least 3 plants and 7 animals is shown 0 1 2 A special or unusual trait of the biome are discussed 0 1 2 A visual aid is included (Powerpoint, Multimedia Presentation or Poster). TOTAL 0 10 20 Scoring Guide: 0 = Absent from presentation, 1 = Present, but poor quality 2 = Outstanding quality 62 5 MODULE 4 BIODIVERSITY AT LOCAL AND NATIONAL Weeks Introduction Major biomes are includes the dessert, forests, grasslands, tundra, and several types of aquatic ecosystem. Each biomes are consists of many ecosystem. All living things are closely related to their environment. Any changes or alteration happens in any part of the environment causes a big effect in human and other organisms. This module consists of two lessons namely: Lesson 1: Biodiversity and Conservation Lesson 2: Philippine Biodiversity You are expected to be in class as scheduled to discuss answers to practices set, assigned topics for readings and discussions and activities. For every activity always follow the steps of the scientific process. For the exploratory activities, you are required to make a visual display or presentation and clear verbal presentation. Make sure your presentation: Has a logical and coherent introduction, body and conclusion. Completed within the allocated time. Module Objectives At the end of this module, you will be able to: 1. Discuss the different terrestrial biomes and their geographical areas. 2. Discuss the importance and impacts of people to water ecosystem. 3. Describe the characteristics of each biomes. 63 Lesson 1 BIODIVERSITY AND CONSERVATION WEEK 9 & 11 6 HOURS Lesson Outcomes At the end of this lesson, you will be able to: 1. Discuss the importance of biodiversity. 2. Identify the threat to biodiversity. Explore List down at least 10 Endangered, and 10 Endemic or Rare species of flora and fauna that can be found in your community or municipality. Write a short notes on how diverse your community in 100 words. 64 Read and Learn Definition and Significance of Biodiversity Biodiversity includes diversity within species, between species and of ecosystems. It can be partitioned, so that we can talk of the biodiversity of a country, of an area, or an ecosystem, of a group of organisms, or within a single species. Biological Diversity or Biodiversity Coined by Walter G. Rosen (1985) It represents the foundation of human existence. Similarly additions to biodiversity include addition of new elements of life by mutation, by artificial breeding, by biotechnology or by ecological manipulation. Uses of Biodiversity Humans derive many direct and indirect benefits from the living world. Biodiversity is the source of food, medicines, pharmaceutical drugs, fibres, rubber and timber. The biological resources contain potentially useful resources as well. The diversity of organisms also provides many ecological services free of charge that are responsible for maintaining ecosystem health. Source of Food and Improved Varieties Biodiversity is of use to modern agriculture in three ways: (i) as a source of new crops, (ii) as a source material for breeding improved varieties, and (iii) as a source of new biodegradable pesticides. Of the several thousand species of edible plants, less than 20 plant species are cultivated to produce about 85% of the world's food. Wheat, corn and rice, the three major carbohydrate crops, yield nearly two-third of the food sustaining the human population. Fats, oils, fibres, etc. are other uses for which more and more new species need to be investigated. The commercial, domesticated species are crossbred with their wild relatives to improve their traits. Genes of wild species are used to confer new properties such as disease resistance or improved yield in domesticated species. For example, rice grown in Asia is protected from the four main diseases by genes received from a single wild rice species (Oryza nivara) from India. 65 Drugs and Medicines Biodiversity is a rich source of substances with therapeutic properties. Several important pharmaceuticals have originated as plant-based substances. Examples of plant-derived 9 substances developed into valuable drugs are: Morphine (Papaver somniferum), used as an analgesic; Quinine (Chinchona ledgeriana) used for the treatment of malaria; and Taxol, an anticancer drug obtained from the bark of the yew tree (Taxus brevifolia, T. baccata). Currently, 25% of the drugs in the Pharmacy are derived from a mere 120 species of plants. But, throughout the world, traditional medicines make use of thousands of plant species. Plants can also be used for the manufacture of innumerable synthetic products, called botanochemicals. Aesthetic and Cultural Benefits Biodiversity has also great aesthetic value. Examples of aesthetic rewards include ecotourism, bird watching, wildlife, pet keeping, gardening, etc. Throughout human history, people have related biodiversity to the very existence of human race through cultural and religious beliefs. In a majority of Indian villages and towns, plants like Ocimum sanctum (Tulsi), Ficus religiosa ( Pipal), and Prosopis cineraria ( Khejri) and various other trees are planted , which are considered sacred and worshipped by the people. Several birds, and even snake, have been considered sacred. Today, we continue to recognize plants and animals as symbols of national pride and cultural heritage. Ecosystem Services Biodiversity is essential for the maintenance and sustainable utilization of goods and services from ecological systems as well as from the individual species. These services include maintenance of gaseous composition of the atmosphere, climate control by forests and oceanic systems, natural pest control, pollination of plants by insects and birds, formation and protection of soil, conservation and purification of water, and 10 nutrient cycling, etc. These ecosystem services have been valued in the range of 16 to 54 trillion (1012) US dollars per year. Loss of Biodiversity Natural Causes Human-caused extinction Direct and Indirect Impact of Humans on Biological Resources 66 Direct impact Hunting and food Gathering Fishing Trade in Animal Products Harvesting wild plants Pet and scientific trade Predator and pest control Indirect impact Habitat destruction Exotic species Introductions Diseases Pollution Genetic assimilation Measuring Biodiversity Alpha diversity – it indicates the number of species in a single community Beta diversity – it indicates the degree to which species composition changes along an environmental gradient. Gamma diversity – it indicates the rate at which additional species are encountered as geographical replacements within a habitat type in different localities. Threats to Biodiversity Extractive Industries Increased Population Density and Urban Sprawl Conflicting Policies NOTES: ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 67 Lesson Review Name: ________________________________________ Date: ________________ Year & Section: ______________________________ Score: _______________ THINK, TALK AND WRITE Critical Thinking: Why are biologists uncertain about how many species are living on Earth today? What are the two main benefits of protecting entire ecosystems rather than individual species of plants or animals? Explain how exotic species threaten ecosystems. Explain the difference between an endangered species and a threatened species. List and describe the three levels of biodiversity that are observed in nature and studied worldwide. EXPOSITORY WRITING Briefly explain three ways to save individual species. 68 Lesson 2 PHILIPPINE BIODIVERSITY WEEK 12 & 13 6 HOURS Lesson Outcomes At the end of this lesson, you will be able to: 1. Discuss the importance of biodiversity in the Philippines. 2. Identify the biodiversity hotspots in the Philippines. Explore List down at least 10 Endangered, and 10 Endemic or Rare species of flora and fauna that can be found in your community or municipality. Write a short notes on how diverse your community in 100 words. 69 Read and Learn Philippine Diversity Biological diversity deals with the degree of nature’s variety in the biosphere. Philippines is one of the world’s 18 “megadiversity” countries, which together account for between 60 to 70% of global diversity. Philippines is also identified by the International Union for Conservation of Nature (UCN) as a biodiversity hotspot – a country where biodiversity is extremely threatened by deforestation, conversion fragmentation of natural habitats, unregulated trade and overall low environmental quality. Biodiversity Hotspot in the Philippines Sierra Madre Corridor Has land area of about 1.8 million hectares in 10 provinces: Batanes, Cagayan, Isabela, Nueva Viscaya, Quirino, Nueva Ecija, Aurora, Bulacan, Rizal and Quezon (Region 2,3,and 4) Also, home to many indigenous peoples: Agtas/Dumagtas, Isneg, Ibanags, Ikalahans, Gaddangs, Ifugao, Ilonggots, and the Bugkalots or Negritos Contains the greatest number of protected ares- 68 national parks, watershed forest reserves, natural monuments, marine reserves, protected landscapes and seascapes in all. Palawan Corridor Geologically part of the Sunda shelf (which includes Borneo, Sumatra, Malay Peninsula and Java) It is the 5th largest island in the Philippine archipelago Several land formations in Palawan are of botanical importance: Balabac islands, Ultrabasic formation in the mountain peaks of Mt. Matalinghangan, Victoria/Anapahan, and Mt. Bloomfield; primary forest of Mt. Puyos (Cleopatra’s Needles); Karst formation of the rugged limestone terrain in the northern and northwest portion of the mainland (including El Nido) and the Calamianes group. 70 It was declared by UNESCO in 1990 the entire area as Biosphere Reserve. It is also declared as Mangrove reserve The northern part of the island is home to the endemic plants genus Adonidia (Palmae) Regions that was Proclaimed Conservation Areas: Coron Islands (7,580 hectares) El Nido Marine Reserve (89,140 hectares) Malampaya Sound (90,000 hectare) St Paul Subterranean River National Park. Eastern Mindanao Corridor Its northern boundary is Siargao Island, and it extends south to where Mt. Hamiguitan rises. To the west, portions of the Agusan Marsh delineate the area. Agusan Marsh has been declared as a Wildlife Sanctuary and one of the 10 priority protected areas in the Integrated Protected Areas System. SIargao Island, Bucas Grande, and other smaller adjacent islands and islets were declared as a unit having Protected Landscape and Seascape status. Threats Facing Philippine Forests The causes of endangerment are complex, but some of the primary reasons are: A very dense population of humans (over 90 million citizens), many of whom are subsistence farmers Extremely poor management of logging and agricultural practices Extensive mining of steep mountain slopes NOTES: _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 71 Lesson Review Name: ________________________________________ Date: ________________ Year & Section: ______________________________ Score: _______________ Essential Questions: What are some cultural uses of plants found in your community? At a Glance: Learners write a (fictional or actual) story about the ethnobotanical uses of a plant. 72 MODULE REVIEW SUMMARY Biodiversity includes diversity within species, between species and of ecosystems. Similarly additions to biodiversity include addition of new elements of life by mutation, by artificial breeding, by biotechnology or by ecological manipulation. Philippines is one of the world’s 18 “megadiversity” countries, which together account for between 60 to 70% of global diversity. Biodiverdsity hotspots in the Philippines: Sierra Madre Corridor, Palawan Corridor, Eastern Mindanao Corridor Threats Facing Philippine Forests: A very dense population of humans (over 90 million citizens), many of whom are subsistence farmers. Extremely poor management of logging and agricultural practices. Extensive mining of steep mountain slopes REFERENCES Miller, Tyler G, Scott, Spoolman. Introduction to Environmental Science. Cencage Learning: Singapore. 2009 Catchillar, Gerry C. Fundamentals of Environmental Science. National Bookstore: Mandaluyong City. 2008 Miller, Tyler G. Environmental Science. Thomson Learning: Singapore. 2006 Tayo, Gilma T, Gascon, Cecilla N. et.al. Fundamentals of Environmental Science. Trinitas Pub. Inc., Meycauayan, Bulacan. 2004 Botking, Daniel B., Keller, Edward A. Environmental Science 4th Ed. John Wiley & Sons Inc., New York. 2003 _______________. Environmental Science: A Study of Relationships. 7th Ed. 2000 Philippine Statistic Authority. www.psa.gov.ph 73 ENRICHMENT ACTIVITY Medicinal Plant Scavenger Hunt Ailments Bruises Bronco Betty has been suffering from bruises on her arms since the last rodeo. Determine what plants can be used to treat her ailment which can be found in your community. 1.______________________________________________________________ 2.______________________________________________________________ 3. _____________________________________________________________ Cuts and Scrapes After playing too hard on the gym, Mary and John have cuts and scrapes on their elbows and knees. Determine what plants are good to use for skin ailments found in your community. 1. _______________________________________________________________ 2. _______________________________________________________________ 3. _______________________________________________________________ Skin Rash Willie has developed a skin rash after weeding his garden. What plants can be used to bring him relief. 1. _______________________________________________________________ 2. _______________________________________________________________ 3. _______________________________________________________________ Diarrhea After returning from her travels abroad, Maria has a case of diarrhea. What plants can be used to treat her ailments. 1. _______________________________________________________________ 2. _______________________________________________________________ 3. _______________________________________________________________ 74 ENRICHMENT ACTIVITY Medicinal Plant Scavenger Hunt Ailments continuation: Constipation Your cousin Danny is complaining of problems associated with constipation. Determine what plants can be used to help him feel better. 1. _______________________________________________________________ 2. _______________________________________________________________ 3. _______________________________________________________________ Stomach Ache Samuel ate too much in the tofu dog eating contest. Although he won, he would like to find something to make him feel better. Determine some plants that can be used. 1. _______________________________________________________________ 2. _______________________________________________________________ 3. _______________________________________________________________ Cough Connie has a persistent cough that is keeping her awake. Determine what plants she can use to stop coughing and fall asleep. 1. _______________________________________________________________ 2. _______________________________________________________________ 3. _______________________________________________________________ 75 5 MODULE 5 ENVIRONMENTAL SCIENCE: SOCIAL ISSUES Weeks Introduction The sustainable development has been defined as “meeting the need of the present generation without compromising the needs of future generation”. The concept precisely emphasizes upon using the earth resources continuously and compensating for it in some sense e.g. if cut few trees to support our lives, we should also implant some new ones at some site. This would result in maintaining the earths fine balance between resource consumption and resource generation. This module consists of three lessons namely: Lesson 1: Sustainable Development Lesson 2: Environmental Ethics Lesson 3: Environmental Laws and Policies You are expected to be in class as scheduled to discuss answers to practices set, assigned topics for readings and discussions and activities. For every activity always follow the steps of the scientific process. For the exploratory activities, you are required to make a visual display or presentation and clear verbal presentation. Make sure your presentation: Has a logical and coherent introduction, body and conclusion. Module Objectives At the end of this module, you will be able to: 1. Discuss sustainable development and its impact to the society. 2. Discuss environmental ethics. 3. Understand the laws and policies on environmental protection in the Philippines. 76 Lesson 1 SUSTAINABLE DEVELOPMENT WEEK 14 3 HOURS Lesson Outcomes At the end of this lesson, you will be able to: 1. Discuss sustainable development. 2. Identify environmental problems in the Philippines. Explore Identify at least five environmental issues your municipality and make a possible solutions to mitigate the problem. 77 Read and Learn Sustainable The literal meaning of sustainability is “that can be maintained” or “keep goal continuously”. In ecology it refers to “conservation of ecological balance by avoiding depletion of natural resources”. Development The literal meaning of development is “the act or instance of growth/ advancement”. So the growth can be of many types viz., growth of education, growth of industry, growth of population, growth of forests and many other. In ecology we are addressing to one of the most sensitive issue of growing concern ‘about improving the well-being of human beings. This could be achieved only through compromising with some of our comforts and luxuries. The generation of comforts and luxuries brings environment under great pressure. The Nations economic growth should not stand upon the fragile foundation of earth’s resources. Problems Related to Energy Electricity. Electricity from various sources is a major requirement of expanding cities, towns and villages. Each and every activity of mans life is now someway related to electricity consumption Fossil fuels (petroleum, natural gas and coal). Fossil fuels have always been under a great threat from times immemorial. In the absence of technological advancements these have served mankind for several years. In this quest for energy the coal reserves have suffered a lot. With rise in technical know how man started generating power from nuclear sources, hydroelectric power, wind power etc. But still these contribute a little. Petrol and Diesel: Transport and communication has brought the petroleum reserves of the world under a great threat. The rise in number of vehicle per year is immense. Natural Gas: The common usage of natural gas is in the form of Liquid Petroleum Gas (LPG). There is a terrific rise in the usage of LPG driven household commodities with the expanding population. Coal: The world population has extracted and used coal reserves thinking as if it is a never-ending commodity/resource 78 Fuel wood. Fuel wood being used for the ignition of fire is chiefly responsible for the destruction of impoverished forestlands. Though fuel wood collection to support family daily chores is allowed in certain parts of the forest generally the outskirts but the greed and dearth compels women to penetrate deep into the forest Water Conservation We could save as much as half of the water we now use for domestic purposes without great sacrifice or serious changes in our lifestyles. Watershed Management. It was suggested that, rather than allowing residential, commercial, or industrial development on flood plains, these areas should be reserved for water storage, aquifer recharge, wildlife habitat, and agriculture. Sound farming and forestry practices can reduce runoff. Retaining crop residue on fields reduces flooding, and minimizing. Ploughing and forest cutting on steep slopes protects watersheds. Wetlands conservation preserves natural water storage capacity and aquifer recharge zones. A river fed by marshes and wet meadows tend to run consistently clear and steady rather than in violent floods. NOTES: _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 79 Lesson Review Name: ________________________________________ Date: ________________ Year & Section: ______________________________ Score: _______________ Spread the word about what we all can do to reduce or eliminate the single-use plastic products in our lives by creating an advertisement to be posted in your facebook account. Points will depend on the number of heart, like, or share button for 1 week. 80 Lesson 2 ENVIRONMENTAL ETHICS WEEK 15 & 16 6 HOURS Lesson Outcomes At the end of this lesson, you will be able to: 1. Discuss environmental ethics in the Philippines. 2. Discuss the cause and effects of climate change and global warming. Explore Climate change is one of the most challenging issues facing the world today, in 200 words discuss how climate change threatens fundamental values, and how action to address it raises serious concerns of fairness and responsibility. 81 Read and Learn Environmental Ethics Ethics is the study of how we decide what is right and wrong or what is morally good and what is morally bad. Environmental ethics is a field of study that considers philosophical arguments for extending our ethical duties to the environment. Three dominant views of environmental ethics: Biocentric Ethics – gives intrinsic value to the individuals in nature. “All living beings are of equal inherent value”. Ecocentric Ethics – gives intrinsic value to the entirely of the ecosystem. It focuses on the preservation of the biosphere as a totality: including species, populations, land, and ecosystems. Anthropocentric Ethics – human centered in that either they assign a significantly greater amount of intrinsic value to human beings than to any non-human things Ethical issues dealing with the environment are no different from other kinds of problems. The concept of an environmental ethics could encompass differing principles and beliefs. Ethics is one branch of philosophy, which fundamentally attempts to define what is right, and what is wrong, regardless of cultural differences. Environmental ethics are formulated on the basis that human beings are also a part of nature and nature has many interdependent components. In any natural ecosystem, the well being of the individual and of each species is linked to the well being of the entire community. Three types of the ethics (a) the development ethic, (b) the preservation ethic, and (c) the conservation ethic Development Ethics strengthened the idea that, “if it can be done, it should be done”. it is based on actions 82 Preservation Ethics ethic considers nature special in itself. Some preservationists have an almost religious outlook regarding nature. They believe that nature is beautiful place to live in and it should be maintained for feeding, breeding, enjoyment and peace. On the other hand scientific outlook argue that the human species depends on and has much to learn from nature. Rare and endangered species and ecosystems, as well as the more common ones, must be preserved because of their known or assumed long-range, practical utility. Conservation Ethic It recognizes the desirability of decent living standards, but it works towards a balance of resource use and resource availability. Economic growth and resource exploitation are attitudes shared by developing societies. As a society, we continue to consume natural resources as if the supplies were never ending. All of this is reflected in our increasingly unstable relationship with the environment, which grows out of our tendency to take from the “common good” without regard for the future. Industrial Environmental Ethics Industries are harmful to the health of environment and hence at large are considered as nuisance. When raw materials are processed, some waste is inevitable e.g. paper industry leads to a lot of wastage and pollution of water. It is usually not possible to completely control the dispersal of all byproducts of a manufacturing process. Also, some of the waste material may simply be useless. Ethics are involved, however, when an industrialist compromise upon the quality of a product or waste disposal to maximize profit. It is cheaper to dump wastes into a river than to install a wastewater treatment facility. Environmental Ethics at Individual level As human populations and economic activity continue to grow, we are facing a number of environmental problems that threaten not only human health and the productivity of ecosystems, but in some cases the very habitability of the globe. We have to recognize that each of us is individually responsible for the quality of the environment we live in and that our personal actions affect environmental quality, for better or worse. Our environmental ethics must begin to express itself not only in national laws, but also in subtle but profound changes in the ways we all live our daily lives. 83 Global Environmental Ethics This new sense of urgency and common cause about the environment is leading to unprecedented cooperation in some areas. Ecological degradation in any nation almost inevitably impinges on the quality of life in others. Greenhouse Effect, when atmospheric constituents such as water vapour, carbon dioxide, methane, nitrogen oxides and chlorofluorocarbons trap heat in the form of infra-red radiation near the Earth’s surface. Effects of Global Warming Polar ice caps will melt causing a rise in ocean and flooding in coastal areas. If the sea level rises by 3 meters, some Islands in other countries will disappear completely beneath the waves. Rise in temperature will bring about a fall in agricultural production. Changes in the distribution of solar energy can bring about changes in habitat. In the Polar regions temperature rises caused by global warming would have disastrous effect. Vast quantities of methane are trapped beneath the frozen soil of Alaska. When it melts, methane will be released and it will accumulate global warming. NOTES: _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 84 Lesson Review Name: ________________________________________ Date: ________________ Year & Section: ______________________________ Score: _______________ Choose one of the following environmental issues in the Philippines and write an essay regarding this problems. Climate Change, Global Warming, Greenhouse Effect Decline of natural resources and biodiversity Alarming waste problem in the Philippines 85 Lesson 3 ENVIRONMENTAL LAWS AND POLICIES WEEK 17 & 18 6 HOURS Lesson Outcomes At the end of this lesson, you will be able to: 1. Familiarize with the environmental laws and policies in the Philippines. Explore List down at least 10 Endangered, and 10 Endemic or Rare species of flora and fauna that can be found in your community or municipality. Write a short notes on how diverse your community in 100 words. 86 Read and Learn Environmental Laws and Policies REPUBLIC ACT 9003 ECOLOGICAL SOLID WASTE MANAGEMENT ACT OF 2000 REPUBLIC ACT 9275 PHILIPPINE CLEAN WATER ACT OF 2004 The law aims to protect the country's water bodies from pollution from land-based sources (industries and commercial establishments, agriculture and community/household activities). It provides for comprehensive and integrated strategy to prevent and minimize pollution through a multi-sectoral and participatory approach involving all the stakeholders. REPUBLIC ACT 8749 PHILIPPINE CLEAN AIR ACT OF 1999 In partnership with stakeholders, the law aims to adopt a systematic, comprehensive and ecological solid waste management program that shall ensure the protection of public health and environment. The law ensures proper segregation, collection, storage, treatment and disposal of solid waste through the formulation and adaptation of best eco-waste products. The law aims to achieve and maintain clean air that meets the National Air Quality guideline values for criteria pollutants, throughout the Philippines, while minimizing the possible associated impacts to the economy. REPUBLIC ACT 6969 TOXIC SUBSTANCES, HAZARDOUS AND NUCLEAR WASTE CONTROL ACT OF 1990 The law aims to regulate restrict or prohibit the importation, manufacture, processing, sale, distribution, use and disposal of chemical substances and mixtures the present unreasonable risk to human health. It likewise prohibits the entry, even in transit, of hazardous and nuclear wastes and their disposal into the Philippine territorial limits for whatever purpose; and to provide advancement and facilitate research and studies on toxic chemicals. 87 PRESIDENTIAL DECREE 1586 ENVIRONMENTAL IMPACT STATEMENT (EIS) STATEMENT OF 1978 The Environment Impact Assessment System was formally established in 1978 with the enactment of Presidential Decree no. 1586 to facilitate the attainment and maintenance of rational and orderly balance between socio-economic development and environmental protection. EIA is a planning and management tool that will help government, decision makers, the proponents and the affected community address the negative consequences or risks on the environment. The process assures implementation of environment-friendly projects. NOTES: _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 88 Lesson Review Name: ________________________________________ Date: ________________ Year & Section: ______________________________ Score: _______________ Proposed a law about environmental issues in the Philippines. Focus only on one environmental issue and answer the following questions Is there already a law related to your concern? Is it adequate? What would be the positive effects of your proposed law? What negative effects might it have? Who would be affected by your law? Which people would support your law? Which people or group would oppose it? How could your law be enforced? Would enforcement be costly? What would be the punishment for breaking your law? What government department would most likely be interested in a law like the one you propose? Are there ways other than laws for accomplishing what you propose? 89 MODULE REVIEW SUMMARY Sustainable is the literal meaning of sustainability is “that can be maintained” or “keep goal continuously”. In ecology it refers to “conservation of ecological balance by avoiding depletion of natural resources”. Development is the literal meaning of development is “the act or instance of growth/advancement”. Ethics is the study of how we decide what is right and wrong or what is morally good and what is morally bad. Environmental ethics is a field of study that considers philosophical arguments for extending our ethical duties to the environment. Environmental Issues in the Philippines Climate Change, Global Warming, Greenhouse Effect Decline of natural resources and biodiversity Alarming waste problem in the Philippines Environmental Laws and Policies in the Philippines Philippine Environmental Impact Statement System (PD 1586) Clean Air Act of 1999 (RA 8749) Philippine Clean Water Act of 2004 (RA 9275) Philippine Toxic Substance and Hazardous and Nuclear Waste Act (RA 6969) Philippine Ecological Solid Waste Management Act of 2000 (PESWMA) Climate Change Act of 2009 (RA 9729) Environmental Awareness and Education Act of 2008 (RA 9512) 90 REFERENCES Miller, Tyler G, Scott, Spoolman. Introduction to Environmental Science. Cencage Learning: Singapore. 2009 Catchillar, Gerry C. Fundamentals of Environmental Science. National Bookstore: Mandaluyong City. 2008 Miller, Tyler G. Environmental Science. Thomson Learning: Singapore. 2006 Tayo, Gilma T, Gascon, Cecilla N. et.al. Fundamentals of Environmental Science. Trinitas Pub. Inc., Meycauayan, Bulacan. 2004 Botking, Daniel B., Keller, Edward A. Environmental Science 4th Ed. John Wiley & Sons Inc., New York. 2003 _______________. Environmental Science: A Study of Relationships. 7th Ed. 2000 Santiago, Florendo I, Dorado, Salvacion L. et.al. Environmental Science: A Shared Responsibility Towards the Earth. Rex Bookstore: Manila. 1996 Kratz, Rene., Biology. John Wiley & Sons – New Jersey. 2017 Biology: The Unity and Diversity of Life 14th Edition. Cencage Learning – Australia. 2016 Shukla, Arvind., Industrial Biorpocess Technology 1st Edition., Discovery Pub House – New Delhi. 2013 Morano, Lourdes N., Lopez, Crisanto S. Jr., Fundamentals of Biology 1. Lorimar Pub. Quezon City. 2011 Penrcilla, Formacon et.al., Basic Concepts of Biology. Trinitas Pub. Inc., Meycauayan Bulacan. 2003 Raven, Petsr H. et.al., Bioilogy 6th Edition., McGraw Hill- New York. 2002 Department of Environment and Natural Resources. http:// ecac.emb.gov.ph/?page_id=51 91 ENRICHMENT ACTIVITY Problem: When we look around, we do not typically see ‘air’ so it is easy to assume that our air is clean. In reality, our atmosphere is made up of mostly invisible gases. Additionally, most air pollutants are invisible as well. Some particles are so small that we do not usually see them floating by while others are gases without color. Given this, how do we know if the air we breathe is clean or polluted? Scientists use complex sensors to detect the presence and quantity of specific gases in the air. In this experiment, we will make a sensor to detect particulate matter in our air – any objects floating through on the wind. Materials: A piece of white or clear plastic (salad plate size) Petroleum jelly Duct tape A wood block or brick Blank white paper Experimental Procedure: Coat the top of the white or clear plastic with petroleum jelly. Secure the plastic to a wood block, brick, or other weighted object using duct tape. Identify an outdoor location that is mostly open with decent air circulation (on a fence is preferable to on the ground). (Tip: Take a photograph to include in your presentation.) Let the plastic/block sit for at least 24 hours (weather permitting). At the end of your experimental time, collect the plastic/block and bring it inside. If you are using a clear piece of plastic, place it on a white piece of paper or light-colored surface. Examine the top of the plastic for any particles collected. (Take a photograph to include in your presentation.) Make a list of these particles.