PEEco-module NEW Format - PDF FEB 17

LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY
Learning Modules
in
GE-PEEco
People’s and Earth’s

Ecosystem
GE-PEEco January 2021 Edition 1

Venchita B. Gomez & Catherine L. Yangson
TITLE : Module 1 - INTRODUCTION TO ECOLOGY AND GEOGRAPHY
TOPICS : 1.1 Ecology and Geography: Their Branches and Definitions

1.2 Types of Ecosystems-Temperate: (Tundra, Boreal Forest,
Grasslands)
Tropical: (Deserts, Savanna, Dry Forests, Tropical Forests)
TIME FRAME : 4 hrs
INTRODUCTION
The term Ecology refers to the scientific study of living organism `at home' which is
the 'environment'. In general, ecology is recognized as one of the natural sciences. It is the
science concerned with the nature and the interrelations of living world. There are several
aspects in which the components of geography and ecology are similar in their concepts
and applications. In several areas, these two subjects also go hand-in-hand. Geography
and ecology are related to each other. An understanding of ecology and its relation with
geography is needed.
Geography is an inter-disciplinary subject. It is essential academic field, which is

needed for all walks of human life and a nation’s development. Geography is the study of
locational and spatial variations in both physical and human phenomena on earth.
Over a period of time, geography have included a lot of aspects into it domain. Now,
it has become a very vast subject, including the scientific information derived from the other
subjects like geology, biology, anthropology, economics, physics, sociology, demography,
ecology and environmental sciences.
The word Geography has been derived from the Greek words “Geo” means “earth”
and “graphein” means to “describe” or “write”. It is closely related to the global
environmental systems especially the ecosystems. Every cubic centimeter of the planet is a
part of the ecosystem.
Ecology is a branch of science, including human science, population, community,

ecosystem, and biosphere. The word ecology was first devised by Ernst Haeckel, a
German Zoologist in the year 1886. However, ecology has its origins in other sciences
such as geology, biology, and evolution among others. Ecology comes from the two Greek
words “oikos” meaning “household” and “logia” meaning “study of”; hence literally
meaning “study of the household”. It is the study of organisms interacts with each other
and their environment.
Ecology is a science all by itself but it is also a branch of the larger sciences of
biology and geography. Scientists who study those relationships are called ecologists.
Landscape ecology deals with spatial distribution, patterns, and behaviors across large
geographical areas.
In general, ecology is classified into 2 major subdivisions as: animal ecology and
plant ecology.
Animal ecology is a branch dealing with the animal population, change in

population, their behavior, and their relationships with the environment.

Plant ecology is another branch dealing with the relationship of plants with other
plants and their environment.
However animals mostly depend on plants for both food and shelter. Hence, animal
ecology deals with both plants and animal communities.
The science of ecology is divided into: synecology and autecology, based on the
organism and habitats.
Synecology is the branch of ecology dealing with the study of organisms or the
community. This is a habitat-based study. A habitat is a place where an organism or
species population or a community thrives.
There are two major habitats as: terrestrial habitats and aquatic habitats.
Aquatic habitats include marine, fresh water, estuarine ecosystems. The branches
are related to these are: marine ecology, estuarine ecology, limnology, etc.
Terrestrial habitats include forest, grasslands, mountains, desert, etc. The branches
related to these are: forest ecology, grassland ecology, etc.
Synecology is divisible into population ecology and community ecology.
A population emerges when the individuals of the same species aggregate

themselves to function as a single unit. Many interactions occur when such population
inhabits an area. A community in turn represents a group of populations. It denotes the co-
habitation of different species in a geographical region.
Autecology is a branch of ecology dealing with the study of species or relationship

of an organism to one or more environmental conditions. It also deals with the nutrition,
growth, reproduction, development and life history of individual species in the environment.
The following are the approaches adopted in autecology:

a. Describing the type of habitat where the organisms of a species live in.
b. Physical factors of the environment (air, temperature, light, water, oxygen,
chemicals) and their interaction with that particular environment and the organism.
c. The influence of various biotic factors (predation, competition, exploitation etc.)
which have a bearing on the life and environment.
d. The interaction of organisms with other organisms of different species.
e. Life and seasonal changes of the environment.
f. Pattern of reproduction and dispersal of organisms.
1. Objectives :
1. Discuss ecology, geography and their major branches.
2. Pre-test :
1. Who devised the word ecology?

a. Ernst Haeckel b. Robert Hooke c. Robert Brown d. Johannes

Purkinje
2. What is the definition of a community?
a. Two or more species of organisms in their environment.
b. The interaction between living organisms and their environment.
c. All the organisms of the same or closely related species.
d. Two or more populations of organisms.
3. Which of these processes from the carbon cycle releases carbon dioxide into the
atmosphere?
a. Combustion b. photosynthesis c. respiration d. transpiration
4. What is an environment?
a. A place where an organism lives in.
b. A surrounding
c. A habitat
d. All of these
5. Oikos means;
a. Surrounding b. habitat c. family household d. ecosystem
6. Learning Activities :
Ecology is a branch of science, including human science, population, community,

ecosystem and biosphere. The study of ecology is divided into two major subdivisions:
autecology deals with the study of ecology and ecosystem in single species up to the
population level and synecology focuses on a larger level as it examines ecology at
communities on spatial and temporal levels.
The term “eco” refers to a part of the world and “system” refers to the co-ordinating
units. The living organisms of a habitat and their surrounding environment function together
as a single unit. This ecological unit is called as an “ecosystem”.
An ecosystem is a naturally occurring assemblage of life and the environment. The life
is referred to the biotic community including plants, animals and other living organisms.
This is denoted as biocoenosis. The environment is the biotope encompassing the
physical region of life. The term ecosystem first appeared in a publication by the British
ecologist Arthur Tansley, during 1935. An ecosystem may be of very different size. It may
be a whole forest as well as a small pond.
Different ecosystems are often separated by geographical barriers, like desert,

mountains or oceans, or are isolated otherwise, like lakes or rivers. As these borders are
never rigid, ecosystems tend to blend into each other. As a result, the whole earth can be
seen as a single ecosystem, or a lake can be divided into several ecosystems depending on
the used scale.
The ecosystem is an open system. It receives energy from an outside source (the sun),
as input, fixes and utilities the energy and ultimately dissipates the heat into space as output.
An ecosystem has a physical environment, or factors, biological components and
interactions between them. Any ecosystem is characterized by a set of biotic and abiotic
factors and function.

The organisms in an ecosystem are usually well balanced with each other and with their
environment. Within an ecosystem, all living things have a habitat or the physical area in
which they live.
Biotic Components include all living organisms and their products. This includes all
animals, plants, bacteria, fungi and their waste products like fallen leaves or branches or
excreta. Based on their activity, biotic components are classified into 4 categories as:
producers, consumers, transformers and decomposers.
Producers or autotrophs make their own food. Producers, such as plants, make food
through a process called photosynthesis. This food is used by the plant for its own energy or
may be eaten by consumers. Consumers or heterotrophs need to eat food that autotrophs
have produced. There are different types of consumers. Herbivores eat plants. Carnivores
eat animals. Omnivores eat both plants and animals. Decomposers are heterotrophs that
break down the dead tissue and waste products. They play a very important role in the
ecosystem because they recycle the nutrients.
Bacteria and fungi are the main decomposers. Transformers are certain type bacteria.
They attack on materials excreted by other living organisms (even dead plants and animals).
They transform the above into either organic or inorganic substances. These substances are
suitable for the nutrition of green plants. Transformers help in recycling the nutrients which
came as waste already.
Abiotic components are the non-living components of the ecosystem. These include
climatic and physical factors as air, water, soil, sunlight, rainfall, temperature, humidity, soil
texture and geomorphic conditions.
Functions of an ecosystem include; flow of energy through a medium of living

organisms and their activities, food chains, biodiversity mass, circulation and transformation
of elements and nutrients, development and evolution, and control.
A biome describes a single environment and every living (biotic) organism and nonliving
(abiotic) factor that is contained. There are different types of the ecosystem: terrestrial,
forest, grassland. Desert, tundra, freshwater and marine ecosystems and there are 4
classifications of ecosystems: artificial, terrestrial, lentic and lotic.
Branches of Ecology
 Terrestrial Ecology- is a branch of ecology that deals with the study of ecology that
deals with the study of land organisms and how they interact with each other and
adapt to their environment.
 Aquatic ecology- focuses on the interactions among living organisms in a particular
aquatic habitat which can directly affect various factors in the ecosystem
 Microbial ecology- focuses on the study of how communities and microorganisms
establish themselves on abiotic substrates and how such organizations enable them
to interact with each other.
 System ecology is a branch of ecology that tackles various abiotic factors like energy
budget allocation and physical processes such as carbon cycle and biogeochemical
cycles.

 Taxonomic ecology incorporates two fields of studies that may not appear to work
often, basically, it is a new concept in this field.
 Evolutionary ecology merges the 2 scientific studies of evolution and ecology and
focuses on the physical and genetic changes that occurred among organisms and
how such modifications were affected by ecological factors.
 Population ecology deals with the study of population structures and dynamics,
rather than looking at the individual behavioral patterns of living organisms.
 Behavioral ecology integrates the study of the interaction between survival value to
the behavior of organisms and their offspring.
 Conservation ecology studies the management of biodiversity through conservation
and restoration methods.
 Applied ecology bringing together all the concepts and principles of ecology. This
aims to apply these significant knowledge, findings, and technological advances to
understand real world situations and address practical human problems.
Geography is divided into two main branches: human geography and physical
geography. There are additional branches in geography such as regional geography,
cartography, and integrated geography.
Human geography is a main branch, and it mainly covers studies of the human race.
This normally involves their backgrounds, how they interact and the perceptions that they
have for various ideologies affecting them.
Physical geography is a major branch of geography, deals with the study of the natural
characteristics of the Earth.
Environmental Geography or integrated geography is a branch of geography. It deals

with the spatial distribution of various ecosystems, habitat, plants and human life. In the
Environmental Geography, emphasis is given to analyze the relationship between people
and nature.
Regional geography looks at cultural and natural aspects of geography that are unique
to a particular place. This includes parceling out locations by looking at different
watersheds, or by looking at coastal areas and so on. The most common example is by
country.
Geomatics is most closely related to GIS (Geographic Information Systems). Jobs that
work with geomatics can include urban planners, land surveys, space exploration,
agriculture and geomarketing.
Cartography focuses on ways in which the entire mapping procedure can be

technologically advanced by creating mas that are generally of higher quality.
Answer me!
2. What are the 5 levels of ecology in order from smallest to largest?
3. What is the importance of ecology?

Self-Evaluation :
1. What is ecology?
2. What are the main branches of ecology?
3. Is ecology related to geography?
4. Give some examples of ecology?
Review of the Concepts :
Ecology- is a branch of science, including human science, population, community,

ecosystem and biosphere. It is the study of organisms, the environment and how the
organisms interact with each other and their environment.
Eugene Odum is lionized throughout science as the father of modern ecology and
recognized by the University of Georgia as the founder of what became the Eugene P.
Odum School of Ecology- the world’s first stand-alone college of Ecology, which celebrates
its 10th anniversary this year.
Ernst Haeckel the German biologist who coined the term “ecology”.
Two main branches of ecology:

a. Autoecology
b. Synecology
Post Test :
1. Who devised the word ecology?
b. Ernst Haeckel b. Robert Hooke c. Robert Brown d. Johannes
Purkinje
2. What is the definition of a community?
e. Two or more species of organisms in their environment.
f. The interaction between living organisms and their environment.
g. All the organisms of the same or closely related species.
h. Two or more populations of organisms.
3. Which of these processes from the carbon cycle releases carbon dioxide into the
atmosphere?
b. Combustion b. photosynthesis c. respiration d. transpiration
4. What is an environment?
e. A place where an organism lives in.
f. A surrounding
g. A habitat
h. All of these
5. Oikos means;
b. Surrounding b. habitat c. family household d. ecosystem
References:
Molles M. (2005). Ecology: Concepts and Applications. Third Edition. The McGraw
Hill Companies./ https: //www. National geographic.org;
www.biologyreference.com>Dn

1. Objectives :
a. Discuss the significance of biomes to animals and mankind.

b. Evaluate how human practices affect the health of different ecosystems.
2. Pre-test :
1. What is an ecosystem?
a. A community or group of living organisms living together in their physical
environment and the nonliving components.
b. An environment
c. A place where the same organisms live in
d. All of these
2. What is an example of an ecosystem?
a. Coral reef b. forest c. taiga d. all of these
3. Which of the following is the natural ecosystem?
a. Aquarium b. forest c. fish pond d. all of these
4. What is the importance of ecosystem?
a. Provides habitat to wild plants and animals
b. Support different food chains and food webs
c. Regulates essential ecological processes and support lives.
d. All of these
5. What does an ecosystem consists of?
a. Living things b. non-living thins c. sunlight d. all of these
6. How is an ecosystem formed?
a. Formed by living things interaction with each.
b. Formed by the interaction of nonliving things
c. Formed by the interaction between living and non-living organisms in the
surroundings
d. All of these
7. How does the ecosystem affect humans?
a. If it’s no longer adequate to meet social needs
b. Livelihood
c. May cause political conflicts
d. All of these
8. How can we protect ecosystem?
a. Reduce b. reuse c. recycle d. all of
these
Biome is an area of the planet that can be classified according to the plants and animals
that live in it. Temperature, soil, and the amount of light and water help determine what life
exists in a biome. A biome is different from an ecosystem. An ecosystem is the interaction of
living and non-living things in an environment.

A biome is a specific geographic area notable for the species living there. A biome can
be made up of many ecosystems. Scientists classify biomes as; forest, grassland,
freshwater, marine desert and tundra.
TYPES OF ECOSYSTEMS:
I. Temperate: Tundra ecosystem is a major zone of treeless region found in the

Arctic Circle (Arctic tundra) and on the tops of mountains (alpine tundra), where the climate
is cold and windy and rainfall is scant. Tundra lands are covered with snow for much of the
year, but summer brings burst of wildflowers. Tundra is known for largest stretches of bare
ground and rock and for patchy mantles of low vegetation such as mosses, lichens, herbs
and small shrubs. This surface supports a meager but unique variety of animals. The Finns
called their treeless northern reaches the tunturi, but the concept of a vast frozen plain as a
special ecological realm called tundra was developed by the Russians.
One of the constant factors shaping the tundra is alternate freezing and thawing of
the ground. Along the factors mentioned above, this freeze-thaw cycle sets the tundra apart
from two ecosystems frequently found adjacent to it- the icy polar barrens on one hand and
the evergreen taiga on the other. Permafrost – perennially frozen ground-is a significant
feature of the Arctic tundra; however, it does not typically occur in alpine regions.
Distribution
The global extent of the tundra biome is considerable, accounting for roughly 10% of
Earth’s surface. The southern limit of Arctic tundra follows the northern edge of the
coniferous forest belt. In North America this line lies above latitude 60 degrees N, while in
Eurasia most of it occurs in north 70 degrees N- except Siberia, where it extends southward
to 60 degrees N in Kamchatka. The northward bulge of forest in Eurasia is a result of the
warmer summer that occurs over that large contiguous landmass.
Alpine tundra covers approximately 3% of Earth’s land surface, and it is mostly found
in the Northern Hemisphere. This habitat can be found in mountainous areas worldwide,
occurring at high elevations where temperatures are too low and winds are too strong for the
growth of trees. The average elevation where alpine tundra occurs is generally higher near
the equator than at the poles because nearly all of Antarctica is covered with ice, it lacks
well-developed tundra, though lichens, mosses and at least 3 species of flowering plants
occur in more favorable habitats there.
Environmental Conditions
Climate
Tundra climates vary considerably. The most severe occur in the Arctic regions,
where temperatures fluctuate from 4 degrees (about 40degrees F) in midsummer to -32 C (-
25F) during the winter months. Alpine tundra has a more moderate climate: summers are
cool, with temperatures that range from 3 to 12C (37 to 54F), and winters are moderate, with
temperatures that rarely fall below-18C (0F).

Soils
Permafrost is an ever-present feature of the Arctic tundra. The southern limit of

continuous permafrost occurs within the northern forest belt of North America and Eurasia.
The presence of permafrost retards the downward movement of water though the soil and
lowlands of the Arctic tundra become saturated and boggy during summer thaw. During the
winter, water in the soil can freeze into a lens of ice that causes the ground above it to form
into a hilly structure called a pingo. Alpine tundra is generally drier, even though the amount
of precipitation, especially as snow, is higher than in Arctic tundra. In Alpine tundra the lack
of a continuous permafrost layer and the steep
Topography results in rapid drainage, except in certain alpine meadows where topography
flattens out.
Tundra soils are usually classified as Gelisols or Cryosols, depending on the soil
classification system used. Both are easily eroded soil types characterized by the presence
of permafrost and showing an active surface layer shaped by the alternating freezing and
thawing that comes with seasonal variations in temperatures.
Plant and Animal Life
Animals in tundra include: Musk ox one of the largest Arctic tundra mammals, other
herbivores are hares, squirrels, voles, lemmings, and caribou which have hooves that
support them in snow. Arctic tundra carnivores include foxes and polar bears. In Alpine
tundra, marmots, mountain goats, pikas, sheep and elk occur. Many birds that occur in Arctic
tundra are migratory, which means they only travel to such regions during the warmer
summer period. This includes ravens, snow buntings, falcons, terns, and several gull
species. Other birds, however, such as ptarmigan and lemming-eating snowy owl, are year
around tundra residents. Ptarmigan are brown in summer, but white in the winter. Male
snowy owls are completely white, which makes it difficult for predators to spot them against
snow. Bumblebee is one of the insect species that have adapted well to frigid conditions,
which has a dense hair and those guards against heat loss. Mosquitoes, flies and moths are
also found in the Arctic tundra regions, while grasshoppers and butterflies occur in both
Arctic and Alpine tundra. Of, flatfish and salmon are a few of the fish found in tundra waters.
Alaska blackfish, which produces a chemical that lowers the freezing point of the fluids in its
cells
There are 1,700 kinds of plants occur in Arctic tundra. Some of the adaptations that
allow vegetation to grow in these regions include short roots and furry or wax-like coatings.
The flowers of the wooly louse have dense hair that generates heat through a greenhouse-
like effect. Other plants include shrubs, sedges, reindeer mosses, liverworts, grasses and
several species of lichens. Drainage is limited by permafrost in Arctic tundra, but not so in
alpine tundra, where dwarf trees and small-leafed shrubs are plentiful.
Answer the following:
a. What kind of animals lives in the tundra ecosystem?
b. What are the 5 plants that live in the tundra ecosystem?
c. What are 5 interesting facts about the tundra?

d. Can humans live in tundra?
Boreal Forest- or Taiga- generally referred to in North America or snow forest. It is a

biome characterized by coniferous forests consisting mostly of pines, spruce, and larches.
The taiga or boreal forest is the world’s largest land biome. It occupies 17% of the Earth’s
land surface area in a circumpolar belt of the Northern Hemisphere.
Plants and animals in the taiga are adapted to short growing seasons of long days
that vary from cool to warm. Winters are long and very cold, the days are short, and a
persistent snowpack is the norm. The taiga biomes of North America and Eurasia display a
number of similarities, even sharing some plant and animal species.
The taiga biome consists of 3 roughly parallel zones: closed-canopy forest, lichen
woodland or parse taiga and forest tundra.
The closed-canopy forest is the southernmost part of the taiga. It contains the greatest
richness of species, the warmest soils, the highest productivity and the longest growing
season within the boreal zone.
The lichen woodland- a parallel zone of sparse forest or woodland in which tree
crowns do not form a closed canopy. Lichen mats and tundra like vegetation make up a
significant portion of the ground cover.
The forest-tundra zone has never been known to produce viable seeds or have
done so only sporadically. These trees were established during warmer climatic episodes
from a hundred to a few hundred to a few thousand years ago and have persisted since,
usually by vegetative (asexual) reproduction. Forest fires in this zone remove trees and
because of the lack of reproduction, only unburned patches of trees remain.
Coldness is the dominant climatic factor in taiga ecosystems, although a surprising

diversity of climates exists. The sun is never directly overhead (90degrees) as it can be in
the tropics. As a result, solar energy is less intense in the taiga biome because it is spread
out over a greater area of Earth’s surface than it is in equatorial regions.
Mammals are present also in this biome such as snowshoe, lynx, moose, wolves,
reindeer, squirrel, birds, insects and soil organisms.
a. Where is the boreal forest located?
b. What are the characteristics of the boreal forest?
c. Which country has the most boreal forest?
d. Is the boreal forest in danger?
e. What makes boreal forest unique?

Temperate Forest- is a forest found between the tropical and boreal regions, located
in the temperate zone. It is the second largest biome on the planet, covering 25% of the
world’s forest area, only behind the boreal forest, which covers 33%. These forests cover
both hemispheres at latitude ranging from 25 to 50 degrees, wrapping the planet in a belt
similar to that of the boreal forest. Due to its large size spanning several continents, there
are several main types: deciduous, coniferous, broadleaf and mixed forest and rainforest.
Temperate forests are characterized as regions with high levels of precipitation,

humidity and a variety of deciduous trees. Deciduous trees are those that lose their leaves in
winter. Decreasing temperatures and shortened daylight hours in fall mean decreased
photosynthesis for plants. Bud new leaves in spring when warmer temperatures and longer
hours of daylight return.
Vegetation:
Due to abundant rainfall and thick soil humus, temperate forests are able to support a
wide variety of plant life and vegetation. This vegetation exists in several layers, ranging
from lichens and mosses on the ground layer to large tree species like oak and hickory that
stretch high above the forest floor. Other examples of temperate forest vegetation include:
 Forest canopy tier: maple trees, walnut trees, birch trees

 Small tree tier: dogwood, redbuds, shadbush
 Herb tier: blue bead lily, Indian cucumber, wild sarsaparilla
 Floor tier: lichens and mosses
Mosses are nonvascular plants that play an important ecological role in the biomes they
inhabit. These small dense plants often resemble green carpets of vegetation. They thrive in
moist areas and help prevent soil erosion and also serve as a source of insulation during
colder months.
Lichens are not plants. They are the result of symbiotic relationship between algae or
cyanobacteria and fungi. Lichens are important decomposers in this environment littered
with decaying plant material. It helps to recycle plant leaves, thus generating the fertile soil in
this biome.
Wildlife:
Temperate forests are home to a diverse wildlife biosystem including various

insects and spiders, wolves, foxes, bears, coyotes, bobcats, mountain lions, eagles, rabbits,
deer, skunks, squirrels, moose, snakes and hummingbird.
Temperate forest animals have many different ways to deal with the cold and lack of
food in winter. Some animals hibernate during the winter and arise in spring when food is
more plentiful. Other animals store food and burrow underground to escape the cold. Many
animals escape the harsh conditions by migrating to warmer regions in winter. Other animals
have adapted to this environment by blending in with the forest. Some camouflage
themselves as leaves, looking almost indistinguishable from the foliage. This type of
adaptation comes in handy for both predators and prey.

Temperate forests are one of many biomes.


a. Where are the temperate forests located?
b. What makes a forest a temperate forest?
c. What types of animals live in a temperate forest?
d. What are the characteristics of temperate forest?
e. What type of plants found in the temperate forest?
f. Describe its climate.
Temperate grasslands are also called: prairies or steppes. Its temperatures tend
to be more extreme than the temperate forest. Temperate grasslands are characterized as
having grasses as the dominant vegetation. Trees and large shrubs are absent.
Temperatures vary more from summer to winter, and the amount of rainfall is less in
temperature grasslands than in savanna.
Temperate grasslands have hot summers and cold winters. Rainfall is moderate. The
amount of annual rainfall influences the height of grassland vegetation, with taller grasses in
wetter regions. The soil is deep and dark, with fertile upper layers. It is nutrient-rich from the
growth and decay of deep, many-branched grass roots. The rooted roots hold the soil
together and provide a food source for living plants. The seasonal drought, occasional fires,
and grazing by large mammals all prevent woody shrubs and trees from invading and
becoming established. However, a few trees, such as cottonwoods, oaks and willow grow in
river valleys and some non woody plants, specifically a few hundred species of flowers, grow
among the grasses. The fauna include gazelles, zebras, rhinoceroses, wild horses, lions,
wolves, prairie dogs jack rabbits, deer, mice, coyotes, foxes, skunks, badgers, blackbirds,
grouses, meadowlarks, quails, sparrows, hawks, owls, snakes, grasshoppers, leafhoppers
and spiders,
Temperate grasslands can be further subdivided:
 Prairies- are grasslands with tall grasses.

 Steppes- are grasslands with short grasses. But both are somewhat similar.
a. What is the difference between grasslands and temperate forest?
b. Which is the temperate grassland?
c. Where are the temperate grasslands found?

d. What are the characteristics of temperate grassland?
e. What is the other name for temperate grassland?
f. What is the famous grassland?
g. What is the climate of the temperate grassland?
Tropical:
Deserts- are located in regions between 5 and 30 degrees latitude. Environment is

very extreme. They have the highest average monthly temperature on Earth. Rainfall is
sporadic; precipitation may not be observed at all in a few years. In addition to these
extreme environmental and climate conditions, most tropical deserts are covered with sand
and rocks, and thus too flat and lacking in vegetation to block out the wind. Wind may erode
and transport sand, rocks and other materials; these are known as eolian processes.
Landforms caused by winds erosion vary greatly in characteristics and size. Representative
landforms include depressions and pans, yardangs, inverted topography and ventifacts. No
significant population can survive in tropical deserts due to extreme aridity, heat and paucity
of vegetation; only specific flora and fauna with special behavioral and physical mechanisms
are supported. Although tropical deserts are considered to be harsh and barren, they are in
fact important sources of natural resources and play a significant role in economic
development.
a. Where is the tropical desert found?
b. Is the Sahara a tropical desert?
c. What are the 4 types of deserts?
d. What plants are in the tropical desert?
Savanna or savannah is a type of grasslands biome and is sometimes called the

tropical grasslands. It is rolling grassland with scattered trees and shrubs. It has 2 distinct
seasons in regards to precipitation. There is rainy season in the summer with around 15 to
25 inches of rain and a dry season in the winter when only a couple of inches of rain may
fall. There are often large herds of grazing animals on the savanna that thrive on the
abundance of grass and trees. The savanna stays pretty warm all year. It cools down some
during the dry season, but stays warm and humid during the rainy season.
Savannas are generally found between the desert biome and the rainforest biome.
They are mostly located near the equator. The largest savanna is located in Africa. Nearly

half of the continent of Africa is covered with savanna grasslands. Other major savannas are
located in South America, India and Northern Australia.
One of the more spectacular sights in nature is the animals of the African Savanna.
Because the savanna is so rich in grasses and tree life, many large herbivores live here and
congregate in large herds. These include zebras, wildebeests, elephants, giraffes, ostritches,
gazelles and buffalo. Of course, where you have lots of herbivores, there must be predators.
There are many powerful predators roaming the savanna including lions, hyenas, cheetahs,
lleopards, black mambas and wild dogs.
The majority of the savanna is covered in different types of grasses including lemon
grass, Rhodes grass, star grass and Bermuda grass. There are also lots of trees scattered
about the savanna. Some of these trees include the acacia tree, the baobab tree and the
jackal berry tree. The plants need to be able to survive the dry season and drought in the
savanna. Some store water and energy in their roots, bulbs or trunks. Others have roots that
go deep into the ground to reach the low water table.
Fires are an important part of the savanna. During the dry season fires clear out old
dead grass and make way for new growth. Most of the plants will survive because they have
extensive root systems that allow them to grow back quickly after a fire. The trees have thick
bark which helps them to survive. The animals generally can run to escape the fire. Some
animals burrow deep into the ground to survive. Insects generally die by the millions in a fire,
but this provides a feast to many birds and animals.
Overgrazing and farming has destroyed much of the savanna. When overgrazing
occurs, the grasses don’t grow back and the savanna can turn into desert. In Africa, the
Sahara desert is expanding into the savanna at the rate of 30 miles per year.
a. Where is savanna located?
b. Can humans live in the savanna?
c. What types of animals and plants live in savanna?
Dry forests are most defined by their low amount of rain, and many by a “pulse rain
system, which means no predictable rainy season, and the rain that may come in
unexpected small or large burst at any month. Most of the remaining dry forests are located
on Hawaii’s dry, leeward coasts to mid-level elevation where rainfall is far less. Dry forests
are also found to the South in Puna and Ka’u and they are found on other islands as well as
world-wide.
More than 100 native plant species grow in dry land forests, including the
endangered Kauila, Uhiuhi, Koki’o, Aiea and Hala pepe trees. The official Hawaii state
flower, the Ma’o hau hele is an endangered native hibiscus of dryland habitats. Birds, such
as Amakihi and the rare Palila are also found in dry woodlands. Other birds, such as the
“Alala, recently existed only in captivity and conservationists just recently released these
birds back into native forests best suited for their survival, health and proliferation.

Plants in the dry forest adapt or adjust to changes in weather, sometimes in dramatic
ways. There are some dry forest trees and shrubs that will drop many, if not all of their
leaves, either seasonally or during times of rainfall.
a. Where are dry forests located?
b. What animals and plants live in dry forests?
c. Why is tropical dry forest important?
Tropical forests are forested landscapes in tropical regions: the land areas
approximately bounded by the tropic of Cancer and Capricorn, but possibly affected by other
factors such as prevailing winds. Tropical forests are extensive, making up just under half of
the world’s forests. The tropical domain has the largest proportion of the world’s forests (45
%) followed by the boreal, temperate and subtropical domains.
Tropical forests are often thought of as evergreen rainforests and moist forests. The
nature of tropical forest in any given area is affected by a number of factors, most
importantly:
 Geographical: location and climatic zone with: precipitation levels and seasonality,
with strong dry seasons significantly affecting flora (e.g. the predominance of lianas,
 Temperature profile, which is relatively even in equatorial rainforest or with a cooler
season towards subtropical latitudes
 Elevation affects the above, often creating “ecological islands” with high endemism
(e.g. Mount Kinabalu in Borneo rainforest)
 Soil characteristics (also subject to various classifications): including depth and
drainage
 3 main tropical forest habitat types: tropical and subtropical moist broadleaf forests,
tropical and subtropical dry broadleaf forests, tropical and subtropical coniferous
forests.
a. Where are tropical forests located?
b. What are the 2 types of tropical forests?
c. What are the advantages of tropical forests?
4. Self- Evaluation :
a. What are the types of the temperate forest?

b. What is the difference between temperate forests from tropical forest?
c. Describe taiga. Savanna and desert in brief?

5. Review of the concepts :
a. Ecosystem –is a community or group of living organisms that live in and

interact with each other in a specific environment.
b. Components of an ecosystem: Biotic and abiotic
6. Post Test
1. What is an ecosystem?
a. A community or group of living organisms living together in their physical
environment and the non-living components.
b. An environment
c. A place where the same organisms live in
d. All of these
2. What is an example of an ecosystem?
b. Coral reef b. forest c. taiga d. all of these
3. Which of the following is the natural ecosystem?
b. Aquarium b. forest c. fish pond d. all of these
4. What is the importance of ecosystem?
e. Provides habitat to wild plants and animals
f. Support different food chains and food webs
g. Regulates essential ecological processes and support lives.
h. All of these
5. What does an ecosystem consists of?
a. Living things b. nonliving thins c. sunlight d. all of these
6. How is an ecosystem formed?

a. Formed by living things interaction with each.
b. Formed by the interaction of non-living things
c. Formed by the interaction between living and non-living organisms in the
surroundings
d. All of these
7. How does the ecosystem affect humans?
a. If it’s no longer adequate to meet social needs
b. Livelihood How
c. May cause political conflicts
d. All of these
8. How can we protect ecosystem?
a.Reduce b. reuse c. recycle d. all of
these
7. References :
Molles M. (2005). Ecology: Concepts and Applications. Third Edition. The McGraw Hill
Companies./https://youmatter.world>definition

Title : Module 2 – PEOPLE AND POPULATION
TOPICS :
2.1 Origin: History of You ( Human Beings) and Distribution
2.2 Population Growth
2.3 Resource Use
Time Frame: 6 hrs.
Introduction
Human evolution is about the origin of human beings. All humans belong to the
same species, which has spread from its birthplace in Africa to almost all parts of the world.
Its origin in Africa is proved by the fossils which have been found there.
The term “human” in this context means the genus Homo. However, studies of
human evolution usually include other hominids, such as the Australopithecines, from which
the genus Homo had diverged(split) by about 2.3 to 2.4 million years ago in Africa. The first
Homo sapiens, the ancestors of today’s human, evolved around 200,000 years ago.
It was known for centuries that man and the apes are related. At heart, their anatomy
is similar, despite many superficial differences. This is the reason why Buffon and Linnaeus,
in the 18th century, put them together in one family. Charles Darwin’s theory of evolution
says that such basic structural similarity comes from the common origin of the group. The
apes and man “the thinking is close relatives, and are primates: the order of mammals which
include monkeys, apes, lemurs and tarsiers.
The great apes live in tropical rainforests. It is thought that human evolution started
when a group of apes (now called the australopithecines) began to live more in the
savannah. A savannah is more open, with trees, shrubs and grass. This group started
walking on two legs. They began to use their hands to carry things. Life in the open was
different, and there was a big advantage in having better brains. Their brains grew larger,
and they began to make simple tools. This process began at least 5 million years ago. We
have fossils of two or 3 different groups of walking apes, and one was the ancestor of
humans.
The biological name for “human” or “man” is Homo. The modern human species is
called Homo sapiens. “Sapiens” means “thought”. Homo sapiens mean “the thinking man”.
Paleoanthropology looks at ancient human fossils, tools and other signs of early
human life. It began in the 19th century with the discovery of a skull of “Neanderthal man” in
1856.
Modern humans originated in Africa within the past 200,000 years and evolved from the
most likely recent common ancestors, Homo erectus, which means “upright man” n Latin.
Homo erectus is an extinct species of human that lived between 1.9 million and 135,000
years ago.

1. Objectives :
a. Identify some significant events that paved way to the distribution of homo species
throughout the world.
2. Pre-test :
1. Identify the period of existence of premodern Homo sapiens.

a. 600,000 to 30,000 years ago c. 300,000 to 10,000 years ago
b. 400,000 to 20,000 years ago d. 200,000 to the present
2. Which of the following statements about Neanderthals is NOT true?
a. There is evidence that Neanderthals adorned themselves with simple necklaces.
b. There is evidence that Neanderthals buried their dead.
c. There is evidence that Neanderthals used symbols in their cave paintings.
d. There is evidence that Neanderthals made objects other than purely utilitarian
tools.
3. In what way are Neanderthals physically different from modern Homo sapiens?
a. Neanderthals had wide, squat torsos and short extremities.
b. Neanderthals had triangular bone formations in their nose to guard against the
cold.
c. Neanderthals skeletons have more bones than modern Homo sapiens
d. Both a and c
4. What evidence is there that Neanderthals were hunters?
a. Neanderthals canine teeth showed they relied only on meat for their subsistence.
b. Animal bones were found showing stone tool cut marks and no animal teeth
marks.
c. Bones of large animals, such as elephant, and horses were found in caves,
d. Both a and c
5. Identify the period of existence of anatomically modern Homo sapiens.

Modern understanding of human origins is derived largely from the findings of

paleontology, anthropology, and genetics and involves the process of natural selection (see
Darwinism). Although gaps in the fossil record due to differential preservation prevent the
complete specification of the line of human descent H. sapiens share clear anatomical,
genetic, and historic relationships to other
primates. Of all primates, humans bear particularly close affinity to other members of a group
known as hominoids, or apes, which includes orangutans, gibbons, gorillas, chimpanzees
and humans. Human and their immediate ancestors, known as hominins, are notable among
hominoids for their bipedal locomotion, slow rate of maturation, large brain size and at least
among the more recent hominins the development of a relatively sophisticated capacity for
language, of sophisticated tool use and manufacture and of complex social activity.

Activity 1
View and give your opinion about the 4 minutes video “New Human Ancestor
Discovered: Homo Naledi” www.nationalgeographic.com
1. Where did human come from in the beginning?
2. Who was the first human?
3. How did humans emerge?
Neanderthal is an extinct species or subspecies of archaic humans who lived in Eurasia

until about 40,000 years ago. They probably went extinct due to competition with or
extermination by immigrating European early modern humans or due to great climatic
change, disease, or a combination of these factors.
Activity 2
1. What is the difference between Neanderthals and humans?

2. What race were Neanderthals?
Homo sapiens are the only extant human species, all of whose members are of the
subspecies Homo sapiens sapiens. The name is Latin for wise man, and was introduced in
1758 by Carl Linnaeus. Extinct species of the genus Homo include Homo erectus and a
number of other species.
Activity 3
1. Why are they called Homo sapien?
2. When did Homo sapien evolve?
Homo erectus is an extinct species of archaic human from the Pleistocene, with its
earliest occurrence about 2 mys, and its specimen are among the first recognizable
members of the genus.
Activity 4
Make a research on the lower classifications of human:
a. Java man
b. Peking man
c. Upright man
d. Solo man
e. Homo habilis

4. Self-Evaluation :
a. How many human species have been discovered?

b. Are human Hominins?
5. Review of the concepts :
6. Post Test :
1. Identify the period of existence of premodern Homo sapiens.
2. Which of the following statements about Neanderthals is NOT true?
c. There is evidence that Neanderthals adorned themselves with simple
necklaces.
d. There is evidence that Neanderthals buried their dead.
e. There is evidence that Neanderthals used symbols in their cave paintings.
f. There is evidence that Neanderthals made objects other than purely utilitarian
tools.
3. In what way are Neanderthals physically different from modern Homo sapiens?
g. Neanderthals had wide, squat torsos and short extremities.
h. Neanderthals had triangular bone formations in their nose to guard against
the cold.
i. Neanderthals skeletons have more bones than modern Homo sapiens
j. Both a and c
4. What evidence is there that Neanderthals were hunters?
k. Neanderthals canine teeth showed they relied only on meat for their
subsistence.
l. Animal bones were found showing stone tool cut marks and no animal teeth
marks.
m. Bones of large animals, such as elephant, and horses were found in caves,
n. Both a and c
5. Identify the period of existence of anatomically modern Homo sapiens.
o. 600,000 to 30,000 years ago c. 300,000 to 10,000 years ago
p. 400,000 to 20,000 years ago d. 200,000 to the present
7. References :
Zaheed IH. & Naser R. (2013). A Textbook on Fundamental Biology. Discovery Publishing.
New Delhi, India. /https: encyclopedia2.the freedictionary.com

POPULATION GROWTH
Introduction
Population growth is the increase in the number of individuals in a population. Global

human population growth amounts to around 83 million annually, or 1.1% per year. The
global population has grown from 1 billion in 1800 to 7.774 billion in 2020. It is expected to
keep growing and estimates have put the total population at 8.6 billion by mid-2030, 9.8
billion by mid-2050 and 11.2 billion by 2100. Many nations with rapid population growth have
low standards of living, whereas many nations with low rates of population rates of
population growth have high standards of living.
Objectives :
a. Determine different ways to control population growth.
Pretest :
1. What is a population growth?
2. How population growth is be controlled?
Learning Activities :
The population growth rate is the rate at which the number of individuals in a population
a. What is the cause of population growth?
b. What are the 3 types of population growth?
c. Why is population growth important?
d. What are the ways of controlling population growth?
Self- Evaluation :
a. What is difference between population growth and population explosion?

b. What are the factors that contribute in the growing of population?
Review of Concepts :
Population growth- is the increase in the number of individuals in a population.
Global human population growth would amount to around 83 million annually, or 1.1% per
year.
Post-Test :
1. What is a population growth?
2. How population is be controlled?
Reference :
Zaheed IH, & Naser R.(2013). A Textbook on Environmental Biology, Discovery Publishing
House. New Delhi, India./ https: //en.m.wikipedia.org>wiki

RESOURCE USE
Introduction :
A resource or supply from which a benefit is produced has some utility. Resources
can broadly be classified upon their availability- they are classified into renewable and non-
renewable resources. It is something that is ready to use if or when it is needed.
Resource use is the use of the availability of natural resources, from the abiotic and
biotic raw materials, we use water, soil, air, biodiversity and land as habitats and for
recreational purposes and for energy we use wind power, solar power and tidal flows. These
resources also serve as emission sinks, waste dumps and as indispensable production
factors for farming and forestry.
We use natural resources for many things. Natural resources give us food, water,
recreation, energy, building materials and luxury items. Many resources vary in their
availability throughout the world.
Objectives :
1. Demonstrate a concrete understanding about resource use as a main pressure

behind the diversity loss.
2. Critique a research article on the impact of resource use to the environment.
Pre-test :
1. What are the effects of overconsumption of our natural resources?

2. What are the causes of depletion of natural resources?
3. How can we prevent depletion of natural resources?
Resource use is freighted with consequences. It inevitably generates emissions and

other untoward environmental effects across the entire lifecycle of each and every product.
Moreover, growing resource scarcity and fluctuating raw materials prices are provoking
severe economic disruption and social interest.
Activity 1
Make a collage depicting destruction of an ecosystem due to overuse of land.
The way we use resources provokes often irreversible ecological change. Extraction
and processing of non-generative raw materials are often energy intensive activities
involving large scale interventions in ecosystems and the water balance and result in air, soil
and water pollution. Even the extraction and production of renewable resources often involve
extensive use of energy, materials, and chemicals and in some cases water and all this
translates into pollution. Greenfield land is often transformed to create arable land and in
some cases whole ecosystem is destroyed in the process.

Activity 2
1. What is the impact on the environment, if there are too much extraction of raw
materials in our ecosystem?
Self-Evaluation :
1. What are the consequences of depletion of natural resources?

2. What is responsible for overuse of natural resources?
Population-is defined as a group of individuals of the same species living together in

a particular place at a particular time.
Natality- is the scientific term for birth rate. Is used to calculate the dynamics of a
population.
Mortality- or death rate is a measure of the number of deaths (in general, or due to a
specific cause in a particular population.
Migration- is the movement of people from one permanent home to another.
Post Test :
1. What are the effects of overconsumption of our natural resources?

2. What are the causes of depletion of natural resources?
3. How can we prevent depletion of natural resources?
Reference :
Odom and Barrett (2005) Fundamentals of Ecology./https://onlinelibrary.wiley.com>full

TITLE : Module 3 -PEOPLE AND AGRICULTURE
TOPIC :
3.1 Origin of Agriculture
3.2 Agriculture in the Philippines
3.3 Food and Medicinal Plants
Time Frame: 6 hrs.
Introduction :
Agriculture is the science and art of cultivating plants and livestock. Agriculture was
the key development in the rise of sedentary human civilization, whereby farming of
domesticated species created food surpluses that enabled people to live in cities. The
history of agriculture began thousands of years ago. After gathering wild grains beginning at
least 105,000 years ago, nascent farmers began to plant them around 11,500 years ago.
Pig, sheep and cattle were domesticated over 10,000 years ago.
Periods in Agricultural History

 Four broad periods of unequal length: Prehistoric (Neolithic Period), Historic through
Roman Period, Feudal and Scientific.
 Pre Historic Periods: During their early history, human survived as foragers or hunter-
gatherers. They hunted wild animals and gathered wild fruits and roots. 10,000 years
ago there was a shift from foraging to farming.
 Characteristics of Early Foragers:
a. The early foragers are knowledgeable on which plants are edible and which ones
are poisonous.
b. Their diet consisted of 2300 calories a day.
c. Two thirds of it was plant based particularly fruits, roots and greenery.
 Agriculture began 10,000 years ago in several areas of the world
 The Near East: An area known as the “fertile crescent” of Mesopotamia. These
include the countries of Iraq, Iran, Syria, Lebanon, and Israel. Plants domesticated
include wheat, barley, pea and lentil while animals include goats, sheep and dos.
 The Far East: Southeast Asia particularly Thailand and Yellow and Yangtze River
valleys in China. The domesticated rice, millet, rape and hemp. There was evidence
of domesticated cattle, pigs, dog and poultry.
 The New World: Four centers of agricultural development: Eastern North America,
Western North America, Mexico and South America
 Mexico: Home of the 2 major civilizations: Aztec, Mayan, In both civilization, corn was
considered a god: Yam Kaax, the Mayan corn god, Corn god, son of Tlazolteotl and
husband of Xochiquetzal, Centeoli, God of Maize
 South America: home of one major civilization. Incas mainly of Peru. Two very
valuable crop from the Incas: potato and cacao.
 Neolithic Period: is part of the late Stone Age. During the Neolithic period people
used stone tools, domesticated plants and animals and lived in villages.
 Records of Domestication of Animals:
a. Sheep 9000 BC (N Iraq) d. Pig 8000 BC Thailand & 7000BC

(Greece)

b. Cattle 6th millennium BC (NE Iran) e. Horses 4350 BC (Ukraine)

c. Goat 8000 BC (Iran) f. Llama & alpaca 3rd millennium
(Andean region Of S. America
 Records of Domestication of crops: wheat and barley 8th millennium BC (Middle

East), millet and rice 5500BC (China &SE Asia),Squash 8000BC (Mexico), Legume
6000 BC(Thessaly & Macedonia), Flax for textiles in early Neolithic period, transition
from hunting to dependence on food gathering was gradual, has not been
accomplished worldwide.
 Neolithic Farmers: lived in caves, sun-baked mud houses, of reed or wooden houses.
Housed grouped into small villages with surrounding fields. Growth of cities such
Jericho (9000BC) was stimulated by production of surplus crops.
 Neolithic Settlements: More permanent than camps of hunting populations . Needed
to move periodically. Soils deteriorated, practice slash and burn, river kept soils fertile
but constant threat of flooding.
 The Age of Pastoralism: a later development. Mixed farming, combining cultivation of
crops and stock rising was a common Neolithic pattern. Nomadic herders roamed the
plains of Europe and Asia where the horse and camel were domesticated.
 Agriculture during the Roman Period: Roughly defined as 2500 BC AD. Introduction
of metals, Information from: Bible, Near Eastern record and monuments. Chinese,
Greek and Roman writings. Later develop in Central and S. America
 Agricultural Trade during the Roman Period: Trade in wine and olive oil mentioned in
Egyptian records (2900 BC). Rye and oats widely in N. Europe (1000BC). Dates/figs
were the important source of sugar in Near East. Cotton spun in India 2000 BC.
Linen and silk in 2nd millennium in China
 Historical Agriculture through the Roman Period: Rome started as rural agricultural
society. Large estates supplied grain to many cities. Used slave labor. Tenants paid
predetermined share to estate owner. By 4th century AD serfdom was well
established and former tenant was attached to the land.
 Feudal Agriculture: Began soon after the fall of the Roman empire. Reached its peak
in about 1100 ad.
 Majority of people were peasants who did all the hard work. They lived in small,
cramped huts and had to do all the hard work on farm lands. They were given small
strips that they could farm for themselves. However, they had to give part of the to
their lord. They earned just enough to survive, and because of this, they would
remain poor. they did not see a purpose in life.
 Colonial agriculture: by 16th century population and agriculture were expanding in
Europe. New period of exploration and colonization. Provide wealth for European
nations.
Colonies produced of sugar, cotton, tobacco, tea, animals for wool and hide etc. from
15th to 19th centuries slaves were used in plantation (e.g. sugar plantation).
 Slavery in agriculture: Indians enslaved in Mexico. Slaves from England’s prison
provided skilled labor for colonies. Slavery and serfdom wiped out in the 19th century.
 Scientific agriculture occurred from the Renaissance and Age of Enlightenment in
Europe. Plant breeding, breeding cattle and sheep, crop rotations, and irrigation and
drainage.
 Scientific agriculture: livestock breeding in 1700s. Fertilizer application in late 1700s.
Fabrication of farm machineries cast-iron plow 1797 by Charles Newbold, John
Deers improved it in1830s and made it from steel. Seed drill in early 1700s, reaper

by Cyrus McCormick in 1831. Science and technology developed for industrial

purposes in agriculture resulting in agribusinesses of the mid-20th century. Poisons
for pests developed in 19th century. Too much dependence on external inputs
particularly fertilizer and pesticides.
 Most important crops: wheat for the Near East, rice for the Far East. Rice for the Far
East, corn for Mexico.
 Agricultural and Social Change: end of Nomadic lifestyle, increase in population,
concentration of populations in urban areas surrounded by rural areas, fostered
sedentary way of life and diets narrowed. Led to work specialization. Creation and
accumulation of wealth, social distinctions increased, loss of appreciation for rural
inhabitants, manufacturing launched, relied on the use of external inputs like
inorganic fertilizers and pesticides. Displacement of farm workers due to the advent
of machineries, gap between rich and poor widened, pollution resulted. Climate
change.
Objectives :
1. Identify some significant milestones in the field of agriculture.
Pre-test :
1. Agriculture is?
a. Primary activity c. tertiary activity
b. Secondary activity d. none of the above
2. Slash and burn practice of agriculture is also known as;
a. Intensive farming c. shifting farming
b. Extensive farming d. nomadic farming
3. The most important staple food crops of the world are __________ and ________.
a. Ragi and bajra c. tea and coffee
b. Rice and wheat d. millets and maize
4. It is also known as “Monoculture”, e.i. single crop grown over a large area.
a. Commercial grain farming c. multiple farming
b. Plantation farming d. mixed farming
5. The type of agriculture practiced in India;
a. Intensive farming c. primitive farming
b. Extensive farming d. mixed farming
6. The word “agriculture” has been derived from two__________ words.
a. German b. American c. Latin d.Arabic
7. Nomadic lifestyle ended during the period of;
a. Agricultural and social change c. colonial agriculture
b. Scientific agriculture d. historical agriculture
8. In what period, where majority of the people were peasants, who did all the hard
works?
a. Colonial agriculture c. scientific agriculture
b. Feudal agriculture d. Roman period
9. The Age of Pastoralism is where;
a. Nomadic herders roamed the plains of Europe and Asia.
b. Introduction of metals
c. New period of exploration and colonization
d. End of nomadic lifestyle

10. What is agriculture?

a. The science, art and business of growing crops.
b. The raising of animals for food.
c. Industrial products boom
d. All of these
Essay :
1. Why were there more domesticated plants than animals?
2. Did agriculture contribute significantly to the destruction of the environment and

increase in greenhouse gases which resulted to climate change?
Self – Evaluation :
2. Briefly describe the historical development of agriculture in;
a. Pre-historic period
b. Roman period
c. Feudal
d. Neolithic
e. Far East
1. Agriculture- is the science and art of cultivating plants and livestock.
2. Periods in Agricultural History: Prehistoric (Neolithic Period), Historic through Roman

Period, Feudal and Scientific.

Post Test
1. Agriculture is?
c. Primary activity c. tertiary activity
d. Secondary activity d. none of the above
2. Slash and burn practice of agriculture is also known as;
c. Intensive farming c. shifting farming
d. Extensive farming d. nomadic farming
3. The most important staple food crops of the world are __________ and ________.
c. Ragi and bajra c. tea and coffee
d. Rice and wheat d. millets and maize
4. It is also known as “Monoculture”, e.i. single crop grown over a large area.
c. Commercial grain farming c. multiple farming
d. Plantation farming d. mixed farming
5. The type of agriculture practiced in India;
c. Intensive farming c. primitive farming
d. Extensive farming d. mixed farming
6. The word “agriculture” has been derived from two__________ words.
b. German b. American c. Latin d.Arabic
7. Nomadic lifestyle ended during the period of;
c. Agricultural and social change c. colonial agriculture
d. Scientific agriculture d. historical agriculture
8. In what period, where majority of the people were peasants, who did all the hard
works?
q. Colonial agriculture c. scientific agriculture
r. Feudal agriculture d. Roman period
9. The Age of Pastoralism is where;
a. Nomadic herders roamed the plains of Europe and Asia.
b. Introduction of metals
c. New period of exploration and colonization
d. End of nomadic lifestyle
a. The science, art and business of growing crops.
b. The raising of animals for food.
c. Industrial products boom
d. All of these
References :
Philips A. (2013). Designing Urban Agriculture. John Wiley and Sons, Inc., Hoboken, New
Jersey

AGRICULTURE IN THE
PHILIPPINES
The Philippines is still primarily an agricultural country despite the plans to make it
industrialized economy by 2000. Most citizens still live in rural areas and support themselves
through agriculture. The country’s agriculture sector is made up of 4 sub-sectors: farming,
fisheries, livestock and forestry (the latter 2 sectors are very small), which together employ
39.8 percent of the labor force and contribute 20% of GDP.
The country’s main agricultural crops are rice, corn, coconut, mangoes, tobacco, and
abaca (a plant-like plant). Secondary crops include peanut, cassava, camote, garlic, onion,
cabbage, eggplant, calamansi, rubber and cotton. The year 1998 was a bad year of
agriculture because of adverse weather conditions. Sector output shrank by 8.3%, but it
posted growth the following year. Yet, hog farming and commercial fishing posted declines in
their gross revenues in 1999. The sector is burdened with low productivity for most of its
crops.
The Philippines exports its agricultural products around the world, including the US,
Japan, Europe and ASEAN countries. Major export products are coconut oil and other
coconut products, fruits and vegetables, bananas and prawn. Other exports include
Cavendish banana, cayenne pineapple, tuna, seaweed and carrageenan.
One of the most pressing concerns of the agricultural sector is the rampant
conversion of agricultural land into golf courses, residential subdivisions and industrial parks
or resorts. In 1993 the nation was losing irrigated rice lands at a rate of 2,300 hectares per
year. Small land-holders find it more profitable to sell their land to developers in exchange
for cash, especially since they lack capitals for seed, fertilizers, pesticides, and wages for
hiring workers to plant and harvest the crops. Another concern is farmers’ continued reliance
on chemical-based fertilizers or pesticides that have destroyed soil productivity over time. In
recent years however, farmers have been slowly turning to organic fertilizers, or at least to a
combination of chemical and organic inputs.
Environmental damage is another major concern. Coral reef destruction, pollution of

coastal and marine resources, mangrove forest destruction, and siltation are significant
problems.
The fisheries sector is divided into 3 sub-sectors: commercial, municipal and

aquaculture. In 1995 the Philippines, contributed 2.2 million tons or 2 % of total world catch,
ranking it 12th among the top 80 fish-producing countries. In the same year, the country also
earned the distinction of being the 4th biggest producer of seaweed and 9th producer of world
aquaculture products.

Objectives :
Create a diagram that shows the development of agriculture in the Philippines.
Pre-Test :
1. What is the staple food in our country?

a. rice b. corn c. barley d. wheat
2. It is a banana-like plant.
a. corn b. abaca c. coconut d. wheat
3. What made 1998 agriculture, a “bad year” among the farmers?
a. due to pesticides boom c. adverse weather condition
b. insufficient water supply d. none of these
4. What is siltation?
a. refers to the clogging of bodies of water with silt deposits.
b. the pre-mature aging of bodies of water.
c. an algal-bloom
d. clearing of bodies of water
5. What is the country’s main agricultural crop?
a. rice and corn c. cassava and camote
b. onion and garlic d. peanut and eggplant
6. What is the most pressing concern faced by the agricultural sector in the Philippines?
a. insufficient supply of water.
b. the rampant conversion of agricultural lands.
c. farmers continued reliance on chemical based-fertilizers
d. all of these
7. What is the rank of the Philippines being one of the fish producing country in 1995?
a. 10th b. 11th c. 12th d. 13th
8. How many percent of the gross value added in agriculture was contributed by the
fisheries sector in 1999?
a. 12% b. 14% c. 16% d. 18%
9. In what year , that the Philippines earned the distinction as 4th biggest producer of
seaweed in the world?
a. 1995 b. 1996 c. 1997
d. 1998
10. Which of the following are the environmental damages, except;
a. siltation b. coral-reef destruction c. pollution d. all of these
a. What are the problems in agriculture in the Philippines?
b. Is the Philippines still an agricultural country?
c. What are the recent developments in agriculture?

d. How do farmers earn in the Philippines?
Self- Evaluation :
1. What are the major crops in the Philippines?
2. Which agriculture is most profitable?
3. What is the most expensive crop?
a. Agriculture- describes the practice of growing crops or raising animals. The Latin root
of agriculture is “agri”, plus “cultura” cultivation.
b. Aquaculture- or fish farming is the farming of aquatic organisms, including fish,
molluscs, crustaceans and aquatic plants.
c. Siltation- is a process by which water becomes dirty as a result of fine mineral
particles in the water. When sediments or silts is suspended in water.
d. GDP- (Gross Domestic Products) is the final value of the goods and services
produced within the geographic boundaries of a country during a specified period of
time, normally a year.
Post-Tests
1. What is the staple food in our country?

a. rice b. corn c. barley d. wheat
2. It is a banana-like plant.
a. corn b. abaca c. coconut d,. wheat
3. What made 1998 agriculture, a “bad year” among the farmers?
a. due to pesticides boom c. adverse weather condition
b. insufficient water supply d. none of these
4. What is siltation?
a. refers to the clogging of bodies of water with silt deposits.
b. the pre-mature aging of bodies of water.
c. an algal-bloom
d. clearing of bodies of water
5. What are the country’s main agricultural crops?
a. rice and corn c. cassava and camote
b. onion and garlic d. peanut and eggplant
6. What is the most pressing concern faced by the agricultural sector in the Philippines?
a. insufficient supply of water.
b. the rampant conversion of agricultural lands.
c. farmers continued reliance on chemical based-fertilizers
d. all of these
7. What is the rank of the Philippines being one of the fish producing country in 1995?
a. 10th b. 11th c. 12th d. 13th
8. How many percent of the gross value added in agriculture was contributed by the fisheries
sector in 1999?

a. 12% b. 14% c. 16% d. 18%

9. In what year, that the Philippines earned the distinction as 4th biggest producer of
seaweed in the world?
a. 1995 b. 1996 c. 1997
d. 1998
10. Which of the following are the environmental damages, except;
a. siltation b. coral-reef destruction c. pollution d. all of these
References :
Philips A. (2013). Designing Urban Agriculture. John Wiley and Sons, Inc., Hoboken, New
Jersey
Nationsencyclopidia.com

FOOD AND MEDICINAL PLANTS
Introduction
Medicinal plants or medicinal herbs have been identified and used since ancient
times to improve the sensory characteristics of food. The main compounds found in plants
correspond to 4 biochemical classes: polyphenols, terpenes, glycosides, alkaloids. Plants
synthesize these compounds for the variety of purposes, including protection of the plant
against fungi and bacteria, defense against insects and attraction of pollinators and dispersal
agents to favor the dispersion of seeds and pollen.
Nowadays, there is also growing interest in medicinal plants as natural alternatives to

synthetic additives in foods because herb and spices are generally recognized as safe
(GRAS) and are excellent substitute for chemical additives. The major activities of extracts
and herbs from medicinal plants are antimicrobial, anti-inflammatory, bactericidal, antiviral,
antifungal and preservative for foods. The use of natural preservatives to increase the shelf
of life of food systems is a promising technology since many vegetal substances show
antioxidant and antimicrobial properties.
Objectives :
a. Identify different edible and medicinal plants found in the Philippines.
Pre-Test :
a. What compounds are found in the medicinal plants?
Learning Tasks :
a. What are the 40 medicinal plants and their uses?
b. How are medicinal plants useful to us?
c. What are the 10 medicinal plants approved by DOH?
Self-Evaluation :
a. What is the role of plants in the ecosystem?
b. Why medicinal plants called as an “alternative medicine”?

a. Food- is any nutritious substances that people or animals eat or drink or that plants
absorb in order to maintain life and growth.
b. Medicinal plants- are plants that possess therapeutic properties or exert beneficial
pharmacological effect on the human or animal body.
c. Edible plants- is an organism of the vegetable kingdom suitable by nature for use as
a food, especially by human beings.
d. Biochemical- relating to the chemical processes and substances which occur within
living organisms.
e. Glycosides- a compound formed from a simple sugar and another compound by
replacement of a hydroxyl group in the sugar molecule.
f. Terpenes- any of a large of volatile unsaturated hydrocarbons found in the essential
oils of plants, especially conifers and citrus plants. They are based on a cyclic
molecule having the formula C10H16.
Post Test :
References :
Philips A. (2013). Designing Urban Agriculture, John Wiley and Sons ,Inc., Hoboken, New
Jersey
https:www.mdpi.com>journal

TITLE : Module 4- PEOPLE AND FORESTS

TOPICS :
4.1Temperate Forest: Uses and Management
4.2 Tropical Forests: Uses and Management
Time Frame: 4 hrs.
Introduction :
Temperate forests are located in the mid-latitude areas which means that they are
found between the Polar Regions and the tropics. The deciduous forest regions are exposed
to warm and cold air masses, which cause this area to have 4 four seasons.
Temperate forests are very important to the people as they provide enjoyment as
well as many resources including food, timber, and oxygen for us to breathe. However, we
are also the cause of some major threats to this biome, one of which is acid rain.
Temperate forests have historically been well mapped and inventoried for the
purpose of gauging the sustainability of the forests as source of lumber, paper products and
energy while continuing to provide wildlife habitats, watershed protection, and open space
for public recreation and enjoyment. In times past, charcoal was an important fuel for
industry before large scale coal mining took place. Nowadays, the uses of charcoal are
much more limited but there are still a few charcoal burners around.
In order to make sure that the overall structure of deciduous forest is maintained
controlled felling takes place. This means that only trees of a certain age and certain species
are felled. The number of trees taken is limited. This ensures that the forest can regenerate
over time and be used in the future.
Coppicing and pollarding are two other sustainable management techniques that have been
in use for many centuries. Perhaps the most obvious form of sustainable management is
replanting- the felled trees are replaced with young of the same type.
Deciduous forests provide area for recreation-cycling, walking, horse riding and
running are popular but there are opportunities for other outdoor activities such as fishing in
forest lakes. Lots of visitors in a forest can damage it by causing erosion, dropping litter and
disturbing the wildlife, so the routes through the forest are usually well marked and
maintained, ensuring that the forest is available for future generations to enjoy.
Objectives :
a. Identify the different forest management practices.

Pre-Test :
1. A deciduous forest contains;

a. only very tall trees c. trees that lose their leaves in autumn
b. Only evergreen trees d. only Christmas trees
2. Which of the following statements about the management of a deciduous forest is correct?
a. felling trees of any type is the best way of managing a forest sustainably.
b. allowing people to go where they went in a deciduous forest would benefit the
wildlife.
c. encouraging people to drive right into the forest would help the trees grow better
because there would be more carbon dioxide for them.
d. clearly marking out the recreational areas of the forest reduces damage and
disturbs wildlife as little as possible.
3. What type of wood is obtained from a deciduous forest?
a. hardwood c. medium wood
b. softwood d. you can’t tell until a tree has been felled
4. What is controlled felling?
a. the people cutting down the trees use special equipment to make sure that the
trees are lowered gently to the ground instead of falling on other trees.
b. cutting down only trees of certain type or over a certain age.
c. Using axes instead of chainsaws to fell the trees.
d. all of the above
5. Which of the following is not a use of deciduous forest?
a. recreation b. wildlife conservation c. firewood d. glass
6. Which of the following is not a use for the wood from a deciduous forest?
a. making doors c. making diesel fuel
b. making floorboards d. making furniture
7. Why must the recreational use of a forest be carefully managed?
a. to avoid damaging the ecosystems c. to avoid litter
b. to avoid disturbing wildlife d. all of the above
8. A sustainably-managed deciduous forest would support the local economy and help to
reduce the rural to urban migration. Which of the following is the least-likely business to
benefit?
a. car showroom c. bike hire business
b. a bed and breakfast business d. furniture making business
9. Which of the following is not a sustainable method of managing a deciduous forest?
a. removal of young trees c. pollarding
b. coppicing d. leaving dead wood to rot on the forest floor
10. Epping Forest is an area of ancient woodland to the north of London. The forest
managers have established a field study center. How does this help with the sustainable
management of the forest?
a. students can go there to learn about the forest plants and animals.
b. visitors can learn how to make baskets and other items from coppiced and
pollarded wood.
c. visitors can attend courses on woodland conservation
d. all of the above

1. What are the uses of temperate forest?
2. Why is the temperate forest important?
3. How can we protect the temperate forest?
Self- Evaluation :
1. What are temperate forests?
2. What kind of trees is in the temperate forest?
3. What are the 10 uses of forest?
Review of the Concept :

a. Temperate forest- is a forest found between the tropical and boreal regions, located
in the temperate zone. It is the second largest biome on the planet covering 25% of
the world’s forest area, only behind the boreal forest, which covers about 33%.
b. Coppicing- is a traditional method of woodland management which exploits the
capacity of many species of trees to put out new shoots from their stumps or roots if
cut down.
c. Pollarding- is a pruning system involving the removal of the upper branches of a tree,
which promotes the growth of a dense head of foliage and branches.
d. Felling- is a process of cutting down trees, an element of the task of logging.
e. wildlife- refers to the undomesticated animal species, but has come to include all
organisms that grow or live wild in an area without being introduced by humans.
Wildlife can be found in all ecosystems.
f. Wildlife conservation- is the practice of protecting plant and animal species and their
habitat.
g. Forest management- is the process of planning and implementing practices for the
stewardship and use of forests to meet specific environment, economic, social and
cultural objectives.
Post – Test :
1 .A deciduous forest contains;
a. only very tall trees c. trees that lose their leaves in autumn
b. Only evergreen trees d. only Christmas trees
2. Which of the following statements about the management of a deciduous forest is correct?
a. felling trees of any type is the best way of managing a forest sustainably.
b. allowing people to go where they went in a deciduous forest would benefit the
wildlife.
c. encouraging people to drive right into the forest would help the trees grow better
because there would be more carbon dioxide for them.
d. clearly marking out the recreational areas of the forest reduces damage and
disturbs wildlife as little as possible.

3. What type of wood is obtained from a deciduous forest?

a. hardwood c. medium wood
b. softwood d. you can’t tell until a tree has been felled
4. What is controlled felling?
a. the people cutting down the trees use special equipment to make sure that the
trees are lowered gently to the ground instead of falling on other trees.
b. cutting down only trees of certain type or over a certain age.
c. Using axes instead of chainsaws to fell the trees.
d. all of the above
5. Which of the following is not a use of deciduous forest?

a. recreation b. wildlife conservation c. firewood d. glass
6. Which of the following is not a use for the wood from a deciduous forest?
a. making doors c. making diesel fuel
b. making floorboards d. making furniture
7. Why must the recreational use of a forest be carefully managed?
a. to avoid damaging the ecosystems c. to avoid litter
b. to avoid disturbing wildlife d. all of the above
8. A sustainably-managed deciduous forest would support the local economy and help to
reduce the rural to urban migration. Which of the following is the least-likely business to
benefit?
a. car showroom c. bike hire business
b. a bed and breakfast business d. furniture making business
9. Which of the following is not a sustainable method of managing a deciduous forest?
a. removal of young trees c. pollarding
b. coppicing d. leaving dead wood to rot on the forest floor
10. Epping Forest is an area of ancient woodland to the north of London. The forest
managers have established a field study center. How does this help with the sustainable
management of the forest?
a. students can go there to learn about the forest plants and animals.
b. visitors can learn how to make baskets and other items from coppiced and
pollarded wood.
c. visitors can attend courses on woodland conservation
d. all of the above
References :
Molles M. (2005). Ecology: Concepts and Applications. The Third Edition. The McGraw Hill
Companies.
www.fao.org>.../ https://ucmp.berkeley.edu> forest

TROPICAL FORESTS:
Uses and Management
Introduction :
Tropical forests are closed canopy forests growing within 28 degrees north or south
of the equator. They are very wet places, receiving more than 200 cm rainfall per year, either
seasonally or throughout the year. Rainforest trees are quite different from trees of
temperate forests. The rainforest is made up of 4 key layers: emergent, upper canopy,
understory and forest floor.
Tropical rainforest are often called the “lungs” of the planet for their role in absorbing
carbon dioxide, a greenhouse gas, and increasing local humidity. Rainforests help stabilize
the world’s climate, provide a home to many plants and animals, maintain the water cycle,
protect against flood, drought and erosion, are a source for medicines and foods, support
tribal people and are an interesting place to visit.
Tropical rainforest can be managed in the following ways to reduce deforestation:

logging and replanting, selective logging of mature trees to ensure that the rainforest canopy
is preserved. This method allows the forest to recover because the younger trees gain more
space and sunlight to grow.
Objectives :
Identify different harvesting practices in temperate and tropical forests.
Pre-Test :
1. What caused deforestation?
a. Kaingin system b. illegal logging c. over-exploitation d. all of
these
2. Known as the “lung “of the planet.
a. Tropical forest b. temperate forest c. savanna d. deciduous
forest
3. If we remove half of the forest cover of earth, the crisis will?
a. The remaining forest will correct the imbalance.
b. Population, pollution and ecological imbalance will rise.
c. Energy crisis will commence.
d. Many species may become extinct.
4. The process of restoring a forest that once existed but was removed at some point of
time is called;
a. Reforestation b. horticulture c. deforestation d. agro
culture
5. How many layers are there in a rainforest?
a. 1 b. 2 c. 3 d. 4
6. Why is the forest floor so dark?
a. Due to constant shade from the canopy’s leaves.
b. Decomposition takes place in the forest floor.
c. Totally covered by closed canopy.
d. All of these
7. Why is the forest floor layer important?

a. Holds the key to the proper functioning of the entire rainforest.

b. The process of decomposition takes place.
c. Forest remains decay very quickly
d. All of these
1. What are the 10 uses of tropical forests?
2. Why is it important to save the rainforest?
3. What is the management of forest called?
4. How do humans manage forest ecosystems?
Self-Evaluation :
4. What good does the rainforest provide?
5. What are forest management practices?
1. Layers of the tropical rainforest- rain forests are divided into 4 layers or stories:
emergent layer, canopy, understory and forest floor. Each layer receives a different
amount of sunlight and rainfall, so different types of animals and plants found in each
layer.
2. Rainforest- a forest characterized by high and continuous rainfall, with annual rainfall
in the case of tropical rainforests between 2.5 and 4.5 metres and definitions varying
by region for temperate.
3. Canopy- a layer between 50 to 90% of the rainforest’s species live in the canopy.
Leaves take advantage of the bright sun here to power the forest’s rapid growth.
4. Understory- a layer that is gloomy, is shielded from the weather above, making it a
good nursery for young saplings.
5. Forest floor- a layer composed of bacteria, fungi and insects rapidly decompose
organic matter, recycling nutrients for use by other organisms.
6. Selective logging- is the cutting of selected trees in a forest so that growth of other
trees is not affected.
Post – Test :
1. What caused deforestation?
b. Kaingin system b. illegal logging c. over-exploitation d. all of
these
2. Known as the “lung “of the planet.
b. Tropical forest b. temperate forest c. savanna d. deciduous
forest
3. If we remove half of the forest cover of earth, the crisis will?
a. The remaining forest will correct the imbalance.

b. Population, pollution and ecological imbalance will rise.

c. Energy crisis will commence.
D. Many species may become extinct.
4. The process of restoring a forest that once existed but was removed at some point of
time is called;
b. Reforestation b. horticulture c. deforestation d. agro
culture
5. How many layers are there in a rainforest?
b. 1 b. 2 c. 3 d. 4
6. Why is the forest floor so dark?
a. Due to constant shade from the canopy’s leaves.
b. Decomposition takes place in the forest floor.
c. Totally covered by closed canopy.
d. All of these
7. Why is the forest floor layer important?
a. Holds the key to the proper functioning of the entire rainforest.
b. The process of decomposition takes place.
c. Forest remains decay very quickly
d. All of these
References :
Molles M. (2005).Ecology: Concepts and Applications. Third Edition. The Mc Graw Hill
Companies.
www.srl.caltech.edu> krubal> www

TITLE : Module 5- PEOPLE AND GRASSLAND AND SCRUB

TOPICS :
5.1 Importance of Grassland Ecosystem
5.2 Conservation Approaches of Grassland Ecosystem
Time Frame: 5 hrs
Introduction :
Grassland Ecosystem is an area where the vegetation is dominated by grasses and

other herbaceous (non-woody) plants. It is also called transitional landscape because
grassland ecosystems are dominated by the grass with few or no trees in the area where
there is not enough for a forest and too much of a forest.
www.wildlifeheritage.org>why-are...
Scrub can be very valuable for a wide range of wildlife, providing a continued source
of nectar, fruits, seeds, and shelter, breeding and roosting sites. A stand of scrub with varied
plant species, age and structure will support a great variety of species.
This makes up arid land. This type of biome also consists of desert and areas of low-
lying, dense underbrush. It is an area of little precipitation, plenty of continuous winds, poor
drainage and medium to poor soil quality. This biome is important for migratory birds such as
redwing, fieldfare and waxing.
Objectives :
Determine the interrelatedness of mankind, grassland and scrub forest.
Pre-Test :
1. What type of climate does the grassland biomes have?

a. Warm c. dry winters with heavy frosts
b. wet summers followed by cold d. all of these

2. When is grassland wet season?
a. during summer c. winter

b. autumn d. spring
3. What is the effect on the grasslands when it snows?
a. acts as water reservoir c. the grazing area of animals
b. source of food for organisms d. all of these
4. What are the plants in the grassland biomes?
a. buffalo grass b. Indian grass c. blue grama grass d.
all of these
5. Which biome has very few trees, strong winds and is dominated by grasses?
a. rainforest b. taiga c. grassland d. tundra
6. What biome has an importance for raising livestock for human consumption and milk and
other dairy products?
7. This biome is very rich in nutrients because of the decomposition of grass during winter or
dry season.
8. A biome that receives more rain than a desert, but not enough to support a forest.
9. They are generally an inhabitants by grazing mammals, ground nesting birds, insects and
a few species of reptiles.
10. What is grassland?
a. a place where grass grows.
b. a large open area of country covered with grass, especially one used for grazing.
c. a place where grass grows and it snows year around.
d. all of these
Answer me:
1. What are the 3 interesting facts about the grassland?
2. What type of plants rarely grows in the grassland?
3. What are the main uses of grassland?
Self-Evaluation :
1. Give examples of grassland.
2. What is a scrub biome?
3. What is the difference between scrub and grassland biome?
Review of the Concepts:

1. Aridland- is often characterized by patches of shrubs and /or grasses separated by

bare soil patches of various sizes.
2. Srcrub biome- is one of the biomes that make up aridland. This consists of areas with
low-lying, dense underbrush. It is an area of little precipitation, plenty of continuous
winds, poor drainage and medium to poor soil quality.
3. Seasons in the grassland biome- there are two real seasons. The growing season
and a dormant season. The growing season is when there is no frost and plants can
grow (which lasts from 100 to 175 days.)
4. Grassland- an area in which the vegetation is dominated by a nearly continuous
cover of grasses.
Post-Test :
1. What type of climate does the grassland biomes have?

a. Warm c. dry winters with heavy frosts
b. wet summers followed by cold d. all of these
2. When is grassland wet season?
a. during summer c. winter
b. autumn d. spring
3. What is the effect on the grasslands when it snows?
a. acts as water reservoir c. the grazing area of animals
b. source of food for organisms d. all of these
4. What are the plants in the grassland biomes?
a. buffalo grass b. indian grass c. blue grama grass d. all of
these
5. Which biome has very few trees, strong winds and is dominated by grasses?
6. What biome has an importance for raising livestock for human consumption and milk and
other dairy products?
7. This biome is very rich in nutrients because of the decomposition of grass during winter or
dry season.
8. A biome that receives more rain than a desert, but not enough to support a forest.
9. They are generally an inhabitants by grazing mammals, ground nesting birds, insects and
a few species of reptiles.
10. What is grassland?
a. a place where grass grows.
b. a large open area of country covered with grass, especially one used for grazing.
c. a place where grass grows and it snows year around.
d. all of these
References :
Molles M. (2005). Ecology: Concepts and Applications. Third Edition. The Mc Graw Hill
Companies

CONSERVATION APPROACHES OF
GRASSLAND BECOSYSTEM
Introduction :
Grasslands are globally important because they are a natural Carbon sink and
natural carbon sinks are an important part of a natural of a natural process called carbon
cycle. Grasslands are found where there is not enough regular rainfall to support the growth
of a forest, but not so little as to from a desert.
In fact, most grassland is located between forest and deserts. About one quarter of
the Earth’s land is covered with grasslands, but many of these lands have been turned into
farms.
The importance of protecting/conserving grasslands is matched only by our need to

have open spaces and breathe clean air. These ecosystems are critical for the health of our
natural world. The grassland provides feeding grounds for all manner of prey and predators
and gives balance to the world.
One of the approaches that minimize ecosystem damage and desertification due to
overgrazing is called rotational grazing. Rotational grazing requires that farmers and
ranchers allow their herd animals to graze an area for only a short time and then move (or
rotate) them into a different area. This rotation from one grazing spot to another mimics the
natural process of herd animals grazing a landscape and allows the patches of grassland to
recover before the animals return to graze them. Other common management practices are:
dividing herds into categories so that they get the appropriate treatment, avoiding underage
and unseasonable breeding, controlling parasites and predators, provide veterinary care and
using and maintaining breeds that suit their land and potential markets.
Objectives :
Identify modern approaches or techniques to conserve grassland ecosystems.
Pre-Test :
1. How can we protect the grasslands?

a. Rotate agricultural crops to prevent the sapping of nutrients.
b. Plant trees as windbreakers to reduce erosion on farm fields.
c. Right type of species is in the area.
d. All of these.
2. Which of the following is a problem in grassland?
a. Rotation agriculture b. plant trees as windbreakers
b. Inappropriate grazing d. all of these
3. Why grassland should be conserved?
a. Provide feeding grounds for all manner of prey and predator.
b. Give balance to the world.
c. Supplies with energy.
d. All of these
4. What will happen if grasslands disappear?
a. Lose habitat of some organisms. C. soil easily erodes

b. Imbalanced ecosystem d. all of these

5. How are grasslands being destroyed?
a. Fragmentation method c. conversion to
plantation
b. Land-filling as settlements d. all of these
1. What is grassland? Why should they be conserved?
2. What are the threats to grassland ecosystem?
3. How have humans affected grasslands?
4. Are grassland endangered?
5. What will happen if grassland disappears?
Self-Evaluation :
1. Why are grasslands important?
2. How can we conserve grasslands?
3. Why are grasslands used as grazing lands?
Review of the Content :
1. Grassland-
2. Approaches to conserve grassland ecosystem.
3. Grazed land-
4. Rotational grazing-
Post-Tests :
1. How can we protect the grasslands?
e. Rotate agricultural crops to prevent the sapping of nutrients.
f. Plant trees as windbreakers to reduce erosion on farm fields.
g. Right type of species is in the area.
h. All of these.
2. Which of the following is a problem in grassland?
c. Rotation agriculture b. plant trees as windbreakers
d. Inappropriate grazing d. all of these
3. Why grassland should be conserved?
a. Provide feeding grounds for all manner of prey and predator.
b. Give balance to the world.
c. Supplies with energy.
d. All of these
4. What will happen if grasslands disappear?
a. Lose habitat of some organisms. C. soil easily erodes
b. Imbalanced ecosystem d. all of these

5. How are grasslands being destroyed?

a. Fragmentation method c. conversion to
plantation
b. Land-filling as settlements d. all of these
References :
Companies.

TITLE : Module 6 – PEOPLE, AND WATER, OCEANS AND COASTS

TOPICS :
6.1 Coral Reefs
6.2 Kelp Beds
6.3 Threats to Marine Environment
Time Frame: 5 hrs.
2. Introduction:
A coral reef is an underwater ecosystem

characterized by reef-building corals. Reefs are
formed of colonies of coral polyps held together
by calcium carbonate. Most coral reefs are built
from stony corals, whose polyps cluster in
groups. Coral reefs are the most divers of all
marine ecosystems. They teem with life, with
perhaps one-quarter of all ocean species
depending on reefs for food and shelter.
Sometimes called rainforests of the sea, they provide a home for at least 25% of all
marine species, including fish, worms, mollusks, crustaceans, echinoderms, sponges,
tunicates and other cnidarians. Coral reefs deliver ecosystem services for tourism, fisheries
and shoreline protection. It’s fragile, partly because they are sensitive to water conditions.
They are under threat from excess nutrients (nitrogen and phosphorous), rising
temperatures, oceanic acidification, overfishing (e. g from blast fishing, cyanide fishing,
spearfishing on scuba), sunscreen use, and harmful land- use practices, including runoff and
seeps (e. g from injection weels and cesspools).
In the Philippines certain areas are designed for marine protected areas include
marine reserves, fully protected marine areas, no- take zone, marine sanctuaries, ocean
sanctuaries, marine parks, and locally managed marine areas. Many
Of these have quite different level of protection, and the range of activities allowed or
prohibited within their boundaries varies considerably too.
Mostly, in marine settings seaweeds form dense underwater forests, which are
among the most productive and dynamic ecosystems on Earth called Kelps.
Kelps have no roots. Instead, they attach to rocks with tough, branched holdfasts. In
place pf true stems, kelps have stiff stipes, which holds them up toward the sunlight. Their
palm-like fronds may be long and strap-shaped or split into several strap-like lobes,
depending on the species.
Objectives :

1. Determine the roles played by corals in the environment and human beings.
2. Identify some marine protected areas in the Philippines.
3. Pre-Test :
1. How often do corals die?

a. Corals die on a short span of time. C. they die at normal
temp.
b. Corals die at very old. D. all of these
2. Where can we find the coral reefs?
a. Ocean b. lake swamps d. rivers
3. Why do coral reefs important?
a. They are source of food for millions.
3. Protect coastlines from Determine the roles played by coral reefs in the environment
and human beings.
b. storms and erosion.
c. Spawning and nursery grounds for fishes
d. All of these
4. How coral reefs are formed?
a. Coral reefs begin to form when free-coral larvae attached to submerged rocks.
b. Coral reefs formed on hard surfaces along the edges of the islands or continents
c. Coral reefs grow and expand.
d. All of these
5. Do corals reefs produce oxygen?
a. They are cnidarians
b. b. they are symbiotic
c. They provides the algae with a protected environment and has the ability for
photosynthesis.
d. Has the ability to produce oxygen because of algae.
6. How do humans damage coral reefs?
a. Pollution b. overfishing c. using of dynamite d. all of these
7. Is coral a plant or animal?
a. Corals do not make their own food.
b. They are animals.
c. Is an invertebrate
d. All of these
8. What is coral made up of?
a. They are made up of hundreds to thousands of tiny polyps.
b. They are made up of soft organisms.
c. They are made up of rocks
d. They are made up of sediments.
Answer me!
1. What are the role played by coral reefs in the environment and human beings?

2. List some marine protected areas in the Philippines.
3. What are Kelp beds and its importance?
4. What are the major activities/practices that pose threats to the marine environment?
Additional Task: Essay
What are your insights with the photos being presented? Write your answer on the
box provided.

9. Review of Concepts :
1. Coral reef- is an underwater ecosystem characterized by reef-building corals

2. Reefs are formed of colonies of coral polyps held together by calcium carbonate.
3. Types of coral reefs:
1. Fringing reefs
2. Barrier reefs
3. Atolls
4. Patch reefs
10. Post-Test :
1. How often do corals die?
a. Corals die on a short span of time. C. they die at normal temp.

b. Corals die at very old. D. all of these
2. Where can we find the coral reefs?
b. Ocean b. lake swamps d. rivers
3. Why do coral reefs important?
e. They are source of food for millions.
4. Protect coastlines from Determine the roles played by coral reefs in the environment
and human beings.
f. Storms and erosion.
g. Spawning and nursery grounds for fishes
h. All of these
.5. How coral reefs are formed?
b. Coral reefs begin to form when free-coral larvae attached to submerged rocks.
c. Coral reefs formed on hard surfaces along the edges of the islands or continents
d. Coral reefs grow and expand.
e. All of these
5. Do corals reefs produce oxygen?
a.They are cnidarians
b. they are symbiotic
c.They provide the algae with a protected environment and have the ability for
photosynthesis.
d.Has the ability to produce oxygen because of algae.
6. How do humans damage coral reefs?
b. A. Pollution b. overfishing c. using of dynamite d. all of
these
7. Is coral a plant or animal?
a.Corals do not make their own food.
b.They are animals.
c.Is an invertebrate
d.All of these
8. What is coral made up of?
a. They are made up of hundreds to thousands of tiny polyps.
b. They are made up of soft organisms.
c. They are made up of rocks
d. They are made up of sediments.

11. Reference:
Molles M. (2005) Ecology: Concepts and Application. Third Edition. The McGraw Hill
Companies.
https://www.pinterest.com>science; https://www.noa.gov> marine life
KELP BEDS
Kelp forests are underwater areas with a high density of kelp, which covers about
25% of the world’s coastline. They are recognized as one of the most productive and
dynamic ecosystem on Earth. Smaller areas of anchored kelp are called kelp beds.
Kelps are large brown seaweeds that grow on the underwater rocks from low tide
downwards all around Scotland’s coast seas, they provide: food and shelter for many marine
animals-supporting food chains that include species of commercial significance.
1. Objectives :
1. Recognize the importance of kelp beds.
2. Pre-test :
1. Where is kelp forests/beds found?

a. West coast of North America b. Philippines c. Saudi
d. India
2. Why is kelps forest important?
a. Food for many organisms
b. Provides shelter for many forms of sea life.
c. Provides extensive ecosystem
d. All of these
3. What is the benefit of kelp?
a. High in oxidant c. help combat cardiovascular health
b. Prevent cancer d. all of these
4. What are the side effects of kelp?
a. Hyperthyroidism c. toxicity
b. b. hypothyroidism d. all of these
5. These are large brown algae that live in cool, relatively shallow waters close to the
shore.
a. Seagrass b. kelp c. padina d. algae
1. Why are kelp forests important?
2. What animals live in kelp beds/forest?
3. What are kelp beds and its importance?
4. What ocean zone does kelp live in?

3. Self –Evaluation :
1. What are kelps?

2. Differentiate between kelp beds from kelp forests?

3. What are kelp forest species?
4. Review of Concepts :
1. Kelp- are large brown algae that live in cool, relatively shallow waters close to the
shore. They grow in dense groupings much like a forest on land.. These underwater
towers of kelp provide food and shelter for thousands of fish, invertebrates and
marine mammal species.
2. Types of kelps:
a. Nereocystis- a monotypic genus of kelp containing the species Nereocyctis

luetkeana.
b. Macrocystis- is amonospecific genus of kelp. This genus contains the largest of all
the phaephyceae or brown algae.It has pneumatocysts at the base of its blades.
c. Deep-sea tangles- Laminaria is a genus of 31 species of brown algae commonly
called “kelp”. This economically important genus is characterized by long, leathery
laminae and relatively large size.
d. Arame-sea oak is a species of kelp, of the brown algae, best known for its use in
Japanese cuisine
e. Laminariaceae- is a family of brown algal seaweed, many genera of which are
popularly called “kelp”
f. Undaria- is a genus of kelp that includes Undaria pinnatifidia.
g. Alaria- is a genus of brown alga comprising approximately 17 species.
h. Ecklonia- is a genus of kelp belonging to the family Lessoniaceae.
i. Lessoniaceae- are a family of kelp. Species of this family have transition zone with
intercalary meristem subdivided so that there are a number of secondary stiopes in
addition to the primary stipe.
5. Post-Test
1. Where is kelp forests/beds found?

a. West coast of North America b. Philippines c. Saudi d.
India
2. Why is kelps forest important?
a. Food for many organisms
b. Provides shelter for many forms of sea life.
c. Provides extensive ecosystem
d. All of these
3. What is the benefit of kelp?
a. High in oxidant c. help combat cardiovascular health
b. Prevent cancer d. all of these
4. What are the side effects of kelp?
a. Hyperthyroidism c. toxicity
b. hypothyroidism d. all of these
5. These are large brown algae that live in cool, relatively shallow waters close to the
shore.
a. Seagrass b. kelp c. padina d. algae

6. References : KatheresanK.(2015) Ocean and Coastal Ecology;

https://eol.org>pages;https://en.m.wikipedia.org>wiki
THREATS TO MARINE ENVIRONMENT
1. Introduction :
Surface runoff from both agricultural land and areas carry soil and particles mixed with
carbon, phosphorous, nitrogen and minerals, posing threats to the marine life in alarming
scale. Crossing streams and rivers, the water filled with these toxic chemicals land in the
ocean, resulting in harmful algal blooms. The following are the threats to marine
environment: ocean dumping, land runoff, dredging. NOx and Sox, ocean acidification, sea
and water level rising, ozone depleting substances, waste pollution from ships, noise
pollution from ships, oil spills, plastic pollution.
2. Objectives :
1. Identify major activities/practices that pose threats to the marine environment.
3. Pre-Test :
1. What is a marine environment?

a. A habitat that supports life. C. an ecosystem where an
interaction occur
b. Source of marine food d. all of these
2. How do oceans get polluted?
a. Runoff flows to the sea c. pollution which settles into waterways
b. Fertilizers and pesticides d. all of these
3. What is the biggest source of pollution?
a. Factories b. agriculture c. human waste d. all of
these
4. What causes ocean pollution?
a. Runoff waters b. burning fuels c. oil spills d.
all of these
5. Where do plastics in the ocean come from?
a. Garbage b. water flowing c. carried by heavy rains d.
all of these
1. What is marine environment pollution?

2. In a sheet of bond paper make a collage on threats to the marine environment.
3. How human do affects the marine environment?
1. What activities of man are destroying the sea?

2. Ways of protecting the marine environment?
3. What are some dangers to the ocean?

Review of the concepts :
1. Threats to marine environment:

a. Ocean dumping-dumping of waste from industries, ships and sewage plants into
oceans has polluted the marine ecosystem to a great extent.
b. Land runoff- is the waste comes from the nonpoint source, which happens as a result
of runoff.
c. Dredging- is to remove the deposits submerged underwater.
d. NOx and Sox- the 2 main pollutants found in shipping-has badly affected both marine
environment and ozone layer in a number of ways.
e. Ocean acidification-is the continuing decrease of seawater pH caused by the
absorption of carbon dioxide from the atmosphere.
f. Sea level rising-means more wetland flooding, destructive erosion and agricultural
land contamination and more importantly a serious threat to the habitat of several
plants, fishes and birds.
g. Ozone depleting substances-such as CFCs and halon along with other pollutants
from ships are destroying the ozone layer.
h. Waste pollution from ships-these are oil and gas, the waste and garbage generated
on board ships poses a significant threat to the marine ecosystem.
i. Noise pollution from ships
j. Oil spill plastic pollution
8. Post-Test :
1. What is a marine environment?

c. A habitat that supports life. C. an ecosystem where an
interaction occur
d. Source of marine food d. all of these
2.How do oceans get polluted?
c. Runoff flows to the sea c. pollution which settles into waterways
d. Fertilizers and pesticides d. all of these
3.What is the biggest source of pollution?
b. Factories b. agriculture c. human waste d. all of
these
4.What causes ocean pollution?
b. Runoff waters b. burning fuels c. oil spills d.
all of these
5.Where do plastics in the ocean come from?
b. Garbage b. water flowing c. carried by heavy rains d.
all of these
7. References:
Kathiresan K.(2015). Ocean and Coastal Ecology. / marineinsight.com

TITLE : PEOPLE AND CLIMATE

TOPICS :
7.1 Natural Climate Cycles
7.2 People’s Impact on Climate Change
TIME FRAME: 4 hrs.
Introduction :
Climate is the average weather in a

given area over a longer period of time. Its
description includes the average
temperature in different seasons, rainfall,
and sunshine. The simplest way to describe
climate is to look at average temperature
and precipitation over time. Other useful
element for describing climate include the
type and the timing of precipitation, average
wind speeds and direction, number of days
above freezing, weather extremes, and local
geography.
On the other hand, weather is defined as the state of the atmosphere at a particular
place during a short period of time. It involves such atmospheric phenomena as
temperature, humidity, precipitation (type and amount), air pressure, wind, and cloud cover.
Weather differs from climate in that the latter includes the synthesis of weather conditions
that have prevailed over a given area during a long time period.
Objectives :
Describe different climatic and weather cycles or patterns.
Pre-Test :
Answer me!
1. What is climate change and how does it affects the environment?
2. What are the different climatic and weather patterns?
3. Identify different practices that pose negative impacts on the world’s natural climate.
5. Is it too late to prevent climate change?

Learning Task :
Additional Task: Essay
box provided.
Self-Evaluation :
1. What is a natural climate cycle?
2. How many types of climate change are there?
3. What are natural climates?
Review of the concepts :
Climate- is the average weather in a given area over a longer period of time.
Weather-is the state of the atmosphere at a particular place during a short period of time. It
involves such atmospheric phenomena as temperature, humidity, precipitation (type and
amount), air pressure, wind and cloud cover.
Post-Test :
1. What is climate change and how does it affects the environment?

2. What are the different climatic and weather patterns?
3. Identify different practices that pose negative impacts on the world’s natural climate.
4.Is it too late to prevent climate change?
References :
Molles M. (2005). Ecology: Concepts and Applications. Third Edition. McGraw Hill
Companies./ https://www.fs.usda.gov>ccrc>nat...

PEOPLE’S IMPACT ON CLIMATE CHANGE
Introduction :
Climate change is a global challenge that has no borders and to combat it requires
coordinated work by all countries. There is an important difference between global warming
and climate change, that it is global warming that cause’s climate change. As the planet’s
temperature raises more than it would naturally, the climate varies.
Although it is a certain that Earth has naturally warmed up and got colder during
other eras, such cycles have always been much slower, taking millions of years, whereas
now, within a period of just 200 years, we are reaching levels that in the past brought about
extinctions.
Human activities contribute to climate change by causing changes in Earth’s

atmosphere in the amounts of greenhouse gases, aerosols (small particles) and cloudiness.
The largest known contribution of burning fossil fuels which releases carbon dioxide gas to
the atmosphere.
Greenhouse gases and aerosols affect climate by altering incoming solar radiation
and out-going infrared (thermal) radiation that are part of the Earth’s energy balance.
Changing the atmospheric abundance or properties of these gases and particles can lead to
a warming or cooling of the climate.
Since the start of the industrial era (about 1750), the overall effect of human activities
on climate has been a warming influence. The human impact on climate during this era
greatly exceeds that due to known changes in natural processes, such as solar changes and
volcanic eruptions.
Objectives :
Identify different practices or human activities that pose negative impacts on the world’s
natural climate.
Pre- Test :
1. Wasting less food is a way to reduce greenhouse gas emission.

a. True b. false c. both a and b d. none of these
2. Which of the following is the greenhouse gas?
a. CO2 b. CH4 c. water vapor d. all of the above
3. What is a greenhouse effect?
a. The name of climate change legislation that passed by congress.
b. When you paint your house green to become an environmentalist
c. When the gasses in our atmosphere trap heat and block it from escaping our
planet.
d. When you build a greenhouse.
4. Which of the following are consequences associated with climate change?

a. The ice sheets are declining, glaciers are in retreat globally, and our oceans are
more acidic than ever.

b. More extreme weather like droughts, heat waves and hurricanes

c. Global sea levels are rising at alarming fast rate-17 centimeters (6.7 inches) in
the last century alone and going higher.
d. All of the above
5. What can you do to help fight climate change?

a. Divest from fossil fuel companies.
b. Engage yourself in the science behind climate change.
c. Vote for political candidates who will advocate for climate related legislation and
policy improvements.
d. All of the above
6. The overwhelming majority of scientists agrees that climate change is real and
caused by humans.
a. True b. false c. both a and b d. none on
these
7. According to the Sustainable Development Goal 13, the biggest threat towards
development is;
a. Climate change b. pollution c. melting polar ice-caps d. population
growth
8. The number of reported hydro-meteorological hazards in recent decades (drought,
floods, wind storms, etc.)
a. Has increased b. has decreased c. has remained about the same d. none
of these
9. Which of the following is an example of climate?
a. An intense thunderstorm in Houston
b. The average temperature in Chicago over the past 50 years
c. A hot day in Boston in the fall
d. A foggy day in San Francisco
10. How can extreme events like hurricanes, drought, & wildfires impact energy
infrastructure?
a. Water shortages
b. Power outages
c. Higher electricity & gas prices
d. All answer choices are accurate
8. How are warming ocean temperatures impacting whales, fish, & other marine
mammals?
a. They aren’t as hungry because it’s so hot
b. Warmer water makes them sleepy
c. Their migratory patterns are changing
d. Summer seems longer so fish are schooling less
9. Why are forests important for mitigating climate change?
a. Forests serve as a sink in the carbon cycle
b. Trees provide building materials
c. Trees are an important food source
d. Leaves of trees reflect all sunlight away from the Earth

Essay:
1. What is the effect of greenhouse to human and its system?
2. What are the causes behind the global warming?
3. When did humans first begin to cause climate change?
4. What are the consequences of climate change?
5. What are the environmental effects?
6. How can we avoid climate change?
Self-Evaluation :
From the illustrations below, describe the people’s impact on climate change.
a.
b.

c.
Review of the Concepts
1. Climate change- is a long term change in the average weather patterns that have come
to define Earth’s local, regional and global climates.
2. Global warming- is an increase in the earth’s atmospheric and oceanic temperature
widely predicted to occur due to an increase in the greenhouse effect resulting
especially from pollution.
3. Greenhouse gases- are gases that absorb and emit radiant energy within the thermal
infrared range, causing the greenhouse effect. The primary greenhouse gases in
Earth’s atmosphere are water vapor, carbon dioxide, methane, nitrous oxide and
ozone.
Post Test :
1. Wasting less food is a way to reduce greenhouse gas emission.

a. True b. false c. both a and b d. none of these
b. Which of the following is the greenhouse gas?
a.CO2 b. CH4 c. water vapor d. all of the above
2. What is a greenhouse effect?
a. The name of climate change legislation that passed by congress.
b. When you paint your house green to become an environmentalist
c. When the gasses in our atmosphere trap heat and block it from escaping our
planet.
d. When you build a greenhouse.
3. Which of the following are consequences associated with climate change?
a. The ice sheets are declining, glaciers are in retreat globally, and our oceans are
more acidic than ever.
b. More extreme weather like droughts, heat waves and hurricanes
c. Global sea levels are rising at alarming fast rate-17 centimeters (6.7 inches) in
the last century alone and going higher.
d. All of the above
4. What can you do to help fight climate change?

a. Divest from fossil fuel companies.

b. Engage yourself in the science behind climate change.
c. Vote for political candidates who will advocate for climate related legislation and
policy improvements.
d. All of the above
5. The overwhelming majority of scientists agrees that climate change is real and
caused by humans.
a. True b. false c. both a and b d. none on
these
6. According to the Sustainable Development Goal 13, the biggest threat towards
development is;
a. Climate change b. pollution c. melting polar ice-caps d. population
growth
7. The number of reported hydro-meteorological hazards in recent decades (drought,
floods, wind storms, etc.)
a. Has increased b. has decreased c. has remained about the same d. none
of these
8. Which of the following is an example of climate?
a. An intense thunderstorm in Houston
b. The average temperature in Chicago over the past 50 years
c. A hot day in Boston in the fall
d. A foggy day in San Francisco
10. How can extreme events like hurricanes, drought, & wildfires impact energy
infrastructure?
a. Water shortages
b. Power outages
c. Higher electricity & gas prices
d. All answer choices are accurate
11. How are warming ocean temperatures impacting whales, fish, & other marine
mammals?
a. They aren’t as hungry because it’s so hot
b. Warmer water makes them sleepy
c. Their migratory patterns are changing
d. Summer seems longer so fish are schooling less
12. Why are forests important for mitigating climate change?
a. Forests serve as a sink in the carbon cycle
b. Trees provide building materials
c. Trees are an important food source
d. Leaves of trees reflect all sunlight away from the Earth
References :
Smith RL and Smith T. (2002). Elements of Ecology. Fourth Edition. Pearson Education
Asia Pte. Ltd. Philippines.
https://wwwacciones.com>climate-c... /schools future youth

TITLE : ENERGY
TOPICS:
8.1 Energy Sources

8.2 Energy Forms
8.3 Energy Conservation
TIME FRAME: 6 hrs
Introduction
Energy is the capacity for doing

work. It may in potential, kinetic, thermal,
electrical, chemical, nuclear, or other
various forms. There are, moreover, heat
and work e.g, energy in the process of
transfer from one body to another. After it
has transferred, energy is always
designated according to its nature. Hence,
heat transferred may become thermal
energy, while work done may manifest
itself in the form of mechanical energy. Energy can be neither created nor destroyed but only
changed from one form to another.
It can be converted from one form to another in various other ways. Usable
mechanical or electrical energy is, for instance, produced by many kinds of devices,
including fuel-burning heat engines, generators, batteries, fuel cells, and
magnetohydrodynamic system.
Objectives :
1. Determine the different energy sources.

2. Identify the various long-term effects if we continue to use fossil fuels.
3. Describe why is it a lot safer to use different forms of renewable energy than to that
of fossil fuels.
4. Identify different ways to conserve enery.

Pre Test :
Answer me!
1. What are the different energy sources?
2. What are the various long-term effects if we continue to use fossil fuels?
3. Why is it safer to use different forms of renewable energy than to that of fossil fuels?
4. What is renewable energy? Give some examples and its description.
5. In what way you can conserve energy?
Learning Tasks :
Task: Essay
box provided.

Self- Evaluation :
1. What is energy?
2. How can we conserve energy?
1. Energy- is the ability to do work.

2. Forms of energy-these are: radiant, thermal atomic, electrical, mechanical, chemical,
solar, wind, tidal, potential and kinetic.
3. Differentiate between renewable energy and non-renewable energy.
Renewable energy- is an energy that is generated from natural processes that are
continuously replenished. This includes sunlight, geothermal heat, wind, tides, water
and various forms of biomass. This energy cannot be exhausted and is constantly
renewed.
Non-renewable energy-comes from sources that will run out or will not be
replenished in our lifetimes-or even in many, many lifetimes. This include fossil fuels:
coal, petroleum, and natural gas.
4. Energy conservation- is the effort made to reduce the consumption of energy by using
less of an energy service. This can be achieved either by using energy more efficiently or
by reducing the amount of service used.
Post Test :
1. Identify the energy form and give their functions:

References :
Zaheed IH. & Naser R. (2013). A Textbook on Environment al Biology. Discovery Publishing
House, New Delhi, India.
Companies.

TITLE : MODULE – 9 CONSERVATION IN THE PHILIPPINES

TOPICS :
9.1 Current Research Questions and the Future
Time Frame: 10 hrs.
Introduction :
Conservation is the act of protecting

Earth’s natural resources for current and future
generations. Establishing protected areas not
only helps conserve the natural landscape and
geography, but also the wildlife that lives there.
Earth’s natural resources include air, minerals,
plants, soil, water, and wildlife. Conservation is
the care and protection of these resources so
that they can persist for future generations. It
includes maintaining diversity of species, genes,
and ecosystems, as well functions of Shutterstock.com 1216091761
Of the environment, such as nutrient cycling.
Continued human population growth has led to unsustainable rates of consumption

of our natural resources, resulting in a loss of Earth’s biodiversity. The main factors driving
biodiversity loss include habitat destruction, climate change, invasive species,
overexploitation, and pollution.
Objectives :
1. Critique different research articles or case studies on how the Philippines is taking
part of the global goal of conserving and preserving the environment including the
flora and fauna species.
2. Develop a case study concerning the effects of anthropogenic activities to the
environment.
Pre-Test :
Answer me!
1. How does the Philippines taking part to the global goal of conserving and preserving the
environment including the flora and fauna species?
2. What is your opinion on the effects of anthropogenic activities to the environment?

3. What is the importance of forest conservation?
4. Define recycling? Give examples of recycled materials.
5. What is the Solid Waste Management Act?
Task: Essay
box provided:
Self-Evaluation :
1. How can we protect endangered species in the Philippines?

2. What are the endangered species in the Philippines?
3. How can we conserve habitats?
4. How can we protect our natural resources?
5.
Review of the Concepts:

1. Conservation- is the act of protecting Earth’s natural resources for current and future
generations.
2. Endangered species- are species of animals and plants that are seriously at risks of
extinction.
3. Habitat- a place where an organism lives in.
4. Natural resources- are resources that exist without any actions of humankind. This
includes all valued characteristics such as commercial and industrial use, aesthetic
value, scientific interest and cultural value.
Post-Test :
1. What Environmental Agencies in the Philippines whose role is to protect and

conserve our natural resources?
2. What is Republic Act 9147?
References :
Molles M. (2005).Ecology: Concepts and Applications. Third Edition. The McGraw Hill
Companies.
Online Journals


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LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

People’s and Earth’s

GE-PEEco January 2021 Edition 1

TITLE : Module 1 - INTRODUCTION TO ECOLOGY AND GEOGRAPHY

TOPICS : 1.1 Ecology and Geography: Their Branches and Definitions

Geography is an inter-disciplinary subject. It is essential academic field, which is

Ecology is a branch of science, including human science, population, community,

Animal ecology is a branch dealing with the animal population, change in

GE-PEEco January 2021 Edition 2

Synecology is divisible into population ecology and community ecology.

A population emerges when the individuals of the same species aggregate

Autecology is a branch of ecology dealing with the study of species or relationship

The following are the approaches adopted in autecology:

1. Discuss ecology, geography and their major branches.

1. Who devised the word ecology?

GE-PEEco January 2021 Edition 3

a. Ernst Haeckel b. Robert Hooke c. Robert Brown d. Johannes

Ecology is a branch of science, including human science, population, community,

Different ecosystems are often separated by geographical barriers, like desert,

GE-PEEco January 2021 Edition 4

Functions of an ecosystem include; flow of energy through a medium of living

GE-PEEco January 2021 Edition 5

Environmental Geography or integrated geography is a branch of geography. It deals

Cartography focuses on ways in which the entire mapping procedure can be

2. What are the 5 levels of ecology in order from smallest to largest?

3. What is the importance of ecology?

GE-PEEco January 2021 Edition 6

Review of the Concepts :

Ecology- is a branch of science, including human science, population, community,

Two main branches of ecology:

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a. Discuss the significance of biomes to animals and mankind.

GE-PEEco January 2021 Edition 8

I. Temperate: Tundra ecosystem is a major zone of treeless region found in the

GE-PEEco January 2021 Edition 9

Permafrost is an ever-present feature of the Arctic tundra. The southern limit of

Plant and Animal Life

b. What are the 5 plants that live in the tundra ecosystem?

c. What are 5 interesting facts about the tundra?

GE-PEEco January 2021 Edition 10

d. Can humans live in tundra?

Boreal Forest- or Taiga- generally referred to in North America or snow forest. It is a

Coldness is the dominant climatic factor in taiga ecosystems, although a surprising

a. Where is the boreal forest located?

b. What are the characteristics of the boreal forest?

c. Which country has the most boreal forest?

d. Is the boreal forest in danger?

e. What makes boreal forest unique?

GE-PEEco January 2021 Edition 11

Temperate forests are characterized as regions with high levels of precipitation,

 Forest canopy tier: maple trees, walnut trees, birch trees

Temperate forests are home to a diverse wildlife biosystem including various

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Temperate forests are one of many biomes.

b. What makes a forest a temperate forest?

c. What types of animals live in a temperate forest?

d. What are the characteristics of temperate forest?

e. What type of plants found in the temperate forest?

f. Describe its climate.

Temperate grasslands can be further subdivided:

 Prairies- are grasslands with tall grasses.

a. What is the difference between grasslands and temperate forest?