ENVIRONMENTAL SCIENCE

First Quarter – Week 4 & 5

FLOWS AND CYCLES OF NUTRIENTS IN THE
ENVIRONMENT
Environmental Science – Grade 7 STE
Most Essential Learning Competency (MELC) – Based Exemplar
Quarter 1 – Week 4: Flows and Cycles of the Nutrients in the environment
First Edition, 2020

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Development and Quality Assurance Teams

Writer : JOELMAR S. MONDOÑEDO

Illustrator : _________________________
Layout Artist : _________________________
Language Editor : _________________________
Content Evaluator : _________________________
Layout Evaluator : _________________________
Management Team : _________________________

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Rationale

Project PPE (Portfolio Predicate on Exemplar) is a backup contingency

response of the Schools Division of Surigao del Sur for learning delivery and learning
resource which parallel to the on-going endeavors of the higher offices in the
Department. It is the utilization of a lesson exemplar that is streamlined in a teacher-
and-learner-friendly format to cater to the new classroom setup in light of the
COVID-19 health crisis. These exemplars will be paired with a self-contained and
self-instructional portfolio.

The portfolio is a deliberate collection of works that highlight a learner’s effort

that would enable him/her to see his/her growth and achievement, ability to
reflect on his/her own work and ability to establish goals for future learning.

Introductory Message

For the teacher:

Welcome to the Environmental Science Grade 7 STE -Quarter 1 Exemplar on Flows
and Cycles of the nutrients in the environment
This exemplar was collaboratively designed, developed and reviewed by
educators from different schools in the Division to assist you in helping the learners
meet the standards anchored on Most Essential Learning Competencies (MELC)
set by the Department while overcoming the constraints in schooling brought by
the COVID-19 pandemic.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
As a teacher, you are expected to orient the learners on how to use this exemplar
in the most fit modality. You also need to keep track of the learners' progress while
allowing them to manage their own learning through portfolio assessments.
For the learner:
Welcome to the Environmental Science Grade 7 STE -Quarter 1 Exemplar on Flows
and Cycles of the nutrients in the environment
This exemplar was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner, either at home or in school. To help you with this, this exemplar comes with
a Weekly Portfolio Assessment. You teacher will provide you with a template and
you will be given a privilege to organize the portfolio in your own creative way.
This exemplar has the following parts and corresponding icons:

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What I Need to Know
What I Know
What’s New (Optional)
What is It
What I Can Do (1,2 & 3)
What I Have Learned
Answer Key
Portfolio Goal Setting
Portfolio Completion -Your
Growth Clue!
At the end of this module you will also find:
References This is a list of all sources used in
developing this exemplar.
This will give you an idea of the competencies
you are expected to learn in the exemplar
and the objectives you are expected to
realize.
This part includes an activity that aims to
check what you already know about the
lesson to take.
In this portion, the new lesson will be
introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
This section provides an activity which will help
you transfer your new knowledge or skill into
real life situations or concerns.
This task aims to evaluate your level of mastery
in achieving the learning objectives.
This contains answers to all activities in the
module.
This contain instructions about recording your
positive, realistic goals before going through
this exemplar.
This contain instructions about completing the
components of the portfolio. This also includes
a rubric to guide you of how your portfolio will
be assessed.
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PLEASE READ THE REMINDERS CAREFULLY!

General reminders in using this exemplar:

1. Use the exemplar with care. Do not put unnecessary mark/s on any part of
the exemplar. Use a separate sheet of paper in answering the activities
and tasks.

2. Read the instruction carefully before doing each task.

3. Observe honesty and integrity in doing the tasks and checking your
answers.

4. Finish the task at hand before proceeding to the next.

5. Return this exemplar to your teacher or facilitator once you are through
with it.

If you encounter any difficulty in answering the tasks in this exemplar, do

not hesitate to consult your teacher, parents, siblings or anybody
knowledgeable and older than you at home. We hope that through this
material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

Mga mahahalagang paalala sa paggamit ng exemplar na ito:

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3. Obserbahan ang katapatan at integridad sa pagsasagawa ng mga
gawain at sa pagwawasto ng mga kasagutan.
4. Tapusin ang kasalukuyang gawain bago pumunta sa iba pang
pagsasanay.
5. Pakibalik ang modyul na ito sa iyong guro o tagapagdaloy kung tapos
nang sagutin lahat ng pagsasanay.
Kung sakaling ikaw ay mahirapang sagutin ang mga gawain sa exemplar
na ito, huwag mag-aalinlangang konsultahin ang inyong guro o maaari ka
rin humingi ng tulong kay nanay o tatay, o sa nakatatanda mong kapatid
o sino man sa iyong mga kasama sa bahay na mas nakatatanda sa iyo.
Umaasa kami, sa pamamagitan ng exemplar na ito, makararanas ka ng
makahulugang pagkatuto at makakakuha ka ng malalim na pang-unawa
sa kaugnay na mga kompetensi. Kaya mo ito!

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Importante na mga pahinumdom sa paggamit nan ini na exemplar:
1. Ajagan paggamit an exemplar. Dili ini puyde markahan o suyatan sa bisan
hain na parte. Paggamit nan lain na papel sa pagtubag sa mga
himuonon.

2. Basaha pagdajaw an mga direksyon adesir trabahuon an kada

himuonon.
3. Obserbahan an pagkamatinud-anon sanan integridad sa paghimo nan
mga himuonon sanan pagtsek nan mga tubag.
4. Tapuson an tagsugdan na himuonon adesir mokadto sa lain na himuonon.
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natubagan an tanan na mga himuonon.
Kun naglisod kaw pagtubag sa mga himuonon sa ini na exemplar, ajaw
pagduha-duha pagpangutana sa imo titser. Puyde sab mangajo nan
tabang sa nanay o tatay o sa mas maguyang dimo o bisan sin-o na
kaiban nimo sa ijo bayay na mas maguyang pa sa imo. Tag-ayman na
pinaagi sa ini na exemplar, masinati nimo an makahuluganon na kahibayo
sanan makuha an layom na pagsabot sa mga kompetensi. Kaya nimo ini!

Mga importanteng pahimangno sa paggamit niining maong exemplar:

1. Ampingi ang paggamit niining maong exemplar. Ayaw hugaw-hugawi o sulati

ang mga panid niini. Gamit og laing papel sa pagtubag sa mga buluhaton.

2. Basaha og maayo ang mga direksyon usa pa himuon ang matag buluhaton.

3. Kanunay nga batunan ang kamatinud-anon ug integridad sa pagbuhat sa mga

buluhaton ug sa pagtul-id sa mga sayop ug hustong tubag sa mga pangutana.

4. Humanon usa ang kasamtangang buluhaton usa pa himuon ang uban nga
kalakip niini.

5. Ibalik ang exemplar sa imong magtutudlo o tigpasayon kung mahuman na

pagtubag sa mga buluhaton niini.

Kung ikaw lisdan pagtubag o pagbuhat sa mga buluhaton niining maong

exemplar, ayaw pagduhaduha sa pagkonsulta sa imong magtutudlo o
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sa imong mga igsuon o di ba kaha sa mga adunay maguwang pa nimu ug
pangidaron sulod sa inyong panimalay. Milaum kami, nga pinaagi niining
maong exemplar, makasinati ka og makahuloganong pagkat-on ug maka-
angkon ka og lawom nga pagsabot mga lakbit nga mga kahanas o
kompetensi. Kaya nimu ni!

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 What I Need to Know
Hello, good day to you! I know that you have been through a number of
exciting adventures in the science modules prepared just for you. But would you
like to join in another trip?
This module will take you to another exciting and yet relaxing tour to the
environment that surrounds us.
You must have been to many places before with your family and friends. But
have you thanked the works of nature that made you feel happy, light and
relaxed? Well then, this module will allow you to appreciate once again the
beauty of mother Earth!

Most Essential Learning Competency:

Analyze the diagram explaining how materials cycle in the environment
The following lessons comprise this module:
• Lesson 1 – Water Cycle
• Lesson 2 – Carbon Cycle
• Lesson 3 – Nitrogen Cycle
After going through this module, you should be able to:
Lesson 1
• Define biogeochemical cycle.
• Compare an exchange pool to a reservoir.
• Describe the water cycle and its processes.
• Compare evaporation to sublimation and to transpiration.
• Explain the roles of condensation and precipitation in the water cycle.
Lesson 2
• Give an overview of the carbon cycle.
• Discuss the roles of photosynthesis and cellular respiration in the carbon
cycle.
• Describe processes that have led to increased atmospheric carbon
dioxide levels.
Lesson 3
• Outline the steps of the nitrogen cycle.
• Explain nitrogen fixation.
• Discuss the roles of ammonification, nitrification and denitrification in the
nitrogen cycle.

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 What I Know

Match the letters in the diagram above to the correct term in the list below.

1. Condensation _____ 5. Transpiration ______

2. Groundwater _____ 6. Precipitation ______
3. Infiltration _____ 7. Runoff ______
4. Evaporation _____ 8. Solar Radiation ______

Multiple Choice. For each statement, circle the correct answer.

9. Most of the energy that drives the water cycle comes from _________________.
a. The Sun b. Earth’s cores c. Earth’s oceans d. the equator

10. ____________________ is the driving force behind excess runoff after a big
precipitation event.

a. precipitation b. steepness of a hill c. gravity d. solar radiation

11. Carbon is a common component of

a. Limestone b. all organism c. volcanic gases d. all of the choices

12. Photosynthesis is the process by which plants
a. release CO2 to the atmosphere. c. turn sugars into energy
b. turn CO2 into sugars. d. none of the choices

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13. Respiration is the process by which ____________ is consumed and
_______________ is produced.
a. carbon dioxide, oxygen c. c. oxygen, carbon dioxide
b. carbon dioxide, energy d. energy, carbon dioxide
14. Nitrogen fixation processes nitrogen from which of the following sources?
a. Lightning b. fertilizers c. dead plants d. atmosphere
15. Which group of bacteria convert nitrogen gas in to ammonium ions?
a. Denitrifying b. Nitrifying c. Nitrogen-fixing d. Saprobiotic
16. The step in the nitrogen cycle where plants take up nitrate and use it to make
biological molecules is:
a. Nitrification b. ammonification c. nitrogen fixation d. assimilation

LESSON 1: Water Cycle

What is It

Where does the water come from that is needed by your cells?
Unlike energy, matter is not lost as it passes through an ecosystem. Instead,
matter, including water, is recycled.
This recycling involves specific interactions between the biotic and abiotic
factors in an ecosystem. Chances are, the water you drank this morning has been
around for millions of years, or more.

The Water Cycle

The chemical elements and water that are needed by organisms
continuously recycle in ecosystems. They pass through biotic and abiotic
components of the biosphere. That’s why their cycles are called biogeochemical
cycles.
For example, a chemical might move from organisms (bio) to the
atmosphere or ocean (geo) and back to organisms again. Elements or water may
be held for various periods of time in different parts of a cycle.
• Part of a cycle that holds an element or water for a short period of time is
called an exchange pool. For example, the atmosphere is an exchange pool for
water. It usually holds water (in the form of water vapor) for just a few days.
• Part of a cycle that holds an element or water for a long period of time is
called a reservoir. The ocean is a reservoir for water. The deep ocean may hold
water for thousands of years.

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 Water on Earth is billions of years old. However, individual water molecules
keep moving through the water cycle. The water cycle is a global cycle. It takes
place on, above, and below Earth’s surface, as shown in Figure 12.1.

FIGURE 12.1
Like other biogeochemical cycles, there is no beginning or end to the water cycle. It just
keeps repeating.

During the water cycle, water occurs in three different states: gas (water
vapor), liquid (water), and solid (ice). Many processes are involved as water
changes state in the water cycle.

Evaporation, Sublimation, and Transpiration

Water changes to a gas by three different processes:
1. Evaporation occurs when water on the surface changes to water vapor.
The sun heats the water and gives water molecules enough energy to escape into
the atmosphere.
2. Sublimation occurs when ice and snow change directly to water vapor.
This also happens because of heat
from the sun.
3. Transpiration occurs when plants release water vapor through leaf pores
called stomata (see Figure 12.2).

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 FIGURE 12.2
Plant leaves have many tiny stomata. They release water vapor into the air.

Condensation and Precipitation

Rising air currents carry water vapor into the atmosphere. As the water vapor
rises in the atmosphere, it cools and condenses. Condensation is the process in
which water vapor changes to tiny droplets of liquid water. The water droplets may
form clouds. If the droplets get big enough, they fall as precipitation—rain, snow,
sleet, hail, or freezing rain. Most precipitation falls into the ocean. Eventually, this
water evaporates again and repeats the water cycle. Some frozen precipitation
becomes part of ice caps and glaciers. These masses of ice can store frozen water
for hundreds of years or longer.

Groundwater and Runoff

Precipitation that falls on land may flow over the surface of the ground. This
water is called runoff. It may eventually flow into a body of water. Some
precipitation that falls on land may soak into the ground, becoming groundwater.
Groundwater may seep out of the ground at a spring or into a body of water
such as the ocean. Some groundwater may be taken up by plant roots. Some may
flow deeper underground to an aquifer. This is an underground layer of rock that
stores water, sometimes for thousands of years.

Summary
• Chemical elements and water are recycled through biogeochemical
cycles. The cycles include both biotic and abiotic parts of ecosystems.
• The water cycle takes place on, above, and below Earth’s surface. In the
cycle, water occurs as water vapor, liquid water, and ice. Many processes are
involved as water changes state in the cycle.
• The atmosphere is an exchange pool for water. Ice masses, aquifers, and
the deep ocean are water reservoirs.

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 What I Can Do 1

Activity 1.1 I am a water cycle, Follow me!

Directions: Complete the diagram of the water cycle below.

Guide Questions:

1. What is biogeochemical cycle? How does water cycle be considered

a biogeochemical cycle?
2. What is the major driven force of water cycle?
3. In what way living organisms like plants contribute to the water cycle?
Do living organisms benefit this cycle? How?
Activity 1.2 Give me some water, please’
Write two paragraphs supporting the idea that water in important. Use
the water cycle to support some of your ideas.

What I Can Do 2

Self-Test 1.1
Direction: Answer the questions below concisely.
1. What is a biogeochemical cycle? Name an example.

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 2. Identify and define two processes by which water naturally changes from
a solid or liquid to a gas.
3. Define exchange pool and reservoir, and identify an example of each in
the water cycle.
4. Assume you are a molecule of water. Describe one way you could go
through the water cycle, starting as water vapor in the atmosphere.

LESSON 2: Carbon Cycle

What is It

How could releasing this much pollution into the atmosphere not be a poor idea?
Burning of fossil fuels, such as oil, releases carbon into the atmosphere. This
carbon must be cycled – removed from the atmosphere - back into living
organisms, or it stays in the atmosphere. Increased carbon in the atmosphere
contributes to the greenhouse effect on Earth.

The Carbon Cycle

Flowing water can slowly dissolve carbon in sedimentary rock. Most of this
carbon ends up in the ocean. The deep ocean can store carbon for thousands of
years or more. Sedimentary rock and the ocean are major reservoirs of stored
carbon. Carbon is also stored for varying lengths of time in the atmosphere, in living
organisms, and as fossil fuel deposits. These are all parts of the carbon cycle, which
is shown in Figure 13.1.

FIGURE 13.1 The Carbon Cycle.

Carbon moves from one reservoir to another in the carbon cycle.
What role do organisms play in this cycle?

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 Why is recycling carbon important? Recall that carbon is the cornerstone of
organic compounds, the compounds necessary for life. But do organisms make
their own carbon? Do they have the genes that encode proteins necessary to
make carbon? No. In fact, there are no such genes. Carbon must be recycled
from other living organisms, from carbon in the atmosphere, and from carbon in
other parts of the biosphere.

Carbon in the Atmosphere

Though carbon can be found in ocean water, rocks and sediment and other
parts of the biosphere, the atmosphere may be the most recognizable reservoir of
carbon. Carbon occurs in various forms in different parts of the carbon cycle. Some
of the different forms in which carbon appears are described in Table 13.1. KEY: C
= Carbon, O = Oxygen, H = Hydrogen

Carbon in Carbon Dioxide

Carbon cycles quickly between organisms and the atmosphere. In the
atmosphere, carbon exists primarily as carbon dioxide (CO2). Carbon dioxide
cycles through the atmosphere by several different processes, including those
listed below.
• Living organisms release carbon dioxide as a byproduct of cellular
respiration.
• Photosynthesis removes carbon dioxide from the atmosphere and uses it
to make organic compounds.
• Carbon dioxide is given off when dead organisms and other organic
materials decompose.
• Burning organic material, such as fossil fuels, releases carbon dioxide.
• Carbon cycles far more slowly through geological processes such as
sedimentation. Carbon may be stored in sedimentary rock for millions of years.
• When volcanoes erupt, they give off carbon dioxide that is stored in the
mantle.
• Carbon dioxide is released when limestone is heated during the
production of cement.
• Ocean water releases dissolved carbon dioxide into the atmosphere when
water temperature rises.

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 • Carbon dioxide is also removed when ocean water cools and dissolves
more carbon dioxide from the air.

Because of human activities, there is more carbon dioxide in the

atmosphere today than in the past hundreds of thousands of years. Burning fossil
fuels and has released great quantities of carbon dioxide into the atmosphere.
Cutting forests and clearing land has also increased carbon dioxide into the
atmosphere because these activities reduce the number of autotrophic organisms
that use up carbon dioxide in photosynthesis. In addition, clearing often involves
burning, which releases carbon dioxide that was previously stored in autotrophs.

Summary
• Carbon must be recycled through living organisms or it stays in the
atmosphere.
• Carbon cycles quickly between organisms and the atmosphere.
• Due to human activities, there is more carbon dioxide in the atmosphere
today than in the past hundreds of thousands of years.

What I Can Do 1

Activity 2.1 Carbon Cycle

Direction: Draw and Complete the diagram of Carbon Cycle below. Use the
words in the box.
Combustion Cellular respiration Photosynthesis
Decomposition Fossil fuels Consumption
Carbon Dioxide in the Atmosphere Soil respiration Erosion

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Guide Questions:
1. What is the biggest reservoir of carbon in the cycle?
2. Industrial factory is one of the contributors in the carbon cycle. Is it good or
bad? Explain your answer.
3. Knowing that carbon is recycled in the environment. Why is it important to
living organism?

Activity 2.2. Fill in the Blank

Direction: Fill in the blanks as you travel from place to place.

Atmosphere
While you are here, little carbon atom, you will be stuck to _____atoms of
oxygen in a greenhouse gas called ____________________. Only a small amount
(0.04%) of the atmosphere is made of ___________________. Because of burning
fossil fuels, the amount has increased 30% in the past 150 years. More
__________________________ in our atmosphere makes our planet warmer.

Land Plants
You have been taken out of the atmosphere by a plant as it used
the____________________________ to make the nutrition it needs (a process
called_________________________________). You are now one of the
_________________________that make up a plant. As more
__________________________ is added to our atmosphere, plants will be able to grow
faster. Plants also release carbon back to the atmosphere by
_______________________________________.

Surface Ocean
Either you got here by diffusing from the atmosphere, by
_______________________________ marine life, or from
___________________________________________ from the deep ocean. The ocean
absorbs more ______________________________ from the atmosphere than the land
does.

What I Can Do 2

Self-Test 2.1

1. What is the role of the carbon cycle

2. Why is cycling carbon important?
3. Describe a major method that carbon is cycled.
4. How have human activities increased atmospheric carbon dioxide levels?

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LESSON 3: Nitrogen Cycle

What is It

Alfalfa, clover, peas, beans, lentils, lupins, mesquite, carob, soy, and
peanuts. What are these?
Legumes. Legume plants have the ability to fix atmospheric nitrogen, due to
a mutualistic symbiotic relationship with bacteria found in root nodules of these
plants.

The Nitrogen Cycle

Nitrogen makes up 78 percent of Earth’s atmosphere. It’s also an important
part of living things. Nitrogen is found in proteins, nucleic acids, and chlorophyll.
The nitrogen cycle moves nitrogen through the abiotic and biotic parts of
ecosystems. Figure 14.1 shows how nitrogen cycles through a terrestrial ecosystem.
Nitrogen passes through a similar cycle in aquatic ecosystems.
Even though nitrogen gas makes up most of Earth’s atmosphere, plants
cannot use this nitrogen gas to make organic compounds for themselves and
other organisms. The two nitrogen atoms in a molecule of nitrogen gas are held
together by a very stable triple bond. This bond must be broken for the nitrogen to
be used. The nitrogen gas must be changed to a form called nitrates, which plants
can absorb through their roots. The process of changing nitrogen gas to nitrates is
called nitrogen fixation. It is carried out by nitrogen-fixing bacteria. The bacteria
live in soil and roots of legumes, such as peas.

FIGURE 14.1
Nitrogen Cycle in a Terrestrial Ecosystem. Nitrogen cycles between the atmosphere and living things

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 When plants and other organisms die, decomposers break down their
remains. In the process, they release nitrogen in the form of ammonium ions. This
process is called ammonification. Nitrifying bacteria change the ammonium ions
into nitrites and nitrates. Some of the nitrates are used by plants. The process of
converting ammonium ions to nitrites or nitrates is called nitrification. Still other
bacteria, called denitrifying bacteria, convert some of the nitrates in soil back into
nitrogen gas in a process called denitrification. The process is the opposite of
nitrogen fixation. Denitrification returns nitrogen gas back to the atmosphere,
where it can continue the nitrogen cycle.

Summary
• The nitrogen cycle moves nitrogen back and forth between the
atmosphere and organisms.
• Bacteria change nitrogen gas from the atmosphere to nitrogen
compounds that plants can absorb.
• Other bacteria change nitrogen compounds back to nitrogen gas,
which re-enters the atmosphere.

What I Can Do 1

Activity 3.1 The Nitrogen Cycle

1. The diagram below shows the nitrogen cycle. The boxes represent
processes.
Assimilation Nitrogen -fixing bacteria in root Denitrifying bacteria
nodules of legumes
Ammonification Nitrogen fixing soil bacteria Nitrification
Nitrifying bacteria Transpiration Infiltration

Guide Questions:
1. What is major driven force of nitrogen cycle?
2. Where do nitrogen cycle take places? Why do legumes play a vital role in
the cycle?

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 3. In what way bacteria help run the nitrogen cycle? Is it possible to run
nitrogen cycle without these bacteria?

Activity 3.2. Types of Fertilizer

Direction: The graph below shows the productivity of millet grown with different
fertilizers.

Guide Questions:

a) Explain why farmers need to use fertilizers.

b) Which forms of fertilizer used are natural fertilizers?
c) Describe and explain how the use of fertilizers could have a detrimental effect
on the environment.

What I Can Do 2

Self-Test 3.1
1 Why can’t plants use nitrogen gas directly?
2. What is nitrogen fixation?
3. Explain why bacteria are essential parts of the nitrogen cycle.
4. What is ammonification?

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 What I Have Learned

Multiple Choice. Choose the letter of the correct answer. Write the chosen
letter on a separate sheet of paper.
1. What do you call the part of a cycle that holds water for a long period of
time?
a. Exchange pool b. Stock c. Reservoir d. Ocean
2. Which of the following is an example of exchange pool?
a. Atmosphere b. Ocean c. Lake d. ground water
3. It occurs when ice and snow change directly to water vapor.
a. Evaporation b. Transpiration c. Sublimation d. Condensation
4. One day, your mother asked you to buy foods in the store 3 blocks away from
your house. When you go out, it suddenly rains. Which cycle in the water
cycle the situation belongs?
a. Condensation b. Evaporation c. Precipitation d. Sublimation
5. It is a pathway by which chemical substance moves through biotic and
abiotic component of earth.
a. Carbon cycle b. Water cycle c. Nitrogen cycle d. chemical cycle
6. Where do most carbon ends up?
a. Atmosphere b. Ocean c. Soil d. Fossils
7. Which of the following is reservoir of carbon?
a. Ocean b. Plants c. Atmosphere d. Fossils
8. It makes up 78 percent of Earth Atmosphere?
a. Carbon b. Water vapor c. Nitrogen d. Oxygen
9. The process of changing nitrogen gas to nitrate gas.
a. Nitrates c. Nitrification
b. Nitrogen fixation d. Denitrification
10. The process of releasing nitrogen in the form of ammonium ions.
a. Nitrification c. denitrification
b. Ammonification d. Nitrogen fixation
11. Humans are disrupting the carbon cycle in ways that have resulted in
increased levels of carbon dioxide in our atmosphere. Which of the following
human activities are most directly responsible for this increase?
a. Deforestation & the clearing of plants that absorb CO2 through
photosynthesis.
b. The addition of large amounts of CO2 to the atmosphere by burning fossil
fuels & wood.
c. The use of fertilizers and pesticides for agriculture.
d. A and B only
12. Which of the following is NOT a source of carbon for the carbon cycle?
a. shells of marine organisms c. decomposers
b. fertilizer d. the atmosphere

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13. What is the first step in the nitrogen cycle, in which gaseous nitrogen is
converted into ammonia?
a. nitrification c. assimilation
b. ammonification d. nitrogen fixation

14. What part of the nitrogen cycle deals with the conversion of nitrogen in
waste products or dead organisms into ammonia?
a. nitrification c. assimilation
b. ammonification d. nitrogen fixation

13. The process where some bacteria remove nitrate from the soil by
converting it to nitrogen gas is:
a. nitrification. c. assimilation.
b. ammonification. D.denitrification.

14. The step in the nitrogen cycle where bacteria convert ammonia (NH3)
to nitrate (NO3-) is:
a. nitrification. c. assimilation.
b. ammonification. d. denitrification.

15. The step in the nitrogen cycle where plants take up nitrate and use it to
make biological molecules is:
a. nitrification. c. assimilation.
b. ammonification. d. denitrification.

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 Answer Key

Portfolio Completion – Your Growth Clue!

You now go back to your portfolio and work on the other components that
follow your Goal Setting. Remember that your portfolio is a deliberate collection
of your works with the help of the exemplar. Highlighting your efforts here enables
you to see and reflect on your growth and achievement and your ability to
establish goals just to learn. Upon completion of your portfolio, please be guided
of the rubric below.

Rubric for Portfolio Assessment

LEVELS
Criteria Novice Apprentice Proficient Distinguished Score
(1-3) (4-6) (7-8) (9-10)
1. Goal Setting Sets sloppy Sets some goals Sets general Sets clearly
(Weekly Goal goals, not and processes goals and defined goals that
____ out
Record) realistic for that are positive processes that are attainable
of 10
ability nor level and realistic. are positive and and growth-
of development. realistic oriented
2. My Test Self Shows little Shows adequate Shows good Shows very good
Evaluation evidence of evidence of evidence of and clear
reflection and reflection and reflection and evidence of ____ out
self-assessment. self-assessment. self-assessment. reflection and self- of 10
assessment with
documentation.
3. The Provides little Provides Provides good Provides clear
Pondering Me evidence of adequate performance or evidence of
growth and evidences of general performance or ____ out
achievement. growth and improvement in continued of 10
achievement. achievement. improvement in
achievement.
4. My Best Test 75 - 78 79-85 86-91 92-100 ____ out
of 10
5. My Creative Indicates little Indicates Indicates clear Indicates distinct
Connection evidence of adequate evidence of evidence of
____ out
creativity/analyti evidence of creativity/analyti creativity/analytic
of 10
cal work. creativity/analyti cal work. al work.
cal work.

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 [1-2] [3] [4] [5]
Overall Submits some of Submits most of Presents all items Presents thorough,
Presentation the items in a the items. in a clear and
____ out
disorganized Portfolio is well chronological complete items.
of 5
form. Portfolio presented. form. Portfolio is Portfolio is neat
looks slapdash. well organized. and elegant.
Prompt Submits late (5-6 Submits late (3-4 Submits late (1-2 Submits on time. ____ out
Submission days). days). days). of 5

Total _______
(Highest
possible
score: 50)

References

22