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PEEco-module NEW Format - PDF FEB 17
PEEco-module NEW Format - PDF FEB 17
PEEco-module NEW Format - PDF FEB 17
Learning Modules
in
GE-PEEco
INTRODUCTION
The term Ecology refers to the scientific study of living organism `at home' which is
the 'environment'. In general, ecology is recognized as one of the natural sciences. It is the
science concerned with the nature and the interrelations of living world. There are several
aspects in which the components of geography and ecology are similar in their concepts
and applications. In several areas, these two subjects also go hand-in-hand. Geography
and ecology are related to each other. An understanding of ecology and its relation with
geography is needed.
Over a period of time, geography have included a lot of aspects into it domain. Now,
it has become a very vast subject, including the scientific information derived from the other
subjects like geology, biology, anthropology, economics, physics, sociology, demography,
ecology and environmental sciences.
The word Geography has been derived from the Greek words “Geo” means “earth”
and “graphein” means to “describe” or “write”. It is closely related to the global
environmental systems especially the ecosystems. Every cubic centimeter of the planet is a
part of the ecosystem.
Ecology is a science all by itself but it is also a branch of the larger sciences of
biology and geography. Scientists who study those relationships are called ecologists.
Landscape ecology deals with spatial distribution, patterns, and behaviors across large
geographical areas.
In general, ecology is classified into 2 major subdivisions as: animal ecology and
plant ecology.
Plant ecology is another branch dealing with the relationship of plants with other
plants and their environment.
However animals mostly depend on plants for both food and shelter. Hence, animal
ecology deals with both plants and animal communities.
The science of ecology is divided into: synecology and autecology, based on the
organism and habitats.
Synecology is the branch of ecology dealing with the study of organisms or the
community. This is a habitat-based study. A habitat is a place where an organism or
species population or a community thrives.
There are two major habitats as: terrestrial habitats and aquatic habitats.
Aquatic habitats include marine, fresh water, estuarine ecosystems. The branches
are related to these are: marine ecology, estuarine ecology, limnology, etc.
Terrestrial habitats include forest, grasslands, mountains, desert, etc. The branches
related to these are: forest ecology, grassland ecology, etc.
1. Objectives :
2. Pre-test :
6. Learning Activities :
The term “eco” refers to a part of the world and “system” refers to the co-ordinating
units. The living organisms of a habitat and their surrounding environment function together
as a single unit. This ecological unit is called as an “ecosystem”.
An ecosystem is a naturally occurring assemblage of life and the environment. The life
is referred to the biotic community including plants, animals and other living organisms.
This is denoted as biocoenosis. The environment is the biotope encompassing the
physical region of life. The term ecosystem first appeared in a publication by the British
ecologist Arthur Tansley, during 1935. An ecosystem may be of very different size. It may
be a whole forest as well as a small pond.
The ecosystem is an open system. It receives energy from an outside source (the sun),
as input, fixes and utilities the energy and ultimately dissipates the heat into space as output.
An ecosystem has a physical environment, or factors, biological components and
interactions between them. Any ecosystem is characterized by a set of biotic and abiotic
factors and function.
The organisms in an ecosystem are usually well balanced with each other and with their
environment. Within an ecosystem, all living things have a habitat or the physical area in
which they live.
Biotic Components include all living organisms and their products. This includes all
animals, plants, bacteria, fungi and their waste products like fallen leaves or branches or
excreta. Based on their activity, biotic components are classified into 4 categories as:
producers, consumers, transformers and decomposers.
Producers or autotrophs make their own food. Producers, such as plants, make food
through a process called photosynthesis. This food is used by the plant for its own energy or
may be eaten by consumers. Consumers or heterotrophs need to eat food that autotrophs
have produced. There are different types of consumers. Herbivores eat plants. Carnivores
eat animals. Omnivores eat both plants and animals. Decomposers are heterotrophs that
break down the dead tissue and waste products. They play a very important role in the
ecosystem because they recycle the nutrients.
Bacteria and fungi are the main decomposers. Transformers are certain type bacteria.
They attack on materials excreted by other living organisms (even dead plants and animals).
They transform the above into either organic or inorganic substances. These substances are
suitable for the nutrition of green plants. Transformers help in recycling the nutrients which
came as waste already.
Abiotic components are the non-living components of the ecosystem. These include
climatic and physical factors as air, water, soil, sunlight, rainfall, temperature, humidity, soil
texture and geomorphic conditions.
A biome describes a single environment and every living (biotic) organism and nonliving
(abiotic) factor that is contained. There are different types of the ecosystem: terrestrial,
forest, grassland. Desert, tundra, freshwater and marine ecosystems and there are 4
classifications of ecosystems: artificial, terrestrial, lentic and lotic.
Branches of Ecology
Terrestrial Ecology- is a branch of ecology that deals with the study of ecology that
deals with the study of land organisms and how they interact with each other and
adapt to their environment.
Aquatic ecology- focuses on the interactions among living organisms in a particular
aquatic habitat which can directly affect various factors in the ecosystem
Microbial ecology- focuses on the study of how communities and microorganisms
establish themselves on abiotic substrates and how such organizations enable them
to interact with each other.
System ecology is a branch of ecology that tackles various abiotic factors like energy
budget allocation and physical processes such as carbon cycle and biogeochemical
cycles.
Taxonomic ecology incorporates two fields of studies that may not appear to work
often, basically, it is a new concept in this field.
Evolutionary ecology merges the 2 scientific studies of evolution and ecology and
focuses on the physical and genetic changes that occurred among organisms and
how such modifications were affected by ecological factors.
Population ecology deals with the study of population structures and dynamics,
rather than looking at the individual behavioral patterns of living organisms.
Behavioral ecology integrates the study of the interaction between survival value to
the behavior of organisms and their offspring.
Conservation ecology studies the management of biodiversity through conservation
and restoration methods.
Applied ecology bringing together all the concepts and principles of ecology. This
aims to apply these significant knowledge, findings, and technological advances to
understand real world situations and address practical human problems.
Geography is divided into two main branches: human geography and physical
geography. There are additional branches in geography such as regional geography,
cartography, and integrated geography.
Human geography is a main branch, and it mainly covers studies of the human race.
This normally involves their backgrounds, how they interact and the perceptions that they
have for various ideologies affecting them.
Physical geography is a major branch of geography, deals with the study of the natural
characteristics of the Earth.
Regional geography looks at cultural and natural aspects of geography that are unique
to a particular place. This includes parceling out locations by looking at different
watersheds, or by looking at coastal areas and so on. The most common example is by
country.
Geomatics is most closely related to GIS (Geographic Information Systems). Jobs that
work with geomatics can include urban planners, land surveys, space exploration,
agriculture and geomarketing.
Answer me!
Self-Evaluation :
1. What is ecology?
2. What are the main branches of ecology?
3. Is ecology related to geography?
4. Give some examples of ecology?
Eugene Odum is lionized throughout science as the father of modern ecology and
recognized by the University of Georgia as the founder of what became the Eugene P.
Odum School of Ecology- the world’s first stand-alone college of Ecology, which celebrates
its 10th anniversary this year.
Ernst Haeckel the German biologist who coined the term “ecology”.
Post Test :
1. Who devised the word ecology?
b. Ernst Haeckel b. Robert Hooke c. Robert Brown d. Johannes
Purkinje
2. What is the definition of a community?
e. Two or more species of organisms in their environment.
f. The interaction between living organisms and their environment.
g. All the organisms of the same or closely related species.
h. Two or more populations of organisms.
3. Which of these processes from the carbon cycle releases carbon dioxide into the
atmosphere?
b. Combustion b. photosynthesis c. respiration d. transpiration
4. What is an environment?
e. A place where an organism lives in.
f. A surrounding
g. A habitat
h. All of these
5. Oikos means;
b. Surrounding b. habitat c. family household d. ecosystem
References:
Molles M. (2005). Ecology: Concepts and Applications. Third Edition. The McGraw
Hill Companies./ https: //www. National geographic.org;
www.biologyreference.com>Dn
1. Objectives :
2. Pre-test :
1. What is an ecosystem?
a. A community or group of living organisms living together in their physical
environment and the nonliving components.
b. An environment
c. A place where the same organisms live in
d. All of these
2. What is an example of an ecosystem?
a. Coral reef b. forest c. taiga d. all of these
3. Which of the following is the natural ecosystem?
a. Aquarium b. forest c. fish pond d. all of these
4. What is the importance of ecosystem?
a. Provides habitat to wild plants and animals
b. Support different food chains and food webs
c. Regulates essential ecological processes and support lives.
d. All of these
5. What does an ecosystem consists of?
a. Living things b. non-living thins c. sunlight d. all of these
6. How is an ecosystem formed?
a. Formed by living things interaction with each.
b. Formed by the interaction of nonliving things
c. Formed by the interaction between living and non-living organisms in the
surroundings
d. All of these
7. How does the ecosystem affect humans?
a. If it’s no longer adequate to meet social needs
b. Livelihood
c. May cause political conflicts
d. All of these
8. How can we protect ecosystem?
a. Reduce b. reuse c. recycle d. all of
these
3. Learning Activities :
Biome is an area of the planet that can be classified according to the plants and animals
that live in it. Temperature, soil, and the amount of light and water help determine what life
exists in a biome. A biome is different from an ecosystem. An ecosystem is the interaction of
living and non-living things in an environment.
A biome is a specific geographic area notable for the species living there. A biome can
be made up of many ecosystems. Scientists classify biomes as; forest, grassland,
freshwater, marine desert and tundra.
TYPES OF ECOSYSTEMS:
One of the constant factors shaping the tundra is alternate freezing and thawing of
the ground. Along the factors mentioned above, this freeze-thaw cycle sets the tundra apart
from two ecosystems frequently found adjacent to it- the icy polar barrens on one hand and
the evergreen taiga on the other. Permafrost – perennially frozen ground-is a significant
feature of the Arctic tundra; however, it does not typically occur in alpine regions.
Distribution
The global extent of the tundra biome is considerable, accounting for roughly 10% of
Earth’s surface. The southern limit of Arctic tundra follows the northern edge of the
coniferous forest belt. In North America this line lies above latitude 60 degrees N, while in
Eurasia most of it occurs in north 70 degrees N- except Siberia, where it extends southward
to 60 degrees N in Kamchatka. The northward bulge of forest in Eurasia is a result of the
warmer summer that occurs over that large contiguous landmass.
Alpine tundra covers approximately 3% of Earth’s land surface, and it is mostly found
in the Northern Hemisphere. This habitat can be found in mountainous areas worldwide,
occurring at high elevations where temperatures are too low and winds are too strong for the
growth of trees. The average elevation where alpine tundra occurs is generally higher near
the equator than at the poles because nearly all of Antarctica is covered with ice, it lacks
well-developed tundra, though lichens, mosses and at least 3 species of flowering plants
occur in more favorable habitats there.
Environmental Conditions
Climate
Tundra climates vary considerably. The most severe occur in the Arctic regions,
where temperatures fluctuate from 4 degrees (about 40degrees F) in midsummer to -32 C (-
25F) during the winter months. Alpine tundra has a more moderate climate: summers are
cool, with temperatures that range from 3 to 12C (37 to 54F), and winters are moderate, with
temperatures that rarely fall below-18C (0F).
Soils
Tundra soils are usually classified as Gelisols or Cryosols, depending on the soil
classification system used. Both are easily eroded soil types characterized by the presence
of permafrost and showing an active surface layer shaped by the alternating freezing and
thawing that comes with seasonal variations in temperatures.
Animals in tundra include: Musk ox one of the largest Arctic tundra mammals, other
herbivores are hares, squirrels, voles, lemmings, and caribou which have hooves that
support them in snow. Arctic tundra carnivores include foxes and polar bears. In Alpine
tundra, marmots, mountain goats, pikas, sheep and elk occur. Many birds that occur in Arctic
tundra are migratory, which means they only travel to such regions during the warmer
summer period. This includes ravens, snow buntings, falcons, terns, and several gull
species. Other birds, however, such as ptarmigan and lemming-eating snowy owl, are year
around tundra residents. Ptarmigan are brown in summer, but white in the winter. Male
snowy owls are completely white, which makes it difficult for predators to spot them against
snow. Bumblebee is one of the insect species that have adapted well to frigid conditions,
which has a dense hair and those guards against heat loss. Mosquitoes, flies and moths are
also found in the Arctic tundra regions, while grasshoppers and butterflies occur in both
Arctic and Alpine tundra. Of, flatfish and salmon are a few of the fish found in tundra waters.
Alaska blackfish, which produces a chemical that lowers the freezing point of the fluids in its
cells
There are 1,700 kinds of plants occur in Arctic tundra. Some of the adaptations that
allow vegetation to grow in these regions include short roots and furry or wax-like coatings.
The flowers of the wooly louse have dense hair that generates heat through a greenhouse-
like effect. Other plants include shrubs, sedges, reindeer mosses, liverworts, grasses and
several species of lichens. Drainage is limited by permafrost in Arctic tundra, but not so in
alpine tundra, where dwarf trees and small-leafed shrubs are plentiful.
Answer the following:
a. What kind of animals lives in the tundra ecosystem?
Plants and animals in the taiga are adapted to short growing seasons of long days
that vary from cool to warm. Winters are long and very cold, the days are short, and a
persistent snowpack is the norm. The taiga biomes of North America and Eurasia display a
number of similarities, even sharing some plant and animal species.
The taiga biome consists of 3 roughly parallel zones: closed-canopy forest, lichen
woodland or parse taiga and forest tundra.
The closed-canopy forest is the southernmost part of the taiga. It contains the greatest
richness of species, the warmest soils, the highest productivity and the longest growing
season within the boreal zone.
The lichen woodland- a parallel zone of sparse forest or woodland in which tree
crowns do not form a closed canopy. Lichen mats and tundra like vegetation make up a
significant portion of the ground cover.
The forest-tundra zone has never been known to produce viable seeds or have
done so only sporadically. These trees were established during warmer climatic episodes
from a hundred to a few hundred to a few thousand years ago and have persisted since,
usually by vegetative (asexual) reproduction. Forest fires in this zone remove trees and
because of the lack of reproduction, only unburned patches of trees remain.
Mammals are present also in this biome such as snowshoe, lynx, moose, wolves,
reindeer, squirrel, birds, insects and soil organisms.
Temperate Forest- is a forest found between the tropical and boreal regions, located
in the temperate zone. It is the second largest biome on the planet, covering 25% of the
world’s forest area, only behind the boreal forest, which covers 33%. These forests cover
both hemispheres at latitude ranging from 25 to 50 degrees, wrapping the planet in a belt
similar to that of the boreal forest. Due to its large size spanning several continents, there
are several main types: deciduous, coniferous, broadleaf and mixed forest and rainforest.
Vegetation:
Due to abundant rainfall and thick soil humus, temperate forests are able to support a
wide variety of plant life and vegetation. This vegetation exists in several layers, ranging
from lichens and mosses on the ground layer to large tree species like oak and hickory that
stretch high above the forest floor. Other examples of temperate forest vegetation include:
Mosses are nonvascular plants that play an important ecological role in the biomes they
inhabit. These small dense plants often resemble green carpets of vegetation. They thrive in
moist areas and help prevent soil erosion and also serve as a source of insulation during
colder months.
Lichens are not plants. They are the result of symbiotic relationship between algae or
cyanobacteria and fungi. Lichens are important decomposers in this environment littered
with decaying plant material. It helps to recycle plant leaves, thus generating the fertile soil in
this biome.
Wildlife:
Temperate forest animals have many different ways to deal with the cold and lack of
food in winter. Some animals hibernate during the winter and arise in spring when food is
more plentiful. Other animals store food and burrow underground to escape the cold. Many
animals escape the harsh conditions by migrating to warmer regions in winter. Other animals
have adapted to this environment by blending in with the forest. Some camouflage
themselves as leaves, looking almost indistinguishable from the foliage. This type of
adaptation comes in handy for both predators and prey.
Temperate grasslands are also called: prairies or steppes. Its temperatures tend
to be more extreme than the temperate forest. Temperate grasslands are characterized as
having grasses as the dominant vegetation. Trees and large shrubs are absent.
Temperatures vary more from summer to winter, and the amount of rainfall is less in
temperature grasslands than in savanna.
Temperate grasslands have hot summers and cold winters. Rainfall is moderate. The
amount of annual rainfall influences the height of grassland vegetation, with taller grasses in
wetter regions. The soil is deep and dark, with fertile upper layers. It is nutrient-rich from the
growth and decay of deep, many-branched grass roots. The rooted roots hold the soil
together and provide a food source for living plants. The seasonal drought, occasional fires,
and grazing by large mammals all prevent woody shrubs and trees from invading and
becoming established. However, a few trees, such as cottonwoods, oaks and willow grow in
river valleys and some non woody plants, specifically a few hundred species of flowers, grow
among the grasses. The fauna include gazelles, zebras, rhinoceroses, wild horses, lions,
wolves, prairie dogs jack rabbits, deer, mice, coyotes, foxes, skunks, badgers, blackbirds,
grouses, meadowlarks, quails, sparrows, hawks, owls, snakes, grasshoppers, leafhoppers
and spiders,
Tropical:
Savannas are generally found between the desert biome and the rainforest biome.
They are mostly located near the equator. The largest savanna is located in Africa. Nearly
half of the continent of Africa is covered with savanna grasslands. Other major savannas are
located in South America, India and Northern Australia.
One of the more spectacular sights in nature is the animals of the African Savanna.
Because the savanna is so rich in grasses and tree life, many large herbivores live here and
congregate in large herds. These include zebras, wildebeests, elephants, giraffes, ostritches,
gazelles and buffalo. Of course, where you have lots of herbivores, there must be predators.
There are many powerful predators roaming the savanna including lions, hyenas, cheetahs,
lleopards, black mambas and wild dogs.
The majority of the savanna is covered in different types of grasses including lemon
grass, Rhodes grass, star grass and Bermuda grass. There are also lots of trees scattered
about the savanna. Some of these trees include the acacia tree, the baobab tree and the
jackal berry tree. The plants need to be able to survive the dry season and drought in the
savanna. Some store water and energy in their roots, bulbs or trunks. Others have roots that
go deep into the ground to reach the low water table.
Fires are an important part of the savanna. During the dry season fires clear out old
dead grass and make way for new growth. Most of the plants will survive because they have
extensive root systems that allow them to grow back quickly after a fire. The trees have thick
bark which helps them to survive. The animals generally can run to escape the fire. Some
animals burrow deep into the ground to survive. Insects generally die by the millions in a fire,
but this provides a feast to many birds and animals.
Overgrazing and farming has destroyed much of the savanna. When overgrazing
occurs, the grasses don’t grow back and the savanna can turn into desert. In Africa, the
Sahara desert is expanding into the savanna at the rate of 30 miles per year.
Dry forests are most defined by their low amount of rain, and many by a “pulse rain
system, which means no predictable rainy season, and the rain that may come in
unexpected small or large burst at any month. Most of the remaining dry forests are located
on Hawaii’s dry, leeward coasts to mid-level elevation where rainfall is far less. Dry forests
are also found to the South in Puna and Ka’u and they are found on other islands as well as
world-wide.
More than 100 native plant species grow in dry land forests, including the
endangered Kauila, Uhiuhi, Koki’o, Aiea and Hala pepe trees. The official Hawaii state
flower, the Ma’o hau hele is an endangered native hibiscus of dryland habitats. Birds, such
as Amakihi and the rare Palila are also found in dry woodlands. Other birds, such as the
“Alala, recently existed only in captivity and conservationists just recently released these
birds back into native forests best suited for their survival, health and proliferation.
Plants in the dry forest adapt or adjust to changes in weather, sometimes in dramatic
ways. There are some dry forest trees and shrubs that will drop many, if not all of their
leaves, either seasonally or during times of rainfall.
Tropical forests are forested landscapes in tropical regions: the land areas
approximately bounded by the tropic of Cancer and Capricorn, but possibly affected by other
factors such as prevailing winds. Tropical forests are extensive, making up just under half of
the world’s forests. The tropical domain has the largest proportion of the world’s forests (45
%) followed by the boreal, temperate and subtropical domains.
Tropical forests are often thought of as evergreen rainforests and moist forests. The
nature of tropical forest in any given area is affected by a number of factors, most
importantly:
Geographical: location and climatic zone with: precipitation levels and seasonality,
with strong dry seasons significantly affecting flora (e.g. the predominance of lianas,
Temperature profile, which is relatively even in equatorial rainforest or with a cooler
season towards subtropical latitudes
Elevation affects the above, often creating “ecological islands” with high endemism
(e.g. Mount Kinabalu in Borneo rainforest)
Soil characteristics (also subject to various classifications): including depth and
drainage
3 main tropical forest habitat types: tropical and subtropical moist broadleaf forests,
tropical and subtropical dry broadleaf forests, tropical and subtropical coniferous
forests.
4. Self- Evaluation :
6. Post Test
1. What is an ecosystem?
a. A community or group of living organisms living together in their physical
environment and the non-living components.
b. An environment
c. A place where the same organisms live in
d. All of these
2. What is an example of an ecosystem?
b. Coral reef b. forest c. taiga d. all of these
3. Which of the following is the natural ecosystem?
b. Aquarium b. forest c. fish pond d. all of these
4. What is the importance of ecosystem?
e. Provides habitat to wild plants and animals
f. Support different food chains and food webs
g. Regulates essential ecological processes and support lives.
h. All of these
5. What does an ecosystem consists of?
a. Living things b. nonliving thins c. sunlight d. all of these
7. References :
Molles M. (2005). Ecology: Concepts and Applications. Third Edition. The McGraw Hill
Companies./https://youmatter.world>definition
TOPICS :
2.1 Origin: History of You ( Human Beings) and Distribution
2.2 Population Growth
2.3 Resource Use
Time Frame: 6 hrs.
Introduction
Human evolution is about the origin of human beings. All humans belong to the
same species, which has spread from its birthplace in Africa to almost all parts of the world.
Its origin in Africa is proved by the fossils which have been found there.
The term “human” in this context means the genus Homo. However, studies of
human evolution usually include other hominids, such as the Australopithecines, from which
the genus Homo had diverged(split) by about 2.3 to 2.4 million years ago in Africa. The first
Homo sapiens, the ancestors of today’s human, evolved around 200,000 years ago.
It was known for centuries that man and the apes are related. At heart, their anatomy
is similar, despite many superficial differences. This is the reason why Buffon and Linnaeus,
in the 18th century, put them together in one family. Charles Darwin’s theory of evolution
says that such basic structural similarity comes from the common origin of the group. The
apes and man “the thinking is close relatives, and are primates: the order of mammals which
include monkeys, apes, lemurs and tarsiers.
The great apes live in tropical rainforests. It is thought that human evolution started
when a group of apes (now called the australopithecines) began to live more in the
savannah. A savannah is more open, with trees, shrubs and grass. This group started
walking on two legs. They began to use their hands to carry things. Life in the open was
different, and there was a big advantage in having better brains. Their brains grew larger,
and they began to make simple tools. This process began at least 5 million years ago. We
have fossils of two or 3 different groups of walking apes, and one was the ancestor of
humans.
The biological name for “human” or “man” is Homo. The modern human species is
called Homo sapiens. “Sapiens” means “thought”. Homo sapiens mean “the thinking man”.
Paleoanthropology looks at ancient human fossils, tools and other signs of early
human life. It began in the 19th century with the discovery of a skull of “Neanderthal man” in
1856.
Modern humans originated in Africa within the past 200,000 years and evolved from the
most likely recent common ancestors, Homo erectus, which means “upright man” n Latin.
Homo erectus is an extinct species of human that lived between 1.9 million and 135,000
years ago.
1. Objectives :
a. Identify some significant events that paved way to the distribution of homo species
throughout the world.
2. Pre-test :
3. Learning Activities :
Activity 1
View and give your opinion about the 4 minutes video “New Human Ancestor
Discovered: Homo Naledi” www.nationalgeographic.com
Activity 2
Homo sapiens are the only extant human species, all of whose members are of the
subspecies Homo sapiens sapiens. The name is Latin for wise man, and was introduced in
1758 by Carl Linnaeus. Extinct species of the genus Homo include Homo erectus and a
number of other species.
Activity 3
Homo erectus is an extinct species of archaic human from the Pleistocene, with its
earliest occurrence about 2 mys, and its specimen are among the first recognizable
members of the genus.
Activity 4
a. Java man
b. Peking man
c. Upright man
d. Solo man
e. Homo habilis
4. Self-Evaluation :
6. Post Test :
1. Identify the period of existence of premodern Homo sapiens.
a. 600,000 to 30,000 years ago c. 300,000 to 10,000 years ago
b. 400,000 to 20,000 years ago d. 200,000 to the present
2. Which of the following statements about Neanderthals is NOT true?
c. There is evidence that Neanderthals adorned themselves with simple
necklaces.
d. There is evidence that Neanderthals buried their dead.
e. There is evidence that Neanderthals used symbols in their cave paintings.
f. There is evidence that Neanderthals made objects other than purely utilitarian
tools.
3. In what way are Neanderthals physically different from modern Homo sapiens?
g. Neanderthals had wide, squat torsos and short extremities.
h. Neanderthals had triangular bone formations in their nose to guard against
the cold.
i. Neanderthals skeletons have more bones than modern Homo sapiens
j. Both a and c
4. What evidence is there that Neanderthals were hunters?
k. Neanderthals canine teeth showed they relied only on meat for their
subsistence.
l. Animal bones were found showing stone tool cut marks and no animal teeth
marks.
m. Bones of large animals, such as elephant, and horses were found in caves,
n. Both a and c
5. Identify the period of existence of anatomically modern Homo sapiens.
o. 600,000 to 30,000 years ago c. 300,000 to 10,000 years ago
p. 400,000 to 20,000 years ago d. 200,000 to the present
7. References :
Zaheed IH. & Naser R. (2013). A Textbook on Fundamental Biology. Discovery Publishing.
New Delhi, India. /https: encyclopedia2.the freedictionary.com
POPULATION GROWTH
Introduction
Objectives :
Pretest :
1. What is a population growth?
2. How population growth is be controlled?
Learning Activities :
The population growth rate is the rate at which the number of individuals in a population
Self- Evaluation :
Review of Concepts :
Population growth- is the increase in the number of individuals in a population.
Global human population growth would amount to around 83 million annually, or 1.1% per
year.
Post-Test :
1. What is a population growth?
2. How population is be controlled?
Reference :
Zaheed IH, & Naser R.(2013). A Textbook on Environmental Biology, Discovery Publishing
House. New Delhi, India./ https: //en.m.wikipedia.org>wiki
RESOURCE USE
Introduction :
A resource or supply from which a benefit is produced has some utility. Resources
can broadly be classified upon their availability- they are classified into renewable and non-
renewable resources. It is something that is ready to use if or when it is needed.
Resource use is the use of the availability of natural resources, from the abiotic and
biotic raw materials, we use water, soil, air, biodiversity and land as habitats and for
recreational purposes and for energy we use wind power, solar power and tidal flows. These
resources also serve as emission sinks, waste dumps and as indispensable production
factors for farming and forestry.
We use natural resources for many things. Natural resources give us food, water,
recreation, energy, building materials and luxury items. Many resources vary in their
availability throughout the world.
Objectives :
Pre-test :
Learning Activities :
Activity 1
The way we use resources provokes often irreversible ecological change. Extraction
and processing of non-generative raw materials are often energy intensive activities
involving large scale interventions in ecosystems and the water balance and result in air, soil
and water pollution. Even the extraction and production of renewable resources often involve
extensive use of energy, materials, and chemicals and in some cases water and all this
translates into pollution. Greenfield land is often transformed to create arable land and in
some cases whole ecosystem is destroyed in the process.
Activity 2
1. What is the impact on the environment, if there are too much extraction of raw
materials in our ecosystem?
Self-Evaluation :
Review of Concepts :
Post Test :
Reference :
TOPIC :
3.1 Origin of Agriculture
3.2 Agriculture in the Philippines
3.3 Food and Medicinal Plants
Introduction :
Agriculture is the science and art of cultivating plants and livestock. Agriculture was
the key development in the rise of sedentary human civilization, whereby farming of
domesticated species created food surpluses that enabled people to live in cities. The
history of agriculture began thousands of years ago. After gathering wild grains beginning at
least 105,000 years ago, nascent farmers began to plant them around 11,500 years ago.
Pig, sheep and cattle were domesticated over 10,000 years ago.
Objectives :
Pre-test :
1. Agriculture is?
a. Primary activity c. tertiary activity
b. Secondary activity d. none of the above
2. Slash and burn practice of agriculture is also known as;
a. Intensive farming c. shifting farming
b. Extensive farming d. nomadic farming
3. The most important staple food crops of the world are __________ and ________.
a. Ragi and bajra c. tea and coffee
b. Rice and wheat d. millets and maize
4. It is also known as “Monoculture”, e.i. single crop grown over a large area.
a. Commercial grain farming c. multiple farming
b. Plantation farming d. mixed farming
5. The type of agriculture practiced in India;
a. Intensive farming c. primitive farming
b. Extensive farming d. mixed farming
6. The word “agriculture” has been derived from two__________ words.
a. German b. American c. Latin d.Arabic
7. Nomadic lifestyle ended during the period of;
a. Agricultural and social change c. colonial agriculture
b. Scientific agriculture d. historical agriculture
8. In what period, where majority of the people were peasants, who did all the hard
works?
a. Colonial agriculture c. scientific agriculture
b. Feudal agriculture d. Roman period
9. The Age of Pastoralism is where;
a. Nomadic herders roamed the plains of Europe and Asia.
b. Introduction of metals
c. New period of exploration and colonization
d. End of nomadic lifestyle
Learning Activities :
Essay :
Self – Evaluation :
1. What is agriculture?
2. Briefly describe the historical development of agriculture in;
a. Pre-historic period
b. Roman period
c. Feudal
d. Neolithic
e. Far East
Review of Concepts :
Post Test
1. Agriculture is?
c. Primary activity c. tertiary activity
d. Secondary activity d. none of the above
2. Slash and burn practice of agriculture is also known as;
c. Intensive farming c. shifting farming
d. Extensive farming d. nomadic farming
3. The most important staple food crops of the world are __________ and ________.
c. Ragi and bajra c. tea and coffee
d. Rice and wheat d. millets and maize
4. It is also known as “Monoculture”, e.i. single crop grown over a large area.
c. Commercial grain farming c. multiple farming
d. Plantation farming d. mixed farming
5. The type of agriculture practiced in India;
c. Intensive farming c. primitive farming
d. Extensive farming d. mixed farming
6. The word “agriculture” has been derived from two__________ words.
b. German b. American c. Latin d.Arabic
7. Nomadic lifestyle ended during the period of;
c. Agricultural and social change c. colonial agriculture
d. Scientific agriculture d. historical agriculture
8. In what period, where majority of the people were peasants, who did all the hard
works?
q. Colonial agriculture c. scientific agriculture
r. Feudal agriculture d. Roman period
9. The Age of Pastoralism is where;
a. Nomadic herders roamed the plains of Europe and Asia.
b. Introduction of metals
c. New period of exploration and colonization
d. End of nomadic lifestyle
10. What is agriculture?
a. The science, art and business of growing crops.
b. The raising of animals for food.
c. Industrial products boom
d. All of these
References :
Philips A. (2013). Designing Urban Agriculture. John Wiley and Sons, Inc., Hoboken, New
Jersey
AGRICULTURE IN THE
PHILIPPINES
The Philippines is still primarily an agricultural country despite the plans to make it
industrialized economy by 2000. Most citizens still live in rural areas and support themselves
through agriculture. The country’s agriculture sector is made up of 4 sub-sectors: farming,
fisheries, livestock and forestry (the latter 2 sectors are very small), which together employ
39.8 percent of the labor force and contribute 20% of GDP.
The country’s main agricultural crops are rice, corn, coconut, mangoes, tobacco, and
abaca (a plant-like plant). Secondary crops include peanut, cassava, camote, garlic, onion,
cabbage, eggplant, calamansi, rubber and cotton. The year 1998 was a bad year of
agriculture because of adverse weather conditions. Sector output shrank by 8.3%, but it
posted growth the following year. Yet, hog farming and commercial fishing posted declines in
their gross revenues in 1999. The sector is burdened with low productivity for most of its
crops.
The Philippines exports its agricultural products around the world, including the US,
Japan, Europe and ASEAN countries. Major export products are coconut oil and other
coconut products, fruits and vegetables, bananas and prawn. Other exports include
Cavendish banana, cayenne pineapple, tuna, seaweed and carrageenan.
One of the most pressing concerns of the agricultural sector is the rampant
conversion of agricultural land into golf courses, residential subdivisions and industrial parks
or resorts. In 1993 the nation was losing irrigated rice lands at a rate of 2,300 hectares per
year. Small land-holders find it more profitable to sell their land to developers in exchange
for cash, especially since they lack capitals for seed, fertilizers, pesticides, and wages for
hiring workers to plant and harvest the crops. Another concern is farmers’ continued reliance
on chemical-based fertilizers or pesticides that have destroyed soil productivity over time. In
recent years however, farmers have been slowly turning to organic fertilizers, or at least to a
combination of chemical and organic inputs.
Objectives :
Pre-Test :
Learning Activities :
Self- Evaluation :
a. Agriculture- describes the practice of growing crops or raising animals. The Latin root
of agriculture is “agri”, plus “cultura” cultivation.
b. Aquaculture- or fish farming is the farming of aquatic organisms, including fish,
molluscs, crustaceans and aquatic plants.
c. Siltation- is a process by which water becomes dirty as a result of fine mineral
particles in the water. When sediments or silts is suspended in water.
d. GDP- (Gross Domestic Products) is the final value of the goods and services
produced within the geographic boundaries of a country during a specified period of
time, normally a year.
Post-Tests
References :
Philips A. (2013). Designing Urban Agriculture. John Wiley and Sons, Inc., Hoboken, New
Jersey
Nationsencyclopidia.com
Introduction
Medicinal plants or medicinal herbs have been identified and used since ancient
times to improve the sensory characteristics of food. The main compounds found in plants
correspond to 4 biochemical classes: polyphenols, terpenes, glycosides, alkaloids. Plants
synthesize these compounds for the variety of purposes, including protection of the plant
against fungi and bacteria, defense against insects and attraction of pollinators and dispersal
agents to favor the dispersion of seeds and pollen.
Objectives :
Pre-Test :
a. What compounds are found in the medicinal plants?
Learning Tasks :
Self-Evaluation :
a. Food- is any nutritious substances that people or animals eat or drink or that plants
absorb in order to maintain life and growth.
b. Medicinal plants- are plants that possess therapeutic properties or exert beneficial
pharmacological effect on the human or animal body.
c. Edible plants- is an organism of the vegetable kingdom suitable by nature for use as
a food, especially by human beings.
d. Biochemical- relating to the chemical processes and substances which occur within
living organisms.
e. Glycosides- a compound formed from a simple sugar and another compound by
replacement of a hydroxyl group in the sugar molecule.
f. Terpenes- any of a large of volatile unsaturated hydrocarbons found in the essential
oils of plants, especially conifers and citrus plants. They are based on a cyclic
molecule having the formula C10H16.
Post Test :
References :
Philips A. (2013). Designing Urban Agriculture, John Wiley and Sons ,Inc., Hoboken, New
Jersey
https:www.mdpi.com>journal
Introduction :
Temperate forests are located in the mid-latitude areas which means that they are
found between the Polar Regions and the tropics. The deciduous forest regions are exposed
to warm and cold air masses, which cause this area to have 4 four seasons.
Temperate forests are very important to the people as they provide enjoyment as
well as many resources including food, timber, and oxygen for us to breathe. However, we
are also the cause of some major threats to this biome, one of which is acid rain.
Temperate forests have historically been well mapped and inventoried for the
purpose of gauging the sustainability of the forests as source of lumber, paper products and
energy while continuing to provide wildlife habitats, watershed protection, and open space
for public recreation and enjoyment. In times past, charcoal was an important fuel for
industry before large scale coal mining took place. Nowadays, the uses of charcoal are
much more limited but there are still a few charcoal burners around.
In order to make sure that the overall structure of deciduous forest is maintained
controlled felling takes place. This means that only trees of a certain age and certain species
are felled. The number of trees taken is limited. This ensures that the forest can regenerate
over time and be used in the future.
Coppicing and pollarding are two other sustainable management techniques that have been
in use for many centuries. Perhaps the most obvious form of sustainable management is
replanting- the felled trees are replaced with young of the same type.
Deciduous forests provide area for recreation-cycling, walking, horse riding and
running are popular but there are opportunities for other outdoor activities such as fishing in
forest lakes. Lots of visitors in a forest can damage it by causing erosion, dropping litter and
disturbing the wildlife, so the routes through the forest are usually well marked and
maintained, ensuring that the forest is available for future generations to enjoy.
Objectives :
Pre-Test :
Learning Activities :
Self- Evaluation :
Post – Test :
1 .A deciduous forest contains;
a. only very tall trees c. trees that lose their leaves in autumn
b. Only evergreen trees d. only Christmas trees
2. Which of the following statements about the management of a deciduous forest is correct?
a. felling trees of any type is the best way of managing a forest sustainably.
b. allowing people to go where they went in a deciduous forest would benefit the
wildlife.
c. encouraging people to drive right into the forest would help the trees grow better
because there would be more carbon dioxide for them.
d. clearly marking out the recreational areas of the forest reduces damage and
disturbs wildlife as little as possible.
References :
Molles M. (2005). Ecology: Concepts and Applications. The Third Edition. The McGraw Hill
Companies.
www.fao.org>.../ https://ucmp.berkeley.edu> forest
TROPICAL FORESTS:
Uses and Management
Introduction :
Tropical forests are closed canopy forests growing within 28 degrees north or south
of the equator. They are very wet places, receiving more than 200 cm rainfall per year, either
seasonally or throughout the year. Rainforest trees are quite different from trees of
temperate forests. The rainforest is made up of 4 key layers: emergent, upper canopy,
understory and forest floor.
Tropical rainforest are often called the “lungs” of the planet for their role in absorbing
carbon dioxide, a greenhouse gas, and increasing local humidity. Rainforests help stabilize
the world’s climate, provide a home to many plants and animals, maintain the water cycle,
protect against flood, drought and erosion, are a source for medicines and foods, support
tribal people and are an interesting place to visit.
Objectives :
Pre-Test :
1. What caused deforestation?
a. Kaingin system b. illegal logging c. over-exploitation d. all of
these
2. Known as the “lung “of the planet.
a. Tropical forest b. temperate forest c. savanna d. deciduous
forest
3. If we remove half of the forest cover of earth, the crisis will?
a. The remaining forest will correct the imbalance.
b. Population, pollution and ecological imbalance will rise.
c. Energy crisis will commence.
d. Many species may become extinct.
4. The process of restoring a forest that once existed but was removed at some point of
time is called;
a. Reforestation b. horticulture c. deforestation d. agro
culture
5. How many layers are there in a rainforest?
a. 1 b. 2 c. 3 d. 4
6. Why is the forest floor so dark?
a. Due to constant shade from the canopy’s leaves.
b. Decomposition takes place in the forest floor.
c. Totally covered by closed canopy.
d. All of these
7. Why is the forest floor layer important?
Learning Activities :
Self-Evaluation :
1. Layers of the tropical rainforest- rain forests are divided into 4 layers or stories:
emergent layer, canopy, understory and forest floor. Each layer receives a different
amount of sunlight and rainfall, so different types of animals and plants found in each
layer.
2. Rainforest- a forest characterized by high and continuous rainfall, with annual rainfall
in the case of tropical rainforests between 2.5 and 4.5 metres and definitions varying
by region for temperate.
3. Canopy- a layer between 50 to 90% of the rainforest’s species live in the canopy.
Leaves take advantage of the bright sun here to power the forest’s rapid growth.
4. Understory- a layer that is gloomy, is shielded from the weather above, making it a
good nursery for young saplings.
5. Forest floor- a layer composed of bacteria, fungi and insects rapidly decompose
organic matter, recycling nutrients for use by other organisms.
6. Selective logging- is the cutting of selected trees in a forest so that growth of other
trees is not affected.
Post – Test :
1. What caused deforestation?
b. Kaingin system b. illegal logging c. over-exploitation d. all of
these
2. Known as the “lung “of the planet.
b. Tropical forest b. temperate forest c. savanna d. deciduous
forest
3. If we remove half of the forest cover of earth, the crisis will?
a. The remaining forest will correct the imbalance.
References :
Molles M. (2005).Ecology: Concepts and Applications. Third Edition. The Mc Graw Hill
Companies.
www.srl.caltech.edu> krubal> www
www.wildlifeheritage.org>why-are...
Scrub can be very valuable for a wide range of wildlife, providing a continued source
of nectar, fruits, seeds, and shelter, breeding and roosting sites. A stand of scrub with varied
plant species, age and structure will support a great variety of species.
This makes up arid land. This type of biome also consists of desert and areas of low-
lying, dense underbrush. It is an area of little precipitation, plenty of continuous winds, poor
drainage and medium to poor soil quality. This biome is important for migratory birds such as
redwing, fieldfare and waxing.
Objectives :
Pre-Test :
b. autumn d. spring
3. What is the effect on the grasslands when it snows?
a. acts as water reservoir c. the grazing area of animals
b. source of food for organisms d. all of these
4. What are the plants in the grassland biomes?
a. buffalo grass b. Indian grass c. blue grama grass d.
all of these
5. Which biome has very few trees, strong winds and is dominated by grasses?
a. rainforest b. taiga c. grassland d. tundra
6. What biome has an importance for raising livestock for human consumption and milk and
other dairy products?
a. rainforest b. taiga c. grassland d. tundra
7. This biome is very rich in nutrients because of the decomposition of grass during winter or
dry season.
a. rainforest b. taiga c. grassland d. tundra
8. A biome that receives more rain than a desert, but not enough to support a forest.
a. rainforest b. taiga c. grassland d. tundra
9. They are generally an inhabitants by grazing mammals, ground nesting birds, insects and
a few species of reptiles.
a. rainforest b. taiga c. grassland d. tundra
10. What is grassland?
a. a place where grass grows.
b. a large open area of country covered with grass, especially one used for grazing.
c. a place where grass grows and it snows year around.
d. all of these
Learning Activities :
Answer me:
Self-Evaluation :
Post-Test :
References :
Molles M. (2005). Ecology: Concepts and Applications. Third Edition. The Mc Graw Hill
Companies
CONSERVATION APPROACHES OF
GRASSLAND BECOSYSTEM
Introduction :
Grasslands are globally important because they are a natural Carbon sink and
natural carbon sinks are an important part of a natural of a natural process called carbon
cycle. Grasslands are found where there is not enough regular rainfall to support the growth
of a forest, but not so little as to from a desert.
In fact, most grassland is located between forest and deserts. About one quarter of
the Earth’s land is covered with grasslands, but many of these lands have been turned into
farms.
One of the approaches that minimize ecosystem damage and desertification due to
overgrazing is called rotational grazing. Rotational grazing requires that farmers and
ranchers allow their herd animals to graze an area for only a short time and then move (or
rotate) them into a different area. This rotation from one grazing spot to another mimics the
natural process of herd animals grazing a landscape and allows the patches of grassland to
recover before the animals return to graze them. Other common management practices are:
dividing herds into categories so that they get the appropriate treatment, avoiding underage
and unseasonable breeding, controlling parasites and predators, provide veterinary care and
using and maintaining breeds that suit their land and potential markets.
Objectives :
Pre-Test :
Learning Activities :
Self-Evaluation :
1. Grassland-
2. Approaches to conserve grassland ecosystem.
3. Grazed land-
4. Rotational grazing-
Post-Tests :
1. How can we protect the grasslands?
e. Rotate agricultural crops to prevent the sapping of nutrients.
f. Plant trees as windbreakers to reduce erosion on farm fields.
g. Right type of species is in the area.
h. All of these.
2. Which of the following is a problem in grassland?
c. Rotation agriculture b. plant trees as windbreakers
d. Inappropriate grazing d. all of these
3. Why grassland should be conserved?
a. Provide feeding grounds for all manner of prey and predator.
b. Give balance to the world.
c. Supplies with energy.
d. All of these
4. What will happen if grasslands disappear?
a. Lose habitat of some organisms. C. soil easily erodes
b. Imbalanced ecosystem d. all of these
References :
Molles M. (2005). Ecology: Concepts and Applications. Third Edition. The McGraw Hill
Companies.
2. Introduction:
Sometimes called rainforests of the sea, they provide a home for at least 25% of all
marine species, including fish, worms, mollusks, crustaceans, echinoderms, sponges,
tunicates and other cnidarians. Coral reefs deliver ecosystem services for tourism, fisheries
and shoreline protection. It’s fragile, partly because they are sensitive to water conditions.
They are under threat from excess nutrients (nitrogen and phosphorous), rising
temperatures, oceanic acidification, overfishing (e. g from blast fishing, cyanide fishing,
spearfishing on scuba), sunscreen use, and harmful land- use practices, including runoff and
seeps (e. g from injection weels and cesspools).
In the Philippines certain areas are designed for marine protected areas include
marine reserves, fully protected marine areas, no- take zone, marine sanctuaries, ocean
sanctuaries, marine parks, and locally managed marine areas. Many
Of these have quite different level of protection, and the range of activities allowed or
prohibited within their boundaries varies considerably too.
Mostly, in marine settings seaweeds form dense underwater forests, which are
among the most productive and dynamic ecosystems on Earth called Kelps.
Kelps have no roots. Instead, they attach to rocks with tough, branched holdfasts. In
place pf true stems, kelps have stiff stipes, which holds them up toward the sunlight. Their
palm-like fronds may be long and strap-shaped or split into several strap-like lobes,
depending on the species.
Objectives :
1. Determine the roles played by corals in the environment and human beings.
2. Identify some marine protected areas in the Philippines.
3. Pre-Test :
7. Learning Activities :
Answer me!
1. What are the role played by coral reefs in the environment and human beings?
4. What are the major activities/practices that pose threats to the marine environment?
8. Self-Evaluation :
What are your insights with the photos being presented? Write your answer on the
box provided.
9. Review of Concepts :
10. Post-Test :
1. How often do corals die?
11. Reference:
Molles M. (2005) Ecology: Concepts and Application. Third Edition. The McGraw Hill
Companies.
https://www.pinterest.com>science; https://www.noa.gov> marine life
KELP BEDS
Kelp forests are underwater areas with a high density of kelp, which covers about
25% of the world’s coastline. They are recognized as one of the most productive and
dynamic ecosystem on Earth. Smaller areas of anchored kelp are called kelp beds.
Kelps are large brown seaweeds that grow on the underwater rocks from low tide
downwards all around Scotland’s coast seas, they provide: food and shelter for many marine
animals-supporting food chains that include species of commercial significance.
1. Objectives :
2. Pre-test :
Learning Activities :
4. Review of Concepts :
1. Kelp- are large brown algae that live in cool, relatively shallow waters close to the
shore. They grow in dense groupings much like a forest on land.. These underwater
towers of kelp provide food and shelter for thousands of fish, invertebrates and
marine mammal species.
2. Types of kelps:
5. Post-Test
1. Introduction :
Surface runoff from both agricultural land and areas carry soil and particles mixed with
carbon, phosphorous, nitrogen and minerals, posing threats to the marine life in alarming
scale. Crossing streams and rivers, the water filled with these toxic chemicals land in the
ocean, resulting in harmful algal blooms. The following are the threats to marine
environment: ocean dumping, land runoff, dredging. NOx and Sox, ocean acidification, sea
and water level rising, ozone depleting substances, waste pollution from ships, noise
pollution from ships, oil spills, plastic pollution.
2. Objectives :
3. Pre-Test :
6. Learning Activities :
7. Self-Evaluation :
8. Post-Test :
7. References:
Introduction :
On the other hand, weather is defined as the state of the atmosphere at a particular
place during a short period of time. It involves such atmospheric phenomena as
temperature, humidity, precipitation (type and amount), air pressure, wind, and cloud cover.
Weather differs from climate in that the latter includes the synthesis of weather conditions
that have prevailed over a given area during a long time period.
Objectives :
Pre-Test :
Answer me!
3. Identify different practices that pose negative impacts on the world’s natural climate.
Learning Task :
What are your insights with the photos being presented? Write your answer on the
box provided.
Self-Evaluation :
Climate- is the average weather in a given area over a longer period of time.
Weather-is the state of the atmosphere at a particular place during a short period of time. It
involves such atmospheric phenomena as temperature, humidity, precipitation (type and
amount), air pressure, wind and cloud cover.
Post-Test :
3. Identify different practices that pose negative impacts on the world’s natural climate.
References :
Molles M. (2005). Ecology: Concepts and Applications. Third Edition. McGraw Hill
Companies./ https://www.fs.usda.gov>ccrc>nat...
Introduction :
Climate change is a global challenge that has no borders and to combat it requires
coordinated work by all countries. There is an important difference between global warming
and climate change, that it is global warming that cause’s climate change. As the planet’s
temperature raises more than it would naturally, the climate varies.
Although it is a certain that Earth has naturally warmed up and got colder during
other eras, such cycles have always been much slower, taking millions of years, whereas
now, within a period of just 200 years, we are reaching levels that in the past brought about
extinctions.
Greenhouse gases and aerosols affect climate by altering incoming solar radiation
and out-going infrared (thermal) radiation that are part of the Earth’s energy balance.
Changing the atmospheric abundance or properties of these gases and particles can lead to
a warming or cooling of the climate.
Since the start of the industrial era (about 1750), the overall effect of human activities
on climate has been a warming influence. The human impact on climate during this era
greatly exceeds that due to known changes in natural processes, such as solar changes and
volcanic eruptions.
Objectives :
Identify different practices or human activities that pose negative impacts on the world’s
natural climate.
Pre- Test :
Learning Activities :
Essay:
1. What is the effect of greenhouse to human and its system?
Self-Evaluation :
From the illustrations below, describe the people’s impact on climate change.
a.
b.
c.
1. Climate change- is a long term change in the average weather patterns that have come
to define Earth’s local, regional and global climates.
2. Global warming- is an increase in the earth’s atmospheric and oceanic temperature
widely predicted to occur due to an increase in the greenhouse effect resulting
especially from pollution.
3. Greenhouse gases- are gases that absorb and emit radiant energy within the thermal
infrared range, causing the greenhouse effect. The primary greenhouse gases in
Earth’s atmosphere are water vapor, carbon dioxide, methane, nitrous oxide and
ozone.
Post Test :
References :
Smith RL and Smith T. (2002). Elements of Ecology. Fourth Edition. Pearson Education
Asia Pte. Ltd. Philippines.
TITLE : ENERGY
TOPICS:
Introduction
It can be converted from one form to another in various other ways. Usable
mechanical or electrical energy is, for instance, produced by many kinds of devices,
including fuel-burning heat engines, generators, batteries, fuel cells, and
magnetohydrodynamic system.
Objectives :
Pre Test :
Answer me!
2. What are the various long-term effects if we continue to use fossil fuels?
3. Why is it safer to use different forms of renewable energy than to that of fossil fuels?
Learning Tasks :
Task: Essay
What are your insights with the photos being presented? Write your answer on the
box provided.
Self- Evaluation :
1. What is energy?
2. How can we conserve energy?
Post Test :
References :
Zaheed IH. & Naser R. (2013). A Textbook on Environment al Biology. Discovery Publishing
House, New Delhi, India.
Molles M. (2005). Ecology: Concepts and Applications. Third Edition. The McGraw Hill
Companies.
Introduction :
Objectives :
1. Critique different research articles or case studies on how the Philippines is taking
part of the global goal of conserving and preserving the environment including the
flora and fauna species.
2. Develop a case study concerning the effects of anthropogenic activities to the
environment.
Pre-Test :
Answer me!
1. How does the Philippines taking part to the global goal of conserving and preserving the
environment including the flora and fauna species?
Learning Activities :
Task: Essay
What are your insights with the photos being presented? Write your answer on the
box provided:
Self-Evaluation :
1. Conservation- is the act of protecting Earth’s natural resources for current and future
generations.
2. Endangered species- are species of animals and plants that are seriously at risks of
extinction.
3. Habitat- a place where an organism lives in.
4. Natural resources- are resources that exist without any actions of humankind. This
includes all valued characteristics such as commercial and industrial use, aesthetic
value, scientific interest and cultural value.
Post-Test :
References :
Molles M. (2005).Ecology: Concepts and Applications. Third Edition. The McGraw Hill
Companies.
Online Journals