NOT

9
Science
Quarter 1 - Module 5:
Biodiversity and Evolution

Department of Education ● Republic of the Philippines

Science- Grade 9
Alternative Delivery Mode
Quarter 1, Wk 5 - Module 5: Biodiversity and Evolution
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalty.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

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copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.

Published by the Department of Education – Division of Iligan City

Schools Division Superintendent: Roy AngeloL. Gazo, PhD.,CESO V

Development Team of the Module

Authors: Liezel C. Sanchez, Honey Grace T. Engresial
Content Editors: Elvie S. Tiin, Juliet Abrinica, Shiela J. Paragoso
Language Editor: Sheryl Jane P. Silang
Reviewer:
Illustrator and Layout Artist: Chris Sagarino, May D. Arapoc

Management Team
Chairperson: Roy Angelo E. Gazo, PhD, CESO V
Schools Division Superintendent

Co-Chairpersons: Nimfa R. Lago,PhD, CESE

AssistantSchools Division Superintendent

Members: Henry B. Abueva OIC-CID Chief

Ann Q. Solijon, EPS-Science
Sherlita L. Daguisonan, LRMS Manager
Meriam S. Otarra, PDO II
Charlotte D. Quidlat, Librarian II
Printed in the Philippines by
Department of Education – Division of Iligan City
Office Address: General Aguinaldo, St., Iligan City
Telefax: (063)221-6069
E-mail Address: iligan.city@deped.gov.ph
 9
Science
Quarter 1- Module 5:
Biodiversity and Evolution

This instructional material was collaboratively developed and

reviewed by select teachers, school heads, Education Program Supervisor
in Science of the Department of Education - Division of Iligan City. We
encourage teachers and other education stakeholders to email their
feedback, comments, and recommendations to the Department of
Education-Iligan City Division at iligan.city@deped.gov.ph or Telefax:
(063)221-6069.

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

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 Table of Contents

What This Module is About ....................................................................................................................... i

What I Need to Know .................................................................................................................................. i
How to Learn from this Module .............................................................................................................. ii
Icons of this Module ................................................................................................................................... ii

What I Know .................................................................................................................................................iv

Lesson 1:
The Physical Environment and Population in an Ecosystem ...................................... 1
What I Need to Know..................................................................................................... 1
What‟s In............................................................................................................................ 1
What‟s New ...................................................................................................................... 1
What Is It ........................................................................................................................... 3
What‟s More ..................................................................................................................... 5
What I Have Learned..................................................................................................... 6
What I Can Do ................................................................................................................. 7

Lesson 2:
Environmental Issues and Concerns .............................................................................. 9
What I Need to Know..................................................................................................... 9
What‟s In............................................................................................................................ 9
What‟s New ................................................................................................................... 10
What Is It ........................................................................................................................ 11
What‟s More ................................................................................................................... 13
What I Have Learned ………………………………………………………….14
What I Can Do .............................................................................................................. 15

Summary ...................................................................................................................... 16
Assessment: (Post-Test) ............................................................................................. 17
Key to Answers ...................................................................................................................................... 19
References ............................................................................................................................................... 23
What This Module is About
Introductory Message
Welcome to the Science 9 Alternative Delivery Mode (ADM) Module on Biodiversity and
Evolution.

To the teachers:

The primary objective of this module is to engage learners in simple lessons and
activities that will help them to explore concepts and skills related to biodiversity and evolution.
As a facilitator, it is your primary goal to assist them in achieving the learning competency they
needed through guiding, monitoring, and evaluating their outputs based on the content and
requirements of this module. Also, you are expected to guide and orient the learners and
parents in using this one. The lessons in this module are arranged to follow the standard
sequence of the course.
The following are the lessons contained in this module:
● Lesson 1 - The Physical Environment and Population in an Ecosystem
● Lesson 2 - Environmental Issues and Concerns

To the parents:

The purpose of this module can never be achieved without your help. As our partner in
providing quality education, your support, encouragement, and guidance are very much needed.
Since education must continue, please support your children by monitoring their activities and
by providing flexible learning schedules at home and preparing comfortable learning spaces for
them to accomplish their tasks easily and effectively. Since you are there to guide them, please
do not forget to encourage your children to learn and work independently.

To the learners:

This module was written and designed for you to understand further the concepts of
biodiversity and evolution. The contents of this module help you to think creatively, analyze or
solve problems, and make decisions for you to protect the environment, conserve resources,
and maintain the quality of life. Have fun and enjoy answering all the activities provided for you.
Please read, understand, and follow all the instructions in the activities for you to be guided on
what to do.

What I Need to Know

At the end of this module, you should be able to:

1. Relate species extinction to the failure of populations of organisms to adapt to

abrupt changes in the environment (S9LT-Ie-f-30).
i
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What‟s In This part connects previous lesson with that
of the current one.

What‟s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What‟s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

ii
 Assessment This task aims to evaluate your level of mastery
in achieving the learning competency.

Additional Activities This portion offers another activity to enrich your

knowledge or skill of the lesson learned. This
also promotes retention of learned concepts.

Answer Key This contains all of the answers to all exercises

found in this module.

At the end of this module you will also find:

References This previews the list of all sources used in

developing this module.

Guidelines and Reminders

The following are some guidelines and reminders to remember when using this module:
1. Use this module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Do not forget to answer the What I Know section before moving on to the next
activities included in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks found in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!

- From the Science 9 Module Development

Team

iii
 What I Know (Pre-test)

Multiple Choice. Select the letter of the best answer from among the given choices.
Write your answer on the space provided.
_____1. Biodiversity is a short term for ____________.
a. biological diversity c. biological diverse
b. biological diversified d. bio diversified
_____ 2. Environments always have both living and _________.
a. non-living factors c. biogeochemical cycles
b. nutrients d. ecosystem
_____3. The ocean is the __________ ecosystem in the world.
a. shortest c. largest
b. smallest d. longest
_____4. Abiotic factors are non-living things which determine the survival of an organism.
Which of the following items is an abiotic factor?
a. habitat c. temperature
b. food d. organism
_____5. Biodiversity can affect the ________ of ecosystems and the _________ of
populations.
a. sustainability ; stability c. stability ; sustainability
b. life ; existence d. existence; life
_____6. The environmental conditions that keep a population from increasing in size and
help balance ecosystems is called ________.
a. limiting factor c. abiotic factor
b. biotic factor d. environmental factor
_____7. Biodiversity and the survival of ecosystems have a direct proportional relationship.
This means that if biodiversity will increase, the chances of survival will also
_______.
a. decrease c. increase then decrease
b. increase d. cannot be determined
_____8. Trees in the forest compete for limited resources like space, sunlight and soil
nutrients. Some small plants like grasses and shrubs can‟t grow well therefore,
population decreases. Which limiting factor greatly affects the population of
grasses and shrubs in the forest ecosystem?
a. space c. soil nutrients
b. sunlight d. altitude
_____9. The main source/s of oceanic pollution is/are
a. plastics, volcanic ashes, nitric oxide c. oil, ozone, methane
b. detergent, nitric oxide, oil d. petroleum, oil, detergent
_____10. Where do all water pollutants eventually end up?
a. streams c. oceans
b. rivers d. lakes
_____11. The air pollutants responsible for acid rain are
a. Nitric Oxide (NO) and Aluminum (Al)
b. Methane (CH4) and Carbon Dioxide (CO2)
c. Ozone (O3) and Chlorofluorocarbons (CFCs)
d. Sulfur dioxide (SO2) and Nitrogen Oxides (NOx)
_____12. Which of the following items is the major cause of wildlife depletion?
a. pollution c. overfishing
b. deforestation d. eutrophication
_____13. How is the forest ecosystem affected when trees are cut down?
a. Nutrients are lost in the soil.
b. Animals who depend on forests lose their shelter and food.
c. Oxygen will no longer be available for everyone.
d. There will be available space for humans in building houses and other
infrastructures.
iv
_____14. What does eutrophication mean?
a. Forests are cleared to make the land available for other purposes.
b. People collect, capture, or harvest marine organisms such as coral reefs,
fish, sea turtles, and others in a large quantity.
c. The weakening or death of trees caused by Nitrogen Oxides (NOx) and
Sulfur dioxide (SO2) that reacts with water, oxygen, and other chemicals in
the atmosphere.
d. An increase of organic nutrients brought about by the chemicals and
garbage thrown into the bodies of water which stimulates the growth of
algae and in turn, lessens the available oxygen for other aquatic animals.
_____15. The following are consequences of water pollution EXCEPT
a. infectious diseases
b. oversupply of plant nutrients
c. accumulation of toxic chemicals
d. increased dissolved oxygen for marine life

v
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 The Physical Environment and
Lesson Population in an Ecosystem
1
What I Need to Know

At the end of the lesson, you will be able to:

1. explain the importance of biodiversity;

2. enumerate the different limiting factors in the environment; and
3. calculate population density.

What’s In

In Grade 8, you have learned about the concept of species, classification of

organisms using the hierarchical taxonomic system, and the advantage of high biodiversity
in maintaining the stability of an ecosystem. At present, more than a million organisms have
been identified and named while many more are being discovered every year. Just recently,
foreign and local researchers have found that the diversity of reptiles and amphibians in the
Northern Philippines is even greater than what has been known and identified.
What happens to a community when its species diversity is reduced? Species
diversity refers to the different kinds of organisms. It consists of a large number and all
different kinds, shapes, colors, and sizes of organisms that inhabit the Earth. It includes the
smallest and the simplest bacterium (pl. bacteria) to the complex, bigger, brightly colored
flower or fish.
In any ecosystem, organisms need a balanced environment. A balanced ecosystem
is one in which all living and nonliving things are interacting successfully. If any part of the
ecosystem is disturbed, other parts will also be disturbed. Does the loss of biodiversity affect
an ecosystem‟s ability to sustain the species that remain or to perform specific functions that
may contribute to the needs of that ecosystem?

What’s New

Are we lucky in the Philippines? Why do you think so?

Based on the geographical location of the Philippines, it has a high number of

different flora (plants) and fauna (animals). Because of our ideal location in the tropics, our
country is rich in different species in which some are considered endemic. The presence of
varied life forms makes the Philippines one of the countries in the world which has
biologically diverse ecosystems. But due to the continuous exploitation of our natural
resources brought about by the demands of increasing human population, some of the
plants and animal species are already in their endangered state. There are also several
environmental problems - both natural and man-made activities become a threat to
biodiversity.
 1
An ecosystem is a community of organisms interacting with the physical
environment. It has two (2) components which include biotic (living) and abiotic (non-living)
components. To continuously survive, organisms depend on their surroundings. In an
ecosystem, organisms need a balanced environment. In a balanced ecosystem, all
organisms interact successfully in a place where there is enough supply of non-living
components to sustain life.
What will happen to the organisms in an ecosystem, if there are not enough non-
living components like water, soil, sunlight, and air present? What will happen to the
ecosystem if the organisms are not in their state of balance or equilibrium? Limiting factors
are usually expressed as a lack of a particular resource. The factors can be biotic or abiotic
that affect an ecosystem and the organisms in it. In activity 1, you will find out the different
classification of limiting factors in our ecosystem.

Activity 1: Build Me Up Before You Go

Objective:
At the end of the activity, you are expected to:
1. classify the limiting factors in an environment.

Materials:
Activity Sheet
Ballpen

Procedure:
1. Given inside the box are the limiting factors in our environment. Your task is to write
down the limiting factors and determine its classification on the space provided on its
respective columns. The first item was done as an example.

COMPETITION FOOD SHELTER SPACE ORGANISM

PREY WATER TEMPERATURE ALTITUDE SUNLIGHT

LIMITING FACTOR CLASSIFICATION

(ABIOTIC FACTOR/BIOTIC FACTOR)

1. SUNLIGHT ABIOTIC FACTOR

2. _________ _______________
3. _________ _______________
4. _________ _______________
5. _________ _______________
6. _________ _______________
7. _________ _______________
8. _________ _______________
9. _________ _______________
10. _________ _______________

2. Choose three (3) abiotic limiting factors and briefly explain its importance in the
environment. Provide examples for each.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
 2
3. Choose two (2) biotic limiting factors and briefly explain its importance in the
environment. Provide examples for each.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

What Is It

The various portions of the ecosystem interact with each other. Changes to one part
are impacting other parts. When all the individuals of the same species die, the place of that
species in the area is lost forever. This is due to the limiting factors present in the
environment.
A limiting factor is a resource or environmental condition which limits the growth,
distribution, or abundance of organisms within an ecosystem. These factors can either be
biotic or abiotic. Biotic limiting factors include food, mates, and competition with other
organisms for resources. Space, temperature, shelter, altitude, and amount of sunlight
available in an environment are considered abiotic limiting factors. For instance, if there are
not enough food to feed a large population of consumers, then food becomes a limiting
factor. Moreover, if there is not enough space in a lake for a large number of fishes, then
space becomes a limiting factor. The limiting factors determine the carrying capacity of a
habitat. Carrying capacity refers to the maximum size of the population it can support. If an
organism, group, or population does not have enough resources to sustain it, individuals will
die through starvation, or they will fail to produce offspring. Does it affect the biodiversity in
an ecosystem?
Biodiversity is a compound word derived from „biological diversity‟. It refers to the
variety of life in the area. Look at the pictures shown below (figure 1 and 2). Which of the
following figures represent an ecosystem with high biodiversity? What made you say that it
has high biodiversity? What are the different species of organisms present? How does an
abiotic factor like water help the organism in that ecosystem? Which figure represents low
biodiversity? How can you tell that it has low biodiversity? What species dominates in the
area? What will happen to the population of organisms if a certain plant disease will strike?

Photo adapted from the Science 9-Learner‟s Module Photo courtesy of Honey Grace T. Engresial taken last May 28, 2020
 Figure 1. Tubbataha Reef Figure 2. Banana Plantation

Is high biodiversity more advantageous than low biodiversity? What are the various
threats that are considered causes of the loss of biodiversity?

3
In Grade 8, you have learned that population refers to the number of organisms of
the same species living in a certain area. Groups of different populations consist of
a community. Communities with many different species (high biodiversity) will be able to
withstand environmental changes better than communities with only a few species (low
biodiversity). An increase in biodiversity also increases the adaptability of the ecosystem to
changing environmental conditions; thus, increasing the population density (number of
individuals in an area). This means that high biodiversity also increases the survival of
organisms in an ecosystem.
Many factors affect the loss of biodiversity. Low biodiversity can lead to species
extinction. This includes habitat destruction, overexploitation, environmental conditions like
global warming and climate change, pollution, and competition due to limited resources.
When the population of a species decreases rapidly, the species is considered threatened.
A species is considered endangered when its population is very low. Extinction occurs
when the last members of that species die. How about endangered species? Below are
examples of endangered and threatened species in the Philippines.

Photo adapted from the Science 9 Photo courtesy of Honey Grace T. Engresial Photo adapted from the Science 9
Photo adapted from the Science 9 Photo courtesy ofDecember
Honey Grace
15, T. Engresial Learner‟s
Retreived from Module
www.wallpaperflare.com on
Learner‟s Module taken last 2019
Learner‟s Module taken last December 15, 2019 May 25, 2020 at 7:00 pm

Figure 3. Tarsier Figure 4. Philippine Eagle Figure 5. Dugong

Do you know a species that is already extinct nowadays aside from dinosaurs? Have
you heard this idiomatic expression, “You‟re dead as a dodo!”? If your answer is yes, do you
have an idea what does it mean? This expression means “no longer alive or existing”. Do
you know what a dodo is? Let me tell you a short story of species extinction where a dodo is
the main character.

The dodo bird, Raphus cucullatus,

thrived the Mauritius island located in the Indian
Ocean. It lived and nested on the ground, and
lived undisturbed for so long. since there were
no serious threat on the island, diversity of bird
Retrieved from http://www.davidreilly.com/dodo/gallery.html
species increased in the thick forests of the
on May 28, 2020 at 7:00 pm island
In 1505, Mauritius island was inhabited by Portuguese and quickly became a
stopover for ships engaged in the spice trade. The dodo bird which weighed approximately
50 pounds, became the sailors‟ source of fresh meat. A significant number of dodo birds
were killed for food. Later, when the island was utilized as Dutch‟s penal colony, pigs, rats,
and monkeys along with the convicts were brought to the island. The rats, pigs, and
monkeys made the dodo birds‟ eggs that nested on the ground vulnerable.
Both the human exploitation and introduction of invasive species significantly
decreased the population of dodo bird. The once abundant dodo bird in Mauritius island
became rare bird after 100 years of human invasion. The last dodo bird was killed in 1681.

4
What do you understand upon reading the story? Who do you think is to be blamed
for the extinction of dodo birds? What is the factor that greatly affects its extinction? Why?
To address these questions, work on the next activity. You will understand how organisms
responds in local conditions by estimating their population distribution.

What’s More

Activity 2. Measuring Population Density

Objective:
At the end of the activity, you are expected to:
1. calculate population density.

Materials:
Ruler, Paper, Pencil

Bermuda grass Cogon grass Makahiya plant

Figure 6. Population Distribution of Plants

Procedure:
1. Study the three (3) patterns of population distribution (Bermuda, Cogon and
Makahiya) as shown in the Figure above. Solve for the area (A= L x W) given that the
Length is 20cm and Width is 20cm.
2. Count the number of organisms in each population and record it on the table given
below.
3. Using the given formula below, compute for the density of each population.

DENSITY= number of individuals

size of the area

Table 1. Population Density

Population Name Number of Organisms Population Density
Bermuda Grass
Cogon Grass
 Makahiya Plant

Guide Questions:
Q1. Compare the distribution patterns of the three (3) populations.
Q2. Which population has the greatest density?
Q3. What are the possible causes for the difference in population density?

5
Q4. What are the factors that could change the density of each population?
Q5. Describe how a population‟s density can be used to learn about the needs and
characteristics of that population.

In the next activity, you will make a graphic display that will show the relationship
between biodiversity, limiting factors and other factors affecting population growth and size.

What I Have Learned

Activity 3. Connect and Complete Me!

Objective:
At the end of the activity, you are expected to:
1. create a graphic organizer about biodiversity.

Materials:
Activity Sheet, Ballpen / Pencil

Direction: Complete the concept map. Choose your answer from the box below.

Climate Change Organisms Temperature Food

Biodiversity Habitat Destruction Ecosystem Life

Overexploitation Survival Limiting Factors Biotic

Abiotic Sunlight Soil Nutrients Altitude

6
 You have learned already the varied factors that may affects biodiversity resulting to
the increase or decrease rate of population in a certain community. To estimate the amount
of species abundance in your community, you will work on the next activity. You are tasked
to examine a Quadrat Sampling. It is a basic method which organisms in a certain sample
of the habitat are counted directly.

What I Can Do

Activity 4: Quadrat Sampling while Staying at Home

Objective:
At the end of the activity, you are expected to:
1. calculate the abundance of different species in a quadrat.

Materials: Prepared Grassland Quadrat containing organisms, Activity sheet, paper,

Ball pen/Pencil
Procedure:
1. Suppose you go outside to do quadrat sampling in a nearby grassland.
2. Your quadrat has a total of 25 quadrants. Each quadrant has a length of 50cm and its
width is 50 cm. The area of each quadrant is A= L X W (50cm x 50 cm)= 2500 cm2
3. Study the patterns of the population distribution of the given species as shown in
Figure 7 below.
4. Name the given species in each quadrant and count the number of individuals per
species.

Figure 7. Grassland Quadrat

7
 5. Compute the density of each population by filling out the table below. The first
quadrant was done as an example.

Number of Total Number Density

Name of Species
Quadrant Individual of Individuals D=Total number of individuals per quadrant
Present
per Species per Quadrant Size of an area
D= 5
Carabao Grass 4 2
1 5 2500cm
Ant 1 D=0.002/cm
2

2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

Guide Questions:
Q6. Which species dominates in your entire quadrat?
Q7. Which species had least number in your entire quadrat?
Q8. What are the limiting factors that could affect the distribution of each population in your
quadrat?
Q9. Choose one limiting factor and explain how this factor greatly affects the population of
species in your quadrat.

8
 Environmental Issues and
Lesson Concerns
2
What I Need to Know

For a moment, think about the following questions. What is your role in preserving
the balance in the ecosystem? What can you do to prevent the destruction of our
environment and how are you going to conserve our natural resources and biodiversity?
Find out the answers to these questions as go through the pages of this lesson. At the end
of the lesson, you are expected to:

1. identify the different environmental issues and factors disrupting the ecological
balance; and
2. provide solutions to different environmental problems.

What’s In

In the previous lesson, you have learned that in an ecosystem, the biotic and abiotic
factors are interdependent with one another. Therefore, if one factor is removed, the whole
system will be affected. In an ecosystem, there are various forms of limiting factors – which
can either be biotic and abiotic, that limit the growth, distribution, or abundance of
organisms.
What is the relationship between the limiting factor and carrying capacity? Carrying
capacity as you have known is the maximum population size of organisms that the
environment can support. The environment‟s carrying capacity will depend on the presence
of limiting factors.
You have also discovered the concepts of biodiversity and its importance to us.
Biodiversity, also known as biological diversity, refers to the variety of living organisms
present on Earth which includes the diverse species of plants, animals, and microorganisms.
These different life forms maintain ecological balance. Without biodiversity, ecological
processes such as photosynthesis, respiration, energy flows, environmental cycles,
reproduction, and decomposition will never occur.
Biodiversity also provides us with unlimited resources. Because we depend too much
on it, we have already forgotten our role in conserving it. The sad part is, biodiversity is
continuously threatened over the years due to the many factors related to human activities.
Can you think of human activities that contribute to the loss of biodiversity? In what way
does humans disrupt the ecological balance? Find out the answers to these questions as
you go through the next lesson of this module.

9
 What’s New

Over the past years, our environment keeps on changing. Many landscapes were
converted into buildings, expressways, parks, and subdivisions. Along the beaches, you can
see lots of resorts, restaurants, cafes, and other commercial establishments. Every day, our
natural resources are continuously utilized for food, shelter, clothing, electricity, and fuel to
support our needs. We keep on searching for comfortable living without thinking we are already
destroying the environment.
How about in your community? Have you observed any changes? Do these changes
affect your community? To answer these questions, work on the activity given below.

Activity 1. My Home, My Community, My Environment

Objectives:
At the end of the activity, you are expected to:
1. identify different environmental problems present in your community; and
2. give the effects of these environmental problems to the ecosystem.

Procedures:
1. Kindly evaluate the community where you live. On the response column, mark check ()
under YES if the statement is true to your community and NO if it is not.

Response
Statement
YES NO

1. Burning of garbage is present everywhere.

2. The air we breathe is polluted.

3. Natural ecosystems are found in our locality.

4. There is continuous logging activity in our area.

5. Overfishing activity can be seen anywhere.

6. Solid waste segregation is implemented.

7. Gardening and tree planting activities are practiced.

8. Factories, plants, and other commercial establishments are present in

our community.

9. Hills are being converted to subdivisions and residential areas.

10. Farm soils are acidic because inorganic fertilizers are being used.

11. We always experience floods when heavy rains pour.

12. Poultries, piggeries, and agricultural centers are present.

13. We use compost pits in dumping our garbage and other wastes.

14. Garbage is found in our yards and roads.

15. Community clean-ups are conducted every week or month.

10
 2. Based on your evaluation on the community where you live, list down at least three (3)
environmental problems present in your community. Write also the effects that these
problems can create on the ecosystem. Use the table below as your guide.

Environmental problems in my Community Effects to the Ecosystem

What Is It

Environmental Issues and Concerns

Many human activities disturb the balance in the ecosystem. Examples of these are
pollution, deforestation, wildlife depletion, and destruction of coastal resources. All of these
result in ecological imbalance. Ecological imbalance happens when there is a disturbance
which is either natural or man-made disturbance that disrupts the balance of an ecosystem.

Pollution

What can you say about the picture below? What do you think is its effect on the
ecosystem?

Pollution is one of the most

evident environmental issues we are
currently facing. Pollution is the
addition of contaminants or harmful
substances into a natural environment.
These contaminants are considered
pollutants and can damage the quality
of the air we breathe and the water we
drink.
The major types of pollution are
air and water pollution. Air pollution
happens when solid, liquid, and gas
particles are dispersed into the air.
Both man-made and natural activities
contribute to air pollution. The burning
of fossil fuels, exhaust from the
vehicles and factories, burning of plastics, and agricultural activities are some of the man-made
activities which contribute to air pollution. Wildfires and volcanic ashes are also sources of air
pollutants.
Nitrogen Oxides (NOx) and Sulfur dioxide (SO2) emitted by coal plants, factories, electric
power generators, and vehicles contribute to acid rain. These substances react with water
molecules, oxygen, and other chemicals in the atmosphere which produces acid. Acid rain
cannot harm humans directly, but it is more harmful to plants and other animals. Nutrients and
minerals that are needed by the plants to grow are removed through the acid rain. It can cause
the weakening or death of trees. Aluminum is released from the soil because of acid rain. When
raining, this aluminum will soon reach rivers, streams, lakes, and oceans which are harmful to
aquatic plants and animals.
 11
Because of the increasing number of people, the disposal of wastes becomes a
problem. When wastes are not disposed of properly, these will reach the grasslands, streams,
rivers, lakes, and oceans. Domestic and industrial wastes such as oils, chemicals, plastics, and
agricultural wastes are the main causes of water pollution. Polluted water is no longer safe for
drinking and swimming. On the other hand, when there is an increase of organic nutrients
brought about by the chemicals and garbage thrown into the bodies of water, this stimulates the
growth of algae and in turn, lessens the available oxygen for other aquatic animals. When
oxygen is no longer available, aquatic organisms will die. Water quality and clarity will also be
affected. This process is called eutrophication.

Deforestation
Deforestation happens when
forests are cleared to make the land
available for other purposes. The
problem is, trees are continually cut
down, including the young ones,
without replacing it. The loss of habitat
of other living organisms, increased
levels of greenhouse gases, soil
erosion, and flooding are some of the
effects of deforestation.
In the Philippines, a practice
known as the kaingin system is used
by farmers for farming. In this method,
the forest is set on fire to clear the area
for cultivation. If the burning is
uncontrolled, this will lead to forest
fires.

Wildlife depletion

One of our natural resources is the wildlife. Wildlife plays an important role in ecological
balance. Among the famous Philippine wildlife is the monkey-eating eagle, which is now
considered critically endangered. Hunting and trapping, taking animals for profit, killing them,
and destroying their habitats through deforestation are ways on how human beings harm or
destroy wildlife species.

Destruction of coastal resources

Aside from pollution,
overharvesting, the use of explosives
and chemicals, and the conversion of
coastal areas into resorts and
residential areas greatly affect marine
organisms and their habitats.
Overharvesting or overfishing
happens when people collect, capture,
or harvest marine organisms such as
coral reefs, fish, sea turtles, and others
in a large quantity. On the other hand,
dynamite fishing, cyanide fishing,
and muro-ami fishing as the known
illegal fishing methods used in the
Philippines kill plenty of marine animals
and destroy coral reefs.
 12
These activities are very harmful and can reduce the number of marine organisms.
When the population of marine organisms is reduced, the food web in a marine ecosystem is
greatly affected.
Coastal areas are one of the tourist attractions in the country. Because we are rich with
beautiful beaches, many tourists would like to stay and enjoy their vacation with us. Because of
its aesthetic and economic value, coastal areas are then converted into resorts, residences, and
business establishments. The increasing number of infrastructures also increases the chances
of contributing pollution to large bodies of water that destroys the natural ecosystems of marine
species.
How about you? Can you think of other environmental problems that disrupt the
ecological balance? How are you going to take part in solving these problems? Find out by
doing the activities 2, 3 and 4.

What’s More

Activity 2. For better or for worse?

Objective:
At the end of the activity, you are expected to:
1. explain the importance of environmental conservation.

Procedure:
1. Read and analyze the situation below.

Madasigon City is a well-known “Abaca Capital” of the country. The Abaca products of
the city are famous for its export quality. Over the years, the economic status of the city
continues to grow. Because of the work and business opportunities that the city can provide,
lots of people from inside and outside the city, including their families decided to live and stay
here.
Since the population is increasing, there are plans to build subdivisions, shopping malls,
hotels, schools, roads, and other infrastructures on the large hectares of hills and forests.

2. Based on the given situation, answer the following questions briefly and concisely:

a. Think of yourself as a City Mayor. Should you allow the construction of the infrastructures on
the large hectares of hills and forests? Why?
_________________________________________________________________________
_________________________________________________________________________
b. As the City Mayor, list down all the alternatives that you can give based on your answer in
question number 1.
__________________________________________________________________________
__________________________________________________________________________
c. Out of all the alternatives that you have listed in number 2, choose one and explain why you
think this is the most appropriate.
__________________________________________________________________________
__________________________________________________________________________
d. How are you going to put your chosen alternative into action?
__________________________________________________________________________
__________________________________________________________________________
13
 What I Have Learned

Activity 3. Let’s Factor it out!

Objectives:
At the end of the activity, you are expected to:
1. identify the factors disrupting the ecological balance; and
2. provide solutions to different environmental problems.

Procedure:
1. Complete the fishbone diagram below by identifying the factors and sub-factors that
contribute to the disruption of ecological balance. FACTORS are found inside the box as
shown below. The first factor and its sub-factors was done for you.

Wildlife Depletion Deforestation

Water Pollution Destruction of Coastal Resources

Illustration by Liezel C. Sanchez

2. Provide at least one (1) solution for each of the following environmental problem.

Environmental Problem Solution

Air Pollution
Eutrophication
Wildlife Depletion
Deforestation
Destruction of Coastal Resources

Guide Questions:

Q1. Why is ecological imbalance should everyone‟s concern?

Q2. How can you help maintain ecological balance?
Q3. If you were given a chance to make a law on environmental protection, what
would it be? What will be its main features? What would be the sanction/s for
those who will violate your law?

14
 What I Can Do

Activity 4. Let’s Advertise!

Objective:
At the end of the activity, you are expected to:
1. create an advocacy material that promotes awareness on environmental
protection or preservation.
Materials:
Cartolina or ½ Illustration board Drawing Materials Computer/Laptop
Coloring materials Long bond paper Android phone

Procedures:
1. Create an advocacy material that can be in the form of a poster, slogan, flyer, or
video through TikTok. The theme of your advocacy material should focus on
environmental protection or preservation of the ecosystem in your community. The
following are required in the making of your advocacy material:
a. Poster or slogan - one whole cartolina or ½ illustration board
b. Flyer - long size bond paper
c. TikTok Video advocating environmental preservation/protection - minimum
video length is 15 seconds and file type is MP4
2. You may post, distribute, or show your material to your barangay or school. You
can also upload your TikTok video on Facebook and YouTube.
3. Your advocacy material will be graded based on the rubric below:
CATEGORY 4 points 3 points 2 points 1 point

The advocacy The advocacy The advocacy The advocacy

material material material material does
communicates the communicates indirectly not sufficiently
main idea and some of the communicates communicate
Presentation
strongly promotes important ideas the idea and any idea that
awareness. and slightly hardly promotes can promote
promotes awareness. awareness.
awareness.

All of the graphics Most of the The graphics The graphics

used on the graphics used on were made by were not made
Creativity advocacy material the advocacy the student but by the student.
and reflect an exceptional material reflect were copied from
Originality degree of student student ingenuity the designs or
ingenuity in their in their creation. ideas of others.
creation.

All graphics in the Most graphics in Some graphics The graphics in

Accuracy
advocacy material the advocacy in the advocacy the advocacy
and
are accurate and material are material are material are
Relevance
related to the topic. accurate and accurate and neither accurate
of the
related to the related to the nor related to
Content
topic. topic. the topic.

The advocacy All required Few required Required

material includes all elements are elements are elements are
Required
required elements as included. included. missing
Elements
well as additional
information.
Adapted from Science - Grade 9 Learner‟s Module, First Edition 2014
15
Summary
 The population pertains to the number of organisms of the same species living in a
certain place.
 Biodiversity refers to the variety of life in an area.
 Communities with many different species (a high index of diversity) will be able to
withstand environmental changes better than communities with only a few species (a low
index of diversity).
 Population sizes vary among organisms. They change with the number of births and
when they move into an ecosystem. They also change when members die or move out of
an ecosystem.
 Limiting factors are environmental conditions that keep a population from increasing in
size and help balance ecosystems.
 The carrying capacity is affected by changes in the environment.
 Extinction occurs when the last number of species dies.
 When the population of a species begins declining rapidly, the species is said to be a
threatened species.
 A species is endangered when its population has become so low that it is possible to
become extinct.
 Human actions have resulted in habitat loss and degradation that have accelerated the
rate of extinction.
 Humans contribute to ecological imbalance. Examples of these are pollution,
deforestation, wildlife depletion, and destruction of coastal resources. All of these results
in ecological imbalance.
 Pollution is the addition of contaminants or harmful substances into a natural
environment. The major types of pollution are air and water pollution.
 Pollutants are considered contaminants that can damage the quality of the air and water.
 The burning of fossil fuels, exhaust from the vehicles and factories, burning of plastics,
and agricultural activities are some of the man-made activities which contribute to air
pollution. Wildfires and volcanic activities are also sources of air pollutants.
 Nitrogen Oxides (NOx) and Sulfur dioxide (SO2) emitted by coal plants, factories, electric
power generators, and vehicles contribute to acid rain. These substances react with
water molecules, oxygen, and other chemicals in the atmosphere which produces acid.
 Domestic and industrial wastes such as oils, chemicals, plastics, and agricultural wastes
are the main causes of water pollution.
 Eutrophication is a process wherein there is an increase of organic nutrients brought
about by the chemicals and garbage thrown into the bodies of water which stimulates the
growth of algae and in turn, lessens the available oxygen for other aquatic animals. When
oxygen is no longer available, aquatic organisms will die.
 Deforestation happens when forests are cleared to make the land available for other
purposes
 The kaingin system is a practice commonly used by Filipino farmers for crop production
wherein the forest is set on fire to clear the area for cultivation.
 Hunting and killing animals for profit and destroying their habitats through deforestation
are major causes of wildlife depletion.
 Overharvesting, the use of explosives and chemicals, and the conversion of coastal
areas into resorts and residential areas greatly affect marine organisms and their
habitats.
 Overharvesting or overfishing happens when people collect, capture, or harvest marine
organisms in a large quantity.
 Dynamite fishing, cyanide fishing, and muro-ami fishing are the known illegal fishing
methods used in the Philippines that kill plenty of marine animals and destroy coral reefs.
16
 Assessment: (Post-Test)

Multiple Choice. Select the letter of the best answer from among the given choices.
Write your answer on the space provided:

_____1. The following are consequences of water pollution EXCEPT

a. infectious diseases
b. oversupply of plant nutrients
c. accumulation of toxic chemicals
d. increased dissolved oxygen for marine life
_____2. Abiotic factors are non-living things which determine the survival of an organism.
Which of the following items is an abiotic factor?
a. habitat c. food
b. temperature d. organism
_____3. Where do all water pollutants eventually end up?
a. rivers c. streams
b. lakes d. oceans
_____4. Biodiversity can affect the ________ of ecosystems and the _________ of
populations.
a. sustainability ; stability c. stability ; sustainability
b. life ; existence d. existence ; life
_____5. How is the forest ecosystem affected when trees are cut down?
a. Nutrients are lost in the soil.
b. Oxygen will no longer be available for everyone.
c. Animals who depend on forests lose their shelter and food.
d. There will be available space for humans in building houses and other
infrastructures.
_____6. The environmental conditions that keep a population from increasing in size and
help balance ecosystems is called ________.
a. limiting factor c. abiotic factor
b. biotic factor d. environmental factor
_____7. What does eutrophication mean?
a. Forests are cleared to make the land available for other purposes.
b. People collect, capture, or harvest marine organisms such as coral reefs,
fish, sea turtles, and others in a large quantity.
c. The weakening or death of trees caused by Nitrogen Oxides (NOx) and
Sulfur dioxide (SO2) that reacts with water, oxygen, and other chemicals in
the atmosphere.
d. An increase of organic nutrients brought about by the chemicals and
garbage thrown into the bodies of water which stimulates the growth of
algae and in turn, lessens the available oxygen for other aquatic animals.
_____8. Biodiversity is a short term for ____________
a. biological diversified c. biological diverse
b. biological diversity d. bio diversified
_____9. Biodiversity and the survival of ecosystems has a direct proportional relationship.
This means that if biodiversity will increase, the chance of survival will also
_______.
a. decrease c. increase then decrease
b. increase d. cannot be determined
_____10. The main source/s of oceanic pollution is/are
a. oil, ozone, methane c. petroleum, oil, detergent
b. detergent, nitric oxide, oil d. plastics, volcanic ashes, nitric oxide
_____11. Which of the following is the major cause of wildlife depletion?
a. pollution c. overfishing
b. deforestation d. eutrophication

17
_____12. Environments always have both living and _________.
a. non-living factors c. biogeochemical cycles
b. nutrients d. ecosystem
_____13. How may conservation be achieved?
a. by using fine nets
b. by collecting corals and shells
c. by using appropriate size of nets
d. by using cyanide for collecting coral fish
_____14. Trees in the forest compete for limited resources like space, sunlight and soil
nutrients. Some small plants like grasses and shrubs can‟t grow well therefore,
population decreases. Which limiting factor greatly affects the population of grasses
and shrubs in the forest ecosystem?
a. space c. soil nutrients
b. sunlight d. altitude
_____15. The ocean is the __________ ecosystem in the world.
a. shortest c. largest
b. smallest d. longest

18
References
“Biodiversity-Ecology Quiz.“ Quizziz. Accessed May 24, 2020.
https://quizizz.com/admin/quiz/582f155b9923cffa65b70872/biodiversity

“Biodiversity IQ Quiz.” Accessed May 23, 2020.

https://foothill.edu/fac/klenkeit/nsf/curriculum/BiodiversityIQ_TG.pdf

Biology Science and Technology Textbook for Second Year Reprint Edition (Book Media
Press, Inc, 2009), 344-53.

Carmelita Capco and Gilbert Yang, You and the Natural World Series Science and
Technology (Phoenix Publishing House, Inc, 1996), 405-28.

“Green Sea Turtle 1080P, 2K, 4K, 5K HD wallpapers free download.” Wallpaper Flare.
Accessed May 24, 2020.
https://www.wallpaperflare.com/search?wallpaper=Green+Sea+Turtle

“Limiting Factors.” National Geographic. Accessed May 24, 2020.

https://www.nationalgeographic.org/topics/limiting-factors/
https://biologydictionary.net/limiting-factor/

Science - Grade 9 Learner’s Module (FEP Printing Corporation, 2014), 50-71.

Science - Grade 9 Teacher’s Guide (FEP Printing Corporation, 2014),

 For inquiries and feedback, please write or call:

DepEd Division of Iligan City

Office Address: General Aguinaldo, St., Iligan City
Telefax: (063)221-6069
E-mail Address: iligan.city@deped.gov.ph