Planetary Networks

Trends, Networks, and Critical Thinking in the

21st Century 11/12
First Quarter

AILEEN MARIE O. SAN LUIS

Developer

Department of Education • Schools Division of Benguet

i
 Republic of the Philippines
Department of Education
Cordillera Administrative Region
Schools Division of Benguet

Published by:

Curriculum Implementation Division

Learning Resource Management and Development System

COPYRIGHT NOTICE
2020

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency of office wherein the work is
created shall be necessary for exploitation of such work for profit.”

This material has been developed for the implementation of K-12 Curriculum
through the Curriculum Implementation Division (CID)—Learning Resource
Management and Development System (LRMDS. It can be reproduced for
educational purposes and the source must be acknowledged. Derivatives of the work
including creating an edited version, an enhancement or a supplementary work are
permitted provided all original work is acknowledged and the copyright is attributed.
No work may be derived from this material for commercial purposes and profit.

ii
 PREFACE

This module is a project of the Curriculum Implementation Division particularly

the Learning Resource Management and Development Section, Department of
Education, Cordillera Administrative Region which is in response to the
implementation of the K to 12 Curriculum.

This Learning Material is a property of the Department of Education- CID,

Schools Division of Benguet. It aims to improve students’ performance specifically in
Trends, Networks, and Critical Thinking in the 21st Century.

The competencies are aligned with the prescribed Most Essential Learning
Competencies. This module can be delivered with minimal supervision from parent
or adult or brothers or sisters.

Date of Development: June 2020

Resource Location: Atok District, SDO - Benguet
Learning Area: Social Science
Grade Level: Grade 11/12
Learning Resource Type: Module
Language: English
Quarter/Week: Q1/W6
Learning Competency/Code: Explain the effects of consumption and
production patterns that contribute to the problem
of climate change
HUMSS_MCT12- Ih-i-2

iii
 ACKNOWLEDGEMENT

The fulfillment of this learning material was made possible thru the:

Glory of God

Gratitude of Family and Relatives

Goal of the Government, Mentors, Colleagues and Friends

DIVISION LRMDS STAFF:

MELVIN L. ALFREDO ANTIONETTE D. SACYANG

Librarian II Project Development Officer II

SONIA D. DUPAGAN, Ed.D.

EPS-LRMDS

CONSULTANTS:

ROSE N. ANAPEN
Coordinator Araling Panlipunan
EPS II ALS

RIZALYN A. GUZNIAN, EdD

Chief, Curriculum Implementation Division

NESTOR L. BOLAYO
Office of the Assistant Schools Division Superintendent

BENILDA M. DAYTACA, Ed.D., CESO VI

Schools Division Superintendent

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 TABLE OF CONTENTS
Contents Pages

COPYRIGHT NOTICE............................................................................................................ii
PREFACE............................................................................................................................iii
ACKNOWLEDGEMENT.......................................................................................................iv
TABLE OF CONTENTS..........................................................................................................v
TITLE PAGE.........................................................................................................................1
What I Need to Know.........................................................................................................2
What I Know......................................................................................................................3
What’s In............................................................................................................................5
What’s New.......................................................................................................................6
What’s In It.........................................................................................................................7
What’s More......................................................................................................................8
Activity 1......................................................................................................................18
Assessment 1...............................................................................................................19
Activity 2......................................................................................................................20
Assessment 2...............................................................................................................21
Activity 3......................................................................................................................22
Assessment 3...............................................................................................................23
What I Have Learned........................................................................................................24
What I can do...................................................................................................................24
POST ASSESSMENT...........................................................................................................26
ADDITIONAL ACTIVITIES...................................................................................................28
ANSWER KEY....................................................................................................................29
REFERENCES.....................................................................................................................31
FEEDBACK NOTE..............................................................................................................33

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 TITLE PAGE

Planetary Networks
Trends, Networks, and Critical Thinking in the
21st Century 11/12
First Quarter

AILEEN MARIE O. SAN LUIS

Developer

Department of Education • Schools Division of Benguet

1
 You will be
What I Need to Know familiar with the
learning
objectives.

Welcome, this module will be our companion for a great

journey into the minds and aspirations of the world today.

The planet Earth has the capacity to support living organisms as well
as non-living things placing man as the steward of creation. The quest for
survival and the fight for extinction remains a challenge. Political issues,
economic concerns, and environmental problems on sustaining the Earth’s
resources is bothering us. The climate change has been threatening the
Earth and all creatures inhabiting it.

This module will give us the results of personal and local action to
global and planetary climate changes. It supplies learning activities for
students to write resolutions that contribute in solving the problems of
climate change. With this ability, it will further aid in the creation of global
awareness in every student in sustaining our productive planet.

Make sure that all learning activities are accomplished during the
required timeframe. Accomplish all the activities honestly. Kindly ask
questions or clarifications about the direction given whenever it is not
clearly understood. You will also have to answer the post assessment test
after reviewing the lesson to gauge your full comprehension of the subject
matter.

Dear students, enjoy this learning experience.

Learning Objectives:

1. Determine the human consumption and production patterns that

increase greenhouse gas emissions
2. Analyze the effect of consumption and production patterns that drives
global warming
3. Illustrate the effect of consumption and production patterns on
climate

2
 What I Know You can check
your prior
knowledge

Direction: Choose the letter that correspond to the correct

answer. Write your final answer on the blanks provided before the number.

_____1. Which phenomena hinder man’s ability to achieve sustainable

development?
a. Climate Centered c. Climate Change
b. Climate Chance d. Climate Catch

_____2. What is the role of greenhouse gases in the atmosphere?

a. Greenhouse cover c. Greenhouse tip
b. Greenhouse effect d. greenhouse top

_____3. Which condition intensify global warming?

a. Land loses its ability to absorb and reflect sunlight
b. Land loses its ability to produce soil
c. Land loses its ability to reflect ultraviolet rays
d. Land loses its ability to absorb sunlight

_____4. What was the hottest year recorded ten years ago?
a. 2014 b. 2016 c. 2018 d. 2019

_____5. Which of the following is the most active and potent greenhouse gas
but least abundant?
a. Carbon Dioxide c. Methane
b. Water Vapor d. Chlorofluorocarbon

_____6. Which region has the highest primary energy growth in 2018?
a. Africa b. China c. Asia d. India

_____7. Which region has the highest oil production?

a. Asia b. United States of America
b. Middle East c. Europe

_____8. Which is the effect of global warming?

a. Urbanization c. Greenhouse Effect
b. Status d. Climate Change

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_____9. Which activity worsens the existing pressure on local food
production
shifting from traditionally grown to processed food?
a. Distributing food fairly
b. Changing consumers’ preferences to animal products
c. Growing income levels
d. Maintaining Global average calorie intake

_____10. Which is the biggest source of human-caused Carbon Dioxide

emissions in the Philippines?
a. Agriculture c. Waste
b. Energy Consumption d. Land Use Change

_____11. What is the implication when found that the greater consumption
of energy increases the production of greenhouse gases in the atmosphere?
a. Use more gas c. Use more nuclear energy
b. Use more minerals d. Use more biofuel

_____12. Which factor drives gas emissions but equally important agent for
change in emission?
a. Population c. Economic Development
b. Behavior d. Energy Demand

_____13. What is the effect when livestock number increases?

a. Increase greenhouse gas emissions
b. Growth of human population
c. Increase demand for animal products
d. Growth of income

_____14. How can trade drives greenhouse gas emissions in the atmosphere?
a. Induce international transport traffic
b. Reduce of global energy efficiency
c. Influence consumption patterns
d. Block exchange of technologies

_____15. What is the effect of increasing the greenhouse gases in the

atmosphere?
a. Deforestation c. Climate Change
b. Global Warming d. Technological Change

4
 You will recall
What’s In the concept
learned
previously.

Globalization is an interactive and integrative process of

interconnectedness and interdependence among the different parts of the
world. It carries an enormous power in changing the world today affecting
planetary networks and systems.

A. Direction: Write the 3 main drivers of globalization.

1. ____________________________________________
2. ____________________________________________
3. ____________________________________________

B. Direction: Write ADVANTAGE if the statement implies a positive impact or

write DISADVANTAGE if the statement implies a negative impact of
globaliza-
tion. Write your final answer on the blanks provided for.

____________________ 1. It improves products for better quality and variety.

____________________ 2. It expands trade, innovation and communication.
____________________ 3. It uses up more natural resources before they are
regenerated.
____________________ 4. It promotes world peace and unity.
____________________ 5. It can lay off workers and transfer jobs.

C. Direction: Answer the question below.

1. Why do Filipinos want to work abroad?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

5
 What’s New You will now
start the new
lesson.

Direction: Read the lyrics of the song and write five (5) lines which
show the relationship of man and planet Earth.

I Am Earth Glyn Lehmann

   
I am the river flowing  
I am the desert dry I am the Earth
I am the four winds blowing You’re in our hands
I am the sunset sky I am the Earth
  We’re in your care
I am the forest breathing I am the Earth
I am the ocean wide Together we stand
I am the storm clouds gathering I am the Earth
I am the mountain high This moment in time we share
   
I am the Earth We share the future
  Stand side by side
We are the children growing One Earth, one people
You are the place we live We’ll turn the tide
We are the seed you’re sowing And in the future
We are the life you give They’ll say with pride
  One Earth, one people
We are the future rising We turn the tide
We will be your voice
We will watch and learn from you
We will make the choice
 
 
 
 

1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
4. ______________________________________________________________
5. ______________________________________________________________

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 You will start
What’s In It the discussion
of the new
lesson.

Direction: Look closely on the pictures.

What do you think?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

7
 You will
What’s More experience
controlled and
independent
practice.

Essential Question:

Why does man cause climate to change?

Lecture Notes

Climate Change

The climate has the critical role in our civilizations. It had been helping
people and even animals to set their daily activities like when and where to look for
food and raw materials from the land and seas, what and when crops are grown,
where and how to secure freshwater and when to expect the different seasons.

Now, climate change is one of the greatest challenge of our time. Its adverse
impacts undermine the ability of all countries to achieve sustainable development
(UN, 2015). Consequently, shaping the nature and performance of societies,
ecosystem and economy. Our world today is being agitated by the effects of natural
resource depletion and environmental degradation.
The United Nations Forum Convention on Climate Change (UNFCC) defines
climate change as “a change of climate which is attributed directly or indirectly to
human activity that alters the composition of the global atmosphere.” IPCC’s Fifth
Assessment reported that it is very likely that human influence has contributed to
the observed global scale changes in the frequency and intensity of daily
temperature extremes since the mid-20th century. It is likely that human influence
has more than doubled the probability of occurrence of heat waves in some
locations (IPCC, 2015). The human use of fossil fuels and when land is converted
from forests to the other uses release carbon dioxide and other greenhouse gases
into the air. Human activities, then is the prime mover of climate change.

The Greenhouse Gases

The Earth has the right temperature sustaining life because of the thin layer
of gases encircling the planet. The greenhouse effect, a natural phenomenon, is the
warming that happens when certain gases in the earth’s atmosphere trap heat.
Some sunlight that hits the earth is reflected, maintaining earth’s sustainable
temperature.
Climate change is caused primarily by the increasing level of greenhouse
gases in the atmosphere. The more greenhouse gases in the atmosphere, the more
heat gets trapped. As people burn fossil fuels emitting of greenhouse gases, the
greenhouse effect becomes more pronounced It will cause the earth to become

8
warmer and warmer, leading to global warming. As human converts the nature of
the land, the ability of the earth to absorb and reflect the amount of sunlight is
altered, intensifying global warming.
The Global Land-Ocean Temperature Index in 2019 was 1.76 degrees
Fahrenheit (0.98 degrees Celsius) above the 20 th-century average. It made 2019 the
second hottest year on record trailing only 2016 with 1.02 degrees Celsius. A
warming greater than 1.5 degrees Celsius depends on futures rates of emissions.
When it will occur, poor and vulnerable areas will suffer greatly.

Common Sources of Greenhouse Gases

1. Water vapor (H2O)

It forms the clouds, precipitation and controls atmospheric

temperature. The more water vapor in the atmosphere, increases global
temperature.

2. Carbon Dioxide (CO2)

It is the principal greenhouse gas. It is released through natural
processes such as respiration and volcanic eruptions. It is emitted by human
activities such as deforestation, land clearing for agriculture and burning
coal, oil, and gas from industries and cars.

It reacts with water molecules, producing carbonic acid and lowering

ocean’s pH causing ocean acidification. Increasing acidity interferes with the
ability of marine life to extract calcium from the water to build their shells
and skeletons.

3. Methane (CH4)
It comes from natural sources such as wetlands. Manmade sources
such as rice cultivation, mining, use of natural gas, decomposition of
landfills and waste, ruminant (cattle, sheep, goats) digestion and domestic
livestock manure management. It is a more active greenhouse gas than
carbon dioxide even less abundant in the atmosphere. The cattle emit 26%
of the total methane emissions and constitute the largest single source of
methane production in the United States.

4. Nitrous Oxide (N2O)

It is produced due to soil cultivation practices such as use of
synthetic and organic fertilizers, nitric acid production, biomass burning and
even fossil fuel combustion.

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5. Chlorofluorocarbons (CFCs), Hydroflurocarbons (HFCs), Perfluorocarbons
(PFCs), Sulfur Hexafluoride (SF6) or F-gases

It is used as industrial coolants, foaming agents, fire extinguishers,

solvents, pesticides and aerosol propellants. These gases have strong
resistance to radiation, and stay in the atmosphere for a long period of time.

Ozone(O3) is a greenhouse gas. A hole in the ozone layer pertains to ozone

depletion. It is the gradual thinning of the upper atmosphere, especially in
Antartica. The phenomenon reoccurs every year from August to October, found to
be producing a cooling effect that has counteracted a small part of the warming.
So, it does not cause global warming, but both was linked to human activities.
The CFCs and halocarbons released into the upper atmosphere reacts with the
sun’s UV rays producing compounds containing gaseous chlorine and bromine.
These gases break down ozone molecules faster than it can be replaced. Thereby
reducing the capacity of atmospheric ozone layer to absorb ultraviolet radiation.

Ultraviolet radiation is a major environmental problem because it stops

plants growth and alter the genes of fishes, reducing global food supply. It can
destroy cells. Thereby, increasing the rates of skin cancer, eye cataracts and
genetic and immune system damage in human.

Greenhouse Gas Emissions and Trends

The Commission on Sustainable Development (SDC) had considered

that the current patterns of consumption and production affect the earth’s
natural resources. The worldwide consumption and production drives
economic and social progress, a scenario placing every human choice at
stake.

The consumption and production growth per person is a major driver

for worldwide increasing greenhouse gas emissions.

Drivers of Global Emissions

1. Energy Consumption and Production

Global energy consumption and production of fossil fuel are unevenly

distributed and are concentrated in some regions and not in others.
Oil is mostly consumed in Asia Pacific and North America. Global coal
consumption is heavily concentrated in Asia Pacific. Nuclear consumption is
concentrated in North America and Europe. Asia Pacific and South & Central
America use hydroelectricity. Renewable resources are consumed in Asia Pacific,
Europe and North America.

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 Oil production growth was heavily concentrated in North America and Saudi
Arabia. Natural gas production dominates in North America and Russia. Coal is the
dominant fuel in the Asia Pacific region. This imply that each region has definite
activities which may or may not be the same on other region.
Global primary energy demand grew by 2.9 % in 2018. This growth was
accounted to China, United States and India. At the same time carbon emissions
grew by about 2.0%. According to BP Outlook Report 2019, it may be related to the
unusual large number of hot and cold days in United States, China and India. With
the increased demand for cooling and heating services explains the strong growth
in energy consumption.
Figure 1: Percentage Contribution to Primary Energy Growth in 2018

Source: www.bp.com/energyoutlook

Figure 2: Percent Annual Change of Global Energy Consumption Growth

Source: www.bp.com/energyoutlook

11
3: Percent Annual Change of Energy Demand and Carbon Emissions

Source: www.bp.com/energyoutlook

The figures show the direct and positive correlation of energy demand and
Carbon Dioxide emissions. But, the world needs more energy to allow the
improvement of living standards. So, reducing energy consumption or lessen
carbon will resolve the problems that contribute to global warming.

The global greenhouse gas emission had increased due to the rapid growth
of Carbon Dioxide emissions from fossil fuel energy. In low-income countries, a
large proportion of operational energy is derived from polluting fuels, mainly wood
and other biomass, such as dung and crop residues. The strong growth of the
plastic industry drives the production of raw materials for petrochemicals,
lubricants and bitumen which can increase oil, gas and coal demand.

Industry and buildings has the highest energy consumption. The production
of energy-intensive industrial goods including cement, steel, aluminum has grown
dramatically. The high fuel-consuming stock of vehicles, relatively low oil prices,
and limited availability of low-carbon fuels drives mainly the Carbon Dioxide
emissions of the transport sector. The emissions increase as the demand for
personal transportation increases, as standards of living rise and economic activity
increases. Greenhouse gas emissions can take place starting with manufacturing of
building materials to demolition. Emissions largely comes from consumption of
electricity for heating, ventilation and air conditioning, water heating, lighting,
cooking and entertainment.

Additionally, human diets are changing. Due to growing income levels, the
global average calorie intake is projected to rise, especially in developing countries.

12
The consumers’ preferences are changing toward higher shares of animal products
—including meat, eggs, and dairy. This is going to exacerbate existing pressures on
local food production shifting from traditionally grown to processed foods. This
requires more motorcycle errands, delivery trucks, and cargo ships that can emit
greenhouse gases into the atmosphere.

Table 1: Breakdown of livestock sector emission by source

Livestock Sector Percentage of Greenhouse Gas Emissions
Enteric Fermentation by ruminants 39 %
Manure 26%
Feed 21%
Land-use Change 9%
Energy and Post-farm 5%
Source:https://www.chatnamhouse.orgorg

Waste generation is closely related to population, urbanization, income per

person and energy consumption per individual. Total global emissions from waste
almost doubled from 1970–2010 and still adding. The main sources of waste
greenhouse gas emissions were solid waste disposal on land and wastewater
handling, waste incineration (mainly CO2) and wasted food.

Consumption activities of households such as fossil fuel consumption,

personal travel by car and intake of meat is the global key contributor of emissions.
Greenhouse gas emissions in the least developed countries are generated by
agriculture, forestry and livestock production. So, emission changes depend on the
pace of urbanization and industrialization.

Figure 5: World Greenhouse Gas Emissions in 2016 ( Total 49.4 GtCO 2e)

13
 3.2% Waste HFCs,PFCs,SF3,NF3 2.1%
2.1%22.1https://docs.googl
Source:https://www.wri.com
This chart describes the sources and activities across the global economy
that produce greenhouse gas emissions, as well as the type and volume of gases
associated with each activity. Energy consumption is the biggest source of human-
caused greenhouse gas emissions 72.9% worldwide followed by Agriculture 11.8%,
land use change and forestry 6.5 %, industrial processes 5.6% and lastly waste
3.2%. In the energy sector, generation of heat and electricity emits 30.4 % of the
total greenhouse gas, followed by transportation 15.9% manufacturing and
construction 12%. Industries and transportation are the main sources of
greenhouse gas emissions.

The middle column describes the emissions from specific activities. Road
transportation 11.9%, residential buildings 10.9% and other industries 10.6%
drives most energy emissions. Livestock and manure 5.8% drives most agriculture
emissions. Burning 3.5% drives most land use change and forestry emissions.
Cement 3% drives most industrial processes emissions. Landfill 1.9% drives most
waste emissions. Buildings and cars mainly drives energy-related emissions.

The third column describes the percentage of greenhouse gas emitted.

Carbon Dioxide comprises 74.3 %, Methane 17.3 % Nitrogen Oxide 6.2% and
HFCs, PFCs, SF6, NF3 2.1% of greenhouse gas emissions. Most Carbon Dioxide
emissions of 89% are form the use of fossil fuels. Carbon Dioxide is the most
abundant greenhouse gas.

The findings have shown that the greater the consumption of energy, the
greater is the production of greenhouse gases in the atmosphere. This implies the
use of renewable energy resources.

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2. Population

When the global population reaches 9.6 billion by 2050, equivalent to almost
three planets will be required to sustain current lifestyles (UNSDG, 2015).
Exploration on habitable planets will eventually pressure scientist to venture for
this projection. At this moment, Earth is the only planet capable of supporting life.

Population growth is a major immediate driver for global greenhouse gas-

emissions trends. Global population grew from 3.7 to 6.9 billion. The concomitant
urbanization radically increases household electricity demand. The continued
growth in world population causes greater demand for food with reduced land
availability. One person added to the global population increases greenhouse gas
emissions.

The increased livestock number is linked to increased demand for animal

products, area under agriculture, deforestation, use of fertilizer, area under
irrigation, food availability per person, consumption of animal products. It is also
linked to increased human and animal populations. This has increased greenhouse
gas emissions directly and also through manure production.

3. Economic Growth

The global economy is expected to continue to as well as energy

consumption per person. Societal choices indicate that with projected economic
and population growth, emissions will continue to grow.

Economic growth increases the demand for energy services. As income

increases, energy use increases. The increasing energy use drives economic growth.
The increase use of energy from coal based power plant, increases greenhouse gas
emissions. There is a robust positive relation between income and emissions,
particularly for annual income levels between 1000 and 10,000 Int$2005/cap
which is approximately 50, 000.00 to 500, 000.00 per person. As the world
electrifies and energize itself, human development happens. It will become a part of
a broader service that are bought and sold in competitive and efficient digital
markets.

The actual markets of a commodity or service functionally related to

population. The greater number of persons per household having higher salaries
can choose a good or service at the given price. They could build residential houses
in different sizes and styles that suits the gaze which could be owned or for rent.
They could portray different personalities by the clothes worn every setting. The
colorful accessories needed to reflect a smile every time one looks at the mirror.
One feels confident from all the things possessed whether such item is disposable
or long lasting. These situations will drive the manufacturing industries do over
time in mining and hauling raw materials from one or more potent mountain

15
ridges, wide plains and remote water sanctuaries. Eventually, burning fossil fuels
to extract energy needed for production. Rates of economic growth, energy demand,
higher income per person and greenhouse gas emission have a strong correlation.

Trade can improve productivity. It increases the international flow of goods.

It influences consumers to buy more and motivate other to use the goods. It
relocates production within or nearby place with actual market or places with
substantial laborers. It needs more international transports to deliver goods to
different regions around the world. It also affects emissions through its effect on
innovation and the exchange of technologies between trading partners. It can
reduce global energy efficiency upon relocation of production to low-energy efficient
area with more laborers.

IPCC acknowledged the importance of technological change as a driver for

climate change mitigation. In Japan, technological change has also shown to be a
driver for reduction of CO2 emissions. There is a relationship between
environmental regulation and innovative activity on environmental technologies.
Technological change can reduce emissions.

4. Consumption and Behavior

Consumer choices on food services, housing mobility, and housing services

are associated with greenhouse gas emissions. Consumers’ perception on products
that satisfies rather the optimize. Consumers that fails to choose appliances
offering energy savings. Having a culture of consumerism rather than lessening
materialistic aspirations. Eventually, disposing the goods and buying another
which will generate more waste.

Environmental values are found to be important for the support of climate

change policies and measures. The state of awareness and concern about climate
change and the willingness to act is an important underlying driver for voluntary
reduction in energy consumption by individuals. In India, the high proportion of
people following a vegetarian diet can be attributed to its cultures and religions,
resulting in lower greenhouse gas emissions per caloric intake. Focusing on more
environmentally sound products complements efficiency in production. Simply,
finding happiness with less material consumption whether in higher-income
countries or in the lowest-income countries. Behavior is not only an implicit and
relevant driver of emissions, but also equally important a potential agent for change
in emissions.

In the Philippines

The Philippines is an emerging economy and its economy has greatly shifted
from agriculture to industry. In terms of energy use, conventional fossil fuels (oil
and gas) are the main source for its primary energy demands. In the Philippines,
energy related industries emitted the largest amount of Carbon Dioxide (CO 2) from
1994 to 2000. According to the 2011 primary energy consumption of the

16
Philippines, 31% of the consumption was met by oil, 20% by coal, 22% by
geothermal, 12% by biomass, 6% by hydro and 1% by other renewable energy like
wind, solar and biofuel.

Figure 6: Greenhouse Gas Sources in the Philippines

Source: https://dilg.gov.ph/PDF

Economic growth increased in the third quarter of 2019 with 6.2 % GDP
from the 5.5% GDP on the first semester mainly due to catch-up in public spending
and higher household consumption. Every Filipino must be happy with this news.

Source: https://dilg.gov.ph/PDF

But still the environment and natural resources are under threat. The
quality of air remains poor, especially in many highly urbanized cities and major
urban centers. Many of the classified water bodies are unfit for their intended uses.
Water availability per capita stood at 1,553 m 3/year - below the international
“water stress” threshold of 1,700 m3/ year. There are 11.13 M hectares degraded
land in the country. One third (1/3) of our coral reefs has been lost over the last
decade. Ten (10) out of thirteen (130 of the country’s fishing grounds have already

17
shown signs of overfishing. The waste generation is increasing. In 2016, 40,087.45
tons of solid waste was generated per day which can fill up 106 swimming pools of
garbage per day. It was also found out that 43 grams of rice daily are wasted
equivalent to 987,952 kg. of rice (NEDA, 2019).

Lifestyles, luxuries and learning requires resources. Even though all

consumption and production will be monetized, it cannot compensate with the
environmental impact of emissions.

Activity 1

Direction: Analyze the data on the following tables. Rank the numerical
values under the population, consumption emission and territorial emission
using ordinal numbers. Answer the supporting questions to enhance
understanding.

A. Table 1: Carbon Dioxide Consumption Emissions in 2017

Consumption Rank in Rank in
Country Population Emissions Populatio CO2
(MtCO2) n Emission
North America 327, 096, 265 5, 687
Germany 83,124, 418 895
Russian
145, 734, 038 1, 373
Federation
Iran 81, 800,188 610
Saudi Arabia 33, 702,756 620 10th
India 1, 352, 642, 280 2, 260
China 1, 427, 647, 786 8, 549
South Korea 51, 171, 706 669
Japan 127, 202, 192 1, 393
Indonesia 267, 670, 543 601
18
Consumption Emissions: Carbon Dioxide emissions occurring anywhere in the world attributed to the country in
which goods and services are consumed.
Source: www.globalcarbonatlas.org

B. Table 2: Carbon Dioxide Territorial Emissions in 2017

Territorial Rank in Rank in
Country Population Emissions Populatio CO2
(MtCO2) n Emission
North America 327,096,265 5, 416
Germany 83,124,418 759
Russian
145,734,038 1, 711
Federation
Iran 81,800,188 720
Saudi Arabia 33,702,756 621
India 1,352,642,280 2, 654
China 1, 427, 647,786 10, 065 1st
South Korea 51,171,706 659
Japan 127,202,192 1, 162
Indonesia 267,670,543 615
Territorial Emissions: Carbon Dioxide emissions from oxidation of coal, oil, and gas; from combustion of vented
natural flaring; and from chemical reactions in the manufacture of cement.
Source: www.globalcarbonatlas.org

C. Direction: Draw a pie graph that will clearly show the Carbon Dioxide
Territorial Emissions in 2017. Refer to Table 2.
Rubrics:

Criteria Rating Score

Clear Description
10 points
(clear, complete representation of data & legend)
Layout (laid orderly) 5 points
Language Conventions
5 points
(no capitalization, spelling, or punctuation errors)
TOTAL SCORE

19
Assessment 1

Direction: Write final answer on the blanks provided for.

1. What are the top 3 highly populated places shown in the tables?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. What are the top 3 countries with high Carbon Dioxide consumption
emissions?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. What are the top 3 countries with high Carbon Dioxide territorial
emissions?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

4. What is the relationship of population and carbon dioxide emissions?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

5. What is the implication of the relationship?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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Activity 2

Direction: Analyze the cause and effects of human activities. Complete the
following ideas by writing the correct term/word found in the box. Some
words can be used repeatedly.
less more greater lesser higher lower
1.
increase decrease rise fall

The _______________ construction activities, increases the demand for

wood. There will be ______________________ cutting activities in the forest.

2. The _______________the income, the _______________ goods and services

will be bought at the given price.

3. The _______________number of persons per household requires

_______________ household appliances.

4. As people buy _______________ food in supermarkets, it _______________

processed food production.

5. The _______________ vehicles are required to deliver varied products within

and outside the society, the ___________________ Carbon Dioxide is
emitted.

6. When the population_______________, solid waste will also _______________.

7. The emission of methane will decrease when _______________ wastes are

dumped.

8. Food production will have to _______________ in order to meet future

demands, while at the same time _______________ emissions of greenhouse
gases.

Assessment 2

Direction: Complete the table below. Write 5 examples of cause and effect
relationships from Activity 2.

CAUSE EFFECT

1.

21
 2.

3.

4.

5.

Activity 3

A. Direction: Having higher income drives global warming. Write four

(4) human activities that increase the emissions of greenhouse gases
relative to economic growth.

High
Income

22
B. Direction: Rapid population growth drives global warming. Write
four (4) human activities that increase the emissions of greenhouse
gases relative to population growth.

Rapid
Population
Growth

Assessment 3

Direction: Complete the Cause and Effect Chart.

CAUSE

Human Consumption and Production Patterns

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_______________

EFFECT
Increase greenhouse gas emissions, intensifying Greenhouse Effect

EFFECT
23
 Increase Global Warming higher than
1.5 0 C relative to pre - industrial levels

EFFECT

Climate Change

You will express

What I Have Learned your synthesis
about the
lesson.

Essential Question:

Why does man cause climate to change?

Direction: Fill in the blanks with appropriate words to complete the thought.

1. It is clear that ____________________ causes climate change.

2. Man’s uncontrolled ____________________ and ____________________
patterns is adding more greenhouse gases into the atmosphere. This act
increases global _______________ changing climate, giving problems to the
world.

You will apply

What I can do what you have
learned to real-
life.
A. Direction: Read the excerpt from the ASEAN Post Team article

24
 entitled “A Meatless ASEAN?”

A Meatless ASEAN?
The ASEAN Post Team
26 April 2020

Man’s appetite for meat and dairy products is having serious environmental
consequences. Based on a report by Asia Research and Engagement, Asia’s seafood
and meat consumption will rise by 78 percent in 2050, and this rise will likely have
an impact on the environment. 

As reported by the United Nations (UN) Food and Agriculture Organization

(FAO), 30 percent of the Earth’s landmass is used to raise animal food. Livestock
farming contributes to global warming, where clearing land for pastures releases
carbon dioxide (CO2) at a staggering rate. Cows also release large volumes of heat-
trapping methane.

Animals consume more food than they produce and animal farming can be a
threat to our water supply. According to the Stockholm International Water
Institute, the world may run out of fresh water by 2050, unless people reduce their
consumption of animal-based products.

“The current levels of demand for meat supplies globally, and the relative
growth of meat production on this scale will have a significant, negative impact on
the environment,” said Michelle Teodoro, a Global Food Science and Nutrition
Analyst at Mintel. 

“At the same time, more and more consumers are moving away from meat
and looking towards alternative sources of protein instead, offering some relief and
creating new opportunities in the global consumer marketplace,” she added.

Direction: Illustrate how man’s appetite in eating meat increases global warming
affecting climate change. Create your own cause and effect flow chart.
Rubrics:
Criteria Rating Score
Clear Description 10
(clear cause-and-effect relationships) points
Layout 5
(laid orderly) points
Language Conventions 5
(no capitalization, spelling, or punctuation errors) points
TOTAL SCORE

25
 You can now

POST ASSESSMENT evaluate your

level of
mastery.

A. Direction: Choose the letter that correspond to the correct answer.

Write your final answer on the blanks provided before the number.

_____1. What is the role of greenhouse gases in the atmosphere?

a. Greenhouse top c. Greenhouse tip
b. Greenhouse effect d. greenhouse cover

_____2. What was the hottest year recorded ten years ago?
a. 2014 b. 2019 c. 2018 d. 2016

_____3. Which of the following is most active and potent greenhouse gas but least
abundant?
a. Carbon Dioxide c. Methane
b. Water Vapor d. Chlorofluorocarbon

_____4. Which is the effect of global warming?

a. Urbanization c. Status
b. Greenhouse Effect d. Climate Change

_____5. Which condition intensifies global warming?

a. Land loses its ability to absorb and reflect sunlight

26
 b. Land loses its ability to absorb sunlight
c. Land loses its ability to reflect ultraviolet rays
d. Land loses its ability to produce soil

_____6. Which activity worsens the existing pressure on local food production
shifting from traditionally grown to processed food?
a. Distributing food fairly
b. Maintaining Global average calorie intake
c. Growing income levels
d. Changing consumers’ preferences to animal products

_____7. Which is the biggest source of human-caused Carbon Dioxide

emissions in the Philippines?
a. Agriculture c. Waste
b. Energy Consumption d. Land Use Change

_____8. What is the implication when found that the greater consumption of
energy increases the production of greenhouse gases in the
atmosphere?
a. Use more gas c. Use more nuclear energy
b. Use more minerals d. Use more biofuel

_____9. Which factor drives gas emissions but equally important agent for
change in emission?
a. Population c. Behavior
b. Economic Development d. Energy Demand

_____10. How can trade drives greenhouse gas emissions in the atmosphere?
a. Induce of international transport traffic
b. Reduce of global energy efficiency
c. Influence consumption patterns
d. Block exchange of technologies

B. Direction: Write five consumption and production patterns that contributes to

climate change. Write your answer on the boxes provided for in the chart below.

27
 Climate
Change

You can do
ADDITIONAL ACTIVITIES more from
what was
learned.

Direction: Create a Daily Menu Plan that will help decrease

greenhouse gas emission.

Rubrics:
Criteria Rating Score
Clear Description
10 points
(clear, complete, healthy)
Layout
5 points
(laid orderly)
Language Conventions
5 points
(no capitalization, spelling, or punctuation errors)
TOTAL SCORE

28
 My Daily Menu Plan
Date:

Meals Food

Breakfast

Snack

Lunch

Snack

Dinner

ANSWER KEY

29
Pre-assessment
1. c 6. b 11. d
2. b 7. b 12. b
3. a 8. d 13. a
4. b 9. b 14. c
5. c 10. b 15. b

What’s In
1. Technology 1. Advantage 4. Advantage
2. Trade 2. Advantage 5. Disadvantage
3. Investment 3. Disadvantage

Most Filipinos go abroad to get a higher salary for the benefit of their family. Young Filipinos
leave the country to acquire new skills, pursue a career and experience other culture. Some
Filipinos seek this opportunity to reunite with families that are already living abroad.

What’s New
1. We will watch and learn from you 4. One Earth, one people
2. This moment in time we share 5. We turn the tide
3. Stands side by side

What’s In It Activity 1
 The Population
term tells us about the usual way of creating and using goods and services.
3rd,7th, 5th, 8th, 10th, 2nd, 1st, 9th, 6th, 4th
 The pictures show environmental problems.
Rank Consumption Emissions
 The pictures portray the disasters that cannddestroy the environment.
2 , 6th, 5th, 9th, 8th, 3rd, 1st, 7th, 4th, 10th
 The pictures show the effects of climate change.
Rank in Territorial Emissions
2nd, 6th, 4th, 7th, 9th, 3rd, 1st, 8th, 5th, 10th

Assessment 1
1. China, India, North America
2. China, North America, India
3. China, North America, India
4. Positive, directly proportional
5. Maintain existing population, extension of territories, or sustain consumption and
production patterns
Activity 2
1. The more construction activities, increases the demand for wood. There will be more cutting
activities in the forest.
2. The higher the income, the more goods and services will be chosen at the given price.
3. The greater number of persons per household requires more household appliances.
4. As people buy more food in supermarkets, it increases processed food production.
5. The more vehicles are required to deliver varied products within and outside the society, the more
Carbon Dioxide is emitted.
6. When the population increase, solid waste will also increase.
7. The emission of methane will decrease when less/no wastes are dumped.
8. Food production will have to increase in order to meet future demands, while at the same time
decrease emissions of greenhouse gases.

Assessment 2
1. Increase demand for wood – cut more trees
2. Higher income – buy more good and services like meat products and car
3. More vehicles – more Carbon Dioxide is emitted
4. Population increases – solid waste increases
5. Less solid waste – less methane is emitted
30
Activity 3
High Income – buy more vehicles, eat more processed meat and dairy products, cut more trees to
construct buildings, use more appliances

Rapid Population Growth – more people eat processed food that generate more waste, more
REFERENCES

31
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FEEDBACK NOTE
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Telephone: 074 422 2001 

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