GEC 131 People and Earth’s Ecosystem
(Second Semester, AY 2021-2022)
Module 1: Understanding the Natural and Man-made Environments
Making Connections: Earth is a living planet, which supplies us all the natural
resources that we need such as food and shelter. We, human beings and other forms of life,
have a specific surrounding from which we interact and derive benefits for our existence.
This surrounding is our environment. An understanding of the environment requires us to
appreciate the scientific study of the natural world. As we introduce the environment, we
shall walk you through its various components and their interactions that make life
sustaining. You may be aware that life condition is favorable only in a very thin layer of the
environmental sphere. Thus, our survival and other life forms are dependent on the condition
of our environment.
Overview
Course Overview
This is an introductory part of your course in environmental science. In this module, you will
be introduced to the various components of the natural world. These include the lithosphere
(Earth’s surface), hydrosphere (water), atmosphere (air), and biosphere (regions of the
lithosphere, hydrosphere, and atmosphere where living organisms exist). You shall gather
information about the interactions of these components as you will be submitting a model of
the natural world as observed in your immediate surroundings. The study of this module will
take you around 6 hours, however, you may do it at your own pace. For those who will be
taking this course offline, be sure to visit our Google Classroom to view announcements and
due dates from time to time.
Learning
Learning Outcomes
Outcomes
After completing the study of this module, you should be able to have learners who make an
infographic of the components of the natural world and their interactions.
Initial Activity
This term ‘environment’ was derived from a French word ‘environner’ which means to
encircle or to surround. These include living and nonliving things that surround us (Table
1.1).
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Table 1.1. Living and nonliving things
Living things (Biotic)
Plants
Animals
Microbes
Nonliving things (Abiotic)
Water
Light
Carbohydrates
Learning Check 1.1: Study the examples presented in Table 1.1, list down at least
three characteristics of living things.
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Similarly, list down at least three characteristics of nonliving things.
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Learning Enrichment 1.1: To enrich your knowledge on the characteristics of living
and nonliving things, watch these videos:
https://www.youtube.com/watch?v=QHh1DVeB5FI https://www.youtube.com/watch?
v=60Zh4dJgrMQ
NOTE: For those who are taking this course offline, read the supplementary material on
the Characteristics of Living and Nonliving Things found at the end of this module.
Learning Check 1.2: Given what you have watched in these two videos and/or read
in the supplementary material (Learning Enrichment 1.1), compare the characteristics of
living and nonliving things that you have initially listed above and those explained in the
videos and/or in the article. Are they similar? You may clarify your answer below:
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Lesson Proper
Concept
Concept of
of the
the Environment
Environment and Its Components
Before the start of the Third Industrial Revolution, most people thought the term
‘environment’ shall refer to the normal conditions at home, in school, or in their workplaces.
However, with the publication of the book “Silent Spring” (Carson, 1962) about the negative
environmental effects caused by pesticides; Tragedy of the Commons (Hardin, 1968) about
the global commons experiencing environmental stress; as well as the occurrence of major
environmental disasters such as the Super Typhoon Haiyan “Yolanda” that affected around
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GEC 131 Module 1
16 million people in the Philippines (WHO Westerm Pacific, 2013), the concept of the
environment has gained widespread acceptance in our society.
The environment is now an issue for our survival as well as that of the other living
organisms. We recognize there should be a balanced between environmental protection visà-vis development and economic growth. This issue is very important in developing
countries like the Philippines, where we continuously promote economic activities for the
benefit of our people.
Generally, there are three key points that were agreed upon about the environment (IGNOU,
2017):



The environment is a common concern for both industrial and developing countries
although problems resulting from poverty and affluence are different.
The solution of environmental problems can only be achieved through international
cooperation.
Integration of economic growth and environmental protection must be done according to
the sustainable development approach (Figure 1).
Figure 1.1. The three pillars of sustainability (GNU Operating System Free Documentation License
as cited by von Keyserlingk et al., 2013).
The environmental problems and issues we are facing today may change with time,
however, the fundamental principles on biological and physical systems do not change.
Hence, we need to understand the basic ecological concepts (Modules 2 and 3) along with
the environmental concept as the former deals with the interactions between the organisms
and their environment.
Now, let us examine the meaning of environment in scientific terms. You are all aware that
no organism can exist without interacting with other organisms and its physical surroundings.
Hence, the environment is the totality of all the external conditions affecting the life,
development and survival of an organism (OECD, 2005). In context, it refers to the naturally
produced physical surroundings on which we are entirely dependent in all our activities. The
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various uses to which these surroundings are put for economic ends are called
environmental functions. We would like to make it a point that the living and physical
components are interdependent and that we only classify them as illustrative example.
Learning Check 1.3: Fill out the table below with the biotic and abiotic components
of the environment that are present in your place.
Table 1.2. Components of the environment in your place
Biotic
Abiotic
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
From Table 1.2, explain briefly how these components interact.
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Learning Enrichment 1.2: To enrich your knowledge about the concept and
components of the environment, watch this video:
https://www.youtube.com/watch?v=fxVGiq1kggg
NOTE: For those who are taking this course offline, read this article: Introduction to the
Environment, pp. 5-6 (IGNOU, 2017). Be sure to download this document together with this
module.
Learning Check 1.4: Given what you have watched in this video and/or read in
IGNOU (2017) pp. 5-6, is your explanation above the same or related to the one presented
in the video and/or in the article? You may clarify your answer below:
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Therefore, the main purpose of the environment is to provide conditions for our lives and
other organisms. It also determines our survival and that of all living organisms. We need a
responsible interaction with the environment to avoid depletion or degradation of our natural
resources. Below are illustrations of Earth’s environmental sphere and its various
components (Figures 1.2 and 1.3, respectively).
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Figure 1.2. Earth’s environmental sphere (Encyclopedia Britannica, 2013).
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Figure 1.3. Summarized sketch of the various components of the environment (Jazib, 2018).
Types of Environment
In the previous lesson, you have learned about the concept and components of the natural
environment. It means all that is created from nature, that surrounds us, where we live,
study, work, and from which we use natural resources, to support our and other people’s
needs (Lauesen, 2013).
Here, we shall focus our discussion on man-modified and man-made environments. These
are places made artificially by humans through planned manipulation (IGNOU, 2017). In the
development of the man-modified landscape, it is a basic fact that the natural ecological
communities of plants, animals and soil life of a region do not support sedentary human
communities, except in unusual conditions (Glikson, 1971). In this type of environment,
human beings set to a certain extent the relationships between the biological and physical
components.
The environment of a big city, like Metro Manila, is created by human beings. For example,
water (one of the most important components of the natural world) is not taken from rivers or
streams directly but it passes through filtration and purification process before being used for
drinking and other domestic uses. Raw materials for food usually come from rural areas.
Likewise, solid waste and garbage are collected for treatment or dumping to sanitary
landfills.
Learning Check 1.5: Using the table below, classify the following into natural, and
man-modified or man-made environments (Balayong Park, forest, banana plantation, desert,
grassland, rice field, manufacturing industry, City Coliseum, ocean, river):
Table 1.3. Types of environment
Natural
Man-modified/Man-made
1.
2.
1.
2.
3.
3.
4.
4.
5.
5.
Learning Enrichment 1.3:
To enrich your knowledge about the types of
environment, read this article: Introduction to the Environment, pp. 7-8 (IGNOU, 2017).
http://egyankosh.ac.in/handle/123456789/12732 and watch these videos (optional for those
who are taking this course offline):
https://www.youtube.com/watch?v=mOwJuwBsn6g
https://www.youtube.com/watch?v=UQNkpExlBlU
https://www.youtube.com/watch?
v=rZsb3mgVI1E
It may be emphasized that built or man-made environment is associated with high
consumption of materials, water, and energy; and usually affects the natural environment.
For that consideration, development and economic growth must be sustainable. Hence, we
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must foster a strong sense of stewardship, or shared responsibility, for the sustainable care
of our planet (Berg & Hager, 2009).
Leave a message here to your teacher if you have questions:
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Assessment
Assessment:
Make an infographic of components of the natural and man-made environments as observed
in your immediate surroundings. Discuss your model (Mark: 30).
Rubric
Criteria
Integration of
knowledge
Clarity of content
Clear and
attractive
illustration
Mark
10
The model
demonstrates
that the student
fully understands
the scientific
concepts being
utilized. These
concepts are
integrated and
contextualized
into the student’s
own insights.
In-depth
discussion and
elaboration in
all components of
the natural and
man-made
environments.
Simple and very
easy to
understand what
component is
being illustrated.
6-9
The model
demonstrates
that the student,
for the most part,
understands the
scientific
concepts being
utilized.
These concepts,
to a certain
extent, are
integrated and
contextualized
into the student’s
own insights.
In-depth
discussion and
elaboration in
most components
of the natural and
man-made
environments.
Simple but not
easy to tell what
component is
being illustrated.
3-5
The model
demonstrates
that the student,
to a certain
extent,
understands the
Scientific
concepts being
utilized.
1-2
The model does
not demonstrate
that the student
understands the
scientific
concepts being
utilized.
The student has
omitted important
components of
the natural and
man-made
environments.
Cursory or hasty
discussion in all
components of
the natural and
man-made
environments.
Complex and
difficult to tell
what component
is being
illustrated.
Impossible to tell
what component
is being
illustrated.
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GEC 131 Module 1
Suggested Readings:
Hardin, G. (1968). The Tragedy of the Commons. Science, New Series, 162 (3859), pp.
1243-1248.
https://www.hendrix.edu/uploadedFiles/Admission/GarrettHardinArticle.pdf
IGNOU. (2017). Introduction to the Environment. pp. 5-8.
http://egyankosh.ac.in/handle/123456789/12732
Jazib, M. J. (2018). Basics of Environmental Sciences, 1st edition. pp. 1-35.
https://www.researchgate.net/publication/330901267_BASICS_OF_ENVIRONMENT
AL_SCIENCE
References:
Berg, L. R. & Hager, M. C. (2009). Visualizing Envrionmental Science, Second edition. Wiley
in collaboration with the National Geographic Society, USA. https://epdf.pub/visualizingenvironmental-science-second-ed.html.
Carson, R. (1962). Silent Spring. Fawcett Publications, Inc., Greenwich, Connecticut, USA.
https://ejcj.orfaleacenter.ucsb.edu/wp-content/uploads/2017/06/1962.-Rachel-CarsonSilent-Spring.pdf
Glikson, A. (1971). The Ecological Basis of Planning: Planning with the Land. Martinus
Nijhoff, The Hague, Netherlands. https://link.springer.com/chapter/10.1007%2F978-94010-2746-5_3.
Hardin, G. (1968). The Tragedy of the Commons. Science, New Series, 162(3859), 1243–
1248. https://www.hendrix.edu/uploadedFiles/Admission/GarrettHardinArticle.pdf.
IGNOU. (2017). Unit 1 Introduction to the Environment. Indira Gandhi National Open
University. http://egyankosh.ac.in/handle/123456789/12732
Jazib, J. (2018). Basics of Environmental Sciences (1st ed.). Iqra Publishers, Jammu,
J&K/New Delhi, India.
https://www.researchgate.net/publication/330901267_BASICS_OF_ENVIRONMENTAL
_SCIENCE.
Lauesen, L. M. (2013). Natural Environment. In Idowu S.O., Capaldi N., Zu L., Gupta A.D.
(eds) Encyclopedia of Corporate Social Responsibility. Springer, Berlin, Heidelberg.
https://doi.org/10.1007/978-3-642-28036-8.
OECD. (2005). Glossary of Statistical Terms: Environment. Organisation for Economic Cooperation and Development.
von Keyserlingk, M. A. G., Martin, N. P., Kebreab, E., Knowlton, K. F., Grant, R. J.,
Stephenson, M., Sniffen, C. J., Harner, J. P., Wright, A. D., & Smith, S. I. (2013). Invited
review: Sustainability of the US dairy industry. Journal of Dairy Science, 96(9), 5405–
5425. https://doi.org/10.3168/jds.2012-6354.
WHO Westerm Pacific. (2013). Super Typhoon Haiyan (Yolanda) in the Philippines, 2013.
https://www.who.int/westernpacific/emergencies/typhoon-haiyan-(yolanda).
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