Understanding Natural and Manmade

Ecosystem

Module 1

GE-ES Environmental Science

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Chapter 1
Understanding Natural and Manmade Ecosystem

Making Connections
Earth is a living planet, which supplies us all the natural resources that we need such as food
and shelter. We, human beings and other forms of life, have a specific surrounding from
which we interact and derive benefits for our existence. This surrounding is our environment.
An understanding of the environment requires us to appreciate the scientific study of the
natural world. As we introduce the environment, we shall walk you through its various
components and their interactions that make life sustaining. You may be aware that life
condition is favorable only in a very thin layer of the environmental sphere. Thus, our survival
and other life forms are dependent on the condition of our environment.

Overview
This is an introductory part of your course in environmental science. In this module, you will
be introduced to the various components of the natural world. These include the lithosphere
(Earth’s surface), hydrosphere (water), atmosphere (air), and biosphere (regions of the
lithosphere, hydrosphere, and atmosphere where living organisms exist). You shall gather
information about the interactions of these components as you will be submitting a model of
the natural world as observed in your immediate surroundings. The study of this module will
take you around 6 hours, however, you may do it at your own pace. For those who will be
taking this course offline, be sure to visit our Google Classroom to view announcements and
due dates from time to time.

Learning Outcomes
After completing the study of this module, you should be able to:

1. Explain the concept of the environment;

2. Distinguish between natural and man-made environments; and
3. Make a model of the components of natural and man-made environments.

Initial Activity
This term ‘environment’ was derived from a French word ‘environner’ which means to encircle
or to surround. These include living and nonliving things that surround us (Table 1.1).

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Table 1.1. Living and nonliving things

Living things (Biotic) Nonliving things (Abiotic)

Plants Water

Animals Light

Microbes Carbohydrates

Learning Check 1.1

Study the examples presented in Table 1.1, list down at least three characteristics of living
things.
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Similarly, list down at least three characteristics of nonliving things.

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Learning Enrichment
To enrich your knowledge on the characteristics of living and nonliving things, watch these
videos:
1) https://www.youtube.com/watch?v=QHh1DVeB5FI
2) https://www.youtube.com/watch?v=60Zh4dJgrMQ

NOTE: For those who are taking this course offline, read the supplementary material on
the Characteristics of Living and Nonliving Things found at the end of this module.

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Learning Check 1.2

Given what you have watched in these two videos and/or read in the supplementary material
(Learning Enrichment 1.1), compare the characteristics of living and nonliving things that you
have initially listed above and those explained in the videos and/or in the article. Are they
similar? You may clarify your answer below:

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Lesson Proper
Concept of the Environment and Its Components

Before the start of the Third Industrial Revolution, most people thought the term ‘environment’
shall refer to the normal conditions at home, in school, or in their workplaces. However, with
the publication of the book “Silent Spring” (Carson, 1962) about the negative environmental
effects caused by pesticides; Tragedy of the Commons (Hardin, 1968) about the global
commons experiencing environmental stress; as well as the occurrence of major
environmental disasters such as the Super Typhoon Haiyan “Yolanda” that affected around
16 million people in the Philippines (WHO Westerm Pacific, 2013), the concept of the
environment has gained widespread acceptance in our society.

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The environment is now an issue for our survival as well as that of the other living organisms.
We recognize there should be a balanced between environmental protection vis-à-vis
development and economic growth. This issue is very important in developing countries like
the Philippines, where we continuously promote economic activities for the benefit of our
people.

Generally, there are three key points that were agreed upon about the environment (IGNOU,
2017):

 The environment is a common concern for both industrial and developing countries
although problems resulting from poverty and affluence are different.
 The solution of environmental problems can only be achieved through international
cooperation.
 Integration of economic growth and environmental protection must be done according to
the sustainable development approach (Figure 1).

Figure 1.1. The three pillars of sustainability (GNU Operating System Free Documentation
License as cited by von Keyserlingk et al., 2013).

The environmental problems and issues we are facing today may change with time, however,
the fundamental principles on biological and physical systems do not change. Hence, we
need to understand the basic ecological concepts (Modules 2 and 3) along with the
environmental concept as the former deals with the interactions between the organisms and
their environment.

Now, let us examine the meaning of environment in scientific terms. You are all aware that
no organism can exist without interacting with other organisms and its physical surroundings.
Hence, the environment is the totality of all the external conditions affecting the life,
development and survival of an organism (OECD, 2005). In context, it refers to the naturally

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produced physical surroundings on which we are entirely dependent in all our activities. The
various uses to which these surroundings are put for economic ends are called environmental
functions. We would like to make it a point that the living and physical components are
interdependent and that we only classify them as illustrative example.

Learning Check 1.3

Fill out the table below with the biotic and abiotic components of the environment that are
present in your place.

Table 1.2. Components of the environment in your place

Biotic Abiotic

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

From Table 1.2, explain briefly how these components interact.

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Learning Enrichment 1.2

To enrich your knowledge about the concept and components of the environment, watch this
video:
1) https://www.youtube.com/watch?v=fxVGiq1kggg

NOTE: For those who are taking this course offline, read this article: Introduction to the
Environment, pp. 5-6 (IGNOU, 2017). Be sure to download this document together with this
module.

Learning Check 1.3

Given what you have watched in this video and/or read in IGNOU (2017) pp. 5-6, is your
explanation above the same or related to the one presented in the video and/or in the article?
You may clarify your answer below:

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Therefore, the main purpose of the environment is to provide conditions for our lives and
other organisms. It also determines our survival and that of all living organisms. We need a
responsible interaction with the environment to avoid depletion or degradation of our natural
resources. Below are illustrations of Earth’s environmental sphere and its various
components (Figures 1.2 and 1.3, respectively).

Figure 1.2. Earth’s environmental sphere (Encyclopedia Britannica, 2013).

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Figure 1.3. Summarized sketch of the various components of the environment (Jazib, 2018).

Types of Environment

In the previous lesson, you have learned about the concept and components of the natural
environment. It means all that is created from nature, that surrounds us, where we live, study,
work, and from which we use natural resources, to support our and other people’s needs
(Lauesen, 2013).

Here, we shall focus our discussion on man-modified and man-made environments. These
are places made artificially by humans through planned manipulation (IGNOU, 2017). In the
development of the man-modified landscape, it is a basic fact that the natural ecological
communities of plants, animals and soil life of a region do not support sedentary human
communities, except in unusual conditions (Glikson, 1971). In this type of environment,
human beings set to a certain extent the relationships between the biological and physical
components.

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The environment of a big city, like Metro Manila, is created by human beings. For example,
water (one of the most important components of the natural world) is not taken from rivers
or streams directly but it passes through filtration and purification process before being
used for drinking and other domestic uses. Raw materials for food usually come from rural
areas. Likewise, solid waste and garbage are collected for treatment or dumping to sanitary
landfills.

Learning Check 1.5

Using the table below, classify the following into natural, and man-modified or man-made
environments (Balayong Park, forest, banana plantation, desert, grassland, rice field,
manufacturing industry, City Coliseum, ocean, river):

Table 1.3. Types of environment

Natural Man-modified/Man-made

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

Learning Enrichment 1.3

To enrich your knowledge about the types of environment, read this article: Introduction to
the Environment, pp. 7-8 (IGNOU, 2017).
1) http://egyankosh.ac.in/handle/123456789/12732 and watch these videos (optional for
those who are taking this course offline).
2) https://www.youtube.com/watch?v=mOwJuwBsn6g
3) https://www.youtube.com/watch?v=UQNkpExlBlU
https://www.youtube.com/watch?v=rZsb3mgVI1E

It may be emphasized that built or man-made environment is associated with high

consumption of materials, water, and energy; and usually affects the natural environment.
For that consideration, development and economic growth must be sustainable. Hence, we
must foster a strong sense of stewardship, or shared responsibility, for the sustainable care
of our planet (Berg & Hager, 2009).
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Leave a message here to your teacher if you have questions:

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Assessment Task
LET’S DO THIS!

Task 1.1 Instructon:

1) Make a model of the components of the natural and man-made environments as

observed in your immediate surroundings. Discuss your model (Mark: 30).

Discussion:

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RUBRIC:

Mark
Criteria
10 6-9 3-5 1-2

Integration The model The model The model The model does
of demonstrates demonstrates demonstrates not
knowledge that the that the student, that the demonstrate
student fully for the most student, to a that the student
understands part, certain understands the
the scientific understands the extent, scientific
concepts scientific understands concepts being
being utilized. concepts being the utilized.
These utilized. Scientific
concepts are These concepts, concepts
integrated to a certain being utilized.
and extent, are
contextualized integrated and
into the contextualized
student’s own into the
insights. student’s own
insights.

Clarity of In-depth In-depth The student Cursory or hasty

content discussion and discussion and has omitted discussion in all
elaboration in elaboration in important components of
all most components the natural and
components components of of the natural man-made
of the natural the natural and and man- environments.
and man- man-made made
made environments. environments.
environments.

Clear and Simple and Simple but not Complex and Impossible to tell
attractive very easy to easy to tell what difficult to tell what
illustration understand component is what component is
what being illustrated. component is being illustrated.
component is being
being illustrated.
illustrated.

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NOTE:
Reflection (For those who are taking this module offline ONLY)

Make a reflection paper on what you have learned in Module 1 taking into consideration what
is happening on the environment in your place (1-2 pages only).

Suggested Readings:

Hardin, G. (1968). The Tragedy of the Commons. Science, New Series, 162 (3859), pp.
1243-1248.
https://www.hendrix.edu/uploadedFiles/Admission/GarrettHardinArticle.pdf

IGNOU. (2017). Introduction to the Environment. pp. 5-8.

http://egyankosh.ac.in/handle/123456789/12732

Jazib, M. J. (2018). Basics of Environmental Sciences, 1st edition. pp. 1-35.

https://www.researchgate.net/publication/330901267_BASICS_OF_ENVIRONMENT
AL_SCIENCE

References
Book

Berg, L. R. & Hager, M. C. (2009). Visualizing Envrionmental Science, Second edition.

Wiley in collaboration with the National Geographic Society, USA.
https://epdf.pub/visualizing-environmental-science-second-ed.html.
Carson, R. (1962). Silent Spring. Fawcett Publications, Inc., Greenwich, Connecticut, USA.
https://ejcj.orfaleacenter.ucsb.edu/wp-content/uploads/2017/06/1962.-Rachel-Carson-
Silent-Spring.pdf
Glikson, A. (1971). The Ecological Basis of Planning: Planning with the Land. Martinus
Nijhoff, The Hague, Netherlands. https://link.springer.com/chapter/10.1007%2F978-94-
010-2746-5_3.
Hardin, G. (1968). The Tragedy of the Commons. Science, New Series, 162(3859), 1243–
1248. https://www.hendrix.edu/uploadedFiles/Admission/GarrettHardinArticle.pdf.
IGNOU. (2017). Unit 1 Introduction to the Environment. Indira Gandhi National Open
University. http://egyankosh.ac.in/handle/123456789/12732
Jazib, J. (2018). Basics of Environmental Sciences (1st ed.). Iqra Publishers, Jammu,
J&K/New Delhi, India.
https://www.researchgate.net/publication/330901267_BASICS_OF_ENVIRONMENTA
L_SCIENCE.
Lauesen, L. M. (2013). Natural Environment. In Idowu S.O., Capaldi N., Zu L., Gupta A.D.
(eds) Encyclopedia of Corporate Social Responsibility. Springer, Berlin, Heidelberg.
https://doi.org/10.1007/978-3-642-28036-8.
OECD. (2005). Glossary of Statistical Terms: Environment. Organisation for Economic Co-
operation and Development.

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von Keyserlingk, M. A. G., Martin, N. P., Kebreab, E., Knowlton, K. F., Grant, R. J.,
Stephenson, M., Sniffen, C. J., Harner, J. P., Wright, A. D., & Smith, S. I. (2013).
Invited review: Sustainability of the US dairy industry. Journal of Dairy Science, 96(9),
5405–5425. https://doi.org/10.3168/jds.2012-6354.
WHO Westerm Pacific. (2013). Super Typhoon Haiyan (Yolanda) in the Philippines, 2013.
https://www.who.int/westernpacific/emergencies/typhoon-haiyan-(yolanda).

ANSWER KEY

(NOTE: Model answers in Module 1 shall be provided after you have completed and
submitted all the requirements under this module. It will be sent through your individual email.)

SUPPLEMENTARY MATERIALS

Learning Enrichment 1.1. Characteristics of Living and Nonliving Things

(Source: https://byjus.com/biology/living-and-non-living-things)

Living Things

Living things exist and are alive and are made of microscopic structures called cells. They
grow and exhibit movement or locomotion. They experience metabolism, which includes
anabolic and catabolic reactions. They are capable of producing a new life which is of their
own kind through the process of reproduction. They have a particular life span and are not
immortal.

Cellular respiration enables living organisms to acquire energy which is used by cells to
perform their functions. They digest food for energy and also excrete waste from the body.
Their life cycle can be summarized as follows – birth, growth, reproduction and death.
Examples of living things are animals, birds, insects, human beings.

The following are important characteristics of living things:

 Living things exhibit locomotory motion, they move. Animals are able to move as they
possess specialized locomotory organs, for example – Earthworms move through the
soil surface through longitudinal and circular muscles. Plants respond to the movement
of the sun.

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 Living things respire. Respiration is a chemical reaction, which occurs inside cells to
release energy from the food. Transport of gases takes place. The food that is ingested
through the process of digestion is broken down to release energy that is utilized by the
body to produce water and carbon dioxide as by-products.
 Living things are sensitive to touch (and other stimuli as well) and have the capability to
sense changes in their environment.
 They grow. Living things mature and grow through different stages of development.
 One of the striking features is that living things are capable of producing offspring of
their own kind through the process of reproduction, wherein genetic information is
passed from the parents to the offspring.
 They acquire and fulfill their nutritional requirements to survive through the process of
nutrition and digestion, which involves engulfing and digesting the food. Some living
organisms are also autotrophic, which means they can harness the sun’s energy to
make their food.
 The digested food is eliminated from the body through the process of excretion.

Nonliving Things

Nonliving things are not alive. They do not possess life. They do not have cells and do not
grow or show locomotion/movement. They do not undergo metabolism with anabolic and
catabolic reactions. They do not reproduce. They do not have a life span. They do not
respire as they do not require food for energy and hence do not excrete. They do not fall
into any cycle of birth, growth or death. They are created and destroyed by external forces.
Examples of non-living things include stone, pen, book, cycle, bottle, etc.

The important characteristics of non-living things are as follows:

 Non-living things are lifeless. They do not have cells, and there is no protoplasm which
forms the basis for life to exist.
 Lack of protoplasm leads means no metabolic activities.
 They do not have a definite and certain size of their own. They take the shape of the
substance they are contained in, for example, a liquid takes the shape of its container.
Stones, rocks and boulders are molded by the changing environment and landscape.
The change in the state of a non-living thing is due to an external influence.
 Non-living things “grow” by accretion. It occurs through adding materials externally. For
example, A snowball may increase in size due to the accumulation of smaller units of
its own to its outer surface.
 Non-living things never die as they do not have cells with a definite lifespan. Immortality
is a distinguishing factor.

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 Fundamental life processes such as reproduction, nutrition, excretion, etc. are absent
in non-living things.

Criteria for Differentiating Living Things from Nonliving Things

For easy differentiation between living things and nonliving things, scientists have come up
with traits or characteristics that are unique to them. The criterion for classification is
necessary to avoid the wrong grouping. Hence, science developed a basis for classification.
Anything that has life is considered as living beings. For example: humans, trees, dogs, etc.
Things which have no life in it are considered as non-living. For example: stone, mountain,
watch, etc.

Scientists have discovered a few criteria for differentiating living things from non-living
things. Here are some of them:

 Living beings can grow and develop.

 Living beings obtain and use energy.
 Living beings adapt to their environment.
 All living beings are made of one or more cells.
 Living beings respond to their environment or stimuli.
 All living things excrete to remove waste material from the body.
 Living beings have the ability to give birth to their young ones through the process of
reproduction.
 All living beings require energy to perform different metabolic activities, and they gain
energy from food/ nutrition.
 All living beings, apart from plants, move from one place to another. This type of
movement is called locomotion.
 All living beings, including humans, animals, plants, birds, and insects, require oxygen
gas to breath and produce energy.

Learning Enrichment 1.2: To enrich your knowledge about the concept and components
of the environment, read this article: Introduction to the Environment, pp. 5-6 (IGNOU,
2017). Be sure to download this document together with this module.

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Learning Enrichment 1.3: To enrich your knowledge about the types of environment, read
this article: Introduction to the Environment, pp. 7-8 (IGNOU, 2017). Be sure to download
this document together with this module.

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