Gs EMGTStudy Guide 12 S 2016

ENV IRONM EN TAL M AN AGE MEN T
Course Description
Environmental Management is anchored to the principles in Biology, the fundamentals of Ecology. This is a basic environmental science
course introducing students to the principles of the science of ecology necessary to understand the educational system. Immediate
environmental survey to school/ campus facilitates the understanding and appreciation of the dynamics of these living systems. A two session
Field Study/ FS in a school or school‘s immediate community is considered as an academic requirement of this course.
Course Objectives
The purpose of this course is to familiarize with the basic concepts in ecology. In its desirable context, science is an approach rather
than just a set of facts, the methods as well as principles of ecology will be emphasized. The major objective is to facilitate an understanding
of the fundamental patterns and processes in populations, communities and ecosystems, both as they occur naturally and as they have been
impacted by humans such as the school. The second objective is to increase skills in critical thinking and evaluation of common
misconceptions of the ideals of ecology, especially as these are used by the everyday living affecting the educational systems. Finally, to
create a new understanding of ecology with the immediate school/ community-environmental visits that will instill one‘s appreciation of the
earth as a living system. The field exploration through Field Studies is designed to build a positive outlook of the community and the living
system as community-driven initiatives. The Green School is the final package of the course.
Organization
The content of the lectures is divided into three basic sections. The first section (3 sessions) develops the underlying basic concepts
related to how one does ecology and the importance of evolution in ecological understanding and provides an overview of the large-scale
underlying patterns associated with life and living on earth. The second section (2 sessions) includes a discussion of environmental drivers
that affect much of what humans have. The third section (3 sessions) is the heart of ecology that examines population and community
dynamics. The final section (2 sessions) places all of the above ideas into the larger ecosystems context. In this part of the course, the FS
requirement is achieved according to what the academic discussions have required. An introduction to the Green School is the final package.
In the classroom, the organization will be founded on assigned readings and be followed-up by lecturettes. Supplemental video clip
presentations will make to cater multisensory learning. An integration of the Six Thinking Hats for the questions that will lead to reflections
will be made in the discussions. A reflection or reactionary for the in-text section is considered an output as supplement to the modular nature
associated by the study guide provided for independent study of the Green School.
1 | page /___ / Accomplished Date: _________________ Signature:____________________________

Negros Oriental Sate University Course Objectives Indicators
VISION: NEGROS ORIENTAL STATE UNIVERSITY
by 2016 is a dynamic higher education institution of
 To facilitate an understanding of the
fundamental patterns and processes
preference for the development of competitive,
productive, and world—class human capital. in populations, communities and
ecosystems as in educational systems,
MISSION: NEGROS ORIENTAL STATE UNIVERSITY both as they occur naturally and as  Accomplished Sessions Guide
passionately delivers quality instruction, fosters cutting they have been impacted by humans;
edge research, and encourages socially-responsive
community services through relevant and innovative
technologies.
GOALS: N O R S U Graduate School, a training  Accomplished Field Study Guide

ground for top-quality and technology-supported
individuals, a place for varied learning experiences,
field interaction, research activities and extension
services, a place to foster an environment conducive to
enhancing the quality of human life.
As the academic unit of advanced higher
education in Negros Oriental State University, the
Graduate School has the following goals:
1. Facilitate acquisition of a clearer and wider
perspective in one’s life and work, provide
advanced knowledge and information in
various individual disciplines, and enhance
one’s skills and expertise in the field of one’s
specialization;

2. Provide training for dynamic and effective
leadership in science, technology, government
service, business and industry, the various
professions, and other fields in response to the
agenda for change dictated by the constantly
unfolding challenges of modern life;
3. Encourage independent, intelligent and scientific To increase skills in critical thinking
thinking which is marked by a broad and evaluation of common
perspective, openness to new ideas and misconceptions of the ideals of
methods, familiarity with the latest ecology, especially as these are used
technological advances, thoroughness in by the everyday living in relation to
approaching problems of the human school campuses and immediate living
condition, and ability to adapt readily to systems;
change and changing situations;
4. Stimulate basic and applied research quality,
especially in identified priority areas for
regional and national development in
support of national efforts to evolve a culture
of quality, productivity and development in an
increasingly global context; and
5. Foster the development of a sound
philosophy of life, marked by a holistic
understanding of the intrinsic value of the
human individual; deep appreciation for the
highest social values; a firm commitment to
ethical imperatives; readiness to stand up for
justice and peace; sensitivity to the societal
To create a new understanding of
ecology with the immediate
and environmental needs of community,
environmental visits that will instill
country and the world; readiness to grapple
one‘s appreciation of living system;
intelligently with the new challenges of the
21st Century; and resolution to work for the and
enhancement of the quality of human life.

Course Grading System (%) Course Requirements Outcomes-Based
I. Session Guide 1 (20) Accomplished SG 1  Rubric for Output/ Session Guide
II. Session Guide 2 (20) Accomplished SG 2
 Rubric for Paper/ Presentation
III. Session Guide 3 (20) Accomplished SG 3
IV. Field Studies (40) Accomplished FS Paper and Presentation of the Field Studies
L E A R N I N G P L A N
CONTENT SPECIFIC STRATEGIES/ACTIVITIES VALUES ASSESSMENT/ TIME
OBJECTIVES and MATERIALS EVALUATION ALLOTMENT
1. To compare VMGO 1. Collaborative Activity for Rubric for Output – 1 session
1. COURSE The Values that
characterize the
of NORSU with the the: Poster Layout
PRELIMI- academic programs of
modern principles of Negros Oriental State
ecology through a
NARIES University are:
Kinship of mind and
collaborative poster heart for
layout by development
1.1. identifying 1.1. identification of NORSU Adaptability and
accountability in the
NORSU VMGO‘s VMGO‘s commitment to professions
commitment to environmental science Benchmarking with
environmental 1.2. classification of global standards and
practices
science environmental topics Industry and hard
1.2. classifying based unifying themes work for productivity
environmental of ecology Leadership in societal
transformation
topics based Interdependence with
unifying themes various stakeholders
of ecology 2. Production of the poster Nurturing desire for
harmony of man and
layout as output nature

1. COURSE PRELIMINARIES
After completing this lesson, you will be able to:
 relate the Vision-Mission-Goals of Negros Oriental State University Graduate School to environmental education;
 construct the principles, descriptions, and the concepts of environmental education; and
 build a conviction of NORSUnian education and stewardship of the environment.
1.1 THE NORSU GRADUATE SCHOOL VISION-MISSION-GOALS
VISION: NEGROS ORIENTAL STATE UNIVERSITY by 2016 is a dynamic higher education institution of preference for the development of competitive, productive, and
world—class human capital.
MISSION: NEGROS ORIENTAL STATE UNIVERSITY passionately delivers quality instruction, fosters cutting edge research, and encourages socially-responsive community
services through relevant and innovative technologies.
GOALS: N O R S U Graduate School, a training ground for top-quality and technology-supported individuals, a place for varied learning experiences, field interaction,
research activities and extension services, a place to foster an environment conducive to enhancing the quality of human life.
As the academic unit of advanced higher education in Negros Oriental State University, the Graduate School has the following goals:
1. Facilitate acquisition of a clearer and wider perspective in one’s life and work, provide advanced knowledge and information in various individual disciplines, and
enhance one’s skills and expertise in the field of one’s specialization;
2. Provide training for dynamic and effective leadership in science, technology, government service, business and industry, the various professions, and other fields in
response to the agenda for change dictated by the constantly unfolding challenges of modern life;
3. Encourage independent, intelligent and scientific thinking which is marked by a broad perspective, openness to new ideas and methods, familiarity with the latest
technological advances, thoroughness in approaching problems of the human condition, and ability to adapt readily to change and changing situations;
4. Stimulate basic and applied research quality, especially in identified priority areas for regional and national development in support of national efforts to evolve a
culture of quality, productivity and development in an increasingly global context; and
5. Foster the development of a sound philosophy of life, marked by a holistic understanding of the intrinsic value of the human individual; deep appreciation for the
highest social values; a firm commitment to ethical imperatives; readiness to stand up for justice and peace; sensitivity to the societal and environmental needs of
community, country and the world; readiness to grapple intelligently with the new challenges of the 21st Century; and resolution to work for the enhancement of the
quality of human life.

 1.1 INTEXT QUESTION: relate the Vision-Mission-Goals of Negros Oriental State University Graduate School to thrust of
environmental science
In three words, what is the NORSUnian commitment to the environmental education?
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1.2 THE UNIFYING THEMES IN ENVIRONMENTAL EDUCATION

The works of Mengak, M. T., et. al (2009) on Ecological Principles—A Unifying Theme in Environmental Education, eight general
ecological principles were adopted from Barrett, Peles, & Odum, (1997). In the study‘s abstract, using ecological principles to form the basis
of a succinct list of general environmental education(EE) standards will bring unity and strength to EE. Environmental education literature
supports theimportance of understanding general ecological principles, and general ecological concepts are prevalent inboth widely used and
locally adapted EE programs. In addition, an understanding of general ecological principles is included in both NSES (National Science
Education Standards) and NAAEE Guidelines for Excellence. This article presents an analysis of the frequency of ecological references in
several EE programsand discusses the implications of general ecological principles as a common thread in EE. Eventually, Table 1 contains a
brief description of each principle.
Table 1.2 Descriptions of the Eight Ecological Principles and Associated Concepts (Mengak, M. T., et. al: 2009)
PRINCIPLE DESCRIPTION ASSOCIATED CONCEPTS
1. Adaptation The way a life system looks or behaves is not random or accidental; rather it is the result of Evolution, Life History Patterns, Natural Selection, Survival, Predator-
changing to survive in a dynamic environment. Prey Interactions
2. Behavior Living systems evolve behavioral responses to stress and disturbances to enhance survival. Reproduction, Predator-Prey interactions, Dispersal, Survival
(humans and other animal
species), Pest Control (exotics, nuisance animals) Harvesting
3. Diversity Changes in environmental conditions over time have led to variety within each level of Competition, Land-Use Practices, Genetics, Survival, Fragmentation
organization.
4. Emergent Properties When different levels of organization are functioning together, new properties are created Complexity, Synthesis, Teamwork, Government
that were not operational at lower levels.
5. Energy Flow Energy cannot be created nor destroyed but it can change form. Energy quality is always Thermodynamics, Food Chains, Tropic Levels, Heat Exchange
degraded through transformation.
6. Growth &Development As organisms and systems increase in size, changes occur that allow survival. Growth rate Succession, Reproduction, Population Dynamics, Competition
slows as maximum capacity is met.
7. Limits There are limits to how much stress can be tolerated by living systems. Sustainability, Conservation, Disease, Natural Disaster, Agriculture,
Pollution
8. Regulation Energy is spent if a signal is sent to increase or decrease some function to maintain balance. Feedback Loops, Organismal Systems, Cybernetics


1.2 INTEXT QUESTION: construct the principles, descriptions, and the concepts of environmental education
Name two principles that can be related the NORSUnian commitment to environmental education.
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1.3 THINKING HATS FOR

ENVIRONMENTAL EDUCATION
It is a simple and effective system
that increases productivity (Edward De
Bono, 1985). There are six metaphorical
hats and each defines a certain type of
thinking. You can put on or take off one of
these hats to indicate the type of thinking
you are using. This putting on and taking
off is essential, because it allows you to
switch from one type of thinking to
another. When done in a group, everybody
should wear the same hat at the same
time. The principle behind the 'Six Thinking
Hats' is parallel thinking which ensures that
all the people in a meeting are focused on
and thinking about the same subject at the
same time. In this system, thinking is
divided into six categories with each
category identified with its own colored
metaphorical 'thinking hat'. Organizations
that use the 'Six Thinking Hats' system
report that their teams are more productive
and in general "happier and healthier".

Environmental Education can be viewed according to the six categories of Bono‘s Thinking Hats. The White Hat calls for information
known or needed, "The facts, just the facts." The Yellow Hat symbolizes brightness and optimism. You can explore the positives and probe for
value and benefit. The Black Hat signifies caution and critical thinking – do not overuse! Why something may not work? The Green Hat
focuses on creativity, possibilities, alternatives and new ideas. It is an opportunity to express new concepts and new perceptions – lateral
thinking could be used here The Blue Hat is used to manage the thinking process. It ensures that the 'Six Thinking Hats' guidelines are
observed. The Red Hat signifies feelings, hunches and intuition - the place where emotions are placed without explanation.
 1.3 INTEXT QUESTION: build a conviction of NORSUnian education and stewardship of the environment
How will you layout a poster expressing the NORSUnian commitment to environmental education?
Textual Explanation Sketch your Layout

POSTER EXPRESSING THE NORSUnian COMMITMENT TO ENVIRO NMENTAL EDUCATION

RUBRIC: POSTER EXPRESSING TH E NORSUnian COMMITMENT TO ENVIRO NMENTAL EDUCATION
Instructor‟s
CRITERIA 1 Unsatisfactory 2 Satisfactory 3 Very 4 Exemplary Self Rating TOTAL Comments
Satisfactory
rating
Illustrates Theme: Little to no illustration of Lacking detailed illustra- Somewhat detailed Thorough, detailed
THE NORSUnian COMMIT- theme and little or no tion of theme, lacking Illustration of theme and illustration of theme and
MENT TO ENVIRONMENTAL examples given detailed examples. few if any examples many detailed examples
EDUCATION given. given.
Content ‐ Accuracy There are no voting At least one accurate Two accurate facts At least three accurate
facts included on this voting fact is displayed about voting are dis- facts about voting
poster. on the poster. played on the poster. displayed on the poster.
Labels and Labels and graphics are Some labels and Almost all labels and All labels and graphics
too small to view. graphics can be read graphics can be read can be read from at
Graphic Clarity
from at least three feet from at least three feet least three feet away.
away. away.
Content ‐ Originality No original text or The text and graphics One or two elements of The text and graphics
graphics made by the are made by the text and graphics used used on the poster
student are included. student, but are based on the poster reflect reflect an exceptional
on the designs or ideas student creativity in their degree of student
of others. creation and/ or display. creativity in their
creation and/or display.
Graphics ‐ Relevance Graphics do not relate to All graphics relate to the All graphics are related All graphics are related
the topic OR several topic. Most borrowed to the topic and most to the topic and make it
Borrowed graphics do graphics have a source make it easier to under- easier to understand. All
not have a source citation. stand. All borrowed borrowed graphics have
citation. graphics have a source a source citation.
citation.
Spelling/ Grammar There are more than two There are two spelling or There is one spelling There are no spelling or
spelling to grammatical grammatical errors on or grammatical mistake grammatical mistakes
mistakes. the poster. on the poster. on the poster.
Mechanics There are more than two There are two errors in There is one error in Capitalization and
errors in capitalization or capitalization or capitalization or punctuation are correct
punctuation. punctuation. punctuation. throughout the poster.
Attractiveness The poster is distract- The poster is acceptably The poster is attractive The poster is except-
ingly messy or very attractive though it may in terms of design, ionally attractive in terms
poorly designed. be a bit messy. layout and neatness. of design, layout, and
It is not attractive. Color and space use neatness. The overall
is good but a little organization and use of
disorganized. color and space make
the poster interesting.

2. To relate human 2a. Video clip showing of Rubric for Output – 3 sessions
2. HUMAN
The Values that
characterize the
evolution and the the - academic programs Reflection
EVOLUTION environment by of Negros Oriental
building a publish- State University are:
AND THE able reflection on
Kinship of mind and
heart for
2.1 list the conditions, 2.1 unique conditions of the
ENVIRON- which make the earth for life support;
development
Adaptability and
MENT earth a unique

professions
planet for Benchmarking with
supporting life; global standards and
practices
2.2 describe the 2.2 sequence of evolution of Industry and hard
sequence of life; work for productivity
steps in the Leadership in
societal
origin and transformation
evolution of life Interdependence
prior to the with various
stakeholders
appearance of Nurturing desire for
humans; harmony of man and
2.3 enumerate the 2.3 biotic and abiotic nature
various biotic constituents of the
and abiotic environment; and
constituents of
the environment;
2.4 list the natural 2.4 natural resources obtained
resources from the environment.
obtained from
the environment;

2. HUMAN 2b. To discuss the 2b. Open-Space strategy on The Values that Rubric for Output – 3 sessions
characterize the
EVOLUTION characteristics of the the - academic programs Reflection
AND THE evolving human of Negros Oriental
ENVIRONMENT society State University are:
Kinship of mind and
2.5 describe the 2.5 primitive society and food, heart for
interaction and nomadic lifestyle development
between Adaptability and
primitive society professions
and environment Benchmarking with
in terms of food global standards and
practices
gathering, food Industry and hard
hunting and work for productivity
nomadic life; 2.6 primitive human and use of Leadership in
societal
2.6 describe the tools tools, and discovery of transformation
used by primitive fire Interdependence
humans, with various
stakeholders
discovery of fire Nurturing desire for
and settled harmony of man and
living; 2.7 origin and evolution of nature
2.7 discuss the origin agriculture and
and evolution of domestication
agriculture
including
domestication of
animals;

2. HUMAN 2b. To discuss the 2b. Open-Space strategy on The Values that Rubric for Output – 3 sessions
characterize the
EVOLUTION characteristics of the the – academic programs Reflection
AND THE evolving human of Negros Oriental
ENVIRONMENT society State University are:
Kinship of mind and
2.8 explain how 2.8 the growth of heart for
industrialization industrialization and development
began that led to exploitation of natural Adaptability and
the growth of resources; and professions
industrialization Benchmarking with
and exploitation global standards and
practices
of natural Industry and hard
resources; work for productivity
Leadership in
societal
2c. To view the 2. view the animated film transformation
animated film that on the concept of “ Tragedy Interdependence
aid to of the Commons” with various
stakeholders
2.9 relate the concept 2.9 relate the concept of ― Nurturing desire for
of ― Tragedy of Tragedy of the harmony of man and
the Commons‖ Commons‖ nature
2.10re-write the
concept of ― 2.10re-write the concept of
Tragedy of the ―Tragedy of the
Commons‖ Commons‖ in a
publishable article.

2. HUMAN EVOLUTION AND THE ENVIRONMENT
After studying this lesson, you will be able to:
 list the conditions, which make the earth a unique planet for supporting life;
 describe the sequence of steps in the origin and evolution of life prior to the appearance of humans;
 enumerate the various biotic and abiotic constituents of the environment;
 list the natural resources obtained from the environment;
 describe the interaction between primitive society and environment in terms of food gathering, food hunting and
nomadic life;
 describe the tools used by primitive humans, discovery of fire and settled living;
 discuss the origin and evolution of agriculture including domestication of animals;
 explain how industrialization began that led to the growth of industrialization and exploitation of natural resources;
 relate the concept of “ Tragedy of the Commons” to environmental biology; and
 re-write the concept of “ Tragedy of the Commons” in publishable article.
2.1 EARTH–THE UNIQUE PLANET WHICH SUSTAINS LIFE
The earth with its blue skies, vast oceans and lush green forests is the home to wide variety of organisms. It has its own unique
atmosphere. The atmosphere also helps to regulate the ambient (surrounding) temperature which is suitable for supporting life. If you could
dig a deep hole into earth the deeper you go, the hotter it becomes. At the depth of about eight km it is hot enough to roast a human body.
About 32 km deep you would reach the part of earth which is called mantle. This is made of hard rock. The center or core of the earth is
approximately 6,400 km from the surface having a temperature close to 5000ºC. Much of the earth‘s core is hot liquid.

As you already know, once every 24 hours, the
earth rotates on its axis like a spinning top. So the day
and night cycle is of 24 hours. A planet‘s axis is an
imaginary line passing through the center of the planet.
The earth not only rotates around its axis but also
revolves around the sun. The earth completes one full
circle around the sun or completes one orbit of the sun
in 365¼ days. An orbit is the path along which a planet
moves around the sun. While earth revolves around the
sun, moon orbits the earth. The moon completes one
orbit in 27.33 days. The moon, as we know today, is
without water and air and life. From the space, the earth
looks like a beautiful bright bluish planet because of its
blue oceans.
In our solar system, earth is the only planet which
is known to sustain life. Only earth has air and water to
support life. Earth is the only planet known to sustain
life. Scientists do not know of any other planet in the
universe besides the earth, where there is life. There are
hundreds of stars in the universe and they have planets
orbiting round them. But whether the necessary
conditions to support life exist there is not known. Earth
has the following unique conditions which have enabled
it to sustain life.
Conditions necessary for sustaining life
Presence of water. During the evolution of the earth, water vapor in the primitive atmosphere condensed into liquid water. This gave
rise to the formation of oceans, rivers and other fresh water bodies. Three-fourth of earth‘s surface is covered with water. Water is a universal
solvent and life originated in water. Two thirds of a living organism consists of water and 90 percent of cell content is also water. Biochemical
reactions in living organisms require an aqueous medium. Therefore, water is important for the survival of living organisms.
Atmosphere. The earth is enveloped by a gaseous atmosphere that supports life. The earth‘s atmosphere consists of nitrogen (78%)
and oxygen (21%), small amounts of carbon dioxide, water vapor, ozone and rare gases like argon, neon etc. Oxygen from the atmosphere is

used by the living organisms during respiration. Oxygen is necessary to oxidize food for liberating energy required for various activities in the
living organisms. Green plants utilize carbon dioxide from the atmosphere during photosynthesis.
Temperature. The average temperature of the earth is 16ºC. This is the most comfortable temperature for the living organisms to
survive.
Buffering capacity of earth. The most unique feature of the earth is its buffering action due to which a neutral pH (pH-7) is
maintained in the soil and water bodies. The neutral pH is congenial for the survival and sustenance of living organisms. Earth gets light from
the sun, the star nearest to earth, approximately 150 km away. It is the ultimate source of energy.

2.1 INTEXT QUESTIONS: list the conditions, which make the earth a unique planet for supporting life
1. Why does the day and night cycle consist of only 24 hours?
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2. If you were to view earth from space, which color would earth reflect?
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3. List the conditions that make earth a unique planet.
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4. How does the earth get energy?
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5. Why oxygen is essential for life?
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2.2 EVOLUTION OF LIFE PRIOR TO THE
APPEARANCE OF HUMAN BEINGS
To begin with, conditions on earth were
inhospitable for life. Gases of the primitive
atmosphere were primarily methane, ammonia,
carbon dioxide and hydrogen. Water vapor filled the
atmosphere but there was no free oxygen. It was
thus a reducing atmosphere on primitive earth and
no life existed.
Biological evolution- from the simple
organisms to complex organisms
As earth cooled, water vapor condensed to
form liquid water. Rains poured to form water
bodies on earth. The molecules of life were formed
in the water. From the molecules of the life evolved
bacteria, the earliest and simplest organisms. The
oldest fossils of bacteria which were the first living
organisms on earth have been found in rocks that
are 3-5 billion years old. For almost two billion
years, different kinds of bacteria lived on earth. One
of these evolved a green pigment called chlorophyll.
These chlorophyll-containing bacteria used carbon
dioxide and water and released oxygen through
photosynthesis and started accumulating in the
atmosphere.
Continued photosynthesis by such bacteria
progressively accumulated oxygen in the
atmosphere. Thus the atmosphere gradually
transformed from reducing to oxidizing. At one
point of time oxygen content in the atmosphere
become 21%. Such changes served as a big trigger
for biological evolution to begin and progress and this led to the invasion of land by living organism. As time passed, protists evolved from
bacteria. Both bacteria and protists are unicellular. Then came multicellular organisms, the fungi followed by plants and animals. Today the
diversity of living organisms is comprised of five kingdoms of life - Monera, Protista, Fungi, Plantae and Animalia.
 2.2 INTEXT QUESTIONS: describe the sequence of steps in the origin and evolution of life prior to the appearance of humans
1. What is biological evolution?
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2. Characterize the gases that were found in the primitive atmosphere.
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3. Describe the earliest organisms that evolved on earth?
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4. How did oxygen come into atmosphere?
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5. Give examples the five kingdoms of life.
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2.3 CHARACTERIZATION OF THE ENVIRONMENT
Every living organism is constantly interacting with its
environment comprised of air, light, water, land or substratum
and the various kinds of living organisms. The environment
may be defined as the surroundings or conditions in
which an organismlives or operates. The environment
broadly includes living and non-living components.
Abiotic components
Light – Sunlight provides energy. Green plants utilize
sun light for photosynthesis for synthesizing food for
themselves as well as all other living organisms.
Rainfall –Water is essential for all living beings.
Majority of biochemical reactions take place in an aqueous
medium. Water helps to regulate body temperature. Further,
water bodies form the habitat for many aquatic plants and
animals.
Temperature– Temperature is a critical factor of the
environment which greatly influences survival of organisms.
Organisms can tolerate only a certain range of temperature
and humidity.
Atmosphere - The earth‘s atmosphere is made of 21%
oxygen, 78% nitrogen and0.038% carbon dioxide. The rest of
the air is inert gases (0.93% Argon, Neon etc).
Substratum- Organisms may be terrestrial or aquatic.
Land is covered by soil and a wide variety of microbes,
protozoa, fungi and small animals (invertebrates) thrive in it.
Roots of plants pierce through the soil to tap water and
nutrients. Terrestrial animals live on land. Aquatic plants,
animals and microbes live in fresh water as well as in the sea.
Some microbes live even in hot water vents under the sea.
Biotic components

Green Plants – Prepare food through photosynthesis for all living organisms.
Animals – Individuals of the same species occur in a particular type of habitat. They also live with other species. One species forms
food for another. Micro-organisms and fungi decompose dead plants and animals releasing nutrients locked in bodies of dead organisms for
reuse by the growing plants.
Living organisms, therefore, need both abiotic and biotic components of the environment for survival. A delicately balanced relationship
between living organisms and their environment is critically important for their survival.
 2.3 INTEXT QUESTIONS: enumerate the various biotic and abiotic constituents of the environment
1. Define environment.
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2. Name its biotic components.
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3. List its abiotic components.
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4. Differentiate a plant from an animal.
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5. In a sentence, mention why environmental degradation should be prevented.
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2.4 NATURAL RESOURCES AVAILABLE IN THE ENVIRONMENT
Primitive humans interacted with environment for survival. As humans became more and more cultured, they devised means of using
environmental resources for making life comfortable and protecting themselves from various environmental stresses (danger).
Abiotic resources
Abiotic resources are the physical resources of nature that are described below.
Land: Many organisms including humans live on land. Land forms just approximately 29% of earth‘s surface includes mountains,
rocks, deserts, swamps, forests and grasslands. Humans use land for growing crops that provide them with food. They also need land to build
shelters, roads and cattle sheds. The need for land usage is steadily growing. To cater to the needs of the growing population, urbanization
and industrialization, land is being used for building dams, flyovers, subways and factories. Land resources are fast diminishing.
Water: The natural water bodies include oceans, seas, and surface water bodies such as rivers, lakes, waterfalls and ponds. Almost
80% of the earth‘s fresh water remains frozen at higher latitude and on mountains tops. Only 20% is available in liquid form. The primary
source of water on land is the rainfall. Water is an essential requirement of all living beings. Water is required for irrigation of agricultural
crops; industries; building construction; culture of fish, prawn, aquatic plants (aquaculture); drinking, bathing, cleaning, washing, gardening,
pottery making etc. Water though a naturally replenishable resource, but overuse and wastage of water is leading to its scarcity.
Energy: The prime source of energy is solar radiation. Primitive humans used firewood and cattle dung and other animal wastes for
heating and cooking. Oil extracted from seeds and fish was used by them to light caves and shelters. Another major source of energy is fossil
fuel such as coal. Coal as you know has been formed from vegetation which grew millions of years ago, fell and got trapped in sediments.
Under immense pressure and intense heat for years, tress and vegetation burned in sediments transformed into coal. Coal is used as a fuel
for cooking, for running locomotives, furnaces industries and generating electricity. Coal is also used for extraction of metals and minerals and
in thermal power generation.
Petroleum and natural gas are also fossil fuels. Petroleum probably originated from marine animals that lived during past geological
periods, just as coal was formed from vegetation. Petroleum and natural gas are obtained from deep inside the earth and they are non-
renewable energy resources. Petroleum products are used for running automobiles, steamers, airplanes and for making plastics and fertilizers.
Petrol and diesel are refined petroleum products. You might have heard about CNG (compressed natural gas), which is now being used to run
automobiles and considered to be a relatively clean fuel. Natural gas and diesel are used for electricity generation. LPG (Liquid Petroleum Gas)
comes in cylinders or through pipes and is used as fuel for cooking. Petroleum is also called mineral oil. Like petroleum, natural gas is a
mixture of gaseous hydrocarbons.
Energy is also harnessed from sun (solar energy), wind (wind energy), animal excreta (biogas), sea (tidal energy) and
radioactive minerals (nuclear energy).
Metal ores or minerals: Metal ores are chemical compounds (salts) of metal such as Aluminum, iron, copper, lead, zinc, manganese
etc. These ores are found as deposits in earth. Aluminum is used to make utensils, parts of vehicles, aircraft, and spacecraft. Iron and its

alloys are used for making armaments, heavy machinery, railway engines, railway lines and a wide variety of articles . . Copper is used for
making industrial containers, electric wire and also used in electronic and telecommunication industries. Alloys such as brass and bronze
contain copper. However, the availability of metal ores is limited and their increasing mining depletes them fast. Silver, gold and platinum are
among the precious metals used and treasured by humans.
Biotic resources (living natural resources)
Biotic resources include plants, animals and microorganisms.
Plants: The natural food resources included in human diet are the various cereals, legumes, vegetables and fruits. Humans cultivate
plants to obtain good grains, pulses, spices, vegetables, fruits, sugar and oil. Fiber yielding plants are grown to humans obtain cotton, jute
and flex etc. Flowers of various kinds are cultivated for ornamental purposes. Some plants having medicinal value have been extensively used
from time immemorial. Industrial raw materials such as rubber, resins, wood are irreplaceable plant products.
Animals: Goat, fish, eggs, poultry, prawns and crabs are source of food for human beings. Horses, bullocks, elephant, oxen, camels,
donkeys, yaks etc. are used for transportation as draught animals. Yaks and sheep yield wool for woolens. Silk worm are grown for silk.
Microorganisms: provides antibiotics. Their use in fermentation and in breweries is an age old practice. Microbes are responsible for
processing waste and dead plants and animals.
The environmental resources provide humans, substances for survival, entertainment, maintenance, decoration and for several other
purposes. Butfor how long? On the one hand natural resources are fast depleting because of overexploitation by humans. Subsequently, earth
is becoming a big dumping ground for waste generated by the activities of the fast growing human population. This is fast becoming cause
for deterioration of human, animal and plant life.
 2.4 INTEXT QUESTIONS: list the natural resources obtained from the environment
1. Name two natural resources without which life cannot exist.
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2. State two uses each for (i) land and (ii) metals are used by humans.
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3. What are the sources of energy?
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4. State two uses of animals for humans.
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5. What are the roles of microorganisms?
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2.5 RELATIONSHIP BETWEEN PRIMITIVE HUMAN SOCIETY AND ENVIRONMENT

Human beings have lived on earth for approximately more than 2 million years. Records of primitive humans and their activities are
buried in the rocks along with their fossils. The fossil records show not only depicts the various stages of human evolution but also the life
style and behavior of primitive humans.
Story of human evolution
When human evolution began, forests had dwindled because of glaciation. Much of the land surface was however, still covered by
forest. The common ancestors of apes and humans had to come down from trees where they lived. They walked on all fours on the ground
using all four limbs. Recent molecular studies have revealed that from common ancestors, evolution of apes (chimpanzee, gorilla, gibbon and
orangutan) and that of humans diverged about 6 million years ago.The earliest human ancestors, the Australopithecines which walked
upright, evolved around 3.5 million years ago in South Africa. They made tools with various materials.
Australopithecines gave rise to Homo habilis, probably around 2 million years ago. These human ancestors had ape like long arms
but larger brain than the apes. The next stage, Homo erectus, is supposed to have existed between 1.5 million years to 200,000 years ago.
Their fossils have been found in China (Peking man), Java (Java man), Germany (Heidelberg man). This suggests that they evolved in Africa
and then spread to Asia and Europe. Their brain size was intermediate between apes and humans.

Also they had heavy ridges above eyes like the apes. Homo erectus made stone axes. Next to evolve from Homo erectus, were the
Neanderthal man (Homo sapiens neandertalensis) but they belonged to the same species as do the modern humans Homosapiens.
Remains of Neanderthals have been found in Europe, Asia and Africa. They fashioned a large variety of well-made tools and were successful
hunters. For almost about 35,000 years,
Homo sapiens sapiens or modern
humans are the only living human
species.
Primitive humans as „hunters-
gatherers‟ and nomads
Primitive humans lived in forests,
near water bodies such as rivers and
lakes located on the edges of forests.
Their main preoccupation in life was to
―procure food‖. Their diet consisted of
seeds, roots and fruits of plants and
small animals which they killed with tools
they made from pebbles and stones.
They roamed in the forests in search of
food during the day and returned to the
caves at sunset to save themselves from
the attack of wild animals. Walking on
hind limbs, primitive humans were free to
use their hands to - uproot plants for
edible roots; pluck fruits and vegetables;
pick up pebbles from banks of rivers and
stones from other places and make tools
from them; and hunt animals, skin them
and then eat them.
Thus primitive humans were
‗hunters and gatherers‘. They lived in
groups of 20 to 30 and apart from

collecting plant food; they collected eggs of birds and caught fish. They hunted animals with pebble and stone tools. Women hunted small
animals and collected fruits and seeds from trees. Males hunted big animals. Primitive humans also ate turtles, oysters and mussels. There is
evidence to show that primitive humans shared food and also gathered knowledge about edible plants, ripening seasons of fruits, animal dens
and methods of capturing wild animals.
Primitive humans, the ‗hunters and gatherers‘ moved from place to place as foragers. They led a nomadic life. As nomads, they roamed
large and distant areas. They had no permanent abode. They lived near riverbeds where plants and animals were abundant. They also lived in
caves. As they moved along, they left behind their stone and bone implements.
 2.5 INTEXT QUESTIONS: describe the interaction between primitive society and environment in termsof food gathering, food
hunting and nomadic life
1. Name the first stage of human evolution.
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2. When did the „modern humans‟ evolve?
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3. What do you mean by “hunters and gatherers”? Answer in one sentence.
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4. Where did primitive humans live?
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5. State the advantage of their being able to walk on their two feet?
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2.6 TOOL MAKING BY PRIMITIVE HUMANS, DISCOVERY OF FIRE AND SETTLED LIFE
The gathering of food from plants and hunting animals served as stimuli for making a variety of tools. There is evidence that
australopithecines made tools probably to (i) drive away wild animals and (ii) hunt animals for food. Pebble tools have been found in fossil
sites of australopithecines in Africa.
Homo erectus made better tools with stones and the tradition of making tools passed on to Homo sapiens neandertalensis or
Neanderthal man as well as to Homo sapiens sapiens or modern man. Tools of Homo erectus were flint tools and the rocks they used for
making tools were quartz, quartzite and other volcanic rocks. The stone hand axes that Homo erectus made had sharp edges which were
achieved by hammering and chipping away flake after flake with a piece of bone or hard wood. They were far superior to pebble tools (of
Australopithecines and Homo habilis) and could easily uproot edible roots and other plant parts from the ground. The sharp edges could
cut up animal prey and skin it. The wooden spears and bone daggers that they made helped to hunt animals as large as elephants, horses,
rhinoceros and giant baboons.
Tools of the Neanderthals
The techniques of tool making and the tools of the Neanderthals were more advanced. The idea of chipping out flakes from flint stones
was already known and they used an antler, bone, wooden hammer and hammer stone to chip off uniform flakes from the rock. They also
made knives, pins, needles and fishhooks and harpoons with bones. Neanderthals, like their predecessors did cooperative hunting and killed
large animals like elephants (mammoths), woolly rhinoceros, bison, wild horses, bear, wild cattle and wild boars. They were called ‗big game
hunters‘. There is evidence of that they used spear like tools that could be hurled at animals from a distance. Tools made by primitive humans
from stones ushered in the Neolithic or New Stone Age. The tools were more grand and polished but their use diminished as humans
stepped into the ―age of agriculture‖.
Use of Fire
The primitive human Homo erectus, discovered fire more than 200,000 years ago. Discovery of fire had a profound influence on their
life style. Primitive humans used fire for various purposes. They realized that use of fire also enabled them to colonize the colder parts of the
earth and meat becomes tender when cooked in fire, making it more digestible. Fire was also used to scare away dangerous animals.
Fire brought about ―cultural evolution‖ of humans as well as increasing exploitation of natural resources.
Beginnings of Settled Life
The ―hunters and gatherers‖ finally began to give up nomadic life. By this time they had moved over and dispersed to many parts of the
world probably as ―foragers‖ (searchers of food). Their temporary shelters, as you have learnt, were the caves in mountains. From an
archaeological study, it is clear that foragers lived in temporary oval hut like shelters which they often covered with plants. Once tools were
improved, fire discovered and cultivation of fields begun, humans started settling down. They made shelters and lived in groups.

2.6 INTEXT QUESTIONS:describe the tools used by primitive humans, discovery of fire and settled living
1. Characterize survival of Australopithecines
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2. With what did primitive humans make tools?
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3. State two uses of these tools.
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4. State two uses of fire by primitive humans.
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5. Describe the settled life of primitive humans.
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2.7 ORIGIN OF AGRICULTURE AND DOMESTICATION OF ANIMALS

You have learnt that lives of primitive humans depended largely on the availability of food. They had small families which included
children and grandchildren. They roamed forests for food and lived in caves. Man, the hunter was dependent on his luck in chasing, and
hunting, as also on the abundance of animals.
As humans built temporary shelters and began to stay together for three to four months at a place, they discovered that seeds of fruits
and grains thrown in front of their huts sprouted into saplings. Intelligent beings as they were, they realized that instead of foraging they can
grow food plants for themselves. Around 12,000 years ago human learnt to cultivatecrops. Cultivation also attracted animals, which they could
trap for eating. This idea of agriculture for getting continuous and relatively stable food supply led to the formation of a ―primitive agricultural

society‖ about 10,000 years ago. As time passed, humans learnt to use metal tools for agriculture and used plant and animal residues as
manure. They also began irrigation of their cultivated fields. Thus, evolved the so-called ―agro-horticultural societies‖ were established. Soon
in fertile valleys, food became surplus through continuous cultivation. Humans also began domestication of animals and raising cattle. The
first domesticated animal was the dog. They also maintained fisheries. Further improvement in cultivation and domestication of animals
encouraged human settlements by the river banks and valleys. Thus primitive ―agrarian society‖ evolved and practiced traditional agriculture.
Domestication of animals
These primitive humans needed to till the land for farming and to move from place to place so they started using bullocks to till the
land and many some other animals such as camels, elephants, bullocks etc. were used to transport humans and their wares from one place to
another. The animals used for carrying goods from one place to another are called ―draught animals‖. Early humans also reared animals for
food such as the goat, sheep, and pig, deer, and poultry birds and kept them with them. Once humans became permanent settlers, their
population began to increase. Natural resources got depleted, and then arose the need to get material from outside. Also culturally they
moved one step further and their requirement for clothes, ornaments and agricultural implements etc. increased. Those not directly involved
in farming became craftsmen. Surplus agricultural produce was bartered for non-essential goods such as pottery ornaments etc.
Invention of the Wheel
Earliest humans walked to go from one place to another. But traveling by feet was slow and took very long time. So they used mules
and camels to carry them. No one knows exactly who invented wheel. But people were using it around 5000 years ago in Iraq, Syria, and
Turkey etc. The first wheels were probably round slices of log. The logs could roll objects on a plank of wood kept on the logs. The first
wheeled vehicle was a chariot which was a two wheeled cart pulled by donkeys and then by horses. Greeks and Romans used them when
fighting wars. The discovery of the wheel was prior to the making of metal tools. By about 3000 BC wheels made of logs were being used in
primitive carts. The solid wooden wheels were used for other purposes too, such as by the potters to mold earthen and terracotta pots around
1000 BC.Wooden wheels were heavy and once metals were discovered, metal wheels with spokes replaced wooden wheels as they were
much lighter and stronger.
 INTEXT QUESTIONS discuss the origin of agriculture including domestication of animals

1. According to an archaeological study, how did foragers live?
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___________________________________________________________________________________________________________________

2. When was primitive agricultural society formed?
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3. Which were the first domesticated animals?
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4. Name three draught animals.
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5. When and where was wheel invented?
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2.8 BEGINNING OF INDUSTRIALIZATION

A more secure food supply and improved diet made agricultural communities move to new lands for farming. It also led to a substantial
increase in population. Some people became miners. They mined flint to make flint axes. Thus growth of agriculture was accompanied by
growth of tool making that provided crude agricultural implements. The earliest indications of industrialization were the engineering in wood
and stone that primitive men undertook. It was unspecialized and required hard labor. To mine flint from rocks, miners used deer antlers and
shovels made from shoulder blades of cattle. They worked by the light using small lamps made from hollowed pieces of chalk containing
animal fat and wicks made of moss. Flint (a type of rock) axes were important for farmers for clearing dense forest land to raise their crops.
Stone axes were used to fell trees. Thus making wheels, constructing buildings, mining ores to make tools and ornaments were towards
industrialization.
Discovery of Metal
Humans discovered that copper, iron, bronze made stronger tools. This discovery brought humans out of the Stone Age and marked
the beginnings of industrial revolution. The potters were using high temperature kilns or ovens to fire their wares. Accidentally they
discovered that lumps of gold and copper also melted at high temperature and could be molded into shape. So the metal smiths discovered
that intense heat could extract copper from metal bearing ore buried in rocks. this process is now called ‗smelting‘. The use of metal was first

discovered in Iran and Turkey approximately 8000 years ago. The early use of copper and gold was for making ornaments. Two thousand
years later, human began to make copper axes and weapons with sharp cutting edges. Soon smiths mixed metals and produced bronze from
copper and tin. This alloy was harder and easier to cast into knives and axes. By 2500 BC, bronze became the dominant metal. From 1000 BC,
farmers had better axes, sickles and knives. Carpenters also had better tools.
From Bronze Age to Iron Age
From 7th and 6th century BC, humans began to use iron to make weapons and found it to be much superior to bronze. By 1200 BC,
western Asia (Iran, Turkey etc.) had come out of the Bronze Age and entered into the Iron Age. Iron tools and weapons replaced those made
from bronze.
Factors that Led to Industrialization
Several factors were responsible for the growth of industrialization.
Technical development: The discovery of metals for making better tools and weapons initiated technology.
Economic development: (i) The establishment of agrarian societies engaged people in selling surplus produce or bartering it. This
made them economically sound. (ii) In the agrarian society, people got busy with occupations other than agriculture.
Invention of wheel: This led to faster transportation and marked the beginning of the transportation industry. Not so long ago
man traveled by bullock carts. Today the car, the bus, the train and above all the airplane are a common sight.
Beginning of mining: It was related to unearthing flint. Later ores containing copper, iron, and aluminum are mined. This led to the
formation of mining industry. Mining of mineral and fossil fuels like coal and natural gas are common even today.
Agriculture: Agriculture began with primitive humans. But today agriculture furnishes means of livelihood for millions of people. They
produce food, fibers and raw materials for industry. Modern farming methods have produced food for teeming millions. Agriculture itself has
become an industry. It has also led to the formation of food industry so much so that even readymade breakfasts are now available.
Bronze Age and Iron Age: Bronze age and Iron age and the discovery of fire much earlier led to the making of machine tool
industry. Machines for making synthetic cloth, for printing cloth ushered in textile industry.
Language: Human are the only animals endowed with a developed capacity for speech. Spoken communication led to development of
language. Language helped in working in groups which enhanced the pace of economic development. Thus not one but several factors led to
industrialization.
Exploitation of Natural Resources
Since human beings first evolved they have been completely dependent on forests and their produce. Seeds, fruits and wild animals
living in the forest constituted the diet of primitive humans. Leaves, branches and bark were used as clothes and pebbles, stones and bones
of dead animals were used as weapons. Forests were cut down to make agricultural fields. They produced enough food and developed
shelters and this lead to a sizeable increase in the population. More mouths to feed and to be provided with facilities. With advancement of
civilization and growth of urban culture forests were wiped out from large areas of forest. Trees were felled for wood, for making shelters,

carts for transportation, etc. and also as a source of fuel. With the discovery of fire, more wood was needed for cooking. Humans began to
mine not only coal for fuel but also ores of metals to make wheels and ornaments etc. Initially the damage was not so great. After the
industrial revolution, in the last 400 years, forests, the original habitat of humans, have dwindled at an alarming rate; wild life has been
threatened to extinction. Some wild animals have vanished. Pollution from industries has made the air impure and water bodies full of filth.
The association between primitive humans and the environment in which they lived was one of fear and respect. As humans became more
and more ‗civilized‘ and created innovative newer technology, the treasured natural resources such as the soil, the forest, the minerals,
metals, the air, the water, plants and animals were increasingly overexploited. Coupled with the exploitation was the enormous increase in
human population. In the last decade, environmentalists have made alarming discoveries. Environmental resources are limited and fast
getting depleted due to over exploitation. Pollution of air, water and land caused by human activities is posing serious threat to human
survival and well-being.The relationship between human and their environment has changed specially since the beginning of industrial
revolution. It has become confrontational and the consequences have already started surfacing. You will learn more about environment
degradation in the next lesson.
 2.8 INTEXT QUESTIONS explain how industrialization began that led to the growth of industrialization
and exploitation of natural resources
1. List some steps towards industrialization.
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___________________________________________________________________________________________________________________
2. Which metals were discovered by the primitive humans?
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3. List four factors those led to growth of industrialization.
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___________________________________________________________________________________________________________________

4. What is the impact of industrialization upon nature.
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___________________________________________________________________________________________________________________
5. To what extent the natural resources are exploited?
___________________________________________________________________________________________________________________
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2.9 “THE TRAGEDY OF THE COMMONS”

Ecologist Garrett Hardin's "tragedy of the commons" (Hardin, 1968) has proven a useful concept for understanding how we have come
to be at the brink of numerous environmental catastrophes, some short-term or place-based environmental crises, others global ecological
dilemmas or long-term energy and resource descents. In short, people's collective behavior does sometimes cause civilization-threatening
situations. Such maladaptive behavior is not initiated by malicious outside forces or individual misunderstandings, but rather results from the
apparently appropriate and innocent decisions of individuals and small groups, acting intentionally and often alone.
If we were to take only Hardin's perspective, it would be easy to despair of the destructiveness and unsustainability of human behavior.
For his perspective suggests that frustratingly unreasonable behavior is the standard operating procedure for our species.
However, such despair comes from having far too narrow a view of human nature. Thus, it benefits our understanding of these issues to take
a broader perspective on human nature, one that draws from the full range of social science discoveries and insights.
We can start by correctly defining the problem being faced: a central issue here is whether human nature leads inexorably to unsustainable
outcomes. The answer is a straightforward no. Although we are certainly capable of and do have a history filled with maladaptive behavior
(e.g., tragedy of the commons, resource over-consumption, ecological overshoot), such behavior is not our default operating condition and it
is not inevitable.
The challenge then is to specify the conditions under which humans behave more reasonably. This is a centuries-old psychological
quest. Social science research continues to address this challenge and a great many new findings from a wide variety of academic disciplines
supports our taking a decidedly optimistic view of human nature (Clayton and Myers, 2009; De Young, 2011;Kaplan and Kaplan, 2009). While
this empirical research is ongoing, there are nonetheless numerous valid and useful findings to report.
- See more at: http://www-personal.umich.edu/~rdeyoung/tragedy.html#sthash.SynRnSxq.dpuf

"The Tragedy of the Commons," Garrett Hardin, Science, 162(1968):1243-1248.
At the end of a thoughtful article on the future of nuclear war, J.B. Wiesner and H.F. York concluded that: "Both sides in the arms
race are…confronted by the dilemma of steadily increasing military power and steadily decreasing national security. It is our
considered professional judgment that this dilemma has no technical solution. If the great powers continue to look for solutions in the
area of science and technology only, the result will be to worsen the situation.'' [1]
I would like to focus your attention not on the subject of the article (national security in a nuclear world) but on the kind of
conclusion they reached, namely that there is no technical solution to the problem. An implicit and almost universal assumption of
discussions published in professional and semi-popular scientific journals is that the problem under discussion has a technical solution.
A technical solution may be defined as one that requires a change only in the techniques of the natural sciences, demanding little or
nothing in the way of change in human values or ideas of morality.
In our day (though not in earlier times) technical solutions are always welcome. Because of previous failures in prophecy, it takes
courage to assert that a desired technical solution is not possible. Wiesner and York exhibited this courage; publishing in a science
journal, they insisted that the solution to the problem was not to be found in the natural sciences. They cautiously qualified their
statement with the phrase, "It is our considered professional judgment...." Whether they were right or not is not the concern of the
present article. Rather, the concern here is with the important concept of a class of human problems which can be called "no technical
solution problems," and more specifically, with the identification and discussion of one of these.
It is easy to show that the class is not a null class. Recall the game of tick-tack-toe. Consider the problem, "How can I win the game
of tick-tack-toe?" It is well known that I cannot, if I assume (in keeping with the conventions of game theory) that my opponent
understands the game perfectly. Put another way, there is no "technical solution" to the problem. I can win only by giving a radical
meaning to the word "win." I can hit my opponent over the head; or I can falsify the records. Every way in which I "win" involves, in
some sense, an abandonment of the game, as we intuitively understand it. (I can also, of course, openly abandon the game — refuse to
play it. This is what most adults do.)
The class of "no technical solution problems" has members. My thesis is that the "population problem," as conventionally
conceived, is a member of this class. How it is conventionally conceived needs some comment. It is fair to say that most people who
anguish over the population problem are trying to find a way to avoid the evils of overpopulation without relinquishing any of the
privileges they now enjoy. They think that farming the seas or developing new strains of wheat will solve the problem —
technologically. I try to show here that the solution they seek cannot be found. The population problem cannot be solved in a technical
way, any more than can the problem of winning the game of tick-tack-toe.
Notes1.J. B. Wiesner and H. F. York, Scientific American 211 (No. 4), 27 (1964).
Source: http://www.constitution.org/cmt/tragcomm.htm

2.10 ECOLOGICAL IMPLICATION: „TRAGEDY OF THE COMMONS‟
Hardin‘s parable involves a pasture "open to all." He asks us to imagine the grazing of animals on a common ground. Individuals are
motivated to add to their flocks to increase personal wealth. Yet, every animal added to the total degrades the commons a small amount.
Although the degradation for each additional animal is small relative to the gain in wealth for the owner, if all owners follow this pattern the
commons will ultimately be destroyed. And, assuming rational actors, each owner ads to their flock:
Therein is the tragedy. Each man is locked into a system that compels him to increase his herd without limit - in a
world that is limited. Ruin is the destination toward which all men rush, each pursuing his own interest in a society
that believes in the freedom of the commons. (Hardin, 1968)
Despite its initial reception as revolutionary, Hardin‘s tragedy was not, in fact, a new discovery: its intellectual roots trace back to Aristotle
who noted that "what is common to the greatest number has the least care bestowed upon it" (see Ostrom 1990) as well as to Hobbes and
his leviathan (see Feeny et al., 1990). More recently William Forster Lloyd identified in 1833 the problems resulting from property owned in
common (1977). Yet if all that was at stake here was grazing land in the 1800's this would be an issue for historians alone. Hardin's useful
insight was to recognize that this concept applies in its broader sense to a great many modern environmental problems (e.g., overgrazing on
federal lands, acid precipitation, ocean dumping, atmospheric carbon dioxide discharges, draw down of fossil aquifers, firewood crises in less
developed countries, over-fishing, over-population). Simply stated, this is a serious social dilemma - an instance where individual rational
behavior (i.e., acting to maximize personal short-term gain) can cause long-range harm to the environment, others and ultimately oneself.
- See more at: http://www-personal.umich.edu/~rdeyoung/tragedy.html#sthash.SynRnSxq.dpuf
 2.9/2.10 INTEXT QUESTION: relate the concept of ―Tragedy of the Commons‖ to environmental biology; and re-write the concept
of ―Tragedy of the Commons‖ in publishable article.
What do you think of “Tragedy of the Commons”? Provide an outline of ideas.
________________________________________________________________________________________
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REFLECTIVE ESSAY ON THE ECOLOGICAL IMPLICATIONS OF THE “TRAGEDY OF THE COMMONS”

RUBRIC: REFLECTIVE ESSAY ON THE ECOLOGICAL IMPLICATIONS OF THE “TRAGEDY OF THE COMMONS”
Self Instructor‟s
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Depth of Response demonstrates a
lack of reflection on, or
Response demonstrates a
minimal reflection on, and
Response demonstrates a
general reflection on, and
Response demonstrates an
in-depth reflection on, and
Reflection personalization of, the personalization of, the personalization of, the personalization of, the
theories, concepts, and/ or theories, concepts, and/or theories, concepts, and/or theories, concepts, and/or
strategies presented in the strategies pre-sented in the strategies pre-sented in the strategies presented in the
course materials to date. course materials to date. course materials to date. course materials to date.
Viewpoints and interpret- Viewpoints and interpret- View-points and Viewpoints and interpret-
tations are missing, inap- tations are unsupported or interpretations are tations are insightful and well
propriate, and/or unsup- supported with flawed supported. Appro-priate supported. Clear, detailed
ported. Examples, when arguments. Examples, when examples are provided, as examples are provided, as
applicable, are not applicable, are not provided applicable. applicable.
provided. or are irrelevant to the
assignment.
Required Response
essential
excludes
components
Response is missing some
components and/or does not
Response includes all
components and meets all
Response includes all
components and meets or
Components and/or does not address fully meet the requirements requirements indicated in exceeds all requirements
the requirements indica- indicated in the instructions. the instructions. Each indicated in the instructions.
ted in the instructions. Some questions or parts of question or part of the Each question or part of the
Many parts of the the assignment are not assignment is addressed. assignment is addressed
assignment are address- addressed. Some attach- All attach-ments and/or thoroughly. All attachments
ed minimally, inade- ments and additional additional documents are and/or additional documents
quately, and/or not at all. documents, if required, are included, as required. are included, as required
missing or unsuitable for the
purpose of the assignment.
Structure Writing is unclear and
disorganized. Thoughts
Writing is unclear and/ or
disorganized. Thoughts are
Writing is mostly clear,
concise, well organized
Writing is clear, concise, and
well organized with excellent
ramble and make little not expressed in a logical with good sentence/ pa- sentence/ paragraph
sense. There are manner. There are more than ragraph construction. construction. Thoughts are
numerous spelling, gram- five spelling, grammar, or Thoughts are expressed in expressed in a coherent and
mar, or syntax errors syntax errors per page of a coherent, logical manner. logical manner. There are no
throughout the response. writing. There are no more than more than three spelling,
five spelling, grammar, or grammar, or syntax errors
syntax errors per page of per page of writing.
writing.
Response shows no evi- Response shows little evi- Response shows evi- Response shows strong
Evidence and dence of synthesis of ideas dence of synthesis of ideas dence of synthesis of ideas evidence of synthesis of
Practice presented and in-sights presented and insights presented and insights ideas presented and insights
gained throughout the gained throughout the entire gained through-out the gained throughout the entire
entire course. No course. Few imply-cations of entire course. The course. The implications of
implications for the res- these insights for the implications of these these insights for the
pondent's overall teach-ing respondent's overall teaching insights for the respon- respondent's overall
practice are pre-sented, as practice are pre-sented, as dent's overall teaching teaching practice are
applicable. applicable. practice are presented, as thoroughly detailed, as
applicable. applicable.

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ENV IRONM EN TAL M AN AGE MEN T

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GOALS: N O R S U Graduate School, a training  Accomplished Field Study Guide

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1.2 THE UNIFYING THEMES IN ENVIRONMENTAL EDUCATION

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1.3 THINKING HATS FOR

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Textual Explanation Sketch your Layout

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MENT earth a unique

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2.5 RELATIONSHIP BETWEEN PRIMITIVE HUMAN SOCIETY AND ENVIRONMENT

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2.7 ORIGIN OF AGRICULTURE AND DOMESTICATION OF ANIMALS

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 INTEXT QUESTIONS discuss the origin of agriculture including domestication of animals

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2.8 BEGINNING OF INDUSTRIALIZATION

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2.9 “THE TRAGEDY OF THE COMMONS”

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