SYLLABUS AND STUDY GUIDE FOR PRINCIPLES IN BIOLOGY WITH FIELD EXPOSURE

Dr. CESAR PITOS ESTROPE

CONTENT SPECIFIC STRATEGIES/ACTIVITIES VALUES ASSESSMENT/ TIME

OBJECTIVES and MATERIALS EVALUATION ALLOTMENT
1. To explore envi- 1. Conduct of Field Studies SPUD’s Core Rubric for Output 2 sessions
4. THE ronmental reali- Values
ENVIRON- ties in your 1.1 Becoming An
station based on: Ecologist Christ-centered
MENTAL 1.1. develop- Commitment to
ing an under- Mission
FIELD standing of Community
STUDY Environmental Charism
Field Study; 1.2 Taking My Charity
1.2. applying Stewardship
your under-
standing of
Environmental
Exploration;
2. To conduct the 3. Exploration of the
prototype field station based on
studies in your Environmental Field
station Study
2.1 applying the
basic concepts
of ecology
through im-
mediate field
visit; and
2.2 designing
stewardship
activity in an
environment.

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 SYLLABUS AND STUDY GUIDE FOR PRINCIPLES IN BIOLOGY WITH FIELD EXPOSURE
Dr. CESAR PITOS ESTROPE

CONTENT SPECIFIC STRATEGIES/ACTIVITIES VALUES ASSESSMENT/ TIME

OBJECTIVES and MATERIALS EVALUATION ALLOTMENT
and SPUD’s Core
2.3 presenting a Values
proposal for
Environmental Christ-centered
Exploration Commitment to
using standard Mission
techniques. Community
Charism
Charity
3. develop a station 4. The Field Study
-based environ- with the paper
mental explora- presentation on
tion field study Problem
by Hypothesis
3.1 describing the Methodology
basic ecological Findings
concepts of an Discussion
ecosystem of Conclusion(s)
your choice; Recommendation(s)
3.2 identifying the (Evidences of the
biological study: Journal &
fundamentals Pictures)
involved; and and class presenta-
3.3 presenting the tion with slides/
outputs to a class movie for 7-10
session.
minutes

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 SYLLABUS AND STUDY GUIDE FOR PRINCIPLES IN BIOLOGY WITH FIELD EXPOSURE
Dr. CESAR PITOS ESTROPE

4. GLOBAL ISSUES ON ENVIRONMENTAL DEGRADATION

LEARNING OBJECTIVES
After completing this lesson, you will be able to:
 explore environmental realities through pressing issues in the place;
 apply the basic concepts of ecology through immediate field visit;
Main Idea: Ecologists study environments at different levels of organization. An ecosystem includes both abiotic
and biotic factors. Producers provide energy for other organisms in an ecosystem.
 design a stewardship activity in an immediate environment; and
Main Idea: ________________________________________________________________________________
_________________________________________________________________________________________
 develop the station-based environmental field study.
4.1 ENVIRONMENTAL ISSUE(S)
When humans evolved more than two million years ago, the natural resources were over abundant as compared to human needs. As
human population increased, more and more food and resources for shelter were required and these were drawn at an increasing rate from
the environment. Even today, natural resources are being exploited by humans to meet their needs. In this lesson you shall learn how human
activities degrade and deplete the natural resources of the environment. Increased human activity, urbanization, industrialization have led to
rapid deterioration of the environment. This has severely affected the life supporting system. Among the many, the important global
environmental issues are: greenhouse effect and global warming (now translated in climate change); biodiversity loss; desertification;
depletion of ozone layer; acid rain; oil spills; dumping of hazardous wastes.
For this study, greenhouse effect and global warming (now translated in climate change) has be the top priority of the Philippine
Government. What is the greenhouse effect? The temperature surrounding the earth has been rising during the recent past. This is due to the
‘greenhouse effect’. A green house is a glass chamber in which plants are grown to provide them warmth by trapping sun light. Sunlight (a
form of energy) passes through the glass and it gets absorbed inside releasing heat radiations unlike sunlight, heat radiation cannot escape
through glass the heat generated there from, cannot escape out of the glass chamber. Thus, even on a cold winter day, the inside of a
greenhouse can become quite warm to support plant growth. The phenomenon of heat buildup inside a glass chamber from the absorption of
solar radiation is called greenhouse effect.
The green-house effect is a natural phenomenon and has been occurring for millions of years on the earth. Life on the earth has been
possible because of this natural greenhouse effect which is due to water vapor and small particles of water present in the atmosphere.
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 SYLLABUS AND STUDY GUIDE FOR PRINCIPLES IN BIOLOGY WITH FIELD EXPOSURE
Dr. CESAR PITOS ESTROPE
Together, these produce more than 95 percent of total green-house warming. An average global temperature is maintained at about 150C due
to natural greenhouse effect. Without this phenomenon, average global temperatures might have been around –170 C and at such low
temperature life would not be able to exist. Before industrialization, simple human activity did not cause any significant increase in the
atmospheric temperature. What is particularly worrisome is the increase in the emission of greenhouse gases due to urbanization and
industrialization. These green house gases have increased significantly in the atmosphere in recent years.
Gas Sources and Causes Global warming affects both living and non-
Carbon dioxide (CO2) Burning of fossil fuels, deforestation living components of our planet. This effect of
Chlorofluorocarbons(CFCs) Refrigeration, solvents, insulation foams, aero propellants, global warming on climate. Effect on living
industrial and commercial uses beings are on increased CO2 concentration
Methane (CH4) Growing paddy, excreta of cattle and other livestock, termites, in the atmosphere may increase
burning of fossil fuel, wood, landfills. photosynthetic productivity of plants. This in
Nitrogen oxides (N2O) Burning of fossil fuels, fertilizers; burning of wood and crop turn produces more organic matter. It may
residue. seem a positive effect. But, then weeds may
proliferate rapidly, and that too at the
expense of useful plants; insects and other pests that feed on plants may also increase in number; and survival of other organisms gets
affected.
We must take immediate steps to minimize global warming by reducing emission of greenhouse gases especially carbon dioxides.
Following steps would be useful in reducing emission/release of greenhouse gases into the atmosphere: (1) Increased fuel efficiency of power
plants and vehicles; (2) Development/implementation of solar energy/non-fossil fuel alternatives; (3) Halting deforestation; (4) Supporting and
undertaking tree-planting (afforestation); (5) Reduce air-pollution.
 explore environmental realities through pressing issues in the place
1. Define global warming. _______________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________

2. Why is greenhouse effect called so? __________________________________________________________________________

___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
CLIMATE CHANGE. The theory of climate change that most people are familiar with is commonly called anthropogenic (man-made)
global warming, or AGW for short. That theory holds that man-made greenhouse gases, primarily carbon dioxide (CO2), are the predominant

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 SYLLABUS AND STUDY GUIDE FOR PRINCIPLES IN BIOLOGY WITH FIELD EXPOSURE
Dr. CESAR PITOS ESTROPE
cause of the global warming that occurred during the past 50 years. In the past few years, confidence in the AGW theory has declined
dramatically. New research points to natural causes of the modern warming, and stabilizing (by some measures, falling) global temperatures
have called attention to long-recognized shortcomings of the AGW theory. Tens of thousands of scientists have signed petitions expressing
their dissent from the so-called “consensus” in favor of AGW. Opinion polls show a majority of the public in the U.S. and in other countries no
longer believes human activity is causing global warming.
The demise of the AGW theory makes this a good time to look at other theories of climate change put forward by prominent scientists
but overlooked in the rush to judgment. This booklet identifies seven theories – AGW plus six others that do not claim man-made CO2 is a
major cause of climate change. Each theory is plausible and sheds light on some aspects of climate change that were hidden or obscured by
too great a focus on the AGW theory. In some respects these theories are not mutually exclusive: solar variability could be the sustaining
force behind what I have called the “cloud formation and albedo” and “ocean currents” theories as well as being its own theory, though the
mechanisms in each case differ slightly. Most physicists don’t study biology or chemistry and so don’t pay much attention to biological and
chemical feedbacks. If they did, they would probably recognize that such processes play a bigger role in controlling climate than previously
believed. Deeper analysis also reveals that these theories are not all trying to answer the same questions or necessarily achieve predictive
power. Trying to discern a human effect on climate is not the primary objective of biologists studying the effect of higher levels of CO2 on
plants or of physicists measuring the amount of energy leaving Earth’s atmosphere. While they are “experts” on climate change, they are not
part of the search for a “human fingerprint” on Earth’s climate. Nor are they qualified to make predictions based on their narrow expertise, as
Kesten Green at the University of South Australia and J. Scott Armstrong at the Wharton School of the University of Pennsylvania have tried to
explain. The six theories of climate change that do not involve man-made greenhouse gas emissions are incompatible, though, with the AGW
theory. If evidence exists that negative feedbacks offset whatever warming is caused by man-made greenhouse gases, then the warming
during the past 50 years could not be due to the burning of fossil fuels. Similarly, if solar variability explains most or all of the variation in
temperatures in prehistoric as well as modern times, then there is no room for speculation about a large role for man-made CO2.
Over time, the science of climatology will become somewhat more exact, based on examination of the historical record and newly
assessed empirical evidence. It probably will not be illuminated much by mathematical models that cannot generate reliable forecasts of a
system that even proponents of the anthropogenic global warming theory admit is naturally chaotic. We cannot adequately measure the
enormous quantity of data necessary to feed the models, and we are not even sure which variables should be included. The uncertainty that
pervades climate science today, as climate scientist Mike Hulme has written, is a function of the limits of science itself.
The six alternative theories are: (1) Bio-thermostat — rising temperatures and levels of carbon dioxide (CO2) in the atmosphere trigger
biological and chemical responses that have a cooling effect, like a natural thermostat. (2) Cloud formation and albedo — changes in the
formation and albedo of clouds create negative feedbacks that cancel out all or nearly all of the warming effect of higher levels of CO2. (3)
Human forcings besides greenhouse gases — mankind’s greatest influence on climate is not its greenhouse gas emissions, but its
transformation of Earth’s surface by clearing forests, irrigating deserts, and building cities. (4) Ocean currents — global temperature variations
over the past century-and-a-half and particularly the past 30 years were due to the slow-down of the ocean’s Thermohaline Circulation (THC).

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 SYLLABUS AND STUDY GUIDE FOR PRINCIPLES IN BIOLOGY WITH FIELD EXPOSURE
Dr. CESAR PITOS ESTROPE
(5) Planetary motion — natural gravitational and magnetic oscillations of the solar system induced by the planet’s movement through space
drive climate change. (6) Solar variability — changes in the brightness of the sun cause changes in cloud formation, ocean currents, and wind
that cause climate to change. (SOURCE: Joseph L. Bast’s Environment & Climate News, and coauthor of Eco-Sanity: A Common-Sense
Guide to Environmentalism).
BIODIVERSITY. Plants and animals of a region constitute biodiversity. Biodiversity is a natural wealth essential for human survival.
Biodiversity could be classified as - (a) Species biodiversity: It includes total number of different taxonomical or biological species. (b)
Genetic biodiversity: It includes land traces; horticultural varieties; cultivars, ecotypes (related types differing due to difference in the
ecological condition); all within a biological species. (c) Ecosystem biodiversity: It includes various biological zones, like lake, desert, coast,
estuaries, wetlands, mangroves, coral reefs etc. Both flora and fauna, all over the world are under an assault from a variety of indiscriminate
human activities. These activities are often related to rapid growth of human population, deforestation, urbanization and industrialization.
Habitat diversity refers to the variety of different places for organisms to live within an ecosystem. Habitat diversity is often determined by the
types and arrangement of plant species, soil types, bodies of water and landforms (cliffs, rocky outcrops, etc.). Species diversity is the variety
of species in an ecosystem. There are two important components of species diversity: richness and evenness. Species richness refers to the
number of species in an ecosystem. Species evenness is determined by comparing the numbers of individuals within each species. An
ecosystem with a similar number of individuals of many species is considered to have high richness and high evenness. An ecosystem with
only a few species, but equal numbers of individuals per species, is considered to have low richness and high evenness. Low evenness
occurs when some species have many individuals, and some species have few. High and low diversity. Different habitats provide food and
shelter for many different species. Therefore, ecosystems with high habitat diversity often have high species diversity. An ecosystem with few
habitat types may support a lower species diversity. Diversity and ecosystem stability. Species diversity helps determine the stability of an
ecosystem. Each species differs in its ability to survive. Some species may be better suited to conditions after a disturbance or may even
require a disturbance to exist. A diverse community is often able to recover more quickly from disturbance.
Rapid decline of biodiversity is a result of various causes. (1) Loss of habitat: Due to the growing human population, wetlands are being
made dry through landfills, as the demand for land increases. Natural forests are cleared for industry, agriculture, dams, habitation,
recreational sports, etc. As a consequence every plant and animal species occupying that ecosystem is temporarily or permanently affected.
So are the migrating birds or other animals visiting that habitat. Thus, the population of different species occupying that habitat become
unsettled. An altered ecosystem causes changes in the neighboring ecosystems. (2) Pollution: Pollution also alters the habitat to such an
extent that it becomes critical for survival of some of the species. For example, pollution that leads to greenhouse effect results in global
warming. All those species that are slow to adjust to the changed environment are eventually lost. (3) Overuse: Whales for oil, fish for food,
trees for wood, plants for medicines etc. are being removed by humans at higher rates than they can be replaced. Excessive cutting of trees,
overgrazing, collection of fire-wood, hunting of wild animals for skin (for example tigers from reserve forests of India), ivory etc. all result in
gradual loss of species. (4) Introduction of foreign species: With growing volume of international travel accidental introduction of species
into a new or foreign area has become easier. There are many species which have invaded new areas to which they were introduced

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unintentionally. Many of the new species introduced into new regions thrive at the expense of native species. (5) Environmental
degradation: A vast array of factors causing environmental degradation may result in the loss of biodiversity. Some of these factors are:
global warming, increased CO2 concentration in atmosphere, nuclear radiation; UV-exposure; oil spills, etc.

3. List different components of biodiversity. ______________________________________________________________________

___________________________________________________________________________________________________________

4. Why does biodiversity loss occur? _____________________________________________________________________________

___________________________________________________________________________________________________________

4.2 ECOLOGICAL DISTURBANCE = ECOLOGICAL CHANGE

An ecological disturbance is a change in an ecosystem caused by an event that disrupts or changes all or part of an ecosystem. This
change can have many effects on both the abiotic, non-living, and biotic, living. Disturbances can be large scale, like volcanic eruptions,
floods, or fire. They can also be less obvious and small scale, like a leaf falling into a stream, the gradual erosion of a hillside, a slight change
in the temperature of a river, or the introduction of nutrients to soil or water. Over time, these minor changes may have a significant influence
on the ecosystem. Events that cause disturbance alter the structure and function of ecosystems. They can change the species present in the
ecosystem, the size and stability of populations, and the area where communities are located. Some organisms will thrive in a changed area,
others will be displaced, or killed. When you study an ecological disturbance, consider: TYPE (of disturbance); FREQUENCY (how often it
occurs); and INTENSITY (how severe the changes). The types, intensities and frequencies of past disturbance events provide key information
about why an ecosystem looks the way it does today, and how it might develop in the future.
The possible evidences of disturbance are charcoal in soil; jagged edged stumps; compacted soil; fresh sand or silt deposits; rounded
rocks; single plant species in the forest; burn scars on trees; numerous snags; pole-sized trees bent over; group of dead or dying trees;
debris in streamside vegetation; ash and pumice mixed in soil; even-aged trees; and tree tops missing.

4.3 ENVIRONMENT EXPLORATION : FIELD STUDY

Science inquiry is a process to help understand and investigate how the world works. It is an approach that involves an exploration of
the world that leads to asking questions and making discoveries in search for new understandings. Science inquiry requires you to puzzle
through problems, seek multiple ways of finding solutions, gather and weigh evidence, and apply and test scientific ideas. Science inquiry is
not necessarily a straight and narrow pathway. It is often a back-and forth, or a circular series of events, where along the way. The process
forges the opportunity for the construction of a new way of looking at the world, and a deeper understanding of how the world works. It also
helps keep wonder and curiosity alive.
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 SYLLABUS AND STUDY GUIDE FOR PRINCIPLES IN BIOLOGY WITH FIELD EXPOSURE
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HOW SCIENCE INQUIRY WORKS: BE CURIOUS. The inquiry process is driven by curiosity and an interest to understand an
observation or solve a problem. OBSERVE. Make observations of your surroundings using all your senses. Pay attention to what you see, hear,
smell, and feel. Notice things that intrigue or surprise you, that bring about questions, or challenge your understanding of the world. Write
about or sketch observations in a journal as a way to remember what you’ve experienced. FORMULATE. Ask lots of questions about your
observations and then focus on the one question or develop one hypothesis that you are most interested in. Make sure that it is clear, simple
and testable. DESIGN AN INVESTIGATION. Use your creativity to design a method for collecting data to answer your question or determine
whether or not your hypothesis is correct. COLLECT & RECORD DATA. Conduct your investigation and gather data. Continue to record
observations, raise questions, make predictions, and create theories. Often the process of answering a question leads to more questions.
MAKE SENSE OF YOUR DISCOVERIES. Organize, categorize, analyze and interpret what you found so that you can answer your question or
confirm your hypothesis. Draw upon as many resources as you can, such as field guides, the expertise or insights of others, websites and/or
reference materials. COMMUNICATE. Tell people about your discoveries and conclusions. Use multiple ways of communicating - make models,
use pictures, graphs, charts, photos, maps, or poetry. Discuss with others their findings. Make comparisons and connections. FOLLOW UP.
Giving meaning to the inquiry experience requires continued reflection, conversations, and comparisons of findings with others.
GENERAL FIELD PROCEDURES. (1) Get to know yourself/ team. You may for your team with your own field assistants. Find out
about any health concerns. Make sure everyone has food, water and appropriate clothing. (2) Distribute scientific equipment. Discuss
equipment care and safety. (3) Gain a sense of place. Start with a general discussion about where you are in the geographical big picture
(planet, continent, country, state, region), then use maps and aerial photos of the site to determine your specific location (watershed,
elevation, latitude/ longitude, etc.) and characteristics of the topography (shape and contours). Identify significant landforms nearby, like
rivers, mountains and lakes. (4) Practice using a compass in conjunction with maps and aerial photos as you explore the area. (5) Take time
throughout the day to use all senses and record your observations in journals. (6) Use scientific tools, taxonomic keys and field guides to
make observations, identify specimens, and collect data. Record data on data sheets. (7) Based on observations, brainstorm questions about
your focus area of study (plants, lichens, wildlife, inverts, etc.) and the ecology of the area. (8) (if time permits) Set up a practice plot or a
transect to get a representative data sample from the area. (9) Record any more questions that come up. As a team/ individual, decide which
question is the most interesting and testable given your equipment and time constraints. Turn the focus question into a clear, concise and
testable hypothesis. Record the hypothesis. (10) Design an investigation to test your hypothesis. Make sure to control your variables by using
measured plots, time windows, etc. Consider fieldwork time constraints. If necessary, create your own data sheets that will help you
efficiently and effectively record your data. (11) Conduct your investigation. Collect and record data. (12) Organize, analyze and interpret your
data. Come to conclusions about your hypothesis. Use field guides to identify specimens. (13) Create visual displays to explain your
experiment and to show the results of your investigation. You may use charts, graphs, tables, maps, profiles/transects, specimen examples
and/ or sketches, and include the scientific tools used to collect and record your data. (14) Develop a (team) presentation using your visual
displays and clear verbal communications. Make sure your presentation: • Gives all team members an opportunity to participate; • Has a
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logical and coherent introduction, body and conclusion; and • Is completed within the allocated time. (15) Deliver presentation to fellow
scientists. After your presentation, respond to questions and make connections to the discoveries of other teams. (16) Collect all equipment.
GUIDELINES & TECHNIQUES ON FIELD JOURNALING. A field journal is essential to a scientist's fieldwork. There are as many
ways to keep a field journal as there are people who keep them. Some people prefer to make precise scientific observations with charts, lists
and labels, while others will write long, detailed descriptions. Others use poetry or prose to record their views of nature. Still others draw what
they see. Perhaps field journals reach their full potential when they combine all of these ingredients.
Field journals can be in whatever language you are most comfortable with, and correct spelling and complete sentences should not be a
worry. No one else needs to see what you put in your journal. You can even take your journal pages home with you if you’d like. The
PURPOSE of keeping a field journal on a field day is to: Make observations, gather evidence and information; Jot down questions, ideas,
thoughts and theories; Record scientific data; and Creatively express one’s self.
Before journaling, be sure to move away from the other groups and get to a natural area where you likely will begin your field studies.
Before putting pencil to paper, take several minutes to stop, close your eyes, take some deep breathes, listen, smell, feel, and then look
around for a while - awaken your senses and shut out distractions. Start with a title page that includes your name, the date, time, site and
general weather conditions. The initial journal time is primarily designed to get in tune with the natural world and to get all the senses going.
For this time, consider the five S’s: (1) Safe Spot, (2) Sit, (3) Silence, (4) Solitude, and (5) Senses. Often, a field journal is a tool for
remembering some of the details of a particular plants, rocks, insects, wildlife sign, etc. that you encounter throughout your day. This allows
you to then use field guides and/or reference books later to learn more. With whatever you are examining, write down specific details about
the organism or object, like color, texture, shape, patterns and markings. Make sketches and include lots of arrows pointing out these details.
Be sure to include measurements. Use descriptive language that vividly tells the story of the sounds, smells, characteristics, and structure.
This will allow you to accurately trigger your memory when you refer to your journal later.
FOCUSED JOURNAL ACTIVITY EXAMPLES. These are on: SOUND MAPPING. Put a dot in the middle of your journal page to
represent yourself. Draw two or three circles around the dot. Listen carefully to what you hear surrounding you. When you hear something
(wind, bird, airplane, etc.) mark on the map approximately where you heard it. Use symbols to represent what you heard.
BLIND CONTOUR DRAWING. When making a blind contour drawing, the eye is not watching the hand as it draws on the paper.
Contour drawing trains your eye to draw what it sees rather than what it thinks it sees, thus challenging you to carefully observe the subject.
You will be surprised at how accurate these drawings can be.
FIRST PERSON OBJECT. Write as if you are the object or organism that you are observing, like a tree, frog, or rock. What do you see,
feel, hear, sense? What is your personality like? Who are your friends? Who are your enemies? From where do you get your energy? What is
your life cycle? Another related activity is to write a biography of a subject you are observing.
SENSORY EXPLORATION. You can do a broad exploration of the senses. What do you see, smell, feel, hear, taste (can be figurative)
around you? Or, you can focus on a subject and describe what it looks like, feels like, smells like, sounds like, and, perhaps, even tastes like.
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SKETCHING FROM MEMORY. Closely observe a subject and then walk away from it until it is out of sight. Sketch the subject from
memory. Go back and look to see how you did. You may choose to modify the drawing. Continued practice sketching by memory will improve
your observational skills.
TIMELINE. Describe the place around you: the plants, wildlife signs, weather, light, etc. What do you think it will be like in five hours,
five days, five months, five years, fifty years, or five hundred years? You can also go back in time.
GETTING A REPRESENTATIVE SAMPLE. To answer these questions, counting or measuring all points in a large area usually takes
too much time. Therefore, scientists make observations and draw conclusions based on a representative sample or a portion of the focus item
(plant, tree, insect, etc.) of an area - a piece of the pie! In addition, when comparing items from two different areas, methods are needed to
sample a representative number of items from each area (controlling variables!). There are three methods of selecting representative
samples: (I) Transect - A linear sample, usually of a specified length, often constructed by laying out a cloth measuring tape in a straight line
across the area being sampled. The tape is usually laid out in a specific direction using a compass. (2) Fixed-Area Plot - A sample area of
specified size with defined boundaries. Although it can be any shape, the most common shapes are circles, triangles, and rectangles.
Boundaries of triangles and rectangles are often marked by cloth tapes used to measure them, or they can be marked with string or flagging.
The boundaries of plots larger than 1/100 acre need to be constructed using a compass. (3) Random Selection - A sample consisting of
randomly selected points (individual trees, plants, etc.) throughout an area. This is the most difficult method. Three major difficulties of this
method include: (a) If sample locations are not random, the data may not be representative of the overall area; (b) samples may be difficult
to quantify; (c) Locating and traveling between single points is often too time consuming. Getting a representative sample is like examining a
piece of pie that represents the whole pie.
While exploring an ecosystem, one might ask: How many trees are in the forest? What percentage of standing trees is dead? Is there
more lichen diversity near the stream or in the uplands? Are there more wildlife sightings and signs below 1000 ft. elevation or above? How
does the vegetation change moving from a wetland meadow to the dense forest? What percent of the forest floor receives sunlight?
TRANSECTS. The most useful in sampling along linear areas, such as stream corridors. They are also useful in documenting change
as you move from one land condition to another (like from the forest edge towards the center of the forest-or from lowland towards upland).
A. LINE INTERSECT METHOD. One use of this method would be to estimate what proportion of a given area is covered by the foliage of
specific plant species. Steps: 1. Lay a cloth tape along the ground for a specific length, 100 feet for example. 2. As you walk alongside
the tape, measure the length (number of feet) of species foliage that intersects the tape. 3. Continue measuring and recording this
data for each plant or cluster of plants that you encounter along the transect. 4. Calculate the total length of foliage that covers the
transect by adding all the lengths you recorded. 5. To determine the proportion of the area covered by this species: divide the sum of
foliage lengths by the total transect length (e.g., sum of lengths ¸ 100).
B. LINE INTERSECT/POINT SAMPLE METHOD. One use of this method would be to estimate what proportion of an area is shaded by tree
foliage for trees taller than 6 feet. Steps: 1. Lay out a line of any length. 2. Stop every 10 feet along this line, 3. Look straight up and
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record whether there is tree foliage directly above. 4. Determine the proportion of the area covered by foliage by dividing the number
of tree foliage cover stops by the total number of stops. Alternative steps: 1. Walk a straight line following compass bearing. 2. Stop
every ten steps. 3. Look straight up and record whether there is tree foliage directly above. 5. Determine the proportion of the area
covered by foliage by dividing the number of tree foliage cover stops by the total number of stops.
C. WIDE TRANSECT METHOD (or a long rectangular plot). One use of this method would be to estimate plant diversity (such as lichens)
along a stream. Steps: 1. Lay out a cloth tape on the ground for a specific length, 50 feet for example, along the stream. 2. Using a 12-
inch ruler, search a 1-foot wide area on each side of the tape for different lichen species. 3. Plant diversity, in this example, can be
determined by counting the number of different lichen species recorded.
D. FIXED-AREA PLOTS. Fixed-area plots are often used to make area estimates such as: (a) the number of trees per acre, or (b) the
number of plants per square foot. They are also used to (c) compare different areas. All three methods below can be used to
investigate this same example question: How many trees larger than 5 inches in diameter are in the forest? CIRCULAR PLOTS (easiest
to establish) Steps: 1. Select a plot size. (1/10 acre has a radius of 37.2 feet, for example). 2. Mark the center of the circle. 3. Use a
cloth tape to record every tree larger than 5 inches in diameter within 37.2 feet of the center. 4. Every tree recorded represents 10
trees per acre. TRIANGULAR PLOTS (next easiest to establish.) Steps: 1. Select a plot size (1/24 acre, for example). 2. Use a cloth
tape and compass to measure and mark the base of the equilateral triangle (1/24 acre plot has a base of 64.8 feet). 3. In the middle of
the base use a compass and cloth tape to lay out the altitude of the triangle perpendicular (90 degrees) to the base (1/10 acre plot has
an altitude of 56.1 feet). 4. Mark the altitude. 5. Use additional cloth tapes to mark the two sides of the equilateral triangle by
connecting the ends of the base to the altitude. 6. Record every tree larger than 5 inches in diameter. 7. Every tree recorded
represents 24 trees per acre. RECTANGULAR PLOTS (usually squares) Steps: 1. Select a plot size (1/5 acre has sides of 93.3 feet, for
example). 2. Use a cloth tape and compass to measure and mark the sides of the square. 3. Record each tree larger than 5 inches in
diameter.4. Each tree recorded represents 5 trees per acre.
Additional Notes: The length and number of transects or the size and number of plots should depend on what is being sampled and how
variable or uniform its occurrence is. In reality it will be determined by how much time you have. One rule of thumb for plants is that the plots
should be twice as large as the canopy of the largest species. Plots can be located randomly or along the transect.

4.4 BECOMING AN ECOLOGIST

APPLY SCIENCE INQUIRY! Consider an immediate place as an ecosystem in your work station. Observe as you walk around the area.
Spot an area of your choice; make a 1 meter by 1 meter quadrant using any of the given techniques. Write a description of each level of organization
therein that area using the table below. Also, provide an example for each level.
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Level Description Example

1. Organism

2. Population

3. Community

4. Ecosystem

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5. Fill in the diagram below with the Levels of Organization studied in Ecology. Use the terms from the above table to supply in the

diagram. Note: This is localized in your area, in your station.

autotrophs eating
KEY CONCEPT: Food chains and food webs model the flow of energy in an ecosystem.
Complete the following sentences with the correct term from the list below nonliving abiotic
6. All ecosystems are made up of ________________ and ___________________ components.
living animals
7. ______________ factors are living things, such as _______________ or _______________.
producers moisture
8. ______________factors are nonliving things, such as wind, ______________, or ______________.

9. ____________________ are organisms that get their energy from ___________________ resources,
plants temperature

meaning they make their own food. These organisms are also called ______________________. biotic consumers
10. ___________________ are organisms that get their energy by _________________other organisms, These organisms are also
heterotrophs called
nonliving
called_________________________.

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11. Why are producers so important to an ecosystem?

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

Choose the correct term from the box below to fit each description. carnivore herbivore secondary consumer

12. I eat only plants. I am a(n) ___________________________. decomposer detritivore

omnivore primary consumer tertiary consumer

13. I eat only other animals. I am a(n) _______________________.
trophic levels
14. I eat both plants and animals. I am a(n) _____________________.

15. I eat dead organic matter. I am a(n) _______________________. carnivore herbivore

secondary consumer
16. I break down organic matter into simpler compounds. I am a(n) ______________________.
decomposer
17. I am the first consumer above the producer level. I am a(n) ____________________.
detritivore
18. I am a carnivore that eats herbivores. I am a(n) __________________________.
omnivore
19. I am a carnivore that eats other carnivores. I am a(n) __________________________ .
primary consumer
20. The levels of nourishment in a food chain are called _______________________.
tertiary consumer
Relate at least 5 of the above characters in your area to describe your ecosystem in 2
sentences. trophic levels

___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________.

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Sketch your chosen place and integrate the ecological elements you have learned. (You may attached a picture of the area)

Synthesis of Your Eco- Activity

THE WHAT? List the problems you have encountered in the field when you performed the activity.
THE HOW? List also the possible solutions to every problem encountered when you do this field work.
Use the columns below.
(WHAT?) PROBLEMS ENCOUNTERED IN THE FIELD (HOW?) POSSIBLE SOLUTIONS OF THE PROBLEM

Problem 1 ____________________________________ Possible Solution _________________________________

___________________________________ _______________________________________________
___________________________________ Possible Solution _________________________________
___________________________________ _______________________________________________

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Problem 2 ____________________________________ Possible Solution _________________________________

___________________________________ _______________________________________________
___________________________________ Possible Solution _________________________________
___________________________________ _______________________________________________

Problem 3 ____________________________________ Possible Solution _________________________________

___________________________________ _______________________________________________
___________________________________ Possible Solution _________________________________
___________________________________ _______________________________________________

State the BEST problem you want to explore (based on the above lists) ________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
State the BEST Possible Solution to solve the above problem (based on the above lists) ___________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
Make a timeline of the activity to show accomplishment. (Gannt Chart may substitute this.)
Date Accomplished

Date:

…and so on
Activity

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4.5 TAKING MY STEWARDSHIP

EXPLORE MORE! In your chosen area in your station, perform a more specific and detailed exploration of the area as a steward
(care-taker of the area). Use your BEST Problem to solve it. Record your findings according to the items below.

Location/ Description of the Area: ______________________________________________________________________________________

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________

Re-state your BEST Problem: _________________________________________________________________________________________

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________

1. Hypothesis: What do you think you will do to sustain the equilibrium of the area?
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________

2. Describe the weather today/ Date: _________________________________________________________________________________

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

3. Describe the location of the area you are studying:

_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________

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4. List the organisms that you have found in your ecosystem:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

5. List the populations that you have found in your ecosystem:

_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________

6. List the communities that you have found in your ecosystem:

_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________

Stewardship Reflection

7. What is stewardship for you?

_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________

8. Why is stewardship important in your university ecosystem?

_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________

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9. How did you feel when you finished the stewardship project?
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________

10. What are some other things that you would like to do to improve your neighborhood?
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Draw or map your field work as your stewardship project:

Make a timeline of the activity to show accomplishment. (Gannt Chart may substitute this.)
Date Accomplished

Date:
Activity
… and so on

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MY ENVIRONMENTAL FIELD STUDY

Title (ALL CAPITALIZED LETTERS of not more than 20 words):
_________________________________________________________________________________

__________________________________________________________________________

______________________________________________________

THE PROBLEM AND HYPOTHESIS

The problem

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

The hypothesis

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

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What is the importance of finding solution (s) to this problem?

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

THE FIELD STUDY METHODOLOGY

Procedures

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

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THE FINDING(S) AND DISCUSSION(S)

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

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THE CONCLUSION(S) AND RECOMMENDATION(S)

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

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Make a timeline of the activity to show accomplishment. (Gannt Chart may substitute this.)
Date Accomplished

Date:
Activity
… and so on

Evidences of the field study: Journal and Pictures

IMAGES (with textual captions)
JOURNAL (textual)

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

___________________________________ .

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