Photo Courtesy: https://www.google.com.ph/search?

q=environmental+science&tbm=isch&ved=2ahUKEwiZo7zQmKvrAhVNTZQKHSZkDg0Q2-

Joselito Trandio P. Mendoza, Ph.D.

Mae Angeline T. Tajolosa, Ph.D.
Hilario S. Taberna Jr., MSci.
 The environment is an evergreen subject because it matters a lot to our daily lives. It’s where
we live, eat, breathe and bring up our children. Our life support systems entirely rely on the
well-being of every organism living on planet earth. This is why a lot has been written and
spoken about the protection and conservation of the environment.

Environmental science is a field that deals with the study of the interaction between human
systems and natural systems. Natural systems involve the earth itself and life. Human systems
are primarily the populations of the earth.

This module is consists of seven lessons which will generally provide an overview of what is the
definition, scope, element and structure of the environment. It also discussed the definition,
scope and importance of studying environmental science. Moreover, the nine environmental
principles are enumerated to encourage students from diverse backgrounds and opportunity to
become active members of the global society of the twenty-first century. They can become key
players in contributing to the well- being of the environment that have impacts on their daily
lives and for their futures. On the other hand, the role of environmental education is discussed
to allow individuals to explore environmental issues, engage in problem-solving, and take action
to improve the environment. As a result, individuals develop a deeper understanding
of environmental issues and have the skills to make informed and responsible decisions. Lastly,
the men and women of the environment are presented to give the environmentalist a human
face. Let us take a lead on environmental vanguards that devoted their passions and lives in
defending the only home that we have -the planet Earth.

In this module, you will learn the following lessons:

Lesson 1- Definition of Environment

Lesson 2 -Components of the Environment
Lesson 3 -Element and Structures of Environment
Lesson 4 - Scope and Importance of Studying Environmental Science
Lesson 5 - Nine Environmental Principles
Lesson 6- Role of Environmental Education
Lesson 7 - Men and Women of the Environment.

Module Outcomes:
At the end of the module, you must have:
1. defined the environment;
2. described the components of the environment;
3. enumerated the elements and structure of the environment;
4. defined the scope and importance of studying Environmental Science;
5. enumerated and understood the nine environmental principles;
6. discussed the role of Environmental Education; and
7. identified the men and women of the Environment.

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Before you start with the lessons in this module, familiarize yourself with the terms listed
in Table 1.

Table 1. Terms you need to know in this module.

The mass of air surrounding the Earth.
Atmosphere

The portion of Earth and its atmosphere that can support life
Biosphere
(Source: US EPA)

The pattern of weather in a particular region over a set period

Climate
of time, usually 30 years. The pattern is affected by the
amount of rain or snowfall, average temperatures throughout
the year, humidity, wind speeds and so on.
Ecology The relationship between the plants, animals and
the environment in a particular area

A community of organisms that depend on each other and

Ecosystem
the environment they inhabit.

The natural world, including the land, water, air, plants

Environment
and animals, especially considered as something that
is affected by human activity
The plants and animals those are native to a particular area
Flora and fauna
or period of time.
The area occupied by a community or species (a group of
Habitat
animals or plants), such as a forest floor, desert, or seashore.

Any living thing, from bacteria and fungi through insects,

Organism
plants, animals and humans

Nature The physical world including all living things as well as

the land and the oceans

Natural resources Valuable substances (i.e.as wood and oil that exist in
a country’s land and ocean)

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 Lesson Outcomes
At the end of the lesson, you must have:
1. defined and characterized the environment; and
2. known the origin of the word “environment”.

The environment is the real world that has the living as well as non-living types of
surroundings on the earth. It also refers to particular geographical areas. The
plants, air, water, animals, human beings and other living things exist in the
environment. In the environment, there are different interactions
between animals, plants, soil, water and other living and non-living things. They
constantly interact with it and adapt themselves to conditions in their environment.
Indeed, the environment is a nature that nurtures our life on earth.

Engage

Look around you? What do you see? List them down.

So everything that you can see around is what you call our environment.

Explore

Design an "environment" cards for two different types of environments. Discuss

the similarities and differences of each environment.

Explain

I. Definition of Environment

An environment is the natural world that surrounds us, which includes both living
and nonliving things such as soil, water, animals and plants, which adapt
themselves to their surroundings. It is nature’s gift that helps in nourishing the life
on the earth. It is very important for us to know the scope and elements of the place
that we live in. Hence, it is very important to keep it clean in order to live a healthy
and peaceful life. This lesson highlights the definition of the environment, its scope
and elements. Also, the types and structures of the environment are enumerated

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The word Environment is derived from the French word “Environ” which means
“surrounding”. Our surrounding includes biotic factors like human beings, plants,
animals and microbes and the abiotic factors such as light, air, water and soil.

In a broader sense, the environment, on the other hand, means the surrounding
external conditions influencing the development or growth of people, animals or
plants; living or working conditions. This involves three questions:

A. What is Surrounded?
The answer to this question is living objects in general and man in
particular.
B. By what Surrounded
The scope of the term Environment has been changing and widening by
the passage of time. In the primitive age, the environment consisted of
only physical aspects of the planted earth's land, air and water as
biological communities. As time passed on, man extended his
environment through his social, economic, and political functions.
C. Where Surrounded
The answer to this question is that it is in nature that physical component
of the planet earth, with land, air, water on it that support and affects life
in the biosphere. According to a Goudie,” environment is the
representative of physical components of the earth wherein man is an
important factor affecting the environment.”

Some important definitions of the environment are as under:

A. Boring: ‘A person’s environment consists of the sum total of the

stimulation which he receives from his conception until his death.’ It can
be concluded from the above definition that the environment comprises
of various types of forces such as physical, intellectual, economic,
political, cultural, social, moral and emotional.
B. Douglas and Holland: ‘The term environment is used to describe, in the
aggregate, all the sum total of all the external forces, influences and
conditions, which affect the life, nature, behavior, growth, development
and maturity of living organisms.’

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Elaborate

Explore a new "environment" that is different from the explored activity. Is there
any difference than the first one? In what way is it different? Is it the same?

Evaluate

Name: Date:
Program and Section: Score:

Direction: Draw your own concept of the environment. Describe it. Take a picture and
post it.

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 Lesson Outcomes
At the end of the lesson, you must have:
1. enumerated the different components of the environment; and
2. characterized each component of the environment.

The environment is the sum total of conditions that surrounds us at a given point
of time and space. It is comprised of the interacting systems of physical, biological
and cultural elements that are interlinked both individually and collectively. The
environment is the sum total of conditions in which an organism has to survive or
maintain its life process. It influences the growth and development of living forms.
In other words, the environment refers to those surroundings that envelop the living
beings from all sides and affect their lives in too. It consists of atmosphere,
hydrosphere, lithosphere and biosphere. Its chief components are soil, water, air,
organisms and solar energy. It has provided us all the resources for leading a
comfortable life.

Engage

Source: https://www.google.com/search?q=environment++with
+biotic+ and+abiotic+picture

What can you say in this picture? Can you still remember the parts of the earth as
shown in the picture?

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Explore

Source: https://handygeography.wordpress.com/gcse/the-
restless-earth-revision-materials/structure-of-the-earth/#

1. Identify each part of the structure of the earth.

2. What are the unique features in every part of the structure of the earth?

Explain

I. Structure of the Earth

The Earth is made up of 4 different layers. They each have unique characteristics
as described below. Figure 1.1 shows where each layer is located.

Figure1.1.Structure of the Earth

Source: https://www.gsi.ie/en-ie/education/our-planet-earth/Pages/The-Earth
structure.aspx

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The crust
This is the outside layer of the earth and is made of solid rock, mostly basalt and
granite. There are two types of a crust: oceanic and continental. Oceanic crust is
denser and thinner and mainly composed of basalt. Continental crust is less
dense, thicker and mainly composed of granite.

The mantle
The mantle lies below the crust and is up to 2900 km thick. It consists of hot,
dense, iron and magnesium-rich solid rock. The crust and the upper part of the
mantle make up the lithosphere, which is broken into plates, both large and small.

The core
The core is the center of the earth and is made up of two parts: the liquid outer
core and solid inner core. The outer core is made of nickel, iron and molten rock.
Temperatures here can reach up to 50,000 C.

II. Four Components of the Environment

The environment life support system is consists of four major components such
as the following:
A. Atmosphere: The atmosphere implies the protective blanket of gases,
surrounding the earth:
 It sustains life on the earth.
 It saves it from the hostile environment of outer space.
 It absorbs most of the cosmic rays from outer space and a
major portion of the electromagnetic radiation from the sun.
 It transmits only the ultraviolet, visible, near-infrared radiation
(300 to 2500 nm), and radio waves (0.14 to 40 m) while filtering
out the tissue-damaging ultraviolet waves below 300 nm.

The atmosphere is a thin spherical envelope of gases surrounding the

earth’s surface. Its inner layer, the troposphere, extends only 17
kilometers (11 miles) above sea level at the tropics and about 7
kilometers (4 miles) above the earth’s north and south poles. It contains
the majority of the air that we breathe, consisting mostly of nitrogen (78%
of the total volume) and oxygen (21%). The remaining 1% of the air
includes water vapor, carbon dioxide, and methane, all of which are
called greenhouse gases, which absorb and release energy that warms
the lower atmosphere. Without these gases, the earth would be too cold
for the existence of life as we know it. Almost all of the earth’s weather
occurs within this layer.
The next layer stretching 17-50 kilometers11-31 miles) above the earth’s
surface, is called the stratosphere. Its lower portion holds enough ozone

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 to filter out most of the sun’s harmful ultraviolet radiation. This global
sunscreen allows life to exist on the land and in the surface layers of
bodies of water. Furthermore, figure 1.2 shows the different layers of the
atmosphere.
The atmosphere is composed of nitrogen and oxygen besides, argon,
carbon dioxide, and trace gases.

Figure 1.2 Layers of the Atmosphere

Source:https://www.google.com/search?q=layers+
of+the+environment&source

B. Hydrosphere: The Hydrosphere comprises all types of water resources

oceans, seas, lakes, rivers, streams, reservoir, polar icecaps, glaciers
and ground water near the earth’s surface. It is found as liquid water
(the surface and underground), ice (polar ice, iceberg, and ice in frozen
soil layers called permafrost and vapor in the atmosphere.
 The oceans, which cover 71% of the globe, contain about 97% of
the water.
 About 2% of the water resources are locked in the polar icecaps
and glaciers.
 Only about 1% is available as fresh surface water-rivers, lakes
streams and groundwater fit to be used for human consumption
and other uses.

C. Geosphere or Lithosphere: It is consists of the earth’s intensely hot core,

a thick mantle composed mostly of a thin outer crust. Most of the
geosphere is located in the earth’s interior. Its upper portion contains
non-renewable fossil fuels and minerals that we use, as well as
renewable soil chemicals (nutrients) that organisms need to live and
grow.

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 D. Biosphere: Biosphere indicates the realm of living organisms and their
interactions with the environment that includes atmosphere,
hydrosphere and lithosphere. It is consists of the parts of the
atmosphere, hydrosphere and geosphere where life is found as shown
in Figure 1.3. If the earth were an apple, the biosphere would be no
thicker than the apple’s skin.

Figure 1.3 Segments of the Environment

Source:https://www.google.com/search?q=segments+of+
the+environment&tbm

III. Factors that Sustain the Earth’s Life

Life on earth depends on three interconnected factors:
A. The one-way flow of high-quality energy from the sun, through living
things in their feeding interactions, into the environment as low-quality
energy mostly heat dispersed into air or water at a low temperature, and
eventually back into space as heat. No round trips are allowed because
high-quality energy cannot be recycled. The two laws of
thermodynamics govern this energy flow.
B. The cycling of nutrients (the atoms, ions, or molecules needed for
survival by living organisms) through parts of the biosphere. Because
the earth is closed to significant inputs of matter from space, its
essentiality fixed supply of nutrients must be continually recycled to
support life. Nutrient movements in ecosystems and in the biosphere
are round-trips, which can take from seconds to centuries to complete.
The law of conservation of matter governs this nutrient cycling process.

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 C. Gravity allows the planet to hold onto its atmosphere and helps to enable
the movement and cycling of chemicals through the air, water, soil and
organisms.

Elaborate

Create a model showing the different components of the environment and list at
least two environmental problems found in that specific part.

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Evaluate

Name: Date:
Program and Section: Score:

Multiple Choice

Direction: Encircle the letter of the BEST answer.

1. Where you will find the ozone layer

A. Stratosphere B. Thermosphere
C. Exosphere D. Mesosphere

2. Where weather occurs

A. Stratosphere B. Thermosphere
C. Troposphere D. Mesosphere

3. What two gases are found throughout all layers of the atmosphere?
A. Nitrogen and oxygen
B. Trace gasses and water vapor
C. Oxygen and carbon dioxide
D. Nitrogen and carbon dioxide

4. As you go higher in the troposphere, the temperature

A. Increases
B. Decreases
C. Stays the same
D. Gets very hot

5. Which layer is the outermost layer?

A. Troposphere
B. Exosphere
C. Mesosphere
D. Thermosphere

6. This is the layer where most jet airliners fly.

A. Troposphere
B. Stratosphere
C. Mesosphere
D. Thermosphere

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7. What happens to the air pressure the higher up in space you go?
A. the air pressure increases
B. the air pressure decreases
C. the air pressure stays the same
D. there is no air pressure

8. This layer is where satellites are found.

A. thermosphere
B. exosphere
C. stratosphere
D. mesosphere

9. The layers of the atmosphere are classified according to changes

in_________.
A. altitude
B. density
C. composition
D. temperature

10. Which layer of the atmosphere contains the greatest amount of water vapor?
A. thermosphere
B. stratosphere
C. troposphere
D. mesosphere

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 Lesson Outcomes
At the end of the lesson, you must have:
1. enumerated and described the elements of the environment;
2. enumerated and characterized the different structures of the
environment.

The environment is defined as the whole physical and biological system

surrounding the man and other organisms along with various factors influencing
them. The factors are soil, air, water, light, temperature, etc. These are called
abiotic factors. Besides the abiotic factors, the environment is very much
influenced by biotic factors which include all forms of life-like plants, animals,
microorganisms, etc.

Man is thus an inseparable part of the environment. Man and Environment have a
very close relationship with each other. The social life of man is affected by the
environment. This is the reason for various types of social and cultural activities
around the world. The hilly people have different lifestyles than people in the plain
area. Similarly, people around the world differ in their food, cloth, festivals, etc. All
these are influenced by the factors around him.

Engage

Look at the interactions between living (biotic) and non-living (abiotic) things in
the environment. Do you think there are a lot of interactions? An interaction is
when one has a relationship with something else. For example, a flower needs to
use water to live; in this case, flower and water interact so that the latter lives.
Essentially, they are working together to accomplish something.
Talk about what happens when one component of the environment changes.
Who and what will it affect?

Explore

Map a pond or nearby wetland, track where tadpoles are feeding and where other
organisms are situated or move in relation to each other. Record your observations
and descriptions of this environment. How did the organisms survive?

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Explain

The environment is constituted by the interacting systems of physical, biological,

and cultural elements inter-related in various ways, individually as well as
collectively. These elements may be explained as the following:

1. Physical elements
Physical elements are space, landforms, water bodies, climate soils,
rocks and minerals. They determine the variable character of the human
habitat, its opportunities as well as limitations.

2. Biological elements
Biological elements such as plants, animals, microorganisms and
human beings constitute the biosphere.

3. Cultural elements
Cultural elements such as economic, social and political elements are
essentially manmade features, which make the cultural milieu.

STRUCTURE OF ENVIRONMENT
The environment is both physical and biological. It includes both living and non-
living components.
A. Physical Environment
The Physical Environment is classified into three broad categories:
 Solid
 Liquid
 Gas
These represent the following spheres:
 The lithosphere (solid earth)
 The hydrosphere (water component) and
 The atmosphere
As such, the three basic elements of the physical environment may be
termed as under:
 Lithospheric Environment
 Hydrospheric Environment
 Atmospheric Environment

B. Biological Environment
The biological of environment consists of:
 Plants (flora)
 Animals (fauna).

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Thus, the biotic environment further is divided into a floral environment
and faunal environment. All the organisms work to form their social
groups and organizations at several levels. Thus, the social environment
is formed. In this social environment, the organisms work to derive
matter from the physical environment for their sustenance and
development. This process gives birth to the economic environment.
Man claims to be the most skilled and civilized of all the organisms. This
is the reason why his social organization is most systematic. The three
aspects of man, e.g. physical, social and economic, function in the biotic
environment.

 The Physical Man

The ‘Physical Man’ is one of the organism’s populations or
biological communities. He is in need of basic elements of the
physical environment like habitat (space), air, water and food.
Besides, like other biological populations, he releases wastes into
the ecosystem.

 The Social Man

The ‘Social Man’ performs the following functions:
o establishing social institutions;
o forming social organizations;
o formulating laws, principles and policies; and
o taking steps to safeguard his existence, interest and social
welfare.
 The Economic Man
The economic man derives and utilizes resources from the
physical and biotic environment with his skills and technologies.
The economic function makes the man an environment/
geomorphic process as he transports matter and energy from one
component of the ecosystem to the other. There may be any
following two situations:
o His exploitative functions may be in harmony with the
natural environment. Such, functions do not necessarily
involve a change in the working of the ecosystem.
o These functions may exceed the critical limit.
Consequently, the equilibrium of the
environment/ecosystem is disturbed and a great number
of environment and ecological problems crop up. These
are detrimental to humanity and to the whole population of
human species in a given ecosystem.

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Elaborate

Watch the video.

Environments Episode: https://www.youtube.com/watch?v=S_XhwQmpzoE
This video asks you to look at the environment in a way that is probably very
different from, but much more useful than, the way most people think about it.
Make a synthesis on this video.
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Evaluate

Name: Date:
Program and Section: Score:

I. Multiple Choice

Direction: Encircle the letter that corresponds to the BEST answer.

1. The following are functions of the Social Man except:
A. Establishing social institutions
B. Forming social organizations
C. Formulating laws, principles, and policies
D. Utilizes resources from the environment

2. This is the environment where the organisms work to derive matter from the
physical environment for their sustenance and development.
A. Social environment
B. Cultural environment
C. Physical environment
D. Biological environment
3. The following are examples of physical elements except
A. water bodies
B. microorganisms
C. climate
D. soils
4. It also called a “solid sphere”
A. atmosphere
B. lithosphere
C. biosphere
D. ecosphere
5. These are man-made features of the environment
A. Physical environment
B. Cultural environment
C. Biological environment
D. Economic environment

II. Essay

Read an article on the internet or any reading material that pertains to the recent
environmental issues in any of the elements of the environment.

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 Lesson Outcomes
At the end of the lesson, you must have:
1. defined Environmental Science;
2. known the scope of Environmental Science; and
3. understood the importance of Environmental Science.

Environmental Science, “an interdisciplinary academic field which integrates

physical, biological and information sciences to the study of the environment, their
interrelationships among components of the natural world and the study of the
causes, associative risks, preventive measures and solution of environmental
problems.
Environmental science is regarded as a medium in developing environmentally
responsible behavior. Through environmental science, it is hoped that the society
can develop environmentally-literate citizens who are aware of and concerned
about the environment and its associated problems.

Environmental Science in the Philippines has started even before the 1970’s, but
it sad to note that our natural resources have continuously deteriorated over the
years.

Engage

What do you think would happen if all of the trees in the rainforest were cut down,
or if chemicals were spilled in a river, or if snow and rainfall increased drastically?

What subject could explain all these environmental issues and concerns?

Explore

Identify and list down the variety of environmental issues in your community.
What are the initiatives done by your local government unit to those identified
problems?

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Explain

I. Definition of Environmental Science

Environmental Science is the field of science that studies the interactions of the
physical, chemical and biological components of the environment and also the
relationships and effects of these components with the organisms in the
environment. The field of environmental science can be divided into three main
goals, which are to learn how the natural world works, to understand how we as
humans interact with the environment, and also to determine how we affect the
environment. The third goal of determining how humans affect the environment
also includes finding ways to deal with these effects on the environment. Figure 1
shows some major problems, issues, and disciplines which provide input in solving
these difficulties in environmental science

Figure 1.Some major problems and issues and disciplines which provide input
in solving these problems in environmental science
(https://www.biologydiscussion.com/wp-content/uploads/2014/11/clip_image0028.jpg)

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II. Scope of Environmental Science
Environmental science is also referred to as an interdisciplinary field because it
incorporates information and ideas from multiple disciplines. Within the natural
sciences, such fields as biology, chemistry and geology are included in
environmental science. When most people think of environmental science, they
think of these natural science aspects, but what makes environmental science
such a complex and broad field is that it also includes fields from the social
sciences and the humanities.
The social science fields that are incorporated into environmental science include
geography, economics and political science. Philosophy and ethics are the two
fields within the humanities that are also included in environmental science. By
combining aspects of the natural sciences, social sciences and the humanities, the
field of environmental science can cover more concepts and also examine
problems and topics from many different points of view.

III. Importance of Environmental Science

At this current time, the world around us is changing at a very rapid pace. Some
changes are beneficial, but many of the changes are causing damage to our
planet. The field of environmental science is valuable resources for learning more
about these changes and how they affect the world we live in. Environmental
Science enlightens us, about the importance of protection and conservation of our
indiscriminate release of pollution into the environment. At present a great number
of environmental issues, have grown in size and complexity day by day,
threatening the survival of mankind on earth. We study these issues and give
effective suggestions in the Environment Sciences. Environment Sciences have
become significant for the following reasons:
A. Environment Issues Being of International Importance
It has been well recognized that environmental issues like global
warming and ozone depletion, acid rain, marine pollution, and
biodiversity are not merely national issues but are global issues and
hence must be tackled with international efforts and cooperation.
B. Problems Cropped in the Wake of Development
Development, in its wake gave birth to Urbanization, Industrial Growth,
Transportation Systems, Agriculture and Housing. However, it has
become phased out in the developed world. The North, to cleanse their
own environment has fact fully, managed to move ‘dirty’ factories of
South. When the West developed, it did so perhaps in ignorance of the
environmental impact of its activities. Evidently, such a path is neither
practicable nor desirable, even if the developing world follows that.

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C. Explosively Increase in Pollution
World census reflects that one in every seven persons in this planted
lives in India. Evidently, with 16 percent of the world's population and
only 2.4 percent of its land area, there is heavy pressure on the natural
resources including land. Agricultural experts have recognized soil
health problems like deficiency of micronutrients and organic matter, soil
salinity, and damage to soil structure.
D. Need for an Alternative Solution
It is essential, especially for developing countries to find alternative
paths to an alternative goal. We need a goal as the following:
 A goal, which ultimately is the true goal of developing an
environmentally sound and sustainable development.
 A goal common to all citizens of our earth.
 A goal distant from the developing world in the manner it is from
the over-consuming wasteful societies of the “developed” world.

E. Need to Save Humanity from Extinction

It is incumbent upon us to save humanity from extinction as a
consequent to our activities that are constricting the environment and
depleting the biosphere, in the name of development.

F. Need for Wise Planning of Development

Our survival and sustenance depend on wise planning. Resources
withdrawal, processing and use of the products all have to be
synchronized with the ecological cycles in any plan of development. Our
actions should be planned ecologically for the sustainability of the
environment.

G. Need for Public Awareness

It is essential to make the public aware of the formidable consequences
of Environmental Degradation if no corrective and reformative measures
undertaken would result in the extinction of life. We are facing various
environmental challenges. It is essential to get the country acquainted
with these challenges so that their acts may be eco-friendly. Some of
these challenges are the following:
 Growing Population
A population of over thousands of millions is growing at 2.11
percent every year. Over 17 million people are added each year.
It puts considerable pressure on its natural resources and
reduces the gains of development. Hence, the greatest challenge
before us is to limit population growth. Although population
control does automatically lead to development, yet the progress

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 leads to a decrease in population growth rates. For this
development, women are essential players so that their true
voices can be heard and respected

 Poverty
Environmental degradation has adversely affected the poor who
depend upon the resources of their immediate surroundings.
Thus, the challenge of poverty and the challenge of
environmental degradation are two facets of the same challenge.
The population growth is essentially a function of poverty.
Because, to the very poor, every child is an earner and helper
and global concerns have little relevance for him.

 Agricultural Growth
The people must be acquainted with the methods to sustain and
increase agricultural growth without damaging the environment.
High yielding varieties have caused soil salinity and damage to
the physical structure of the soil.

 Need to Protect the Groundwater

It is essential of rationalizing the use of groundwater. Factors like
community wastes, industrial effluents and chemical fertilizers
and pesticides have polluted our surface water and affected the
quality of the groundwater. It is essential to restore the water
quality of our rivers and other water bodies as lakes are an
important challenge. We need to find our suitable strategies for
conservation of water, provision of safe drinking water, and
keeping water bodies clean.

 Development and Forests

Forest serves as catchments for the rivers. With the increasing
demand for water, plan to harness the mighty river through large
irrigation projects were made. Certainly, these would submerge
forests; displace local people, damage flora and fauna. As such,
the dams on the river Narmada, Bhagirathi and elsewhere have
become areas of political and scientific debate. Forests in India
have been shrinking for several centuries owing to pressures of
agriculture and other uses. Vast areas that were once green are
now standing as wastelands. These areas are to be brought back
under vegetative cover. The tribal communities inhabiting forests
respect the trees and birds and animal that give them
sustenance. We must recognize the role of these people in
restoring and conserving forests. The modern knowledge and

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 skills of the forest should be integrated with the traditional
knowledge and experience of the local communities. The
strategies for the joint management of forests should be evolved
in a well -planned way.

 Reorientation of Institutions
The people should be roused to orient institutions, attitudes and
infrastructures, to suit conditions and needs today. The change
has to be brought in keeping in view India’s traditions for
resources use management and education. The change should
be brought in education, in attitudes, in administrative
procedures, and in institutions. Because it affects the way people
view technology resources and development.

 Reduction of Genetic Diversity

Proper measures to conserve genetic diversity need to be taken.
At present most wild genetic stocks have been disappearing from
nature. Wilding including the Asiatic Lion is facing the problem of
loss of genetic diversity. The protected areas network like
sanctuaries, national parks, biosphere reserves is isolating
populations. So, they are decreasing changes in one group
breeding with another. Remedial steps are to be taken to check
decreasing genetic diversity.

 Evil Consequences of Urbanization

Nearly 27 percent of Indians live in urban areas. Urbanization and
industrialization have given birth to a great number of
environmental problems that need urgent attention. Over 30
percent of urban Indians live in slums for example. Out of India’s
3,245 towns and cities, only 21 have partial or full sewerage and
treatment facilities. Hence, coping with rapid urbanization is a
major challenge.

 Air and Water Population

The majority of our industrial plants are using outdated population
technologies and makeshift facilities devoid of any provision of
treating their wastes. A great number of cities and industrial areas
have been identified as the worst in terms of air and water
pollution. Acts are enforced in the country, but their
implementation is not so easy. The reason is their implementation
needs great resources, technical expertise, political and social
will. Again the people are to be made aware of these rules. Their
support is indispensable to implement these rules.

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Elaborate

Develop a survey to determine what opinions and knowledge exist within the
people of your community regarding your identified environmental issue. You will
then survey a representative sample of differing age groups within the community.
Survey results will then be put in table and graph form to be analyzed for any trends
among gender, age, etc.

Evaluate

Name: Date:
Program and Section: Score:

Essay

1. Identify at least three recent environmental issues and change in your

community.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. What impact does this environmental change have on everything and everyone
else in the environment?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

3. What are the possible solutions to this problem?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

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 Lesson Outcomes
At the end of the lesson, you must have:
1. enumerated the nine (9) environmental principles; and
2. expounded the nine (9) environmental principles.

The Environmental Principles offer protection to our natural world. They act as
guidance for judges and decision-makers, giving laws shape and meaning. They are
used in a whole host of government and public authority decisions, including
planning applications, management of marine protected areas, and dealing with
contaminated land. This lesson highlights the 9 basic environmental principles. We
need to learn about our ecosystem because this is the only way we can protect
and take care of our planet and take action for our environmental problems.

Engage

Reflect on the statement, “Think Globally, Act Locally”, and answer the question:
“How are local and global issues connected, both in terms of causes and
solutions?” Give specific examples.

Explore

Read articles and watch video clippings from the Internet on the Boracay Island
environmental problems. Write a review paper on the guiding environmental
principles violated by the stakeholders on the said island tourist attraction.

Explain

Nine Environmental Principles

A. Nature knows best.

This principle is the most basic and, in fact, encompasses all the others. In
essence, people must not go against the natural process if they would like to
ensure a continuous and steady supply of resources. In nature, nutrients pass
from the environment to the organism and back to the environment. Any
disruption in the cycle can bring about imbalance. For example, the burning of

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 farm wastes instead of allowing them to decompose naturally disrupts the
cycle.

B. All forms of life are important.

Each organism plays a fundamental role in nature. All living things must be
considered valuable in the maintenance of stability in an ecosystem. It is easy
to appreciate the beautiful butterflies, especially knowing their important role in
pollination. Giant beasts like whale, alligator and elephant are objects of
wonder and respect

C. Everything is connected to everything else.

In an ecosystem, all components interact with each other to ensure that the
system is continued. Any outside interference may result in an imbalance.
Deforestation in the mountains may affect the lowlands, resulting in floods,
drought, or erosion. What happens in one country may even affect other
countries.

D. Everything changes.
The only permanent thing is change. Change may be linear, cyclical, or
random. An example of linear change is the evolution of a species. Cyclical
changes are the eruption of a volcano, like Mt. Pinatubo bringing great
upheaval in many parts of Luzon.

E. Everything must go somewhere.

When a piece of paper is thrown away, it disappears from sight but it does not
cease to exist. It simply goes somewhere else. Wastes can either be pollutants
or resources. We need to change our "throw-away" society attitude in order to
develop better methods of waste management and recycling.

F. Ours is finite earth.

The earth's resources can be classified as either renewable or non-renewable.
Renewable resources, like water, air, plants, and animals, can easily be
replenished by natural cycles. Non-renewable resources, like minerals, oil and
coal cannot be replenished through natural cycles. Awareness of the earth's
limited resources should lead to a conscious effort to change one's attitude as
a consumer.

G. The amount of life nature can support is limited.

Carrying capacity is the maximum number of individuals of a given species
which can be supported by a particular habitat or ecosystem without damaging
it. For example, a typical Filipino bahay kubo can only support a limited number

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 of family members; the presence of too many residents results in overcrowding.
Therefore, nature has its own processes or mechanisms to regulate the
population of a species within the capacity environment.

H. Human progress must consider its effect on nature.

Sustainable development meets the needs of the present without comprising
the ability of future generations to meet their own needs. Development is
viewed as essential in improving the quality of human life, yet human activities
often change the environment and destroy or damage natural resources.
Sustainable development strives for human progress without threatening the
environment.

I. Nature is beautiful and we are stewards of God's creation.

This principle is inherent in most religious and tribal beliefs. Teachings of
Christianity, Buddhism, and Islam enjoin everyone to respect all life and order
of nature.

Elaborate

Illustrate the nine (9) environmental principles by making a poster in which

people in your community could easily understand it.

Evaluate

Name: Date:
Program and Section: Score:

Direction: Take a stand: “Should the Earth adjust to humans’ activities?” or “Should
humans adjust to Earth’s processes?”. With the use of your cellphone or your
computer, take a 2-minute video (maximum) of yourself while discussing your
position.

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 Lesson Outcomes
At the end of the lesson, you must have:
1. enlightened on what environmental education is all about; and
2. articulated the significance of environmental education in humans
life.

Environmental education (EE) is one of those things that many people think,
“That’s a great idea, but how do you fit it in?” Why do people think it is a good idea?
Why do people put it so low on the priority list of things to do? Let’s take a closer
look at what environmental education really is. Environmental education aims to
increase citizen environmental literacy, doing so by increasing awareness and
knowledge, providing an opportunity to explore values and practice skills relating
to environmental issues. As a result of environmental education, it is hoped that
people will take action to protect and improve the environment, including social,
ecological, and economic aspects.

Engage

Recall your previous lessons and answer the question:

“How can you apply your learnings today to other problems or other parts of your
life?”

Explore

Read the Republic Act 9512 of 2008 and summarize the salient points of the law.

Explain

I. Definition and Role of Environmental Education

Environmental education is defined as the process that provides the development
of environmental awareness in all sections of society. This is mainly managed by
raising individuals who are interested in environmental issues and making them
actively participate in environmental activities as well as take responsibility for the
protection of natural, historical and cultural values.

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Environmental Education (EE) is multifaceted. It may mean different things to
different people. It could be defined as:
A. A dynamic force to develop a Filipino population with awareness and
concern for the environment;
B. The process of promoting effective teaching and learning, helping
people to acquire understanding, skills and values that will enable them
to participate as active and informed citizens in the development and
maintenance of an ecological, sustainable and socially just society;
C. Learning about nature through personal experiences;
D. Contextualizing environmental issues within the physical, biological,
social, economic, historical and cultural imperatives;
E. Enabling citizens to accept stewardship of the natural resources for
intergenerational use and enjoyment; and
F. Developing responsible personal behavior and wise management of the
environment on the community at regional and national levels.

Environmental education is fundamentally education in problem-solving from a

philosophical basis of holism sustainability, enhancement and stewardship
(Meadows, 1981). It is based on the principle of conservation for sustainable
development. In its simplest form, it means, if we care for the environment, it will
care for us. When we put the environment first, the development will last (Tolba,
1991). It also means learning how to employ new technologies, increase
productivity, avoid environmental disasters, alleviate poverty, utilize new
opportunities, and make wise decisions.
Environmental education has to be a national priority if Filipinos are to forge ahead
into the next century with a common vision. Children in school, community groups,
and the general public have to undergo environmental and moral reorientation to
be able to reduce or even solve the complex environmental problems brought
about by people’s activities. This orientation can be done through a well-designed
environmental education curriculum.
An environmentally literate citizenry, unified in its pursuit of social justice and equity
in the use of natural resources, is the long term vision of the Philippine government
(NEEAP, 1992). Government and non-governmental institutions must closely
collaborate in upgrading the present delivery of EE to all members of the society.

II. Environmental Education Objectives

Because of the breadth and depth of environmental concepts and their dispersion
throughout the curricula, categories of, rather than, specific EE objectives can be
set. These are the following:

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 A. Awareness – to help learners acquire sensitivity to the total environment
and its attendant problems; develop an ability to perceive and
discriminate among stimuli; process, refine and extend these
perceptions, and use this ability in a variety of contexts;
B. Knowledge – to help learners acquire a basic understanding of how the
environment functions, how people interact with the environment, and
how issues and problems dealing with the environment arise and how
they can be solved.
C. Attitudes – to help learners develop a set of values and feelings of
concern for the environment, and to be motivated and committed to
participate actively in environmental protection and improvement.
D. Skills – to help learners acquire the skills to identify, investigate and
contribute to the resolution of environmental problems and issues; and
E. Participation – to provide learners with opportunities to be actively
involved, at all levels toward the resolution of environmental problems.

These objectives are hierarchical and can all be achieved by learners in any age
group. As they mature and gain more experience in problem-solving, learners are
expected to increase their participation in environmental programs.

Elaborate

Design an Information, Education and Communication (IEC) material on a

particular environmental problem in your community intended for: (1) young
individuals (aged 17 and below); (2) young adults (aged 18 – 30); and (3) adults
(aged 31 and above).

Evaluate

Name: Date:
Program and Section: Score:

Direction: Write a 2-page essay on how your present knowledge can be used to best
serve the Earth now and in the future.

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 Lesson Outcomes
At the end of the lesson, you must have:
1. identified men and women of the environment; and
2. recognized the contributions of these men and women in different
aspects of environmental studies.

Through the years exploitation and degradation of the world’s natural resources
have been a great challenge for both governments and ordinary people. Countless
men and women in history worked towards the protection and preservation of our
fragile resources be it in the land, water and air.

Engage

“Who is your environmental hero in your community?” and “Why?”

Explore

Watch the video at link: https://www.youtube.com/watch?v=iWebHaG4-IM. What

does it take to be an advocate of the environment? What strategies could be
initiated in order to advance and sustain environmental advocacies?

Explain

In this lesson, we will survey six environmentalists that made major contributions
in caring for our Mother Earth.
1. Aldo Leopold (1887-1948)
Aldo Leopold was a wildlife manager,
professor, writer, and conservationist,
helped to found the U.S. Wilderness
Society. Largely through his writings
especially in 1949 essay The Land Ethic
and his book A Sand County Almanac
he became one of the foremost leaders
of the conservation and environmental
movements. His energy and foresight

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helped to lay the critical groundwork for the field of environmental ethics.
Leopold contended that the role of the human species should be to protect
nature, not to conquer it.
2. Edward O. Wilson (Champion
of Biodiversity)
Edward Wilson before entering
college decided he would specialize in
the study of ants and is now
recognized as one of the world’s
experts on ants. Starting with these
tiny organisms and throughout his
long career, he has widened his focus
to include the entire universe. He has
applied the results of his ant research
to the study and understanding of
other social organisms, including
humans. He proposed a hypothesis called biophilia or love of life in which
humans have a natural affinity for wildlife and wild places.
In the 1960s, Wilson and other scientists developed a theory of island
biogeography which examines how species diversity on islands is affected by
the sizes and locations of the islands. It has been applied to areas that
resemble islands, such as mountain forests surrounded by developed land. It
has also been important in the creation of wildlife preserves.
In 1992, in his book, The Diversity of Life, he put together the principles and
practical issues of biodiversity more completely than anyone to that time. He
is deeply involved in global conservation efforts and is promoting the
completion of a global survey of biodiversity. About the importance of
biodiversity, he writes: “Until we get serious about exploring biological diversity
– science and humanity at large will be flying blind inside the biosphere. How
can we fully understand the ecology of a pond or forest patch without
knowledge of the thousands of species? How can we save Earth’s life forms
from extinction if we don’t even know what most of them are?”

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3. Sherwood Rowland and Mario
Molina Rowland and Molina are both
chemists who worked together at the
University of California-Irvine. In 1974,
they presented their calculations that
chlorofluorocarbons (CFCs) were
lowering the average concentration of
ozone (0ᶾ) in the stratosphere. They
arrived with four conclusions based on
their research findings: (1) CFCs when
introduced into the atmosphere became
persistent pollutants; (2) CFCs for over 11-20 years rise into the stratosphere
through convection, random drift, and the turbulent mixing of air in the lower
atmosphere; (3) CFC molecules in the stratosphere break down under the
influence of high-energy UV radiation. This releases highly reactive chlorine
atoms (Cl), as well as atoms of fluorine (F) and bromine (Br), all of which
accelerate the breakdown of O3 into O2 and O in a cyclic chain of chemical
reactions. As a result, ozone is destroyed faster than it forms in some parts of
the stratosphere; and (4) Each CFC molecule can last in the stratosphere for
65-385 years, depending on its type, During that time, each chlorine atom
released during the breakdown of CFC can convert hundreds of O 3 molecules
to O2.

The CFC industry led by DuPont was a powerful, well-funded adversary with a
lot of profits and jobs at stake. It attacked Rowland and Molina’s calculations
and conclusions. But the two researchers held their ground, expanded their
research, and explained their results to other scientists, elected officials, and
the media.
In 1987, the Montreal Protocol, an international treaty signed by several
countries to ban chlorofluorocarbons use was enforced. It validated the
landmark findings of both scientists.
In 1988, after 14 years of delaying tactics, DuPont officials acknowledged that
indeed CFCs were depleting the ozone layer, and they agreed to stop
producing them. They instead produced and sold higher-priced alternatives
that their chemists had developed.
In1995, Rowland and Molina were awarded the Nobel Prize in Chemistry for
their work on CFCs. During the awarding ceremony, the Royal Swedish
Committee of Sciences said that these two scientists contributed to “our
salvation from a global environmental problem that could have had catastrophic
consequences.”

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 In 2019, with the ongoing healing of the protective ozone, the United Nation
environment agency has reported that as far as some regions of the planet
were concerned, the ozone layer will be completely healed by the 2030’s. This
shows how the scientific works of the two environmental chemists in
atmospheric concerns can be of tremendous help in saving the future of the
world.
4. Rachel Carson (1907-1964)
Rachel Carson began her professional career as a biologist working for the
Bureau of U.S. Fisheries. In that capacity, she carried out research in
oceanography and marine biology and wrote articles and books about the
oceans and the environment.
In 1958, the commonly used pesticide Dichlorodiphenyltrichloroethane (DDT)
was sprayed to control mosquitoes near the home and private bird sanctuary
of one of Carson’s friends. After the spraying, her friend witnessed the
agonizing deaths of several birds. She begged Carson to find someone to
investigate the effects of pesticides on birds and other wildlife. Carson decided
to look into the issue herself. She reviewed the scientific literature and became
convinced that pesticides could harm wildlife and humans, and gathered further
information about the harmful effects of the widespread use of pesticides.
In 1962, she published her findings in
popular form in Silent Spring, a book whose
title warned of the potential silencing of
“robins, catbirds, doves, jays, wrens, and
scores of other bird voices” because of their
exposure to synthetic pesticides. Many
scientists, politicians, and policymakers
read Silent Spring and embraced it.
Chemical manufacturers understandably
saw the book as a serious threat to their
booming pesticide business, and they
mounted a campaign to discredit Carson. A
parade of critical reviewers and industry
scientists claimed that her book was full of
inaccuracies, made selective use of research findings, and failed to give a
balanced account of the benefits of pesticides.
During these intense attacks, Carson was a single mother and the sole
caretaker of an aged parent. She was also suffering from terminal breast
cancer. Yet she strongly defended her research and countered her critics. In
1964 about 18 months after the publication of Silent Spring she died without
knowing that many historians would consider her work to be an important

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 contribution to the modern environmental movement emerging in the United
States.
5. Sylvia Earle (Champion of the
Oceans)
Sylvia Earle is an oceanographer,
explorer, author and lecturer. For
decades, she has been a global
leader in publicizing the urgent
need to increase our
understanding of the global ocean
that helps support all life and to
protect much more of it from
harmful human activities. She
leads more than 100 ocean
research expeditions and has spent more than 7,000 hours underwater, either
diving or descending in research submarines to study ocean life.
Earle has also been the Chief Scientist of the U.S. National Oceanic and
Atmospheric Administration (NOAA) and she has founded three companies
devoted to developing submarines and other devices for deep-sea exploration
and research.
These days, Earle is leading a campaign to ignite public support for a global
network of Marine Protected Areas(MPAs), which she dubs “hope spots.” Her
goal is to help save and restore the oceans, which she calls “the blue heart of
the planet.” She says, “There is still time, but not a lot, to turn things around.”
6. Greta Thunberg
Thunberg is a young Swedish environmental activist who worked to address
the problem of climate change, founding
(2018) a movement known as Fridays for
Future or School Strike for Climate. Greta
was diagnosed with Asperger syndrome
which is characterized by abnormalities in
social interactions but with normal
intelligence and language development.
People with Asperger syndrome tend to
focus deeply on one idea or interest, and
Thunberg’s cause became climate
change. She first learned about the issue
when she was 8 years old, and within a few
years, she changed her own habits,
becoming a vegan and refusing to travel by

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 airplane since both livestock and airplanes emit a large amount of the gases
that contribute to global warming. Seeking to make a greater impact, Thunberg
attempted to spur lawmakers into addressing climate change. On Swedish
election 2018, she missed school to sit outside the country’s parliament with a
sign that stated: “Skolstrejk for Klimatet” (School Strike for Climate). Although
alone for the first day of the strike, she was joined each subsequent day by
more and more people, and her story garnered international attention. After the
election, Thunberg returned to school but continued to skip classes on Fridays
to strike, and these days were called Fridays for Future. Her action inspired
hundreds of thousands of students around the world to participate in their own
Fridays for Future. Strikes were held in such countries as Belgium, Canada,
the United States, the United Kingdom, Finland, Denmark, France, and
the Netherlands.

Elaborate

Who’s who in the Philippines? Make a portfolio of 10 men and 10 women

environmentalists in the country.

Evaluate

Name: Date:
Program and Section: Score:

Direction: Compose your own personal environmental creed that will guide you in your
journey in life and will make you as one of the men and women of the
environment.

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References

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Reece, J.B. (2018) Biology A Global Approach 11th Edition. Pearson
Education Limited. New York. 1270-1293 pp

Cunningham, W.P. and Saigo, B.W.,1995. Environmental Science. W.M.C.

Brown Publishers, New York, USA.

Krebs C.J.,1985, Ecology,Harper Collins Publishers.

Moran, J.M. and Morgan M.D.,1991, Meteorology–The Atmosphere and the

Science of Weather, MacMillan Publishing Company, New York.

Negi, B.S.,1991, Geography of Resources, Kedar Nath Ram Nath, Meerut.

Odum, E.P.,1996, Fundamentals of Ecology, Natraj Publishers, Dehradun.

Primack R.B. Concepts of biodiversity. (2008). Essentials of Conservation

Biology. Sinauer Associates, Sunderland MA: 260.

Rastogi, V.B.,1993, Environmental Biology and Biochemistry, Kedar Nath Ram

Nath,Meerut and Delhi.

Sharma, P.D.,1997, Ecology and Environment, Rastogi Publications, Meerut.

Singh, S.,1997, Physical-Geography, Prayag Pustak Bhavan, Allahabad.

Trivedi, P.R.,1999, Encyclopaedia of Ecology and Environment, 1-10, Indian

Instituteof Ecology and Environment, New Delhi.

Yadav, D. and Sharma, L.,2000, A Project Report, Biodiversity Characterisation

at Landscape Level Using Remote Sensing and GIS in Shimla District.
Indian Institute of Remote Sensing (MRS), Dehradun.

Internet Sources

https://www.youtube.com/watch?v=S_XhwQmpzoE
https://www.google.com/search?q=layers+of+the+environment&source
https://www.google.com/search?q=general+stryucture+of+trhe+earth&tbm
https://handygeography.wordpress.com/gcse/the-restless-earth-revision-
materials/structure-of-the-earth/#

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