Finals' Module GELECT 3 - 4

SCHOOL OF TEACHER EDUCATION AND LIBERAL ARTS
PEOPLE AND THE EARTH’S ECOSYSTEMS/

ENVIRONMENTAL SCIENCE
PECOSY 1/ Prepared by: MARICAR B. LITILIT, PhD
MARIA THERESA B. MAÑALAC, LPT, MAED
GELECT 3/ OLIVER EDWARD JOSE Z. GARCIA, RMT, MSMT
ROUEL N. DE ASIS, HCS NCII, PTRP, LPT, MBA
GELECT 4
A Self-regulated Learning Module
A Self-regulated Learning Module / TMANALAC 1

PECOSY 1/ GELECT 3/ GELECT 4
PEOPLE AND THE EARTH’S
ECOSYSTEM/
ENVIRONMENTAL SCIENCE
For the USE of UNIVERSITY OF BAGUIO
Compiled and Prepared by:
MARICAR B. LITILIT, PhD

MARIA THERESA B. MAÑALAC, LPT, MAED
OLIVER EDWARD JOSE Z. GARCIA, RMT, MSMT
ROUEL N. DE ASIS, HCS NCII, PTRP, LPT, MBA

FINAL GRADING
CHAPTER 13
MINERAL AND SOIL RESOURCES
I. Introduction
Mining is the extraction of valuable minerals or other geological materials from the Earth, usually from an ore body,
lode, vein, seam, and reef or placer deposit. These deposits provide much economic interest to the miner. A popular mining
company in the Philippines advertise on television that mining is a means for financing alternative livelihood paths that, over
the long-term, may prevent biodiversity loss. However, in reality it poses serious and highly specific threats to biodiversity.
Mining affects biodiversity at multiple spatial scales (site, landscape, regional and global) through direct (mineral
extraction) and indirect processes (via industries supporting mining operations, and external stakeholders who gain access
to biodiversity-rich areas as the result of mining).
Relationships between mining and biodiversity are complex and interact with other threatening processes over multiple
scales. To effectively manage biodiversity in mining regions, the full extent and distribution of threats must be better
understood and incorporated into conservation plans and decision-making. Hence, the regulation of mineral prospecting,
extraction and processing should be implemented.
II. Objectives
1. Appreciate the relationship of plate tectonics to earthquakes and volcanic eruptions.
2. Diagram a simplified version of the rock cycle.
3. Contrast the consumption of minerals by developing and highly developed countries.
4. Distinguish between surface mining and subsurface mining
5. Briefly describe the process of smelting
6. Relate the environmental impacts of mining and refining minerals
7. Explain how mining lands can be restored
III. Activity 1.
Materials needed
1. 1/2 cup water
2. 3 sachets Milo powder (or its equivalent)
3. Small flat pan (about 6-12 inches diameter)
4. Heat source (ex. stove)
5. Spoon
Procedures
1. Pour the cup of water onto the pan
2. Empty the sachets of milo over the water and evenly flatten the powder with a spoon
3. Heat the pan over the stove at low fire for 5 – 10 minutes
4. Observe what happens to the surface of the powder
Describe the appearance of the powder

a. Before heating.
________________________________________________________________________________
______________________________________________________
b. After heating
________________________________________________________________________________
______________________________________________________
What made the difference in the appearance of the powder after heating? ________________________

Activity 2. (20 points)
Materials needed:
1. Milky Way chocolate bar (Snickers or Chooey Tofee)
2. Blunt knife
Procedures
1. Gently open the candy bar. Be careful not to break any of its outer chocolate coating.
2. To illustrate divergent boundaries, run the blunt knife across the surface of the chocolate bar. Hold the
opposite ends of the bar and pull it apart to about half an inch. Take a picture of your result.
3. To illustrate transform boundaries, first, return the bar to its original form. Move the bars by sliding it to the
side-to-side. Take a picture of your result.
4. To illustrate convergent boundaries, first, return the bar to its original form. Push the bars towards each other
for about half an inch or until the chocolate coating rises over each other.
5. Photo-document the procedure and the results. Make your conclusion.
IV. Lesson Proper
Plate Tectonics and Rock Cycle
Above is an illustration of the earth’s layers. Notice that the outer core is in liquid state. The outermost rigid rock
layer, the lithosphere, consists of Earth’s crust composed of the outermost layer and the uppermost part of the mantle. It
contains seven large plates, plus a few smaller ones, that float on the asthenosphere, the region of the mantle where rocks
become hot and soft. Continents and land masses are situated on some of these plates. As the plates move across Earth’s
surface, the continents change their relative positions.
The theory of plate tectonics states that Earth's outermost layer, the lithosphere, is broken into 7 large, rigid pieces
called plates: the African, North American, South American, Eurasian, Australian, Antarctic, and Pacific plates. Several

minor plates include the Arabian, Nazca, and Philippines plates. The plates are all moving in different directions and at
different speeds (from 2 cm to 10 cm per year--about the speed at which your fingernails grow) in relationship to each other.
The plates are moving around like cars in a demolition derby, which means they sometimes crash together, pull apart, or
sideswipe each other. The place where the two plates meet is called a plate boundary. Boundaries have different names
depending on how the two plates are moving in relationship to each other. These are:
 crashing: Convergent Boundaries

 pulling apart: Divergent Boundaries
 or sideswiping: Transform Boundaries
Convergent Boundaries
Places where plates crash, or crunch together are called convergent boundaries. Plates only move a few centimeters
each year, so collisions are very slow and last millions of years. Even though plate collisions take a long time, lots of
interesting things happen. The edge of the continental plate folds into a huge mountain range while the edge of the oceanic
plate bends downward and digs deep into the Earth. A trench may also form at the bend. All that folding and bending makes
rocks in both plates break and slip, causing earthquakes. As the edge of the oceanic plate digs into Earth's hot i nterior,
some of the rock in it melts. The melted rock rises through the continental plate, causing more earthquakes on its way up,
and forming volcanic eruptions where it finally reaches the surface. An example of this type of collision is found on the west
coast of South America where the oceanic Nazca Plate is crashing into the continent of South America. The crash formed
the Andes Mountains, the long string of volcanoes along the mountain crest, and the deep trench off the coast in the Pacific
Ocean.
Divergent Boundaries
Places where plates are coming apart are called divergent boundaries. As shown in the activity performed with the
chocolate bar. When Earth's brittle surface layer (the lithosphere) is pulled apart, it typically breaks along parallel faults that
tilt slightly outward from each other. As the plates separate along the boundary, the block between the faults cracks and
drops down into the soft, plastic interior (the asthenosphere). The sinking of the block forms a central valley called a rift.
Magma (liquid rock) seeps upward to fill the cracks. In this way, new crust is formed along the boundary. Earthquakes occur
along the faults, and volcanoes form where the magma reaches the surface. Plate separation is a slow process. For
example, divergence along the Mid Atlantic ridge causes the Atlantic Ocean to widen at only about 2 centimeters per year.
Transform Boundaries
Places where plates slide past each other are called transform boundaries. Since the plates on either side of a
transform boundary are merely sliding past each other and not tearing or crunching each other, transform boundaries lack
the violent features found at convergent and divergent boundaries. Instead, transform boundaries are marked in some
places by linear valleys along the boundary where rock has been ground up by the sliding. In other places, transform
boundaries are marked by features like stream beds that have been split in half and the two halves have moved in opposite
directions.
Perhaps the most famous transform boundary in the world is the San Andreas fault. The slice of California to the
west of the fault is slowly moving north relative to the rest of California. Since motion along the fault is sideways and not
vertical, Los Angeles will not crack off and fall into the ocean as popularly thought in the movies, but it will simply creep
towards San Francisco at about 6 centimeters per year. In about ten million years, the two cities will be side by side!
Although transform boundaries are not marked by spectacular surface features, their sliding motion causes lots of
earthquakes. The strongest and most famous earthquake along the San Andreas Fault hit San Francisco in 1906.

Volcanoes
The movement of tectonic plates on the hot, soft rock of the asthenosphere causes most volcanic activity. Magma is
produced as places where the asthenosphere is close to the surface and the heat from this part of Earth’s mantle melts the
surrounding rock. When one plate slides under or away from another, this magma may rise to the surface, often forming
volcanoes. Magma that reaches the surface is called lava.
3 locations of volcano occurrences

1. Subduction zone - region of the Earth's crust where tectonic plates meet (convergent boundaries)
2. Spreading centers - occur at the boundary between two plates that are moving apart (divergent boundaries)
3. Above hot spots – rising plume of magma that flows from an opening in the earth’s crust beneath the ocean or
continents
Activity 3
Briefly describe the Pacific Ring of Fire. What is its classification of volcano occurrences in these areas?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
__________________________________________________________
Earthquakes
Earthquakes occur when plates along a fault suddenly move in opposite directions relative to one another. This movement
triggers seismic waves that radiate through the crust.

Activity 4
1. Define the different terms labelled on the picture above.

2. Compare and contrast the Richter scale and the moment magnitude scale.
3. Define the following terms in relation to earthquakes.
a. Landslide
b. Tsunami
The Rock Cycle
Rocks which are aggregates of one or more minerals do not remain in their original form forever. They are converted into
3 forms:
1. Igneous rocks - form when magma rises from the mantle and cools.
2. Sedimentary rocks - form when small fragments of weathered, eroded rocks (or marine organisms) are
deposited, compacted, and cemented together.
3. Metamorphic rocks - form when intense heat and pressure alter igneous, sedimentary, or other metamorphic
rocks.
Activity 5
1. Label the type of rock in the illustration of the cycle below.

Useful Minerals
Earth’s outermost layer, the crust, contains many kinds of minerals that are of economic importance. Minerals are
elements or (usually) compounds of elements and have precise chemical compositions. Below are some of the more
important minerals that are of economic value. How many of these have you used?
Activity 6
1. Define the following terms in relation to mineral compounds.

a. Sulfides - _______________________________________________________________
b. Oxides - ________________________________________________________________
c. Metals - ________________________________________________________________
d. Non-metals - ____________________________________________________________
e. High grade Ores - ________________________________________________________
f. Low grade Ores - ________________________________________________________
Extraction and Processing of Minerals
1. Locating a particular mineral deposit

- geologic knowledge of Earth’s crust and how minerals are formed is used to estimate locations of
possible mineral deposits.
2. Drilling or tunnelling for mineral samples
3. Analysing their composition
4. Mining the mineral from the ground
a. Surface mining
- minerals are extracted near the surface
- more common because it is less expensive

- the overlying soil and rock layers (overburden), must first be removed
2 types of Surface mining
1. Open-pit surface mining
 a giant hole (quarry) is dug in the ground to extract the minerals
 ex. iron, copper, stone, and gravel
2. Strip mining
 a trench is dug to extract the minerals then a new trench is dug parallel to the old
one, and the overburden from the new trench is put into the old one, creating a hill of
loose rock called a spoil bank
b. Subsurface mining
- extracts minerals too deep in the ground to be removed by surface mining
- it disturbs the land less than surface mining
- more expensive and more hazardous for miners
o risk of death or injury from explosions or collapsing walls, and prolonged breathing of
dust in subsurface mines can result in lung disease
- may be done with underground shaft mines or slope mines
A shaft mine, often used for mining coal, is a direct vertical shaft to the vein of ore. The ore is broken up
underground and then hoisted through the shaft to the surface in buckets.
A slope mine has a slanting passage that makes it possible to haul the broken ore out of the mine in cars rather than
to hoist it up in buckets. Sump pumps keep a subsurface mine dry, and a second shaft is usually installed for ventilation.
5. Processing the mineral

- Minerals are refined by concentrating it and removing impurities.
6. Purified mineral is used to make a product.
Activity 7. Name the following pictures based on the descriptions of types of mining:
______________________________ ____________________________
_____________________________ _________________________

Processing Minerals
Processing minerals often involves smelting. This is a process of applying heat to ore in a blast furnace to extract
a base metal. It is used to extract many metals from their ores, including silver, iron, copper, tin, lead, manganese, and
other base metals. Chemical reactions take place throughout the furnace as the ore moves downward: The iron ore reacts
with coke (modified coal) to form molten iron and carbon dioxide, whereas the limestone reacts with impurities in the ore to
form a molten mixture called slag. Both molten iron and slag collect at the bottom, but slag floats on molten iron because it
is less dense than iron. The slag is cooled and then disposed of. Note the vent near the top of the iron smelter for exhaust
gases. If air pollution control devices are not installed, many dangerous gases are emitted during smelting.
IV. Application
There is no question that mineral use harms the environment. The extraction, processing, and disposal of minerals have
external costs. The following are facts about harms caused by mining:
1. Mining disturbs and damages the land

2. Processing and disposal of minerals pollute the air, soil, and water
3. Although pollution can be controlled and damaged lands can be restored, these remedies are costly

Activity 8
1. Watch the clips on youtube by typing these links on your browser https://www.youtube.com/watch?v=tvVV-tjnmiU
https://www.youtube.com/watch?v=WvJZY14fOgk
2. Write a reflection paper regarding environmental issues related to mining. The following are your guides.
a. What is the impact of the ill effects of mining to your life?
i. Vegetation
ii. Animal habitat
iii. Water
iv. Air
v. Toxic chemicals
vi. Aesthetic destruction
b. Is there a balance between the benefits and harms brought about by mining?
c. How can you contribute in curbing these environmental issues?
V. Assessment
Identification - Identify the word or group of words described in the following:

1. This is the rigid outer part of the earth, consisting of the crust and upper mantle. _____________
2. It is the upper layer of the earth's mantle where there is relatively low resistance to plastic flow and rocks become
hot and soft. ___________________
3. This is a scientific theory describing the large-scale motion of seven large plates and the movements of a larger
number of smaller plates of the Earth's surface. ____________________
4. These are places where plates crash or crunch together. ______________________
5. These are places where plates are coming apart. _______________________
6. These are places where plates slide past each other. _______________________
7. These are magma that have reached the earth’s surface. _____________________
8. This is a volcano location caused by divergence. _________________________
9. This happens when there is a a sudden and violent shaking of the ground, sometimes causing great destruction,
as a result of movements within the earth's crust or volcanic action. ______________________
10. This is the point on the Earth's surface directly above a focus. ____________________
11. These are waves of energy caused by the sudden breaking of rock within the earth or an explosion.
__________________________
12. This is a series of waves in a water body caused by the displacement of a large volume of water, generally in an
ocean or a large lake. ____________________________
13. This is also known as “magmatic rock”. __________________________
14. This is a chemical compound that contains at least one oxygen atom and one other element in its chemical
formula. ______________________
15. These elements have high ionization energies and electron negativities. They are generally poor conductors of
heat and electricity, the best example of this is carbon. ____________________
16. This is a surface mining technique of extracting rock or minerals from the earth by making a burrow or a large
hole in the ground. _________________________

17. This sub-surface mining is done by making a direct vertical shaft to the vein of ore.
____________________________
18. This is a process of applying heat to ore in a blast furnace in order to extract a base metal.
____________________________
19. This is a stony waste matter separated from metals during the smelting or refining of ore.
___________________________
20. This is a layer of the earth that is in liquid state. ________________________
VI. Rubrics
Activities 3,6 and 8
Unsatisfactory Needs Improvement Satisfactory Outstanding
3 pts 5 pts 7 pts 10 pts
Content & -Content is incomplete. - Content is not - Content is accurate - Content is

Development - Major points are not comprehensive and /or and persuasive. comprehensive, accurate,
clear. persuasive. - Major points are and persuasive.
-Specific examples are - Major points are stated. - Major points are stated
not used. addressed, but not well - Responses are clearly and are well
supported. adequate and address supported.
- Responses are topic. - Responses are
inadequate or do not - Content is clear. excellent, timely and
address topic. -Specific examples are address topic.
-Specific examples do used. - Content is clear.
not support topic. -Specific examples are
used.
Organization & - Organization and - Structure of the paper - Structure is mostly -Structure of the paper is
Structure structure detract from is not easy to follow. clear and easy to clear and easy to follow.
the message. - Transitions need follow. - Transitions are logical
- Writing is disjointed improvement. - Transitions are and maintain the flow of
and lacks transition of - Conclusion is present. thought throughout the
thoughts. missing, or if provided, - Conclusion is logical. paper.
does not flow from the - Conclusion is logical and
body of the paper. flows from the body of the
paper.
Grammar, Punctuation & - Paper contains numerous - Paper contains few - Rules of grammar, usage, - Rules of grammar, usage, and
Spelling grammatical, punctuation, grammatical, punctuation and punctuation are followed punctuation are followed;
and spelling errors. and spelling errors. with minor errors. spelling is correct.
Spelling is correct.

Activity 4
Poor Fair Good
1 pts 3 pts 5 pts
Vocabulary Definition The definition of the A definition of the vocabulary The correct definition is used
vocabulary word is not word is incomplete. and is complete.
included on the page, or the
wrong definition is written.

CHAPTER 14
LAND RESOURCES
Accounts of the Philippines land-use from the 16th century to the present day is based on existing statistics, inventories,
and other research on land use. Although it is difficult to find reliable empirical data on historical land-use changes, the
major land-use trends are understandable. Population growth and economic opportunities triggered the conversion of forest
land to other uses. Notable conversion of forest to agriculture started in the 18 th century when the Philippines was integrated
into the world economy. During this century, forest cover has continued to decline rapidly while the areas of intensive
agriculture and extensive land uses have continued to increase.
An unchecked use of land makes the Philippines susceptible to natural disasters. It is a tropical country that has been
historically prone to harsh weather conditions and calamities. The 2016 World Risk Index report even ranked it 3rd among
171 countries most vulnerable to natural hazards. It has since improved its ranking for 2018 by coming in 69th over 173
countries.
Both the Executive and Legislative Departments of the Philippines have been pushing for the passage of the proposed
National Land Use Act for many years. Passing it would mean keeping the country’s lands from further misuse and
degradation.
June is Philippine Environment Month, at this current climate, it is essential that environmental action be taken seriously
by everyone, but particularly by large industries that implement projects that have a considerable ecological impact. The
National Land Use Act (NLUA) was a proposed bill in 2018 that aims to promote and enforce sustainable practices to protect
the country’s natural environment. Passing this would provide further safeguards to biodiversity and clearer guidelines for
infrastructure development.
I. Introduction
Land uses can be classified in several ways. Land uses are divided into the following classes:
1. agricultural land
a. arable land
- land cultivated for crops like wheat, maize, and rice that are replanted after each harvest
b. permanent crops land
- land cultivated for crops like citrus, coffee, and rubber that are not replanted after each harvest,
and includes land under flowering shrubs, fruit trees, nut trees, and vines
c. permanent pastures and meadows land
- land used for at least five years or more to grow herbaceous forage, either cultivated or growing
naturally
2. forest
- land spanning more than 0.5 hectare with trees higher than five meters and a canopy cover of
more than 10% to include windbreaks, shelterbelts, and corridors of trees greater than 0.5
hectare and at least 20 m wide
3. other
- includes built-up areas, roads and other transportation features, barren land, or wasteland
II. Objectives
1. Describe the different land use in the Philippines
2. Define sustainable forestry and explain how monocultures and habitat corridors are related to it.
3. Define deforestation, including clearcutting, and list the main causes of tropical deforestation.
III. Activity 1 (20 points). See scoring rubric at the end of this chapter.
1. Complete the pie graph of the latest status of land use in the Philippines below.
2. Properly label each portion

Philippines Land Use
IV. Lesson Proper
The Philippines is an archipelago that comprises 7,641 islands with a total land area of 300,000 square kilometers
(115,831 sq mi). It is the world's 5th largest island country. The eleven largest islands contain 95% of the total land area.
The following is the estimated land-use as of 2019:
a. agricultural land: 41%

- arable land: 18.2%
- permanent crops: 17.8%
- permanent pasture: 5%
b. forest: 25.9%
c. other: 33.1%
Deforestation
The most serious problem facing the world’s forests is deforestation. Britannica Encyclopedia defines deforestation
as the clearing or thinning of forests by humans. Deforestation represents one of the largest issues in global land use.
Estimates of deforestation traditionally are based on the area of forest cleared for human use, including removal of the trees
for wood products and for croplands and grazing lands. In the practice of clearcutting, all the trees are removed from the
land, which completely destroys the forest. In some cases, however, even partial logging and accidental fires thin out the
trees enough to change the forest structure dramatically.
According to latest FAO estimates, world forests shrank by more than 13 million hectares (32 million acres) annually
between 2000 and 2010. This is about ½ the size of Luzon. Deforestation is caused by the following natural and man-made
reasons:
- declining biological diversity

- reduced soil fertility
- insects and diseases
- fires triggered by drought
- land-clearing practices
- expansion of agriculture

- construction of roads and other infrastructure
- mining
- overharvesting of trees
Trees are cut for economic reasons. However, this may also be due to the needs of urbanization such as construction of
roads and buildings.
The table below is a portion of a Tree Cover Data for subnational administrative areas in Philippines lifted from
mongabay.com:
 Note: these data are for educational purposes any and is NOT meant to degrade the location or any political
affiliations.
Administrative Area Total Land Area (ha) Average Tree loss per % Loss
year (ha)
2011-2018
Benguet 265,290 2,672 1%

LUZON
La Union 147,681 869 1% (lowest)
Apayao 392,655 35,684 10% (highest)
VISAYAS
Siquijor 32,490 216 2% (lowest)
Palawan 1,465,070 140,541 12% (highest)
MINDANAO
Camiguin 24,702 208 1% (lowest)
Agusan del Sur 861,285 103,675 13% (highest)
The table shows a comparison of lowest and highest percentage of trees lost in a span of 7 years in the three island
groups of Philippines including Benguet since it is the province to which Baguio City is Located. The percentage is based
on the number of trees lost as compared to the land area.
Areas that showed the lowest percentage of trees lost may be due to their existing land use during the period the
data were gathered, such as in La Union where most of its land area is agricultural. On the other hand, it may also be due
to its political and economic structure. Areas that showed the highest trees lost may be due to urbanization as well as its
political and economic structure as well.
Results of Deforestation
1. Decreased soil fertility

- as the essential mineral nutrients found in most forest soils leach away rapidly without trees to absorb them
2. Uncontrolled soil erosion
- particularly on steep deforested slopes
3. Affects the production of hydroelectric power

- silt builds up behind dams
4. Increased sedimentation of waterways caused by soil erosion
- harms downstream fisheries
5. Contributes to the formation of desert
- regulation of water flow is disrupted when a forest is removed
- affected region experiences alternating periods of flood and drought
6. Contributes to the extinction of many species
- importance of tropical forests as repositories of biological diversity
- many tropical species have limited ranges within a forest, so they are especially vulnerable to habitat
modification and destruction
- migratory species, including birds and butterflies
7. Contributes to regional and global climate changes
- trees release substantial amounts of moisture into the air; in the hydrologic cycle, about 97 % of the water that
roots absorb from the soil is evaporated directly into the atmosphere and then falls back to Earth
8. Local rainfall may decline
- droughts may become more common in that region
- temperatures may rise slightly
- large parts of what had once been tropical rain forest could become savanna
9. Contributes to an increase in global temperature
- by releasing carbon originally stored in the trees into the atmosphere as carbon dioxide, which enables the air to
retain heat
- When an old-growth forest is harvested, researchers estimate that it takes about200 years for the replacement
forest to accumulate the equivalent amount of carbon stored in the original trees

Forest Management
Previous strategy to solve deforestation is employing management for timber production. However, this disrupts a
forest’s natural cycle and alters its species composition and other characteristics. Here, specific varieties of trees bought for
wood are planted, and those trees not as commercially desirable as others are thinned out or removed. This forest management
style often results in low- diversity forests. In the southeastern United States, many tree plantations of young pine grown for
timber and paper production are all the same age and are planted in rows a fixed distance apart. In the U.S. Northwest and
southwestern Canada, tree farms of hybrid poplars are becoming increasingly common, primarily because of the tree’s viability
as a paper source. These “forests” are called as monocultures. This means that are areas uniformly covered by one crop, like a
field of rice. Herbicides are sprayed to kill shrubs and herbaceous plants between the rows like in ordinary gardens.
Disadvantages of monocultures include:

1. increased risk of damage from insect pests and disease-causing microorganisms
- this results to the application of insecticides and fungicides
2. contains few kinds of food
- they can’t support the variety of organisms typically found in natural forests
Sustainable forestry
A better way of solving deforestation is sustainable forestry. This is defined as the use and management of forest
ecosystems in an environmentally balanced and enduring way. This will maintain a mix of forest trees, by age and species, rather
than a monoculture, in which only one type of plant is cultivated over a large area.
Advantage of sustainable forestry is biodiversity which include:

- provision of improved habitats for a variety of species
- prevention of soil erosion and improvement of soil conditions
- preservation of watersheds that produce clean water
When logging adheres to sustainable forestry principles, unlogged areas and habitat corridors are set aside as
sanctuaries for organisms.
Purposes of habitat corridors

- to provide animals with escape routes, should they be needed
- to allow them to migrate so they can interbreed as small, isolated, inbred populations may have an increased risk
of extinction
- to allow large animals such as the Florida panther to maintain large territories
Activity
1. List down at least 5 habitat corridors in the Philippines. Give a brief description for each corridor.
2. Support your answers with pictures.

V. Assessment
Activity to be assigned:
Rubrics
Activity 1
Excellent Above Average Satisfactory Poor
Data All data was entered Data entered correctly Data entered with less Attempt made to enter
correctly reflecting the with less than 2 minor than 4 minor errors data.
proper amount of mistakes
ingredients
Titles Main title, correct Main title, legend and One or more titles not Only one title entered
legend and data labels data labels entered entered correctly
used correctly correctly with less than
2 minor errors
Pie Chart Overall, the pie chart Overall, the pie chart Pie Chart created but Attempt at creating a
was created correctly; was created correctly; not reflecting the pie chart.
easy to interpret data; easy to interpret data; correct data. Hard to
arranged attractively arranged attractively interpret.
on the page. All on the page. All
directions were directions were
completed correctly. completed correctly
with less than 2 minor
errors.
Work quality/effort The work done The work was done Work is done with fair Work is done with little
exceeds all with good effort that effort, but the quality is effort; quality is not
expectations and shows what the learner still not what the what the learner is
shows that the learner is capable of. It is learner is capable of. It capable of. It is
is proud of his/her evident that time was is evident that the work evident that the work
work. The effort that put into this poster. was rushed. was rushed, and little
was put into this task is time was spent on the
the best it can be by final product. Work is
the learner. incomplete.
Activity 2
Excellent Good Fair Poor
5 pts 4 pts 3 pts 2pts
Organization The pictures were The pictures & The pictures & The pictures & words were not
extremely well words were well words were organized/ balanced did not
organized/ balanced organized and generally include several types of pictures,
and included several included several organized/ words, art required for this
different types of different types of balanced, but may assignment.
pictures, words, media photos or art not have included
drawings required for this various types of
assignment. pictures required
for this
assignment.

Content The picture collage The picture collage The picture collage The picture collage did not
Knowledge sincerely clearly generally demonstrate student's
demonstrated demonstrated demonstrated understanding of gratitude and/or
student's student's student's the assignment.
understanding of the understanding of understanding of
gratitude gratitude and/or gratitude and/or
assignment. Student assignment. the assignment,
added extra but a few things
information above were lacking.
what was needed or
discussed in class.
Format Student followed Student followed Student generally Student did not follow format
format given for this format given for followed format given for this assignment.
assignment and this assignment given for this
included all required and included all assignment; All
information. Student required pics must be
may have also information. All obtained from a
included something pics must be common free site
extra. All pics must obtained from a however, there
be obtained from a common free site were still a few
common free site There was none of things missing. .
There was no writing the students own There was some
or drawings by the writing or drawings. own writing or
student. drawings.
Creativity The student The student Some effort was Not much effort put into making
demonstrated demonstrated given to make the the collage colorful, unique, or
creative methods creative methods collage interesting. eye-catching.
for designing a for designing a
collage. Various collage. Various
materials were materials were
utilized and colors utilized and colors
were distributed. It were distributed.
was very neat and
appealing.

CHAPTER 15
AGRICULTURE AND FOOD RESOURCES
Food security comes when people have access to adequate amounts and kinds of food needed for healthy, active lives
at all times. World grain stocks provide a measure of food security; these are the amounts of rice, wheat, corn, and other
grains remaining from previous harvests as a cushion against poor harvests and rising costs. Unfortunately, grain stocks
have been decreasing since their all-time highs in the mid-1980s and late 1990s. According to the United Nations, world
grain stocks should not fall below a minimum of 70 days’ supply each year.
I. INTRODUCTION
World grain stocks have dropped in the past few years for several reasons. Many severe weather events have
occurred—record heat waves, severe droughts, and numerous wildfires—suggesting that the climate is warming, and
environmental conditions such as rising temperatures and falling water tables have caused poor harvests.
World grain stocks have also fallen because consumption of beef, pork, poultry, and eggs has increased in developing
countries such as China, where growing economy has led some people to diversify their diets. This trend represents a
global pattern: In highly developed countries, animal products account for 40% of the calories people consume, compared
to only 5% of the calories people in developing countries consume. Increased consumption of meat and meat products has
prompted a surge in the amount of grain used to feed the world’s billions of livestock animals: More than one-third of the
world’s grain is now used to feed livestock. Thus, the global trend of eating more meat and other animal products is linked
to increased use of grains and other feed crops for livestock.
The Philippines is primarily an agricultural country despite the plan to make it industrialized with government program
“build-build-build”. Most citizens however, 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% of the labor force and contribute 20% of GDP.
The country's main agricultural crops are rice, corn, coconut, sugarcane, bananas, pineapple, coffee, mangoes,
tobacco, and abaca. Secondary crops include peanut, cassava, camote, garlic, onion, cabbage, eggplant, calamansi,
rubber, and cotton.
II. OBJECTIVES
1. Differentiate between undernutrition and over nutrition.

2. Define food insecurity and relate it to human population, poverty, and world hunger.
3. To compute calorie intake.
4. Contrast industrialized agriculture with subsistence agriculture.
5. Describe four kinds of subsistence agriculture.
6. Describe the environmental impacts of industrialized agriculture, including land degradation.
The food problem has been high on the international agenda for the past years. This is due insufficient production
or maldistribution of adequate supplies. The response of each country to the problem differs according to their food balance
and economic circumstance, and the international reaction has to be tempered by these various needs. Some progress has
been made recently on the question of market stability, but the underlying problem is likely to persist for many years.
The latest U.N. Food and Agriculture Organization (FAO) report indicates that at the close of 2019, 135 million
people across 55 countries and territories experienced acute food insecurity, in the 55 food-crisis countries covered by the

report, 75 million children were stunted and 17 million suffered from wasting in 2019. This is the highest level of acute food
insecurity and malnutrition documented by the Network since the first edition of the report in 2017.
Additionally, in 2019, 183 million people were classified in Stressed Condition, this means that they are at the cusp
of acute hunger and at risk of slipping into crisis or worse if faced with a shock or stressor, such as the COVID-19 pandemic.
More than half (73 million) of the 135 million people covered by the report live in Africa; 43 million live in the Middle
East and Asia; 18.5 million live in Latin America and the Caribbean. The key drivers behind the trends analyzed in the report
were: conflict, (the key factor that pushed 77 million people into acute food insecurity), weather extremes (34 million people)
and economic turbulence (24 million).
Acute food insecurity is when a person's inability to consume adequate food puts their lives or livelihoods in immediate
danger. It draws on internationally accepted measures of extreme hunger, such as the Integrated Food Security Phase
Classification (IPC) and the Cadre Harmonisé. It is more severe than chronic hunger, as reported on each year by the UN's
annual State of Food Security and Nutrition in the World report. Chronic hunger is when a person is unable to consume
enough food over an extended period to maintain a normal, active lifestyle.
III. ACTIVITY 1. Calorie Intake Calculation (20 points)
Materials you will need.
1. Weighing Scale
2. Yardstick or tape measure
3. Calculator
Procedures
1. Weigh yourself in pounds

2. Measure your height in inches
3. Calculate your Basal Metabolic Rate (BMR) by adding the product of your weight X 6.23 for males or 4.35 for
females and the product of your height X 12.7 for males or 4.7 for females. Deduct from the sum the product of
your age X 6.8 for males or 4.7 for females. The difference is the added with 66 for males or 655 for females.
Male: BMR = (weight X 6.23) + (height X 12.7) – (age X 6.8) + 66
Female: BMR = (weight X 4.35) + (height X 4.7) – (age X 4.7) + 655
4. Calculate your calorie intake by determining your daily activity level. Multiply your BMR with its corresponding
factor.
Activity Level Activities Factor

Sedentary Very little 1.2
Light 1-2 days/week 1.375
Moderate 3-5 days/week 1.55
Very active daily 1.725

Example.
Calculate the calorie intake of a moderately active 40-year old male with a weight of 180 pounds and height of 70
inches.
Solution: BMR = (180 X 6.23) + (70 X 12.7) – (40 X 6.8) + 66
= 1,804.4
Calorie intake = 1,804.4 X 1.55
= 2,722.42 calories needed per day
5. Write your computation on a whole sheet of paper and attach evidences of your weight and height
measurements.
IV. LESSON PROPER
An average adult human must consume enough food to get approximately 2600 kilocalories, or simply Calories per day.
People who receive fewer calories than needed are undernourished. Undernutrition is a type of malnutrition in which
underconsumption of calories or nutrients leave the body weakened and susceptible to disease.
A person with extended period of undernourishment may lose his health and his stamina declines, even to the point of
death. Worldwide, an estimated 182 million children under age 5 suffer from undernutrition and are seriously underweight,
according to the World Health Organization (WHO). People might receive enough calories in their diets but still be
malnourished because they do not receive enough essential nutrients, such as proteins, vitamin A, iodine, or iron.
On the other hand, people who eat more food than necessary are over-nourished. Generally, a person suffering from
overnutrition has a diet high in saturated (animal) fats, sugar, and salt. People who are over-nourished are most common
among people in highly developed nations such as the United States, this results obesity, high blood pressure, and an
increased likelihood of disorders such as diabetes, heart disease, and some cancers. This is also emerging in some
developing countries, particularly in urban areas, where, as people earn more money, their diets shift from consumption of
cereal grains to consumption of more livestock products and processed foods high in fat and sugar. In the Philippines, it is
ironic to note that most people living in poverty are obese. This is due to over-nourishment of carbohydrates stored as fat
in the body. Since rice is a staple food, it is often eaten alone with salt and oil just to get by each day in the absence of meat
and vegetables.
Population and World Hunger
According to the FAO, 66 countries are considered low income and food deficient, which means they cannot
produce enough food or afford to import enough food to feed the entire population. South Asia, with an estimated 330 million
hungry people, and sub-Saharan Africa, with an estimated 217.5 million who are hungry, are the regions of the world with
the greatest food insecurity, the condition in which people live with chronic hunger and malnutrition.
According to experts, there is an interrelation among world hunger, population, poverty, and environmental
problems. Different groups propose different solutions for resolving the world’s food problems, including controlling
population growth, promoting the economic development of countries that do not produce adequate food, and correcting
the inequitable distribution of resources. All experts agree that population pressures aggravate world food problems.

Activity 2. See scoring rubric at the end of this chapter.
1. Plot the data presented in Table 1 and Table 2 separately in a line graph using Excel.
(20 points)
2. Make your analysis on the region and its sub-region (18 points)
Table 1. Prevalence of undernourishment in the world from 2005 – 2018.
Poverty and Food
Unarguably, the main cause of undernutrition is poverty where infants, children, and the elderly are most
susceptible. The world’s poorest people—those living in developing countries in Asia, Africa, and Latin America—do not
own land on which to grow food and do not have sufficient money to purchase food. Poverty and hunger are not restricted
to developing nations, however; poor hungry people are also found in the United States, Europe, and Australia. World food
problems are many, as are their solutions. We must increase the sustainable production of food and improve food
distribution.
Highly developed nations can provide economic assistance and technical aid to help farmers in developing countries
produce more food. Globally, chronic hunger will persist so long as the human population remains above the level that the
environment can support.

Table 2. Number of Undernourished People in the World from 2005 – 2018.
Principal Types of Agriculture
1. Industrialized agriculture
- in highly developed countries and some in developing countries
- also known as high-input agriculture
- relies on large inputs of capital and energy (in the form of fossil fuels) to make and run machinery,
purchase seed, irrigate crops, and produce agrochemicals such as commercial inorganic fertilizers and
pesticides
- produces high yields (the amount of food produced per unit of land), which allows forests and other
natural areas to remain wild instead of being converted to agricultural land
- productivity of industrialized agriculture comes with costs, such as soil degradation and increased
pesticide resistance in agricultural pests
2. Subsistence agriculture
- in developing countries
- production of enough food to feed oneself and one’s family with little left over to sell or reserve for hard
times

- also requires large inputs of energy, but from humans and draft animals rather than from fossil fuels
a. Shifting cultivation
o short periods of cultivation are followed by longer periods of fallow (land being left uncultivated),
during which the land reverts to forest
o supports relatively small populations
b. Slash-and-burn agriculture
o involves clearing small patches of tropical forest to plant crops
o land-intensive because tropical soils lose their productivity quickly when they are cultivated
o also known as Primitive Farming
o farmers using slash-and-burn agriculture must move from one area of forest to another every 3
years or so
c. Nomadic herding
o livestock is supported by land too arid for successful crop growth, is a similarly land-intensive
form of subsistence agriculture
o Nomadic herders must continually move their livestock to find adequate food for the animals
d. Intensive subsistence farming
o farmers cultivate a small plot of land using simple tools and more labour. Climate, with large
number of days with sunshine and fertile soils permits growing of more than one crop annually on
the same plot.
Intercropping
o involves growing a variety of plants on the same field simultaneously
o when certain crops are grown together, they produce higher yields than when they are grown as
monocultures
o higher yields is because different pests are found on each crop, and intercropping discourages
the build-up of any single pest species to economically destructive levels
o Polyculture is a type of intercropping in which several kinds of plants that mature at different
times are planted together. In polyculture practiced in the tropics, fast- and slow-maturing crops
are often planted together so that different crops can be harvested throughout the year

Environmental Impacts of Industrialized agriculture
1. The agricultural use of fossil fuels and pesticides produces air pollution
2. Untreated animal wastes and agricultural chemicals such as fertilizers and pesticides cause water pollution
- reduces biological diversity
- harms fisheries
- leads to outbreaks of nuisance species
3. Many insects, weeds, and disease-causing organisms have developed or are developing resistance to pesticides
- pesticide resistance forces farmers to apply progressively larger quantities of pesticides
- pesticide residues contaminate our food supply and reduce the number and diversity of beneficial
microorganisms in the soil
- fishes and other aquatic organisms are sometimes killed by pesticide runoff into lakes, rivers, and
estuaries
4. Land degradation
- Reduction in the potential productivity of land
- soil erosion, which is exacerbated by large-scale mechanized operations
- mechanized operations cause a decline in soil fertility, and the
- eroded sediments damage water quality
- salinization (salting)of soil from improper irrigation methods
- habitat fragmentation results from Clearing grasslands and forests and draining wetlands to grow crops
Suggested Solutions to Agricultural problems
1. Sustainable agriculture
- uses methods that maintain soil productivity and a healthy ecological balance while minimizing long-term
impacts
2. Genetic engineering
- the manipulation of genes to produce a particular trait, can produce more nutritious crops or crop plants
that are resistant to pests, diseases, or drought.
V. APPLICATION
The issue on undernutrition boils down to the country’s ability to produce enough food for the people. Food source are
basically from soil. Grains, vegetables, and fruits grow from it while livestock to whom we source out meat, also feeds on
grains and grasses. With so many issues affecting food production like ill effects pesticides to the environment, global
warming, industrialization and shortage of food itself, you must stop for a while and think how you may contribute in providing
solutions to these problems.

VI. ASSESSMENT
Identification –Identify the word or group of words described in the following:
1. This happens when the amount of nutrients exceeds the amount required for normal growth, development, and
metabolism often leading to accumulation of fat causing metabolic diseases. _____________________________
2. This is the disruption of food intake or eating patterns because of lack of money and other resources.
________________________________
3. It is a large-scale, intensive production of crops and animals, often involving chemical fertilizers on crops or the
routine, harmful use of antibiotics in animals. _____________________________
4. This is used to express the heat output of an organism and the fuel or energy value of food.
____________________________
5. According to the latest FAO report, this is the region that has the highest prevalence of undernutrition.
________________________
6. This is also known as Primitive Farming. This is with high prevalence in the Philippines.
_____________________________
7. This type of farming involves people migrating along with their animals from one place to another in search of
fodder for their animals. _______________________________
8. This involves growing a variety of plants on the same field simultaneously. _____________________________
9. This activity results from Clearing grasslands and forests and draining wetlands to grow crops.
__________________________
10. An example of this is the manipulation of rice DNA to make it harvestable in shorter period of time and making it
pest resistant. ____________________________
Computation (10 points). Show all step-by-step computations
Calculate the calorie intake of a 48-year-old female whose weight is 280 pounds, 60 inches tall and lives a
sedentary lifestyle.

VII. RUBRICS
Rubric for Activity 2.
Graph-making
Below Basic Basic Proficient Advanced
Graph Title There was no title. There was a title There was a title There was a title
included, but it was not included at the top of included at the top of
at the top of the graph. the graph, but it does the graph. The title
not match the data on matches the data on
the graph. the graph.
Graph Labels There were no labels. There were labels The labels were The labels were
included, but not in the included in the right included in the right
right place. place, but they did not place. The labels match
match the data on the the data on the graph.
graph.
Graph scale There was no scale. There was a scale The scale was included The scale was included
included, but it was not in the right place, but it in the right place. The
in the right place. was not appropriate to scale was appropriate
display the data to display the data
collected. collected.
Display of Data There was no data The data was displayed The data displayed The data displayed
displayed. but did not match the matched the data matched the data
data collected. collected but was collected. The graph
difficult to read. was easy to read.
Graph Appearance Appears messy and Neat and relatively Neat and relatively Very well designed,
poorly made. attractive. attractive. A ruler was neat, and attractive. A
used to make the graph ruler was used to make
very readable. the graph very
readable. Colors that
go well together are
used to make the graph
attractive.

Graph Interpretation
Poor Fair Good
1 pts 2 pts 3 pts
Relationship of Data NOT able to determine or Able to determine or Able to determine and
analyze the relationship of analyze the relationship of analyze the relationship of
the data. the data. the data.
Trends NOT able to describe or Able to either describe or Able to both describe and
evaluate the trend of the evaluate the trend of the evaluate the trend of the
data. data but not both. data.
Correlation and Causation NOT able to discuss if there Able to discuss if there is Able to discuss if there is
is correlation or causation or correlation or causation but correlation or causation and
predict if further studies not able to predict if further able to predict if further
should be conducted. studies should be studies should be
conducted. conducted.
Scientific Explanation NOT able to apply Able to apply knowledge Able to apply knowledge
knowledge from the lesson from the lesson to the data from the lesson to the data
to the data in order to offer a but not able offer a scientific and offer a scientific
scientific explanation for the explanation for the data. explanation for the data.
data.
Results NOT able to compare the Able to compare the results NOT able to compare the
results for multiple sets of for multiple sets of data with results for multiple sets of
data. difficulty. data with no difficulty.
Conclusions NOT able to explain results Able to either explain results Able to thoroughly explain
or deduce an outcome. or deduce and outcome but the results and deduce an
not both. outcome.

CHAPTER 16
BIODIVERSITY AND CONSERVATION
I. Introduction
'Biological diversity' means the variability among living organisms from all sources including, inter alia, terrestrial, marine,
and other aquatic ecosystems and the ecological complexes of which they are a part; this includes diversity within species,
Biodiversity is a compound word derived from ‘biological diversity’ and therefore is considered to have the same meaning.
The variety of life at every hierarchical level and spatial scale of biological organizations: genes within populations,
populations within species, species within communities, communities within landscapes, landscapes within biomes, and
biomes within the biosphere.
II. Objectives of the Lesson
On completion of the module, the learner should be able to:

1. Define biological diversity and conservation.
2. Distinguish among species richness, genetic diversity, and ecosystem diversity.
3. Give important ecosystem services provided by biological diversity.
4. Differentiate and give examples of extinct, threatened, endangered species.
5. Enumerate the impacts of human activities on bbiodiversity.
III. Lesson Proper
Lesson 1. What Is Biodiversity?
 Biodiversity is being lost at an alarming rate which poses a risk to the provision of ecosystem services.
 The Convention of Biological Diversity provides a global legal framework for action on biodiversity It is a
key instrument to promote sustainable development and tackle the global loss of biodiversity.
 Biodiversity can be measured through the use of quantitative indicators, although no single unified
approach exists.
 Biodiversity also underpins ecosystem function and the provision of ecosystem services.
The term biodiversity encompasses variety of biological life at more than one scale. It is not only the variety
of species (both plant and animal) but also the variety of genes within those species and the variety of ecosystems in which
the species reside.
In the context of conservation science, the term ‘biodiversity’, a contraction of 'biological diversity', is relatively young.
‘Biological diversity’ in its current sense began to be used in the early 1980s, with interest in the concept elevated by
publications such as ‘Limits to Growth’ which discussed the implications of unrestricted population and economic growth on
the environment. Use of the term has ranged from a focus on species richness (number of different species in a
location/sample) to greater emphasis on ecological and genetic diversity .
The specific origin of the word ‘biodiversity’ is often attributed to W.G.Rosen in 1985 during planning for the ‘National
Forum on Biodiversity’ which took place in America later that year .The proceedings of the forum were published by E.
O.Wilson in 1988 in a book entitled ‘Biodiversity’, which is likely to have initiated the widespread use of the word.
Biodiversity was used more in political forums than scientific ones, progressing over time to become a term used to
symbolize the concept of the "richness of life on earth". Biodiversity does not exclusively refer to species richness. It also
encompasses diversity on a wider scale meaning that differences in the genetic make-up of population is important.
Endemism has a key role to play in this context because endemic species are restricted to small areas and provide
pockets of particularly high genetic diversity.

The concept of biodiversity continues to evolve and more recently it has been included in the idea of ecosystem
services in that it is a form of ‘natural capital’ and thus underpins the functioning of ecosystems . Biodiversity itself is not
generally considered an ecosystem service but rather supports environmental function.
Lesson 2: Importance of Biodiversity
The increasing use of the term biodiversity is being driven by the fact that, in an ecological context, global
biodiversity itself is being lost at an alarming rate. Although it has been shown that the significant global biodiversity loss
that has occurred over the time frame of human existence has not stopped global human population increase there is clear
evidence that biodiversity loss can affect the well-being of society and have negative economic impacts
Biodiversity loss therefore threatens the provision of goods and services provided by ecosystems. Reduction in
biodiversity can affect decomposition rates, vegetation biomass production and, in the marine environment, affect fish
stocks. It is predicted that a reduction in marine productivity means that fisheries will not be able to meet the demands of a
growing global population. In addition to the gradual decline in environmental function linked to reductions in biodiversity, it
has been suggested that there is a risk that at some point a threshold will be crossed and a catastrophe may occur. Research
has highlighted that biodiversity loss could rival the problems of carbon dioxide increases as one of the major drivers of
ecosystem change in the 21st century.
Whether from environmental collapse or gradual decline in function, our ability to adapt to a changing world may
be considerably reduced if the environment on which we rely does not contain sufficient biodiversity to evolve and
continue to support our needs.
Environmental Agreements
In response to the current rate of biodiversity loss, and on the grounds that biodiversity is a common concern for
humankind, the Convention on Biological Diversity (CBD) was opened for signature in 1992. As of June 2013, it has
been ratified by 193 parties (governments). The CBD provides a global legal framework for action on biodiversity . It is
considered a key instrument for sustainable development.
Its three main goals are:

1. The conservation of biological diversity.
2. The sustainable use of the components of biological diversity.
3. The fair and equitable sharing of the benefits arising from the use of genetic resources.
The CBD’s governing body is the Conference of the Parties (COP). It holds periodic meetings to review progress
on the Convention targets and advance its implementation. To support implementation of the CBD, the United Nations
General Assembly declared 2011-2020 the United Nations Decade on Biodiversity and adopted the Strategic Plan for
Biodiversity 2011-2020. The Strategy is a ten-year framework for action adopted by signatory countries in 2010 in Nagoya,
Japan. It builds on the vision that “by 2050, biodiversity is valued, conserved, restored and wisely used, maintaining
ecosystem services, sustaining a healthy planet and delivering benefits essential for all people” The Strategy calls for all
countries and stakeholders to effectively implement the three objectives of the CBD by establishing national and regional
targets, feeding into the five strategic goals and 20 global targets (collectively known as the Aichi Biodiversity Targets)
outlined by the Strategy. The primary framework for action set forth by the CBD is the ecosystem approach, an integrated
strategy for the management of biodiversity resources.
Biodiversity is also at the center of a number of other Conventions e.g. the Convention on Migratory Species (CMS),
the International Treaty on Plant Genetic Resources for Food and Agriculture (Plant Treaty), The Convention on
International Trade in Endangered Species of Wild Fauna and Flora (CITES). It is also the subject of a number of associated
Protocols such as the Specially Protected Areas Protocol and the Cartagena Protocol.
A new platform, the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES),
was established by the international community in 2012 and is open to all United Nations member countries. It is an
independent intergovernmental body committed to providing scientifically-sound assessments on the state of the planet’s
biodiversity to support informed decision-making on biodiversity and ecosystem services conservation and use around the
world.
Biodiversity Monitoring
Over the last 30 years, different definitions of biodiversity have been used. As early as 1992, the year the Convention
on Biological Diversity was opened for signature at the Rio Earth Summit, it was noted that the definitions of biodiversity
are ‘‘as diverse as the biological resource’’. While the CBD definition is commonly accepted, the variety of definitions of

biodiversity is particularly relevant when it comes to the scientific measurement of biodiversity. For the purposes of detailed
analysis, and the creation of indicators to measure or monitor trends, exactly how biodiversity is defined will influence what
is measured. Biodiversity indicators aim at using quantitative data to measure aspects of biodiversity, ecosystem condition,
services, and drivers of change. These advances understanding of how biodiversity is changing over time and space, why
it is changing, and what the consequences of the changes are for ecosystems, their services, and human well -being. The
huge variety of elements included in the definition of biodiversity results in a varied set of methodologies to measure the
natural environment. There is no unified metric for quantitative measurement. The variety of metrics employed include
 species richness (number of species);
 population number (number of genetically distinct populations of a particular species defined by analysis
of a specific element of its genetic makeup)
 genetic diversity (The variation in the amount of genetic information within and among individuals of a
population, a species, an assemblage, or a community;
 species evenness (measurement of how evenly individuals are distributed among species) and
 phenotypic (organism characteristics) variance
Values of Biodiversity
The living organisms on earth are of great diversity, living in diverse habitats and possessing diverse qualities and
are vital to human existence providing food, shelter, clothing’s, medicines etc.
1. Productive values. Biodiversity produces a number of products harvested from nature and sold in commercial
markets. Indirectly it provides economic benefits to people which include water quality soil protection, equalization
of climate, environmental monitoring, scientific research, recreation etc.
2. Consumptive value. The consumptive value can be assigned to goods such as fuel woods, leaves, forest products
etc. which may be consumed locally and do not figure in national and international market.
3. Social value. The loss of biodiversity directly influences the social life of the country possibly through influencing
ecosystem functions (energy flow and biogeochemical cycle). This be easily understood by observing detrimental
effects of global warming and acid rain which cause an unfavorable alteration in logical processes.
4. Aesthetic value. Aesthetic values such as refreshing fragrance of the flowers, taste of berries, softness of mossed,
melodious songs of birds, etc. compel the human beings to preserve them. The earth’s natural beauty with its colour
and hues, thick forest, and graceful beasts has inspired the human beings from their date of birth to take necessary
steps for its maintenance. Similarly, botanical and zoological gardens are the means of biodiversity conservation
and are of aesthetic values.
5. Legal values. Since earth is homeland of all living organisms, all have equal right to coexist on the surface of earth
with all benefits. Unless some legal value is attached to biodiversity, it will not be possible to protect the rapid
extinction of species.
6. Ethical value. Biodiversity must be seen in the light of holding ethical value. Since man is the most intelligent
amongst the living organisms, it should be prime responsibility and moral obligation of man to preserve and
conserve other organisms which will directly or indirectly favour the existence of the man.
7. Ecological value. Biodiversity holds great ecological value because it is indispensable to maintain the ecological
balance. Any disturbance in the delicately fabricated ecological balance maintained by different organisms, will lead
to severe problems, which may threaten the survival of human beings.
8. Economic value. Biodiversity has great economic value because economic development depends upon efficient
and economic management of biotic resources.
In the day-to-day life, human beings are maintaining their lifestyle at the sacrifice of surrounding species which come
from diversity of plants and animals struggling for their existence. So, it is highly essential for the human beings to take care
of their surrounding species and make optimum use of their service, for better economic development. Thus, it is rightly
told, survival of the man depends upon the survival of the biosphere.
Uses of Biodiversity
:
Biodiversity has the following uses for the development humanity:
 It provides fibers, sources for the preparation of clothes.
 It provides different types of oil seeds for the preparation of oils.
 It provides new varieties of rice, potato etc. through the process of hybridization.
 It provides different drugs and medicines which are based on different plant products.

 It is very essential for natural pest control, maintenance of population of various species, pollination by insects
and birds, nutrient cycling, conservation and purification of water, formation of soil etc.
Threats to Biodiversity
Biodiversity is considered as a reservoir of resources to be used for the manufacture of food, medicine, industrial products,
etc. But with an increased demand of rapid population growth, biodiversity is gradually depleting. A number of plants” and
animal species have already become extinct and many are endangered.
The different factors responsible for causing threat to biodiversity are as follows:
1. Habitat destruction. The primary cause of loss of biodiversity is habitat loss or destruction which is resulted due
to the large industrial and commercial activities associated with agriculture, irrigation, construction of dams, mining,
fishing etc.
2. Habitat fragmentation. With increased population, the habitats are fragmented into pieces by roads, fields, canals,
power lines, towns etc. The isolated fragment of habitats restricts the potential of species for dispersal and
colonization. In addition, the habitat fragmentation also brings about microclimatic changes in light, temperature,
wind etc.
3. Pollution. The most dreaded factor inducing loss of biodiversity is environmental pollution which include air
pollution, Water pollution, industrial pollution, pollution due to chemical Pastes, pesticides radioactive materials etc.
4. Over exploitation. The natural resources are over exploited to meet growing rural poverty, intensive technological
growth and globalization of economy. All these factors together may be responsible for the extinction of a number
of species.
5. Introduction of exotic species. Introduction of exotic species thru: Horticulture, European colonization or
accidental transport. It is seen that some exotic species may kill or eat the native species thereby causing its
extinction.
6. Diseases. Since the animals are more vulnerable to infection, the anthropological activities may increase the
incidence of diseases in wild species, leading to their extinction.
7. Shifting or Jhum cultivation. Shifting or Jhum cultivation by poor tribal people greatly affects the forest structure
which is a store house of biodiversity.
8. Poaching of wild life. A few wildlife species are becoming extinct due to poaching and hunting
.
Lesson 3: Types of Biodiversity
There are three interrelated hierarchical levels of biodiversity namely, genetic diversity, species
diversity and community or ecosystem diversity.
1. Genetic diversity. It describes the variation in the number and types of genes as well as chromosomes present in
different species. The magnitude of variation in genes of a species increases with increase in size and environmental
parameters of the habitat.
The genetic variation arises by gene and chromosome mutation in individuals and in sexually reproducing organisms
and it is spread in the population by recombination of genetic materials during cell division after sexual reproduction.
Genetic diversity has the following importance:

a. It helps in speciation or evolution of new species.
b. It is useful in adaptation to changes in environmental conditions.
c. It is important for agricultural productivity and development.
2. Species diversity. It describes the variety in the number and richness of the spices within a region. The species
richness may be defined as the number of species per unit area. The richness of a species talks about the extent of
biodiversity of a site and provides a means for comparing different sites.
The species richness depends largely on climatic conditions. The number of individuals of different species within a
region represents species evenness or species equitability. The product species richness and species evenness give
species diversity of a region. When a species is confined entirely to a particular area, it is termed as endemic species.
3. Ecosystem diversity. It describes the assemblage and Interaction of spices living together and the physical
environment a given area. It relates varieties of habitats, biotic communities, ecological processes in biosphere. It

also talks about the diversity within the ecosystem. It is referred as Land escape diversity because it includes
placement and size of various ecosystems.
For example, the landscapes like grass lands, deserts, mountains etc. show ecosystem diversity. The ecosystem
diversity is due to diversity of niches, trophic levels and ecological processes like nutrient cycling, food webs, energy
flow, role of dominant species and various related biotic interactions. Such type of diversity can generate more
productive and stable ecosystems or communities capable of tolerating various types of stresses e.g. drought, flood
etc.
According to Whittaker (1965), the community diversities are of three types:
1) α-Diversity:
 It tells the species diversity in a given community.
 It depends upon species richness and evenness.
2) β-Diversity:
 It describes a range of communities due to replacement of species which arises due to the
3) γ -Diversity:
 It describes diversity of habitat over a total land escape or geographical area.
Biogeographical regions are:

1. Trans Himalayas
2. Gangetic plain
3. Desert
4. Semiarid zone
5. Western Ghats
6. Deccan peninsula
7. Northeastern zone
8. Coastal lands
9. Himalayas
10. Islands
India is one of the twelve mega diversity nations of the world due to the following reasons:
1. It has 7.3% of the global fauna and 10.88% of global flora as per the data collected by Ministry of Environment and
forest.
2. It has 350 different mammals, 1200 species of birds- 453 different reptiles, 182 amphibians and 45,000 plants spices.
3. It has 50,000 known species of insects which include 13,000 butterflies and moths.
4. It has 10 different biogeographical regions and 25 biotic provinces having varieties of lands and species.
5. In addition to geographical distribution, geological events in the land mass provide high level of
6. Several crops arose in the country and spread throughout the world.
7. There is wide variety of domestic animals like cows, buffaloes, goats, sheep, pigs, horses etc.
8. The marine biota includes sea weeds, fishes, crustaceans, molluses, corals, reptiles etc.
9. There are a number of hot spots (namely Eastern Ghats, Western Ghats, Northeastern hills etc.).
Ecosystem Diversity
Ecosystems are all of the animals, plants, and micro-organisms as well as physical aspects of the area. For
example, a desert ecosystem not only includes its plants and animals, but also the sand and rocks. Marine ecosystems
can be very complex and vary considerably depending upon the area being examined. The ecosystem being studied
may be a coral reef or a hot vent current. It could be an intertidal zone, lagoon, or the deep sea. An ecosystem can be
a patch of lichen on a rock or an entire desert. Given the amount of sunlight and rain and possibilities fo r shelter under
the enclosed canopy, rainforest ecosystems contain the most biodiversity on the planet.
Lesson 4. Biodiversity Conservation
What is biodiversity conservation?

Biodiversity is the variety of life on Earth at all its levels, from genes to ecosystems. It does not only encompass
the ecological processes as we can see them, but also holds the key to the evolutionary processes that sustain life
and the cultural relationships that nurture the spirit. Biodiversity is being depleted by the loss of habitat, fragmentation
of habitat, over exploitation of resources, human sponsored ecosystems, climatic changes, pollution invasive exotic spices,

diseases, shifting cultivation, poaching of wildlife etc. Since the human beings are enjoying all the benefits from biodiversity,
they should take proper care for the preservation of biodiversity in all its form and good health for the future generation i.e.,
the human being should prevent the degradation and destruction of the habitats thereby maintaining the biodiversity at its
optimum level.
Conservation of biodiversity is protection, upliftment, and scientific management of biodiversity to maintain it at its
threshold level and derive sustainable benefits for the present and future generation. In other words, conservation of
biodiversity is the proper management of the biosphere by human beings in such a way that it gives maximum benefits for
the present generation and also develops its potential so as to meet the needs of the future generations.
Objectives of Biodiversity Conservation

1. To maintain essential ecological processes and life supporting systems.
2. To preserve the diversity of species.
3. To make sustainable utilization of species and ecosystems.
Strategies for Conservation of Biodiversity

The following strategies should be undertaken to conserve biodiversity:
1. All the possible varieties (old or new) of food, forage and timber plants, livestock, agriculture animals and microbes
should be conserved.
2. All the economically important organisms in protected areas should be identified and conserved.
3. Critical habitats for each species should be identified and safeguarded.
4. Priority should be given to preserve unique ecosystems.
5. There should be sustainable utilization of resources.
6. International trade in wildlife should be highly regulated.
7. The poaching and hunting of wildlife should be prevented as far as practicable.
8. Care should be taken for the development of reserves and protected areas.
9. Efforts should be made to reduce the level of pollutants in the environment.
10. Public awareness should be created regarding biodiversity and its importance for the living organisms.
11. Priority should be given in wildlife conservation program to endangered species over vulnerable species and to
vulnerable species over rare species.
12. The habitats of migratory birds should be protected by bilateral and multilateral agreement.
13. The over exploitation of useful products of wildlife should be prevented.
14. The useful animals, plants and their wild relatives should be protected both in their natural habitat (in-situ) and in
zoological botanical gardens (ex-situ).
15. Efforts should be made for setting up of National parks and wildlife sanctuaries to safeguard the genetic diversity
and their continuing evolution.
16. Environmental laws should be strictly followed.
Two Types of Conservation Methods

A. In situ conservation is the conservation of species in their natural habitat or natural ecosystem is known as in situ
conservation. In the process, the natural surrounding or ecosystem is protected and maintained so that all the
constituent species (known or unknown) are conserved and benefited. The factors which are detrimental to the
existence of species concerned are eliminated by suitable mechanism.
Advantages
 It is a cheap and convenient way of conserving biological diversity.
 It offers a way to preserve many organisms simultaneously, known, or unknown to us.
 The existence in natural ecosystem provides opportunity to the living organisms to adjust to environmental
conditions and to evolve into a better life form.
 The only disadvantage of in situ conservation is that it requires large space of earth which is often difficult because
of growing demand for space.
 The protection and management of biodiversity through in situ conservation involve certain specific areas known
as protected areas which include national parks, Sanctuaries and Biosphere reserves.
 1. Protected areas:

 The protected areas are biogeographical areas where biological diversity along with natural and cultural resources
are protected, maintained, and managed through legal and administrative measures. The demarcation of
biodiversity in each area is determined based on climatic and physiological conditions.
 In these areas, hunting, firewood collection, timber harvesting etc. are prohibited so that the wild plants and
animals can grow and multiply freely without any hindrance. Some protected areas are: Cold desert (Ladakh and
Spiti), Hot desert (Thar), Saline Swampy area (Sunderban and Rann of Kutch), Tropical moist deciduous forest
(Western Ghats and northeast) etc. Protected areas include national parks, sanctuaries, and biosphere reserves.
 There are 37,000 protected areas throughout the world. As per World Conservation Monitoring Centre, India has
581 protected areas, national parks and sanctuaries.
National parks are the small reserves meant for the protection of wildlife and their natural habitats. These are
maintained by government. The area of national parks ranges between 0.04 to 3162 km. The boundaries are well
demarcated and circumscribed. The activities like grazing forestry, cultivation and habitat manipulation are not permitted
in these areas.
Sanctuaries are the areas where only wild animals (fauna) are present. The activities like harvesting of timbers,
collection of forest products, cultivation of lands etc. are permitted as long as these do not interfere with the project.
That is, controlled biotic interference is permitted in sanctuaries, which allows visiting of tourists for recreation.
Biosphere reserves or natural reserves are multipurpose protected areas with boundaries circumscribed by legislation.
The main aim of biosphere reserve is to preserve genetic diversity in representative ecosystems by protecting wild
animals, traditional lifestyle of inhabitant and domesticated plant/ animal genetic resources. These are scientifically
managed allowing only the tourists to visit.
Importance of Biosphere Reserves

a. These help in the restoration of degraded ecosystem.
b. The main role of these reserves is to preserve genetic resources, species, ecosystems, and habitats without
disturbing the habitants.
c. These maintain cultural, social and ecologically sustainable economic developments.
d. These support education and research in various ecological aspects,
Some Important Biosphere Reserves

 Simlipal, (Orissa), Sunderban (West Bengal), Kanha (M.P Kaziranga (Assam) etc. The biosphere reserve network
was introduced by UNESCO 1971.
B. Ex situ conservation involves maintenance and breeding of endangered plants and animals under partially or wholly
controlled conditions in specific areas like zoo, gardens, nurseries etc. That is, the conservation of selected plants and
animals in selected areas outside their natural habitat is known as ex-situ conservation. The stresses on living
organisms due to competition for food, water, space etc. can be avoided by ex-situ conservation there by providing
conditions necessary for a secure life and breeding.
Why should we conserve biodiversity?

“No man is an island.” We rely upon each other. It is a simple fact. If the food source of a frog becomes extinct,
then the frog will die. One of the theories for the recent mass disappearance of amphibians is the poisoning of insects
from pesticides. Another theory is the sensitivity of their skins to the increased strength of ultraviolet rays from the
thinning of the ozone layer. Either way, the snake that relies upon the frog as its only or primary food source, will starve
to death.
Diversity makes species resistant. If the species is reduced to a small number, then inbreeding will compromise
its genetic diversity. It will not be able to maintain in the face of stressors like disease or compromised air or water
quality and it will face imminent extinction.
An example of the significance of genetic diversity to preserving a species is the inheritance of genetic mutations
within a family. Many diseases are caused by genetic mutations. It is estimated that up to 40 percent of breast cancers
in men are related to mutations of a certain gene. If a man inherits mutations from both his maternal and paternal sides,
he is at a higher risk of developing breast cancer. If, however, only one of his parents pass the genetic mutation, he has

a higher probability of not developing breast cancer. The smaller the gene pool, the more likely the species will not be
able to resist the onslaught of diseases or other stressors and it will die out.
Another well-known example was the widespread devastation of all of the old vineyards in Europe in the 1850s
when one tiny pest, the phyloxxera was introduced from America. American vines were resistant to the tiny root louse,
but the European vitis vinifera had no tolerance to it. The only salvation was cloning the vitis vinifera, generally
recognized as producing superior wine grapes to an American rootstock. That is the only way the vitis vinifera can
survive in modern times when the transportation of species across the globe cannot be well -regulated. Many grape
growers look to hybrid plants that combine the smooth flavor of the best wine grapes with hardiness traits of plants that
can withstand more extreme temperatures and have developed a resistance to common fungi and pests. In simple
terms, genetic diversity gives a species a fighting chance to resist threats. Biologists call this survival
metamorphosis The Red Queen Hypothesis, after the character in Lewis Carroll’s Alice in Wonderland, who must run
continually to stay in the same place. Organisms must continually evolve, that is, stay one step ahead of their enemies,
or they will be destroyed by predators or diseases.
Biodiverse Ecosystems Support Life on All Levels

Healthy ecosystems contribute to:
1. clean air and climate regulation through carbon sequestration and gas exchange
2. clean water through filtration
3. rich soil through decomposing and cycling organic matter
4. oil detoxification ad maintenance of soil structure through filtration and root stability
5. plant growth control through symbiotic relationships between insects and companion plants
6. food source for native animals
A healthy relationship between insects and plants allows for pollination, necessary for many fruit-bearing trees and
other food sources. An intact ecosystem provides shelter for the animals living there. Humans also rely on healthy
ecosystems to provide our medicines, fuel and energy, fiber for textiles and materials for shelter and even the oxygen
we need to breathe.
The Value of Biodiversity for Our Society

Oftentimes in discussing the spiritual value of the environment to a people we think in abstract terms like
aboriginal tribes reacting to government reconstruction of waterways that destroy the very essence of their creation
myth. We can sympathize without truly identifying with what that means. We might know vaguely that we really need
to get out of the city for a while, maybe visit our childhood home and family where we can smell the pine trees and hear
birdsong, or at least go to the park and see flowers and grass rather than just concrete and traffic. The values of our
native environment are endemic in us, and we seldom separate them as defining who we are. Traveling to other lands
and seeing the different ways people live can put this in perspective.
A culture has its own music, its own lens, its own language for interpreting phenomenon. When we are out of
our element, we can become disassociated, much like the proverbial “fish out of water.” What if we couldn’t go
home? What impact does it have to one living in a forest if the forest is cut down? What impact to one living in a fishing
village if there are no more fish? And across the board, what would life be like if we could adapt to survive on one food
source, poor air quality, water unsafe to swim in? What if we no longer had the opportunity to watch eagles soar, hear
the calls of turkey mating, peepers singing or the hoot owl at night? We live in a world of rich diversity and
abundance. What if that diversity and abundance were destroyed? Who would we be?
Essential Learning
The Red Queen Hypothesis
A complex variation of genes allows organisms to adapt to changes as well. Many are too familiar with the
Methicillin-resistant Staphylococcus aureus (MRSA), a super-strain bacterium that has developed a resistance to the
most used antibiotics. It is proving very difficult to control. In the United States, five to ten percent of those hospitalized
become infected with a disease contracted within the hospital and of these patients, approximately 99,000 people die
annually because the bacterium has evolved to become stronger than the antibiotics available. Genetic variation allows
new species to evolve in response to threats such as antibiotics as in the case of the MRSA, or in species we are more
sympathetic to, like humans, genes can adapt in response to threats like disease, predators, parasites and
hopefully…pollution and climate change.

IV. Assessment
Research Paper (60 total points)- refer to the rubric below

Specific Instructions:
1. Make a brief analysis paper based on various BIODIVERSITY THREATS.
2. Follow the given format. Write a brief paragraph for each part.
I. Title/ Issue/Concern
II. Discussion
1. Introduction: set the issue by providing context for the situation.
2 Challenges: discuss the key problem and factors.
3. Solutions: mitigations, interventions or actions and resolutions to the
identified problems and factors.
4. Benefits: recap the solution’s top advantages – why it was the right choice.
5. Results: the positive outcome arising from the solutions and benefits.
III. Conclusion :
3. Encode your analysis paper with references. Use Times Roman, 12’’ 1 inch margin all sides
4. Refer to the rubric for the criteria:
TRAITS VERY GOOD (15 POINTS) GOOD (10 FAIR ( 8 POOR (5 POINTS)
POINTS) POINTS)
Focus & There is one clear, well There is one clear,
Details focused topic. Main ideas are well focused topic. There is one The topic and main
clear and are well supported Main ideas are clear topic. ideas are not clear.
by detailed and accurate but are not well Main ideas are
information. supported by somewhat clear.
detailed information
Organization The introduction is
inviting, states the main The introduction The introduction There is no clear
topic, and provides states states introduction,
an overview of the the main topic and the main topic. A structure,
paper. Information is provides an conclusion is or conclusion.
relevant and presented overview included.
in a logical order. The of the paper.
conclusion is strong. A conclusion is
included.
Purpose The purpose The purpose The purpose
of writing is very clear. of writing is of writing is The purpose of
The extensive somewhat somewhat Writing is not clear.
knowledge and/or clear. The clear. The
experience with the knowledge knowledge
topic is/are evident. and/or experience and/or
with the topic is/are experience with
evident. the topic is/are
limited.
Word Choice Uses vivid Uses vivid Uses words Uses a
words and phrases. The words and phrases. that communicate limited vocabulary.
choice and placement The clearly, but the Jargon or clichés
of words seems choice and writing may
accurate, natural, and placement lacks variety. be present and
not forced. of words is detract
inaccurate from the meaning.
at times and/or
seems
overdone.

V. Suggested Additional References
https://www.youtube.com/watch?v=GK_vRtHJZu4
Philippine Seas, a documentary by Atom Araullo | Full Episode (with English subtitles)
https://www.youtube.com/watch?v=gxqgm-ruiW8
Biodiversity Loss - A Documentary
https://www.youtube.com/watch?v=WKld7o6CISg
https://ph.video.search.yahoo.com/search/video?fr=yfp-
t&p=biodiversity+and+conservation#id=1&vid=fc21e0f81ce85d1a6dd31dd09763f8e6&action=view

CHAPTER 17
SOLID AND HAZARDOUS WASTES
I. Introduction
More than 6 billion people live on Earth Each person needs and consumes resources. As we consume resources, we
also produce wastes. The natural cycling of matter contributes greatly in solving our waste disposal problems. The
organic wastes decay and undergo chemical changes. The products of these changes mix with the soil, water, or air.
Although the biological degradation of garbage takes a long time, garbage production was not considered a major
environmental problem many years ago like it is now. At present, and in many places, the garbage problem is being
felt.
II. Objectives
At the end of this module, the students should be able to:
1. Distinguish between municipal and non- municipal solid waste.
2. Summarize how source reduction, reuse, and recycling help reduce the volume of solid waste.
3. Characterize and give examples and sources of hazardous wastes
4. Identify ways of disposal and management of hazardous wastes.
III. Lesson Proper
Lesson 1: What Is Solid Waste?

Solid waste is a general term used to describe objects or particles that accumulate at the location where they are produced.
Due to the large variety of items that are considered solid waste, the type of waste is often divided into two categories. The
categories of solid waste are referred to as municipal solid waste and non-municipal solid waste, and these two types of
waste vary by where the waste originates.
Municipal Solid Waste

Municipal solid waste refers to any non-liquid waste that is created by an individual person, household, small business, or
institution, such as a school or hospital. This type of waste is commonly called trash or garbage and includes everyday
items, things that are broken, food that has spoiled, or simply any item a person no longer needs or wants. The most
common items disposed of as municipal solid waste are paper, yard trimmings, food, plastics, metals, rubbers, and textiles.
In recent years, the amount of electronic waste, also known as e-waste, has increased drastically as people become more
reliant on electronics, such as computers and cell phones that are replaced and disposed of frequently.
Based on the definition of municipal solid waste, the waste that you dispose of every day would fall into this category.
Although it is necessary to dispose of items, the shocking fact is that 25 million tons of the total amount of municipal solid
waste is something that is valuable and important for human survival - food! Food accounts for a large amount of waste
each year.
Non-municipal solid waste is any non-liquid waste that is created due to the production of a product. Although products
can sometimes turn into municipal solid waste themselves when they break or are done being used, non-municipal solid
waste refers to any waste that is created while the product is being manufactured and before it reaches the consumer. The
amount of non-municipal solid waste fluctuates more than municipal solid waste because it is influenced by changes in
consumer demand and consumption.
Non-Municipal Waste means that portion of non-recycled Solid Waste defined as Industrial Solid Waste and Liquid
Waste as the same may be amended or supplemented from time to time, that may be processed at the Facility under
applicable permits, licenses and approvals.

Composition of Municipal Wastes
The composition of municipal solid waste varies greatly from municipality to municipality and it changes significantly with
time. In municipalities which have a well-developed waste recycling system, the waste stream mainly consists of intractable
wastes such as plastic film and non-recyclable packaging materials. At the start of the 20th century, the majority of domestic
waste (53%) in the UK consisted of coal ash from open fires. In developed areas without significant recycling activity it
predominantly includes food wastes, market wastes, yard wastes, plastic containers and product packaging materials, and
other miscellaneous solid wastes from residential, commercial, institutional, and industrial sources Most definitions of
municipal solid waste do not include industrial wastes, agricultural wastes, medical waste, radioactive waste or sewage
sludge. Waste collection is performed by the municipality within a given area.
The term residual waste relates to waste left from household sources containing materials that have not been separated
out or sent for processing.
Classification of Wastes
1. Biodegradable waste: food and kitchen waste, green waste, paper -most can be recycled, although some difficult
to compost plant material may be excluded.
2. Recyclable materials: paper, cardboard, glass, bottles, jars, tin cans, aluminum cans, aluminum foil, metals,
certain plastics, textiles, clothing, tires, batteries, etc.
3. Inert waste: construction and demolition waste, dirt, rocks, debris
4. Electrical and electronic waste - electrical appliances, light bulbs, washing machines, TVs, computers, screens, mobile
phones, alarm clocks, watches, etc.
5. Composite wastes: waste clothing, Tetra Pack food and drink cartons, waste plastics such as toys and plastic garden
furniture.
6. Hazardous waste including most paints, chemicals, tires, batteries, light bulbs, electrical appliances, fluorescent
lamps, aerosol spray cans, and fertilizers.
7. Toxic waste including pesticides, herbicides, and fungicides.
8. Biomedical waste, expired pharmaceutical drugs.
Lesson 2: Four Components of Municipal Solid Waste Industry
The waste management hierarchy is made up of four levels ordered from most preferred to least preferred
methods based on their environmental soundness: Source reduction and reuse; recycling or composting; energy
recovery; treatment and disposal.
1. Collection
The functional element of collection includes not only the gathering of solid waste and recyclable materials, but also the
transport of these materials, after collection, to the location where the collection vehicle is emptied. This location may be a
material processing facility, a transfer station or a landfill disposal site.
2. Waste handling and separation, storage and processing at the source
Waste handling and separation involves activities associated with waste management until the waste is placed in storage
containers for collection. Handling also encompasses the movement of loaded containers to the point of collection.
Separating different types of waste components is an important step in the handling and storage of solid waste at the source
of collection.
3. Segregation and processing and transformation of solid wastes
The types of means and facilities that are now used for the recovery of waste materials that have been separated at the
source include curb side collection, drop-off, and buy-back centers. The separation and processing of wastes that have
been separated at the source and the separation of commingled wastes usually occur at a materials recovery facility,
transfer stations, combustion facilities and treatment plants.

4. Transfer and transport
This element involves two main steps. First, the waste is transferred from a smaller collection vehicle to larger transport
equipment. The waste is then transported, usually over long distances, to a processing or disposal site.
5. Disposal
Today, the disposal of wastes by land filling or land spreading is the ultimate fate of all solid wastes, whether they are
residential wastes collected and transported directly to a landfill site, residual materials from materials recovery
facilities (MRFs), residue from the combustion of solid waste, compost, or other substances from various solid waste
processing facilities. A modern sanitary landfill is not a dump; it is an engineered facility used for disposing of solid wastes
on land without creating nuisances or hazards to public health or safety, such as the problems of insects and the
contamination of ground water.
6. Reusing
In the recent years environmental organizations, such as Freegle or Freecycle Network, have been gaining popularity for
their online reuse networks. These networks provide a worldwide online registry of unwanted items that would otherwise be
thrown away, for individuals and nonprofits to reuse or recycle. Therefore, this free Internet-based service reduces landfill
pollution and promotes the gift economy.
7. Landfills
Landfills are created by land dumping. Land dumping methods vary, most commonly it involves the mass dumping of waste
into a designated area, usually a hole or sidehill. After the waste is dumped, it is then compacted by large machines. When
the dumping cell is full, it is then "sealed" with a plastic sheet and covered in several feet of dirt. The signs of pollution are
effectively masked by disposal companies and it is often hard to see any evidence. Usually landfills are surrounded by large
walls or fences hiding the mounds of debris. Large amounts of chemical odor eliminating agent are sprayed in the air
surrounding landfills to hide the evidence of the rotting waste inside the plant.
8. Energy Generation
Municipal solid waste can be used to generate energy. Several technologies have been developed that make the
processing of MSW for energy generation cleaner and more economical than ever before, including landfill gas capture,
combustion, pyrolysis, gasification, and plasma arc gasification.
Lesson 3: Hazardous Waste
Hazardous waste is waste that has substantial or potential threats to public health or the environment. Characteristic
hazardous wastes are materials that are known or tested to exhibit one or more of the following hazardous traits:
A. Ignitability
B. Reactivity
C. Corrosivity
D. Toxicity
Listed hazardous wastes are materials specifically listed by regulatory authorities as hazardous wastes which are from non-
specific sources, specific sources, or discarded chemical products.
Hazardous wastes may be found in different physical states such as gaseous, liquids, or solids.
A hazardous waste is a special type of waste because it cannot be disposed of by common means like other by-products
of our everyday lives
Household Hazardous Waste (HHW) is also referred to as domestic hazardous waste or home generated special materials,
is a waste that is generated from residential households. HHW only applies to waste coming from the use of materials that
are labelled for and sold for "home use". Waste generated by a company or at an industrial setting is not HHW.

The following list includes categories often applied to HHW. It is important to note that many of these categories overlap
and that many household wastes can fall into multiple categories:
 Paints and solvents

 Automotive wastes (used motor oil, antifreeze, etc.)
 Pesticides (insecticides, herbicides, fungicides, etc.)
 Mercury-containing wastes (thermometers, switches, fluorescent lighting, etc.)
 Electronics (computers, televisions, cell phones)
 Aerosols / Propane cylinders
 Caustics / Cleaning agents
 Refrigerant-containing appliances
 Some specialty batteries (e.g. lithium, nickel cadmium, or button cell batteries)
 Ammunition
 Asbestos
 Car batteries
 Radioactive wastes (some home smoke detectors are classified as radioactive waste because they contain very small
amounts of radioactive isotope americium - see: Disposing of Smoke Detectors).
Disposal of Hazardous Wastes

1. RECYCLING. Some hazardous wastes can be recycled into new products. Examples may include lead-acid
batteries or electronic circuit boards. When heavy metals in these types of ashes go through the proper treatment,
they could bind to other pollutants and convert them into easier-to-dispose solids, or they could be used as
pavement filling. Such treatments reduce the level of threat of harmful chemicals, like fly and bottom ash while also
recycling the safe product. There is a recycling center facility in Oxnard, CA. The city does not charge for any
hazardous materials being disposed of, but there is a limit to how much you can bring per month. Other than
hazardous waste, the city also allows you to dispose of electronic waste, lightbulbs, and batteries.
2. Cement-Based Solidification And Stabilization. Cement is used because it can treat a range of hazardous
wastes by improving physical characteristics and decreasing the toxicity and transmission of contaminants. The
cement produced is categorized into 5 different divisions, depending on its strength and components. This process
of converting sludge into cement might include the addition of pH adjustment agents, phosphates, or sulfur reagents
to reduce the settling or curing time, increase the compressive strength, or reduce the leach ability of contaminants.
3. Incineration, Destruction and Waste-To-Energy. Hazardous waste may be "destroyed". For example,
by incinerating them at a high temperature, flammable wastes can sometimes be burned as energy sources. For
example, many cement kilns burn hazardous wastes like used oils or solvents. Today, incineration treatments not
only reduce the amount of hazardous waste, but also generate energy from the gases released in the process. It
is known that this waste treatment releases toxic gases produced by the combustion of by-product or other
materials which can affect the environment.
4. Hazardous Waste Landfill. Hazardous waste may be sequestered in a hazardous waste landfill or permanent
disposal facility. In terms of hazardous waste, a landfill is defined as a disposal facility or part of a facility where
hazardous waste is placed or on land and which is not a pile, a land treatment facility, a surface impoundment, an
underground injection well, a salt dome formation, a salt bed formation, an underground mine, a cave, or a
corrective action management unit. Historically, some hazardous wastes were disposed of in regular landfills. This
resulted in unfavorable amounts of hazardous materials seeping into the ground. These chemicals eventually
entered to natural hydrologic systems. Many landfills now require countermeasures against groundwater
contamination. For example, a barrier must be installed along the foundation of the landfill to contain the hazardous
substances that may remain in the disposed waste. Currently, hazardous wastes must often be stabilized and
solidified to enter a landfill and must undergo different treatments in order to stabilize and dispose of them. Most
flammable materials can be recycled into industrial fuel.

5. Pyrolysis. Some hazardous waste types may be eliminated using pyrolysis in a high temperature not necessarily
through electrical arc but starved of oxygen to avoid combustion. However, when electrical arc is used to generate
the required ultra-heat (more than 3000 degree C temperature) all materials (waste) introduced into the process
will melt into a molten slag and this technology is termed Plasma not pyrolysis. Plasma technology produces inert
materials and when cooled solidifies into rock like material. These treatment methods are very expensive but may
be preferable to high temperature incineration in some circumstances such as in the destruction of concentrated
organic waste types, including PCBs, pesticides and other persistent organic pollutants.
Management Of Resources (Five R’s Plan)
There are five R’s that we should follow when helping the environment.
 Reduce: To limit the number of materials you use

 Reuse: To use an item again
 Recycle: To collect items such as newspaper, bottles, and cans and bring to a plant where they can be made into
something new
 Refuse: Avoid purchasing or using items that are not recyclable.
 ROT: Composting Waste
How can we effectively exhibit the 5 R's in order to protect our environment?
1.Reduce:
 Limit the amount of time you drive, if possible, walk
 Use high efficiency light bulbs to conserve energy
 Do not waste paper and things to reduce trash
 Save water & energy
 Eat at home
 Avoid printing in Schools
2.Reuse:
 Bring your own shopping bags to the store
 Donate used clothing
 Reuse bottles/containers as flower vases or pen
holders
 Write & photocopy on 2 sides of paper
 Use rechargeable batteries
3. Recycle:
 Car Parts
 Printer Ink
 Computers
 Cell Phones
 Paper
 Cans
 Plastic Bottles
4.Refuse:
 Do not buy or use plastic

 Reject excessive packaging
 Resist excess consumption
 Do not use disposable tableware (paper plates,
chopsticks, paper cups, plastic silverware)
5. ROT:
 Make a compost pile in your yard
 Make a worm compost pile to compost all of your
fruits and vegetables into plant food
 Utilize animal waste to produce fertilizer
V. ASSESSMENT
A. QUIZ
I. Definition of Terms (10 points)
Give your working definition on the following. (2 points for every correct answer)
1. Municipal solid wastes
2. Non municipal solid wastes
3. Biodegradable
4. Non -biodegradable
5. Pyrolysis
B. QUIZ
II. Classification: (20 points)
Specific Instructions: Classify each listed below item based on the category it belongs. Write the letter of the
correct answer.
Categories of Wastes: A. Biodegradable B. Recyclable C. Hazardous D. Toxic Wastes
1. Foil
2. Pesticides
3. Bottles
4. Batteries
5. Fluorescent lamp
6. Aerosol spray
7. Aluminum can
8. Rubber tire
9. Pain and thinner
10. herbicides
D. SHORT ANSWER QUESTIONS:
Specific Instructions: Answer the following questions.
Use your worksheets and follow the instructions provided.
1. Discuss the challenges of responsible household solid waste disposal (30 points)
2. How can we reduce the amount of solid and hazardous substances being disposed in our communities? Propose
a community action plan using a tabular form. (30 points)

RUBRIC FOR SHORT-ANSWER QUESTIONS
Needs
Adequate Quality Exemplary Total
AREAS Improvement
6 pts 8 pts 10 pts Score
4 pts
Content Answers are

Answers are not Answers Answers are
partial or comprehensive are comprehensive, accurate
incomplete. or completely accurate and complete.
Key points are stated. and Key ideas are clearly
not clear. Key points are complete. stated, explained, and
Question not addressed, but Key points well supported.
adequately not well are stated
answered. supported and
supported.
Organization
(Answers are Organization Inadequate Organizatio Well organized,
clearly and structure organization or n is mostly coherently developed,
thought out detract from the development. clear and and easy to follow.
and answer. Structure of the easy to
articulated.) answer is not follow
easy to follow.
Writing Displays over

Conventions five errors in Displays three Displays Displays no errors in
(Spelling, spelling, to five errors in one to spelling, punctuation,
punctuation, punctuation, spelling, three errors grammar, and sentence
grammar, and grammar, and punctuation, in spelling, structure.
complete sentence grammar, and punctuation
sentences.) structure. sentence , grammar,
structure. and
sentence
structure
VI. Suggested Reading Assignments

https://www.biologydiscussion.com/essay/solid-wastes-controlling-methods/5480
https://www.yourarticlelibrary.com/solid-waste/6-main-types-of-solid-waste-management/30162
https://www.yourarticlelibrary.com/waste-management/solid-waste-management-types-sources-effects-and-methods-of-
solid-waste-management/9949
https://lawphil.net/statutes/repacts/ra2001/ra_9003_2001.html

CHAPTER 18
RENEWABLE ENERGY and NON-RENEWABLE ENERGY SOURCES
I. Introduction
Without energy, we will not be able to do work. Without energy, machines will not be able to function. Without
energy, there will be no life. The main source of energy here on Earth is the sun. This module will discuss the
sources of energy that humans take advantage of.
II. Objectives:
At the end of this module, the students should be able to:
1. Discuss how energy is harnessed in these energy sources.
2. Describe the advantages and disadvantages of one energy resource over another.
3. Assess the potential of the Philippines as an energy producer.
4. Conduct library research on energy problems the country is experiencing today.
5. Assess how energy sources’ extraction, use, consumption, and disposal affect the Earth’s systems
III. Lesson Proper

Lesson 1: What Is Renewable Energy?
 Renewable energy is collected from renewable resources. A source of energy is considered renewable if it comes
from natural sources or processes that are constantly replenished. Examples are solar (from the sun), wind, water,
geothermal (from the earth) and biomass (from organic materials).
 Renewable energy is derived from natural processes that are replenished constantly. In its various forms, it derives
directly from the sun, or from heat generated deep within the earth. Included in the definition is electricity and heat
generated from solar, wind, ocean, hydropower, biomass, geothermal resources, and biofuels and hydrogen
derived from renewable resources.
 Renewable energy describes a collection of energy technologies i.e. solar, wind, geothermal derived from sources
that are never-ending and can be replenished time after time. Most countries across the world heavily depend
on fossil fuels (oil, coal and natural gas) as sources of energy to power their economies.
 Renewable energy is energy that is collected from renewable resources, which are naturally replenished on
a human timescale, such as sunlight, wind, rain, tides, waves, and geothermal heat.
 Renewable energy often provides energy in four important areas: electricity generation, air and water
heating/cooling, transportation, and rural (off-grid) energy services.
 Renewable energy is derived from natural processes that are replenished constantly.
 In its various forms, it derives directly from the sun, or from heat generated deep within the earth. Included in the
definition is electricity and heat generated from solar, wind, ocean, hydropower, biomass, geothermal resources,
and biofuels and hydrogen derived from renewable resources.
 Renewable energy describes a collection of energy technologies i.e. solar, wind, geothermal derived from sources
that are never-ending and can be replenished time after time. Most countries across the world heavily depend
on fossil fuels (oil, coal and natural gas) as sources of energy to power their economies.
Examples of Renewable Resources

1. Alcohol – can be used to generate biofuel
2. Water – serves as a drinking source but also as a hydropower necessity
3. Methane gas – when methane occurs naturally in an environment (such as in manure) it can generate biogas
4. Natural oils (palm oil, vegetable oil, sunflower oil, and soybean oil) can all be used to make biodiesel
5. Thermal generation – such as solar thermal or geothermal heat pumps
Examples of Renewable Commodities
1. Major grains such as wheat, rice, and corn

2. Leather and meats supplied by animals
3. Fruits and vegetables
4. Paper, furniture and oxygen all supplied by trees
5. Bio based chemicals such as butanol and acetone
Renewable energy often displaces conventional fuels in four areas:
1. Power generation. By 2040, renewable energy is projected to equal coal and natural gas electricity generation. Several
jurisdictions, including Denmark, Germany, the state of South Australia and some US states have achieved high
integration of variable renewables. For example, in 2015 wind power met 42% of electricity demand in Denmark, 23.2%
in Portugal and 15.5% in Uruguay. Interconnectors enable countries to balance electricity systems by allowing the import
and export of renewable energy. Innovative hybrid systems have emerged between countries and regions.
2. Heating. Solar water heating makes an important contribution to renewable heat in many countries, most notably in
China, which now has 70% of the global total. Most of these systems are installed on multi-family apartment buildings
and meet a portion of the hot water needs of an estimated 50–60 million households in China. Worldwide, total
installed solar water heating systems meet a portion of the water heating needs of over 70 million households. The use
of biomass for heating continues to grow as well. In Sweden, national use of biomass energy has surpassed that of oil.
Direct geothermal for heating is also growing rapidly. The newest addition to Heating is from Geothermal Heat
Pumps which provide both heating and cooling, and also flatten the electric demand curve and are thus an i ncreasing
national priority
3. Transportation. Bioethanol is an alcohol made by fermentation, mostly from carbohydrates produced

in sugar or starch crops such as corn, sugarcane, or sweet sorghum. Cellulosic biomass, derived from non-food
sources such as trees and grasses is also being developed as a feedstock for ethanol production. Ethanol can be used
as a fuel for vehicles in its pure form, but it is usually used as a gasoline additive to increase octane and improve vehicle
emissions. Bioethanol is widely used in the USA and in Brazil.
Biodiesel can be used as a fuel for vehicles in its pure form, but it is usually used as a diesel additive to reduce levels
of particulates, carbon monoxide, and hydrocarbons from diesel-powered vehicles. Biodiesel is produced from oils or
fats using trans esterification and is the most common biofuel in Europe.
Advantages of Renewable Energy
1. Renewable energy is eco-friendly

It is a clean source of energy, meaning, it has low or zero carbon and greenhouse emission. Fossil fuels emit high
levels of greenhouse gas and carbon dioxide, which are greatly responsible for global warming, climate change,
and degradation of air quality. Fossil fuels also contribute to sulfur emission to the atmosphere leading to acid
rains. Acid rains can cause damage to buildings. Solar and wind power are considered eco-friendly because they emit
zero toxic gases to the environment. The use of renewable energy dramatically reduces the dependence on fossil fuel
as a source of energy, hence, cutting back on air pollution.
2. It’s a renewable resource

This implies that they do not deplete over a lifetime and there is zero possibility that they will run out (sustainable source
of energy). Sources of energy like fossil fuels (oil, gas, and coal) are considered limited resources and there is strong
possibility that they will run out in the future. Renewable energy can help developing countries from over-reliance on
fossil fuels. Powerful winds, heat emanating from beneath the earth, sunshine and moving water can guarantee a huge
and steady energy supply to a nation for many years.

3. Renewable energy is a reliable source of energy
In the previous few decades, the use of fossil fuel has sharply increased. This over-reliance on fossil fuels has led to
our security being threatened. Fossils fuels are prone to trade disputes, political instabilities, spike in energy prices and
unnecessary wars. These variables affect a lot more than a nation’s energy policies; they can significantly drain a
county’s economy.
Although most argue that solar and wind energy are unreliable, a solid infrastructure puts this argument to rest. If solar
and wind plants are distributed over a large geographical location, there can be minimal electricity generation
interruption because weather disruptions in one location cannot be the same in other locations.
4. Leads to job creation

Renewable energy makes real economic sense because it is a cheaper alternative to most traditional sources of energy.
Since the inception of renewable energy, new and stable jobs have been added to most world economies. For, instance,
in Germany and UK, many jobs have already been created thanks to their relentless efforts to develop and encourage
the use of renewable forms of energy. Experts project that with the on-going rigorous campaigns to embrace renewable
energy, thousands of stable jobs will be created.
5. Renewable energy has stabilized global energy prices

Change up to renewable sources of energy means stability of energy prices across the globe. This is because the cost
of renewable energy depends on the initial cost of installation of renewable energy technologies as opposed to fossil
fuels, which increase and decrease depending on the current inflation and availability of the resource. Respective
governments would only need to cater to the initial costs and that’s it.
6. Less maintenance of facilities

Once infrastructure for the harnessing of the renewable resource is laid down, there is low to zero maintenance required.
This means that the owners of the facilities will reap big profits while providing cheap electricity to the population.
7. Boosts public health

If governments took upon themselves to build more renewable energy facilities, the population would enjoy the health
benefits. According to a study by the U.S. Environmental Protection Agency, Americans spend approximately $361.7
to $886.5 billion every year on overall health of the population. A big chunk of this budget goes to mitigate and cure
diseases related to fossils fuel use like heart diseases, cancer, and neurological disorders.
Greenhouse, carbon and sulfur compounds emitted by fossils fuels are risky to our health if inhaled over time. This is
reason enough to consider renewable energy moving forward.
8. Empowering of people in the countryside

Renewable energy generation mainly takes place in remote settings. This means that local towns would get a fair share
of power generated, ultimately, catalyzing the regeneration of those depressed areas both socially and economically.
Electrification of those areas will open up untapped opportunities for development through the advancement of
greenhouses using geothermal power, district heating of towns and communities through hot water generated by the
energy exploitation of forestry and agricultural biomass.

Disadvantages of Renewable Energy
1. The electricity generation capacity is still not large enough
There are still challenges to generation of large quantities of power in renewable energy technology compared to
traditional forms of energy generation like fossil fuel. Fossil fuel still produces large quantities of electricity today, by far.
This, essentially, means that it can’t be solely relied upon to power the whole nation.
This means that either we need to set up more such facilities to match up with the growing demand or look out for ways
to reduce our energy consumption. This phenomenon indicates that a balance of different energy sources will still prevail
for some years to come.
2. Renewable energy can be unreliable

Renewable energy technologies totally depend on the weather (for e.g.: sun and wind) to be able to harness any energy.
In case atmospheric conditions are not good enough, renewable energy technologies would lack the ability to generate
any electricity. This might instigate campaigns by the authorities to reduce energy usage in order to serve the
population for a longer period.
3. Low-efficiency levels
Renewable energy technologies are still significantly new to the market, meaning, they still lack the much-needed
efficiency. These poses forecast problems and investors may shy away from investing their money for fear of not getting
returns pretty quick.
4. Requires a huge upfront capital outlay
Setting up renewable energy generation facilities requires a huge financial outlay. Installation of wind turbine, solar
panels, and hydroelectricity plants are relatively expensive. These plants require upfront investments to build, have high
maintenance expenses and require careful planning and implementation. Also, the electricity generated needs to be
delivered to towns and cities, which means additional cost of installing power lines.
Lesson 2: What Is Non-Renewable Energy?

Non-renewable energy sources don’t replenish and are formed when prehistoric plants and animals died and were
gradually buried by layers of soil rock. The kind of fuel that was created varied depending on the conditions like what
kind of organic material (from plants or animals), how long it was buried, at what temperature and under what
pressure. Types of non-renewable energy are natural gas, coal, and oil.
Non-renewable energy is energy from fossil fuels (coal, crude oil, natural gas) and uranium. Fossil fuels are mainly made
up of Carbon. It is believed that fossil fuels were formed over 300 million years ago when the earth was a lot different in its
landscape. It had swampy forests and very shallow seas, referred to as 'Carboniferous Period'

1. Millions of years ago, dead sea organisms, plants and animals settled on the ocean floor and in the porous
rocks. This organic matter had stored energy in them as they used the sun's energy to prepare foods (proteins)
for themselves (photosynthesis).
2. With time, sand, sediments and impermeable rock settled on the organic matter, trapping its' energy within
the porous rocks. That formed pockets of coal, oil and natural gas.
3. Earth movements and rock shifts create spaces that force to collect these energy types into well-defined areas.
With the help of technology, engineers are able to drill down into the seabed to tap the stored energy, which we
commonly knew as crude oil.
The good thing is about fossil fuels is unlike many renewable sources of energy, fossil fuels are relatively less
expensive to produce. This is probably why it is in higher demand as it tends to cost less.
The bad thing about fossil fuels is, they are made up mainly of carbon. When they are burned (used) they
produce a lot of carbon compounds (carbon dioxide and other greenhouse gases) that hurt the environment in
many ways. Air, water and land pollution are all consequences of using fossil fuels.
Sources of Non-Renewable Energy:
The most important classes of non-renewable resources are metals, fossil fuels, and certain other minerals such as
gypsum and potash.
1. Metals have a wide range of useful physical and chemical properties. They can be used as pure elemental substances,
as alloys (mixtures) of various metals, and as compounds that also contain non-metals. Metals are used to manufacture
tools, machines, and electricity-conducting wires; to construct buildings and other structures; and for many other purposes.
Metals are mined from the environment, usually as minerals that also contain sulfur or oxygen. Deposits of metal-bearing
minerals that are economically extractable contribute to the known reserves of metals
2. Fossil fuels include coal, petroleum, natural gas, oil-sand, and oil-shale. These materials are derived from the partially
decomposed biomass of dead plants and other organisms that lived hundreds of millions of years ago. The ancient biomass
became entombed in marine sediment, which much later became deeply buried and eventually lithified into sedimentary
rocks such as shale and sandstone. Deep within those geological formations, under conditions of high pressure, high
temperature, and low oxygen, the organic matter transformed extremely slowly into hydrocarbons (molecules that are
composed only of carbon and hydrogen) and other organic compounds. In some respects, fossil fuels can be a form of
stockpiled solar energy – sunlight that was fixed by plants into organic matter and then stored geologically.
3. Petroleum (crude oil) is a fluid mixture of hydrocarbons with some impurities, such as organic compounds that contain
sulfur, nitrogen, and vanadium. Petroleum from different places varies greatly, from a heavy tarry material that must be

heated before it will flow, to an extremely light fluid that quickly volatilizes into the atmosphere. Petroleum is mined using
drilled wells, from which the liquid mineral is forced to the surface by geological pressure. Often, the natural pressure is
supplemented by pumping.
The refined fractions include the following:

 a light hydrocarbon mixture known as gasoline, which is used to fuel automobiles
 slightly heavier fractions, such as diesel fuel used by trucks and trains and a home-heating fuel
 kerosene, which is used for heating and cooking and as a fuel for airplanes
 dense residual oils, which are used as a fuel in oil-fired power plants and in large ships
 semi-solid asphalts that are used to pave roads and manufacture roofing products
4. Coal is a solid material that can vary greatly in its chemical and physical qualities. The highest quality coals are
anthracite and bituminous, which are hard, shiny, black minerals with a high energy density (the energy content per unit
of weight). Lignite is a poorer grade of coal, and it is a softer, flaky material with a lower energy density.
Coal is mined in various ways. If deposits occur close to the surface, they are typically extracted by strip-mining, which
involves the use of huge shovels to uncover and collect the coal-bearing strata, which are then transported using
immense trucks. Deeper deposits of coal are mined from underground shafts, which may follow a seam kilometer into
the ground.
Importance of Non-Renewable Energy Resources
1. If we want to manage energy from renewables, then we must recognize areas around the world that support that
possibility. This issue applies to solar, wind, and even geothermal for some geographic locations. It is not a problem for
non-renewable resources because we can build processing departments anywhere to support their processing and
distillation. Although there is an issue with transport loss when using non-renewables, a well-developed infrastructure can
decrease this problem rather effectively.
2. When we process non-renewable resources to capture their energy potential, we can produce more power from oil, coal,
and other examples than what they offer in their raw form. If we were to take a single barrel of crude oil, then we would have
42 gallons of product at our disposal to use. When we finish processing this non-renewable resource, then the yield creates
an equivalency of more than 44 gallons of product.
3. Non-renewable resources are the principal method of hydrocarbon acquisition when manufacturing plastic commodities.
These things protect us in various ways each day to keep us safe. Did you know that the average vehicle today is comprised
of about 50% plastic? That structure allows it to absorb more force during a crash than if it were made from metal.
Smoke alarms, carbon monoxide detectors, and many more safety products come from plastic product manufacturing. You
could even add child safety locks, GFCI outlets, or even cord sheathing to that list. We can also make these items from
plant-based hydrocarbons, but the cost is more prohibitive.
4. Non-renewable resources are so critical to our economic development that global governments subsidized $5.2 trillion in
costs to make fossil fuels available around the world. That amount is equal to 6.5% of the worldwide GDP. It’s a figure that
is $500 billion higher than 2015 figures. That means gas, coal, and oil companies are bringing in a significant portion of their
income through government-sponsored funds. Eliminating them would create a devastating recession that some countries
might not recover from for more than a decade.
5.The reason why we prefer to use non-renewables over other environmentally-friend energy options right now is because
of the high levels of energy output we generate from their consumption. We can develop 8 times more heat energy for what
coal offers when it is compared to other resources. Crude oil provides 12 times more power when refined correctly in
comparison. These output levels are also scalable, which is why they are beneficial. If market levels rise quickly in a
community, then the extra demand can be met relatively rapidly.
6. We can save about one quarter per gallon of energy products when using biofuels or other forms of renewable resourced.
Since many of these items produce a minimal impact on environmental emissions, the processing of non-renewables is still
the cheaper way to gain the energy access that we require. be refined into heating oil or diesel fuel. The remainder would
go into the manufacturing industry so that we can have soap, plastic, clothing, shoes, and various hygiene products. Except
for Antarctica, every continent gives us access to natural gas, coal, and crude oil reserves. Then we can transform those
non-renewables into multiple products or fuels, maximizing our use of this natural resource.

Disadvantages of Non-Renewable Resources
The primary concern that we have with non-renewable resources is that they could one day disappear from our planet.
That’s why there is such an emphasis on finding renewable energy options to use for future generations. Although the
estimates continue to keep getting pushed back to later dates, we have about 50 years of available oil, gas, and coal.
Stockpiles of these resources could help to extend them even further, but without new availability, we’ll need to change our
infrastructure eventually.
The amount of pollution that comes from the combustion of non-renewable resources creates emissions that most scientists
believe is harmful to our atmosphere and environment.
Lesson 2: ENERGY SOURCES
Energy use
Nearly everything requires energy and a way to use energy is by transferring it from one energy store to another. Systems
that can store large amounts of energy are called energy resources. The major energy resources available to produce
electricity are fossil fuels, nuclear fuel, biofuel, wind, hydroelectricity, geothermal, tidal, water waves and the Sun.
Energy is needed in:
 homes - for cooking, heating and running appliances

 public services, eg schools and hospitals - running machinery and warm rooms
 factories and farms - operating heavy-duty machines and production chains
 transport - buses, trains, cars and boats all need a fuel source, and some trains and trams connect to an electricity
supply
I. Types of Energy
1. Chemical energy – stored within bonds between molecules. Sources include natural gas, gasoline, coal and
batteries. Even the food we eat is considered chemical energy.
2. Electrical energy – comes from tiny, charged particles called electrons. A lightning bolt is one form of electrical
energy. The electricity in our homes is made by humans.
3. Gravitational energy – associated with a gravitational field, like the one that surrounds the Earth. If you’ve ever
fallen, you’ve experienced the power of gravitational energy. Gravitational energy is the reason why riding your
bike downhill is faster than riding your bike uphill.
4. Kinetic energy – anything that moves is using this kind of energy. Examples include running, cycling, climbing –
even swiping your finger across your smart phone! Wind turbines capture the kinetic energy in wind and transform
it into mechanical energy.
5. Mechanical energy – stored in objects by tension. When the tension is released, motion occurs. A compressed
spring contains mechanical energy as does a stretched rubber band.
6. Nuclear energy – stored inside tiny atoms that are invisible but make up the elements of the entire universe.
Nuclear energy is released when atoms join (fusion) or split (fission). The fusion reaction in the sun provides warmth
and light, while the fission reaction at a nuclear power plant creates enough energy to power large cities.
7. Solar (radiant) energy – energy that comes from the movement of light.
8. Sound energy – produced when an object is made to vibrate producing a sound. Your voice and musical
instruments use sound energy.
9. Thermal (heat) energy – created from moving molecules. The energy that comes from a fire is thermal energy.

Energy Source and its Impact on the Environment:
1. Fossil fuels (oil, coal, and natural gases)- Releases CO2 (causes global warming)
2. Nuclear fuels- Radioactive waste (needs to be disposed of safely)
3. Biofuel- Carbon-neutral so low impact
4. Wind- Take up large areas that could be used for farming, people say windmills spoil them
view
5. Hydroelectricity- Local habitats are affected by the large areas that need to be flooded to
build dams
6. Geothermal- very low
7. Tides- Tidal barrages can block sewage which needs to go out to sea
8. Sun- very little
9. Water waves- very low

II. Energy Sources In The Philippines
The Philippines has an emerging economy shifted from agriculture to industry. In terms of energy use, conventional
fossil fuels (oil and gas) are the main source for its primary energy demands. According to the 2011 primary energy
consumption of the Philippines, 31% of the consumption was met by oil, 20% by coal, 22% by geothermal, 12% by biomass,
6% by hydro and 1% by other renewable energy like wind, solar and biofuel.
The Philippines is in the Pacific Ring of Fire and thus has a high geothermal potential. In terms of electricity
generation, 41.4% of the electricity demand is met by geothermal energy, 28% by coal, 11.4% by hydro, 15% by natural
gas and 0.1% by wind, solar and biofuel. In terms of installed capacity for power generation Hydro is 63.2%, 35.1% is
geothermal, 1.1% is biomass and 0.6% by wind and 0.1% solar.
The Philippines has abundant supplies of biomass energy resources in the form of agricultural crop residues, forest
residues, animal wastes, agro-industrial wastes, municipal solid wastes and aquatic biomass. The most common agricultural
wastes are rice hull, bagasse, cane trash, coconut shell/husk and coconut coir. The use of crop residues as biofuels is
increasing in the Philippines as fossil fuel prices continue to rise. Rice hull is perhaps the most important, underdeveloped
biomass resource that could be fully utilized in a sustainable manner.
Biomass energy plays a vital role in the nation’s energy supply. Nearly 30 percent of the energy for the 80 million
people living in the Philippines comes from biomass, mainly used for household cooking by the rural poor. Biomass energy
application accounts for around 15 percent of the primary energy use in the Philippines. The resources available in the
Philippines can generate biomass projects with a potential capacity of more than 200 MW. Almost 73 percent of this biomass
use is traced to the cooking needs of the residential sector while industrial and commercial applications accounts for the
rest. 92 percent of the biomass industrial use is traced to boiler fuel applications for power and steam generation followed
by commercial applications like drying, ceramic processing and metal production.
Commercial baking and cooking applications account for 1.3 percent of its use.
The Philippines which does not feature in the top 10 overall actually ranked first in the environmental sustainability
category. This is defined as the ability to supply, demand, and develop energy from renewable and other low-carbon
sources.
The Philippines is the only Asian country to make it to the list, which is dominated by European countries. But
even though the populous archipelago ranks highly for using sustainable energy resources among its regional counterparts,
it remains heavily reliant on fossil fuels.
“The Philippines is number one in Southeast Asia in sourcing its power from renewable energy, with a share of 24.2
per cent in gross generation and 32.5 per cent in installed capacity. However, almost 76 per cent of our power generation
was still supplied by fossil fuel plants,” commented Pedro Maniego, Jr. senior policy advisor of the Institute for Climate and
Sustainable Cities.
“In 2011, at least 384 renewable energy service contracts were awaiting approval from the Department of Energy
(DOE), equaling to 6,046MW of generation capacity,” according to the 2013 WWF report titled “Meeting Renewable Energy
Targets: Global lessons from the road to implementation.”
“While the feed-in tariffs have been approved, unfortunately, many of these projects are still in limbo pending the
approval of other renewable energy mechanisms…because of administrative bottlenecks,” it said.
The Philippines passed the Renewable Energy Act of 2008 five years ago which puts in place mechanisms that will
help the development of the renewable energy sector. Among those, only one, the feed-in tariff has been passed last July
2012.
“The delay has caused frustration among industry stakeholders, who saw the anticipated development of renewable
energy projects stalled due to lack of clarity in policies or slow action on these crucial rules,” the report said.
“The delay on policy action has put thousands of megawatts of potential renewable energy projects at a standstill
and put the country at risk to losing over $2.5 billion in potential renewable energy investments,” it said. The report also
cited the country’s high electricity rates saying it has the second highest rates in Asia and the fourth highest in the world
“partly attributed to high costs related to importing fossil fuels.” “While one of the main strengths of the renewable energy
framework is that the policy mechanisms are legislated under the Renewable Energy Act, 2008, many of the details and
rules pertaining to these mechanisms have been delayed and un-clarified since the law’s inception,” it said. “These delays
have been caused by resistance from many stakeholders- governmental, private, and utilities, among others- which has
been the primary challenge in renewable energy development for the country,” the report said.
The report also cited the country’s already high mix of renewable energy from geothermal, biomass, and hydro
energy. “As far as renewable energy sources, the Department of Energy reported that 40.6 percent of the primary energy

mix was contributed by renewable energy sources in 2011, primarily composed of geothermal at 21.7 percent,
followed by biomass at 12.4 percent and hydro at 6 percent,” the report said.
Though the DOE aims to triple the country’s renewable energy capacity by 2030 there were still many setbacks that
continue to slow the development of the sector. “Delays in policy decisions have mostly been affected by disagreements
within governments and the opposition of various influential groups, such as Electric cooperatives, Freedom from Debt
Coalition, Foundation for Economic Freedom, Consumers’ Associations and the Department of Trade and Industry (DTI),”
the report said. “Opposition is mostly based on the argument that a feed-in tariff, to be called the FIT-allowance, will result
in additional charges, which will be collected from all electricity consumers,” it added.
The report concluded that the country needs to engage more with all the stakeholders as well as to improve
coordination in the decision-making and project planning process. “Primarily, the challenges that lie ahead in the Philippines
for renewable energy deployment and achievement if its national targets will be to properly mobilize all stakeholders involved
in the sector through engagement and public participation,” the report said. “Furthermore, coordinating decision-making and
project planning processes, and ensuring the technical and human capacity exist by involving beneficiaries in the
development stages, operation and maintenance of projects will help strengthen the sector,” it said.
IV. ASSESSMENT
ACTIVITY:
Make your HOME-BASED SUSTAINABILITY PLAN on renewable and Non-renewable energy-resources based on the
categories listed below: Complete the table. Give 3 examples for each category. Describe the expected outcome of each
activity. Example FOR Category D: Replace your window curtains with green based blinds to keep the temperature inside
the house.
a. garbage management
b. food production
c. wastes reduction
d. energy consumption
e. water conservation
Category Description of Activity Expected Outcome
A. Garbage Management
B. Food Production
C. Wastes Reduction
D. Energy Consumption
E. Water Conservation

FOR RESEARCH WORK ACTIVITY RUBRIC
Needs
Adequate Quality Exemplary Total
AREAS Improvement
6 pts 8 pts 10 pts Score
4 pts
Content Answers are Answers are Answers

partial or not are Answers are
incomplete. comprehensive accurate comprehensive, accurate
Key points are or completely and and complete.
not clear. stated. complete. Key ideas are clearly
Question not Key points are Key points stated, explained, and
adequately addressed, but are stated well supported.
answered. not well and
supported supported.
Organization Organization Inadequate Organizatio Well organized,

(Answers are and structure organization or n is mostly coherently developed,
clearly thought detract from the development. clear and and easy to follow.
out and answer. Structure of the easy to
articulated.) answer is not follow
easy to follow.
Writing Displays over

Conventions five errors in Displays three Displays Displays no errors in
(Spelling, spelling, to five errors in one to spelling, punctuation,
punctuation, punctuation, spelling, three errors grammar, and sentence
grammar, and grammar, and punctuation, in spelling, structure.
complete sentence grammar, and punctuation
sentences.) structure. sentence , grammar,
structure. and
sentence
structure
V. Suggested Reading Assignments
The Philippine Energy Transition Building a Robust Power Market to Attract Investment, Reduce Prices, Improve
Efficiency and Reliability
Sara Jane Ahmed, Energy Finance Analyst March 2019
http://ieefa.org/wp-content/uploads/2019/03/The-Philippine-Energy-Transition_March-2019.pdf
n.d.). Sciencing: Making Science Fun for All Ages. The Advantages & Disadvantages of Non-Renewable Energy Sources
| Sciencing. Retrieved from http://sciencing.com/the-advantages-disadvantages-of-non-renewable-energy-sources-
12293766.html
(n.d.). Conserve Energy Future | Your source for green and sustainable living, environmental news and information. What
is Solid Waste Management? Sources and Methods of Solid Waste Management - Conserve Energy Future. Retrieved
from http://www.conserve-energy-future.com/sources-effects-methods-of-solid-waste-management.php
(n.d.). Google Sites. The 5Rs - Love Earth (GVC 1306). Retrieved from http://sites.google.com/a/gsbi.org/gvc1306/how-
we-can-help-protect-the-enviornment/the-5rs
(n.d.). Wikipedia, the free encyclopedia. Municipal solid waste - Wikipedia. Retrieved from
http://en.wikipedia.org/wiki/Municipal_solid_waste

REFERENCES
Books
Allaby, Michael (2002). Basics of Environmental Science, Second edition. Taylor & Francis e-Library.
Andaya, Cynthia V (2008). Understanding the Earth Through Environmental Science. C & E Publishing, Inc. Quezon City,
Philippines.
Cunningham, William & Mary Ann Cunningham (2017). Environmental Science Inquiry and Application, 8 th edition.
McGraw-Hill Education, 2 Penn Plaza, New York, NY, United States of America.
Enger, Eldon D. & Bradley F. Smith (2009). Environmental Science A Study of Interrelationships, 11 th edition. McGraw-Hill
Education, New York, NY.
Guzman, Ruth S. & Ruth Marian Guzman-Genuino (2018). Environmental Science Towards a Sustainable Earth. Vibal
Group Inc., Quezon City, Philippines.
Hassenzahl, David M., Mary Catherine Hager & Linda R. Berg (2011). Visualizing Environmental Science, 4th edition.
John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ.
Lauck, Elizabeth (2015). Biodiversity and Research Agenda. Measuring Impact Project Team: Environmental Incentives,
Foundations of Success, and ICF International Environmental Incentives, LLC, Lake Tahoe, CA 96150.
Miller, G. Tyler Jr. & Scott Spoolman (2013). Principles of Environmental Science. Cengage Learning Asia Pte. Ltd., Pasig
City, Philippines.
Singh, Y. K. (2006). Environmental Science. New Age International (P) Ltd., Publishers, Daryaganj, New Delhi, India.
Wright, Richard T. & Dorothy F. Boorse (2011). Environmental Science Toward a Sustainable Future. Pearson Education,
Inc., United States of America.
On-line References
Bio Explorer (n.d.). "Top 6 Major Threats To Biodiversity,". Biology Explorer. Retrieved June 1, 2020, from
http://www.bioexplorer.net/threats-to-biodiversity.html/.
Davies, L. (2017, December 21). Gas & Electricity Suppliers for Home & Business | EDF Energy. Types, forms and
sources of renewable energy | EDF Energy. Retrieved May 15, 2020, from http://www.edfenergy.com/for-
home/energywise/renewable-energy-sources
Environmental Pollution - Find Essays, Research Papers and Articles (n.d.). Biodiversity: Types, Importance and
Conservation Methods (with diagram). Retrieved May 19, 2020, from
http://www.environmentalpollution.in/essay/biodiversity-types-importance-and-conservation-methods-with-diagram/311
Leblanc, R. (2019, October 11). Homepage | Your Article Library. 6 Main Types of Solid Waste Management. Retrieved
May 14, 2020, from http://www.yourarticlelibrary.com/solid-waste/6-main-types-of-solid-waste-management/30162
Lee, M. (n.d.). Travel Tips - USA Today. List of Natural Resources in the Philippines | USA Today. Retrieved June 1,
2020, from http://traveltips.usatoday.com/list-natural-resources-philippines-4929.html
Mondal, P. (n.d.). Homepage | Your Article Library. 6 Main Types of Solid Waste Management. Retrieved May 17, 2020,
from http://www.yourarticlelibrary.com/solid-waste/6-main-types-of-solid-waste-management/30162
Nathanson, J. (2019, January 22). Contents Hazardous-waste management.

Retrieved May 19, 2020, from http://www.britannica.com/technology/hazardous-waste-management

Pediaa.Com - Know about Anything (2018, November 21). What is the Difference Between Renewable and Non-
Renewable Energy. Retrieved May 20, 2020, from http://pediaa.com/what-is-the-difference-between-renewable-and-non-
renewable-energy/
Philippine Statistics Authority | Republic of the Philippines (n.d.). Energy Consumption | Philippine Statistics
Authority. Retrieved June 2, 2020, from http://psa.gov.ph/tags/energy-consumption
ResearchGate | Find and share research (2018, February). (PDF) Renewable Energy Resources in the Philippines:
Biomass. Retrieved July 1, 2020, from
http://www.researchgate.net/publication/329191446_Renewable_Energy_Resources_in_the_Philippines_Biomass
Shaw, J. (2018, November 15). Conservation International. Why is biodiversity important?. Retrieved May 20, 2020, from
http://www.conservation.org/blog/why-is-biodiversity-important/
Stephen, M. (2018, March 18). Sciencing: Making Science Fun for All Ages. Ways to Manage Our Non-Renewable and
Renewable Resources | Sciencing. Retrieved June 2, 2020, from http://sciencing.com/ways-manage-nonrenewable-
renewable-resources-23595.html
Technology News, Reviews, Features And Analysis | Inquirer.net. (2018, January 11). PH warned of losing $2.5B in
potential renewable energy investments | Inquirer Technology. Retrieved May 18, 2020, from
http://technology.inquirer.net/26733/ph-warned-of-losing-2-5b-in-potential-renewable-energy-
investments#ixzz6NNY1ZOKF
U.S. Agency for International Development (2019, August 26). Environment | Philippines | U.S. Agency for International
Development. Retrieved May 24, 2020, from http://www.usaid.gov/philippines/energy-and-environment
United States Environmental Protection Agency | US EPA (n.d.). Criteria for the Definition of Solid Waste and Solid and
Hazardous Waste Exclusions | Hazardous Waste | US EPA. Retrieved May 18, 2020, from http://www.epa.gov/hw/criteria-
definition-solid-waste-and-solid-and-hazardous-waste-exclusions

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SCHOOL OF TEACHER EDUCATION AND LIBERAL ARTS

PEOPLE AND THE EARTH’S ECOSYSTEMS/

A Self-regulated Learning Module

A Self-regulated Learning Module / TMANALAC 1

For the USE of UNIVERSITY OF BAGUIO

Compiled and Prepared by:

MARICAR B. LITILIT, PhD

A Self-regulated Learning Module / TMANALAC 2

Describe the appearance of the powder

A Self-regulated Learning Module / TMANALAC 3

IV. Lesson Proper

Plate Tectonics and Rock Cycle

A Self-regulated Learning Module / TMANALAC 4

 crashing: Convergent Boundaries

A Self-regulated Learning Module / TMANALAC 5

3 locations of volcano occurrences

A Self-regulated Learning Module / TMANALAC 6

1. Define the different terms labelled on the picture above.

A Self-regulated Learning Module / TMANALAC 7

1. Define the following terms in relation to mineral compounds.

Extraction and Processing of Minerals

1. Locating a particular mineral deposit

A Self-regulated Learning Module / TMANALAC 8

5. Processing the mineral

A Self-regulated Learning Module / TMANALAC 9

1. Mining disturbs and damages the land

A Self-regulated Learning Module / TMANALAC 10

Identification - Identify the word or group of words described in the following:

A Self-regulated Learning Module / TMANALAC 11

Activities 3,6 and 8

Unsatisfactory Needs Improvement Satisfactory Outstanding

3 pts 5 pts 7 pts 10 pts

Content & -Content is incomplete. - Content is not - Content is accurate - Content is

A Self-regulated Learning Module / TMANALAC 12

Poor Fair Good

1 pts 3 pts 5 pts

A Self-regulated Learning Module / TMANALAC 13

A Self-regulated Learning Module / TMANALAC 14

IV. Lesson Proper

a. agricultural land: 41%

- declining biological diversity

A Self-regulated Learning Module / TMANALAC 15

Benguet 265,290 2,672 1%

1. Decreased soil fertility

A Self-regulated Learning Module / TMANALAC 16

A Self-regulated Learning Module / TMANALAC 17

Disadvantages of monocultures include:

Advantage of sustainable forestry is biodiversity which include:

Purposes of habitat corridors

A Self-regulated Learning Module / TMANALAC 18

A Self-regulated Learning Module / TMANALAC 19

A Self-regulated Learning Module / TMANALAC 20

AGRICULTURE AND FOOD RESOURCES

1. Differentiate between undernutrition and over nutrition.

A Self-regulated Learning Module / TMANALAC 21

III. ACTIVITY 1. Calorie Intake Calculation (20 points)

Materials you will need.

1. Weigh yourself in pounds

Male: BMR = (weight X 6.23) + (height X 12.7) – (age X 6.8) + 66

Female: BMR = (weight X 4.35) + (height X 4.7) – (age X 4.7) + 655

Activity Level Activities Factor

A Self-regulated Learning Module / TMANALAC 22