This module will help you critically, make informed choices, solve problems, and know the boundaries

of science. A background in biology will also help you determine the biology biases of investigators, and other people encounter in your everyday life. Learning Objectives:

To define the term biology To recognize the relationship between what is studied in biology and daily life. To identify the many branches of biology and how each contribute to its study. To describe some biological process and tools used in studying Submit completed activity for evaluation

Evaluation:

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Lesson 1.1 Biology

Nature of the Study of

The purpose of Lesson is to introduce students to the science of biology and to examine how the science of biology applies to daily life

Biology means. . . . . .
ACTIVITY

Study of Life It comes from the two Greek words, bios (life) and logos (study). Study of science that deal with structures, functions, and relationships of living things and their environment. 1.1 A Using a current copy of a newspaper and a magazine, create a list of all of the articles in the newspaper and in the magazine that are related to Biology (the study of life). You do not have to read the whole articles, simply skim them to get an idea of what they are about. Once you have compiled your list, group the articles into categories of Biology. You will choose the categories. You must have a minimum of five categories. Example categories: 1. articles about INFLUENZA A (H1N1)

Why is it important to study Biology?

ACTIVITY 1.1 B ESSAY You have spent some time examining the various topics associated with biology and the types of problems that biologists investigate. In doing so you should have gained an appreciation for the importance of the study of biology. In a properly formatted essay, respond to the following question: Essay Requirements:

Your essay must contain an introduction and a conclusion. Your essay must contain a minimum of five statements explaining why it is important to study Biology. (For example: It is important to study biology to gain a better understanding of the functioning of the human body.)

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HOME - TASK:

Cut-out clippings about biology Why it is important to

study.

Lesson 1.2

Biology as a Natural Science

The purpose of Lesson is to introduce students to recognize some of the many areas of study of that are parts of biology.

Natural science deals with the study of nature. It is subdivided into the
physical and biological.

1. Physical science is the study of non-living matter. It is further subdivided into

the following fields of study. o Physics study of matter, its properties, and its behavior. o Chemistry study of matter and its composition. o Meteorology study of atmospheric conditions. o Volcanology study of volcanoes and their activities. o Mineralogy study of minerals, their nature, properties, and distribution. o Geology study of rocks and minerals. o Botany study of plants o Zoology study of animals. These major divisions may be further subdivided into specialized fields of study in biology. o Genetics study of heredity and variation. o Taxonomy study of naming and classifying organisms. o Histology study of tissues o Cytology study of the structures and functions of cells. o Embryology study of the growth and development of the organisms. o Ecology study of the environment and their and their interrelationship. o Anatomy study of parts and structure of organisms. o Anthropology study of man (anthropo, human beings). o Mammalogy study of mammals (mamma, breast). o Conchology study of shells (concha, mussel). o Ornithology study of birds (ornis, birds). o Ichthyology study of fishes (ichthys, fishes). o Helminthology study of worms ( helmis, worms). o Entomology study of insects ( entomon, insects). ACTIVITY 1.2 A Let do an exercise on reflection. Without talking to anyone, read the following question quietly.

2. Biological science is the science of life.

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o What was your idea of SCIENCE?

o Cite limitations nowadays? of SCIENCE

in

our

modern

technology,

HOME - TASK: Make your own cross-word puzzle using different branches of science.

Lesson 1.3

Scientific Processes

The purpose of lesson 4A is to provide benefits of being a student studying biology to become more familiar with the process of science. A scientist is one who engages in scientific studies. She/he does not use wild guess or myths to solve problem. She/he approaches through the scientific method.

is a scientific process starts with series of steps: o o o Making an observation a natural phenomenon. Forming a hypothesis a set of assumptions for possible explanation of certain facts that are conditionally accepted. Performing an experiment a special procedure for making scientific observation that attempt to answer question raised by ideas. An experimental variable is allowed to change in order to determine its effect. Variable is a single factor to test the effect. o o Interpreting the results a control responds in a predictable way to the experiment Formulating scientific theory an attempts to explain everything about a phenomenon, including its cause.

ACTIVITY 1.3 A Problem A You may notice that the leaves of your indoor plant are turning yellow or dying. As a curious student, you start asking question, like Does the plant need sunlight in order to stay alive or need water in order to stay fresh?

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ACTIVITY 1.3 B Problem B You sneeze every time you go to your best friend house. ACTIVITY 1.3 C Problem C Two gold fishes are placed in an aquarium. Both are of the kind and come from the same environment, but one dies after five days.

HOME-TASK:

Bring five laboratory equipment (actual or picture. Then, write the descriptions and uses of each item.

Lesson 1.4

Laboratory Equipment

The purpose of lesson will provide benefits of being a student studying biology to become more familiar with the process of science. The study of biology has evolved over the years from the ordinary use of tools, such as microscopes and other equipments. Aside doing outdoor observations, biologists use the laboratory, a special place where they conduct special experiments. One of the most important tools for biology is microscope.

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Parts of Microscope
Ocular lens/ Eyepiece Body tube Revolving nosepiece Objectives Arm Stage Stage clip Diaphragm Coarse Adjustment knob Fine Adjustment knob Light source/ Mirror Base

Uses

Holds lenses that increase magnification Support the ocular lenses Moves objectives into viewing position Holds lens that magnifies Serve as handle of the microscope Support slide Hold slide in place Controls amount of light passing through specimen Focuses image under low power Focuses image under high and low power Reflects light source Supports microscope

ACTIVITY 1.4 A HOME - TASK:

Do activity given by your teacher. Parts of Microscope Research the famous biologist here in the Philippines and other foreign country. List some of their major contribution and specialization.

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Lesson 1.5 Biologists Contribution

and

Their

This lesson will acknowledge the students to the development of biology with the legacy of the great biologists from the different generations. Here are the lists of foreign and Filipino scientists with their major contributions. Think of how there contributions affect your daily life.

Name of Biologist Alexander Fleming (1881-1995) Louis Pasteur (1882-1895) Gregor Mendel (1822-1884) Charles Darwin (1807-1882) Anton Van Leeuwenhoek (1632-1723) William Harvey 1578-1657) Carolus Linnaeus (1707-1778) Rudolf Virchow (1821-1902) Eduardo Quisumbing Ph,D. Dolores L. Ramirez, Ph. D. Angel C. Alcala, Ph, D.

Specialization An English bacteriologist awarded the 1945 Nobel Prize in medicine. A French bacteriologist An Austrian Monk, known as the Father of Genetics A British biologist and naturalist A Dutch naturalist and microbiologist An English physician A Swedish Naturalist and Botanist, known as the Father of Modern Taxonomy. A German Physician

Contribution The discovery of penicillin an antibiotic from a mold of specimen He developed pasteurization a process of killing organism He experimented on pea plants, which is known as Mendelian Genetics. He formulated the Theory of Evolution; published the book titled Origin of the Species by natural selection. First to observe spermatozoa, bacteria and protozoa with his simple microscope. He discovered the mechanics of the human blood circulation. He introduced the binomial nomenclature, a system of naming and classifying living organism using two Latin words He contributed in the development of Modern Pathology. Known as father of Philippine Orchidology. She studied the genetics of macapuno, rice hybrids He conducted researches on the ecology and conservation of

National Scientist Biochemical Genetics Academician

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coral reefs, mangroves and river

ACTIVITY 1.5 A Refer to science magazines and some other popular publications for information regarding heroes, advancement in science and biotechnology. Write a short report and submit it to your teacher. Your report should include answer to the following questions:

1. Names of the famous biologist. ( at least 10)

ACTIVITY

2. Give their descriptions and significant contributions. 1.5 B Using a current newspaper or a magazine, find an article which discusses a study which is being currently performed by a scientist or group of scientists. The study must be related to biology (therefore any study that has any thing to do with a form of life will do). After finding and reading an article that meets the requirements above answer the following questions: Title of the article: Author: Source: (name of the newspaper) Date: Summary: 1. What is the study trying to determine? What are the scientists investigating? 2. How is the study being conducted? Describe, if relevant, the types of experiments that are being performed. 3. How will the information gained from this study benefit society? HOME TASK: With your own knowledge or using a careers web site name two careers that have a relationship to the study of life. Provide the following information for each of the careers you choose. 1. Name the career. 2. A description of the career. (what types of jobs, tasks are involved with this career) 3. How does this career benefit society?

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What area of biology is this career most closely related to? (Use an internet to help you identify areas if you need to)

This module will help the students to examine the characteristics of life and the conditions that support life. Learning Objectives:

To examine the characteristics of life and the conditions which support life

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Submit completed activity for evaluation Students will be responsible for this information for graded recitation.

Lesson 2.1

Life and Process of life

The purpose of this lesson is to inform student to the different characteristics of living things, and how to separate the living and the non living thing. A living organism has the following characteristics: 1. A unique organization o Living things exhibit a high degree of organization from the molecular to cellular level. 2. A unique cellular organization o Organisms, regardless of size and complexity, are composed of cells, basic units of structure. 3. A constant energy requirements o All activities require energy. Life is a chemical activity, hence it requires energy. Without energy, life ceases. The energy currency of the cell is ATP. o They use this energy to grow, develop and reproduce o PLANTS obtain energy from sunlight through Photosynthesis. o ANIMALS take in energy by eating foods. 4. The ability to grow o Growth is an increase in size and volume. o It may occur in crystals, stones, or rocks (nonliving) through the process called accretion. ACCRETION is growth by external addition o INTUSSUSCEPTION is growth in addition of substances into existing It occurs when the rate of manufacture of new materials (ANABOLISM or building-up process) is greater than the rate of breakdown (CATABOLISM, or degradation process). o Example is production of roots and stems and the enlargement of trunk of trees. o 5. A definite form and size range o Form and size range are pre-determined by DNA in their genes o Example, you do not expect an ant to be as large as a carabao. 6. The capacity to reproduce o Reproduction is the process by which an organism may produce offspring. o All individual organisms eventually die, reproduction is necessary for the organism to proliferate. 3 1

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o They are able to pass on characteristics from one offspring to another and form one generation to another. 7. A definite life span o A life span is definite period of existence. I t is divided into stages as follows: o Beginning or origin o Growth o Maturity o Decline o Death o The history of an organism from birth through reproduction and death is called its Life Cycle. 8. The ability to respond to stimuli o There are external factors that may affect living things such as: o Light o Temperature o Water o Pressure o Chemical substance o Source of food o The response of an organism toward a stimulus is called tropism. o The makahiya (mimosa pudica) responds swiftly to touch by closing its leaves instantly. 9. The ability to adapt new environment o Environmental conditions change constantly. The temperature can change, the supply of food can be limited, and relative humidity can fluctuate. o As this condition change, an organism has to adapt in order to survive. o Adaptation is a structure or behavior by which the species gradually or rapidly becomes better to survive in a given environment. o 10. The ability to move Plants do not move the way animals do. o They can move only by bending or by having their roots extended to wider area as they grow.

ACTIVITY

2.1 A Using biology references, find the characteristics of all living things and the conditions that are needed to support life. Based on your own ideas and the information provided in the textbook, create two lists in your notebook. The first list should include all of the characteristics that must be present in order for something to be considered living. The second list should include all of the conditions necessary to support life. You should also provide a brief explanation for each characteristic and condition. 3 1

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HOME - TASK:

Write a short story about your life. Then, submit it to your teacher text meeting.

Earth Itself is Ecology

This module is deal with the study of the interactions among organism and their respective environment. Learning Objectives:

To state the different level of ecological organization. To recognize the relationship between what is studied in biology and daily life. Submit completed activity for evaluation

Evaluation:

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comes from the Greek word oikos, which means house and logos which means study. It involves learning about the ways living things and non living word interacts to support life. Scientists who study these interactions are called Ecologist. Ecologist therefore study both living (biotic) and nonliving (abiotic)

Lesson 3.1

Ecological Organization

The purpose of Lesson 1B is to help the students to state the different level of ecological organization and its importance to humans. 1. Biosphere o The area of the earth where life is possible. o It forms a bigger zone called ecosphere. o The planet Earth itself is an ecosphere. 2. Ecosystem o An ecological unit that includes all the interacting parts of an environment in an area. o It contains abiotic and biotic components through which nutrients are cycled and energy flows. o An aquarium is a man-made ecosystem. o A river, a coral reef, edge of a pond, a meadow, and forest are example of ecosystem. 3. Biotic Community o It is a natural occurring assemblage of plants and animals that live in the same environment which are mutually sustaining. o A biotic community has three biological sub-levels: 1. Population refers to any group of organism of the same species, defined by space and time, in a given ecosystem. 2. Species a species is a group of organisms that look alike and are capable of producing fertile or productive offspring in their natural environment. 3. Individual the individual is the single member of the population. o In a biotic community, the individuals play any of these roles: Producers those that manufacture, they are mostly plants 2. Consumers those that cannot manufacture their own food. 3. Decomposers those that decompose inorganic matter.

1.

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ACTIVITY 3.1 A Pick a small community a tree, a garden, an aquarium or a forest. Note the number and kind of species found in each. Compare your findings and explain the differences. Then, submit it to your teacher. ACTIVITY 3.1 B Visit your school cosmic garden. Gather data about the living and nonliving interact with their environment. Is it a biotic community or an ecosystem? Explain your answer, write on the activity sheet. ACTIVITY 3.1 C Consider a rice field in or near the place where you live. Give examples of producers, consumers, and decomposers in that rice field. HOME TASK: List different ecological relationships. Submit next meeting.

Lesson 3.2 Symbiosis

Ecological Relationship

The purpose of lesson 3.2 is to identify the interactions among organism.

Interaction between two organism of different species in which at least one benefits is called SYMBIOSIS. o Mutualism a symbolic relationship in which both organism benefits

Examples: a green alga and a fungus. The fungus protects the alga from bright sunlight and extreme temperatures. The alga provides the fungus with nutrients.

o Commensalism a symbiotic relationship in which one organism benefits

and the other is unaffected. One benefited is called a commensal, while the unbenefited is the host.

Examples: a clown fish and a sea anemone. Sea anemones use stinging tentacles to catch and stun small fishes and other prey. The clown fish takes shelter in the sea anemones tentacles, sharing the sea anemones food but giving nothing in return. Examples: a clown fish and a sea anemone. Sea anemones use stinging tentacles to catch and stun small fishes and other prey. The clown fish takes shelter in the sea anemones tentacles, sharing the sea anemones food but giving nothing in return.
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o Parasitism a symbiotic relationship in which one organism benefits, while

other harmed. Parasites live inside (endoparasite) or outside (ectoparasite). Examples: leeches, head louse, and dogs ticks.

Predation
o Feeding of one organism on another. Organism that feed on the other
organism is called predators. Organisms eaten by predator are called prey. Examples: a monkey and a cheetah

Competition
o An interaction between two species use the same limited resources is called competition. Examples: two wild flowers in a bed of grass competing for sunlight, water, and space. ACTIVITY 3.2 A List down ways by which you observe the following relationships among yourselves in the classroom, in school, in the canteen, and at home:

a. Parasitism

b. Mutualism

c. Competition

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d. Commensalism

HOME TASK: Bring cut-out picture or drawing that shows example of ecosystem.

Lesson 3.3

Kinds of Ecosystems

The purpose of Lesson is to identify the different kinds of ecosystems. The term habitat, ecosystem and biome are closely related

Ecosystem is concerned, not just with the physical environment, but also with
the living things that interact with it. Habitat - refers to the type of environment in which organism live. o Aquatic Habitat include marine habitat (e.g. coastal mangrove swamps, intertidal zone, and coral reefs) fresh water habitat (e.g. fresh water lakes, fresh water swamps, rivers, ponds, irrigation canals, and ditches. Terrestrial Habitat include forests, croplands and grasslands (e.g. tropical forest, pine stands, coconut groves, and banana plantations.

Biomes refers to the large region characterized by: o A particular pattern of the annual temperature and precipitation distribution. o A predominant vegetation type.

Natural Ecosystems
Due to the latitudinal location of the Philippine archipelago and the vast surrounding bodies of water, as well as the climatic conditions, the Philippines forests generally are of the tropical rain forests type of biome. 3 1

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Forests Occupying almost all parts of the country, the great forest belts are divided into distinct types: Original forest called virgin forests or primary forest (low lands). b. Secondary forest (developed from virgin forest through succession by illegal logging or kaingin system). c. Grass lands and open country (developed from and to secondary forest) d. Parang vegetation (grass lands with patches of secondary forest tree species) Bamboo thickets and Cultivated fields Importance of Forests o More people are learning to regard forests as crops. The following are the benefits derived from the many trees in our forests: a. Source of lumber raw lumber has been our main exports. Example: apitong, tanguile, guijo, and narra. b. Source of paper paper is produced from pulpwood such as pine. There is more alternative source of paper like abaca fiber, water lily.

c.

Source of distillation products Examples of distillation products are wood alcohol, paints and varnishes, acetic acid, oxalic acid, and charcoal. Others are from sugar cane, coconut, and nipa palms.

d.

Habitat of many animals forest trees provide food and shelter to wild animals.

Man Made Ecosystem

These are ecosystems built and maintained by people. They include agricultural ecosystem, fishponds, and urban ecosystem. 1. Agricultural Ecosystems o o Croplands ( rice, and sugarcane plantation) Orchards ( banana, and coconut plantation)

2. Fishponds Ecosystems o Extensive fishponds converted from coastal mangrove forests

3. Urban Ecosystems o Parks, subdivision, and other development projects constructed for human use. 3 1

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a. Natural park is a relatively large area and maintain to protect outstanding natural, national, and international significance for scientific, educational and recreational use. Examples: Mt Apo, Sierra Madre, and Mt Kanlaon b. Natural park refers to forest reservation essentially of natural wildness character. Examples: Mt Malindag, and Tubataha Reef National Marine Park. c. Wildlife sanctuary an area which assures the natural conditions necessary to protect nationally significant species, groups of species, biotic communities or physical features of the environment. Examples: Taft forest wildlife sanctuary of Samar, and Agusan Marsh in Mindanao. ACTIVITY 3.3 A List down natural ecosystem in your locality. Submit the list to your teacher for class discussion.

Physical Factors in the Environment

1. Soil o a very important environmental factor that lies in a thin layer on the surface of the earth. o It is formed mostly from weathering of rocks and minerals. o Varies in different localities, according to the kind of plants and animal life it supports. 2. Temperature o Varies from region to region at given times. o Organisms must cope with the changes in temperature in order to survive. Dormant stage a period of inactivity. a. Hibernation is a period of winter inactivity. Example, some a cold-blooded animals like snake and bear hibernate during winter. b. Estivation is a period of summer inactivity Example, mudfish estivate during summer.

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c. Migration is a period of moving out of a place or area. Example, birds migrate in a certain places. 3. Water o The basic ingredient of life found inside every living cell. o Also essential for photosynthesis to take place. o We can name different plants according to the amount of water. Examples: hydrophytes, mesophytes, and xerophytes 4. Light o A very critical factor as it is needed by green plants for photosynthesis.

Are you aware that not all organism need light in order to survive?
o Some animals are capable of living in total darkness. Examples, blind fishes survive in the darkness of the ocean floor of the Philippine Deep and in the underground streams and rivers of Palawan; bacteria live without like they simply survive by the food and energy they store

ACTIVITY 3.3 BAnswer the following questions. It serves as your QUIZ. 1. What are the different kinds of habitant? Give example of each. 2. Why is light important to all organism? 3. Distinguish between a. aquatic and terrestrial organism b. hibernation and estivation ACTIVITY 3.3 C If areas in your community become flooded during heavy storms, list down all possible effects this calamity may bring to living things, especially humans, in those areas. Bring the following, fish bowl, pebbles and other materials use in making an aquarium.

HOME TASK:

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These module will prepare students to be able to understand how to maintaining order in the living world. Also students make correct decisions, based on moral responsibility and obligations, regarding the right way of interfering with ecological balance and accept mutual accountability with other individuals for the fate of the planet Earth. Learning Objectives:

To illustrate food webs, food chains, tropic levels, and food pyramid

Evaluation:

Students will be responsible for this information for the long test.

Lesson 4.1 Ecosystem

Energy

Flow

in

the

Energy is required for all of life process, and since it cannot be recycled or used again in the biosphere, you can perceive energy as a flow a one way flow.

Food Chains
Do you like to play games? If you do, you will need energy. Every time you run or jump, you are using up energy in your body. How do you get the energy to play? You get energy from the food you eat. Similarly, all living things get energy from their food so that they can move and grow. As food passes through the body, some of it is digested. This process of digestion releases energy. A food chain shows how each living thing gets its food. o A food chain always starts with plant life and ends with an animal.

Trophic Levels
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The trophic level of an organism is the position it holds in a food chain.

1. Primary producers (organisms that make their own food from sunlight and/or 2. 3. 4. 5. 6.
chemical energy from deep sea vents) are the base of every food chain - these organisms are called autotrophs. Primary consumers are animals that eat primary producers; they are also called herbivores (plant-eaters). Secondary consumers eat primary consumers. They are carnivores (meateaters) and omnivores (animals that eat both animals and plants). Tertiary consumers eat secondary consumers. Quaternary consumers eat tertiary consumers. Food chains "end" with top predators, animals that have little or no natural

These decomposers speed up the decaying process that releases mineral salts back into the food chain for absorption by plants as nutrients.

Do you know why there are more herbivores than carnivores? Because of the large amount of energy that is lost at each link, the amount of energy that is transferred gets lesser and lesser... The arrows in a food chain show the flow of energy, from the sun or hydrothermal vent to a top predator. As the energy flows from organism to organism, energy is lost at each step. A network of many food chains is called a food web.

Heterotrophs Obtaining nourishment by digesting plant and animals matter as animal do, as plant photosynthesizing food, as plant do.

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Autrotrophs an organism capable for synthesizing its own food from inorganic substances, using light or chemical energy. Green plants, algae and other bacteria are autotrophs.

FOOD WEB
ACTIVITY 4.1 A Construct food chains or food webs in some selected communities like your school garden, a fishpond, or a field.

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These module will prepare students to be able to understand how a functioning ecosystem uses both energy and materials (inorganic nutrients-simplest form of material) In Module 3, we discuss about energy enters an ecosystem from the outside. As much, energy has to be constantly supplied to an ecosystem. Learning Objectives:

To explain in detail the following biogeochemical cycles: water cycle, carbonoxygen cycle, nitrogen cycle, and phosphorus cycle State the importance of these cycles in the environment and to organisms To identify the possible dangers if these cycles are blocked from their routes or patterns

Evaluation: Students will be responsible for this information on a unit quiz or on the long test

in the biosphere are circular patterns of movement and changes. Thus, in a balanced ecosystem, materials are never lost; they are continually recycled.

Lesson 5.1
Water cycle

Water Cycle

This lesson will explain the water cycles and its role in our daily life. is a continuous movement of water from the atmosphere to the earth and from the back to the atmosphere.

Process Involved in the Water Cycle

o Precipitation the movement of water from the atmosphere to the earth. o
Evaporation The movement of water in the form of water vapor fro the earth to the atmosphere.

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Transpiration the loss of water from plants due to evaporation.

o Condensation The process by which water vapor in air cools and condenses
into droplets of water, forming clouds.

Role of living things in the Water Cycle

o o o
1. Plants Plants take in water through their roots by absorption. Plants give off water vapor from leaves (stomata) through transpiration. 2. Animals Animals drink water or obtain water from their food. o Animal give off a certain amount of water through exhalation, sweating, or excretion. 3. Humans o Consider day to day activities especially those which pertain to conservation of water on the earths surface.

Water means life: therefore we must maintain the normal water cycle.
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ACTIVITY 5.1 A Construct a picture diagram to show the flow of water cycle. Use cut out pictures to make more colorful and paste it on one whole cartolina.

Lesson 5.2
The Role of Carbon

Carbon Oxygen Cycle

This lesson will explain the carbon Oxygen cycles and its role in our daily life.

Carbon is a major building block in organism as it is a component of carbohydrates, fats, proteins, ATP, and nucleic acids. o Carbon forms carbon dioxide (CO2), a component of the atmosphere which acts as a major storage bank for the recycled carbon in the biosphere. o Carbon dioxide enters the plant body as a raw material for photosynthesis. o Carbon is stored in the earths crust, in the limestone shells of marine organisms, and as fossil fuels or deposits of coal, oil, and natural gas.

The Role of Oxygen

Oxygen is essential for most living things. Animals breathe in oxygen from the atmosphere, and plants take it in through their leaves. Both plants

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and animals utilize oxygen during respiration to release the energy from food to power all life activities. o Oxygen serves as an acceptor of hydrogen atoms in the respiration process.

There are two major life processes involved in the carbon oxygen cycle:

1. Photosynthesis The process by which plants, with the use of light energy
and chlorophyll, produce glucose from carbon dioxide. During photosynthesis, plants use CO2 along with water and the suns energy to produce glucose and release O2.

2. Respiration The process of breaking down food molecules into chemical

energy needed by all cells in order to function. During respiration both plants and animals use O2 to break down glucose. The by products are CO2 and H2O.

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ACTIVITY 5.2 A Read the articles about GREEN HOUSE EFFECT. And answer this question. 1. What do you think will happen to the earth and the organisms therein where this condition occurs?

GREEN HOUSE EFFECT is due to large quantity of carbon dioxide. The heat that is radiated from the earths surface is trapped by a large amount of CO2. Carbon dioxide acts like the roof of a green house that can hold heat close to the earth.

Lesson 5.3

Nitrogen Cycle

This lesson will explain the nitrogen cycles and its role in our daily life. The nitrogen cycle, like the carbon oxygen cycle, is a circulation of vital chemical substances within an ecosystem. It involves green plants and several kinds of bacteria.

Process Involved in the Nitrogen Cycle

1. Ammonification This is the process of releasing ammonia (NH3) from
decaying proteins by means of bacterial action. producing nitrates (NO3).

2. Nitrification This refers to the action of group of solid bacteria on ammonia

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3. Denitrification This process is carried out by denitrifying or anaerobic

bacteria which break down ammonia, nitrates, and nitrites (NO2).

4. Nitrogen Fixation This refers to the process by which certain bacteria in the

soil or in the roots of leguminous plants convert free N2 into compounds that the plants can use.

Role of living thing in the Nitrogen Cycle

1. Plants o They play a key role they absorb simple nitrogen-containing compounds (nitrates, NO3) from the soil and water, incorporating these into complex compounds of life. 2. Animals o They become involved only when they eat plants, thus absorbing proteins.

EUTROFICATION a process by which lakes or any freshwater ecosystems slowly become shallow by the accumulation of dead plant materials.

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ACTIVITY 5.3 A Construct a picture diagram to show the flow of Nitrogen Cycle. Use cut out pictures to make more colorful and paste it on one whole cartolina.

Lesson 5.4

Phosphorus Cycle

This lesson will explain the phosphorus cycles and its role in our daily life.

ACTIVITY 5.4 A Construct a picture diagram to show the flow of phosphorus cycles. Use cut out pictures to make more colorful and paste it on one whole cartolina.

HOME TASK:

Make a slogan about POLLUTION on cartolina.

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The earth is plagued with human-caused environmental degradation and destruction. Spirit tells us that times ahead will be difficult, but the Earth, and humans, will endure. The natural cycle of Birth, Death, and Rebirth will continue. Humans, as spiritual beings, have an opportunity to evolve and awaken.

This module will help students to be able to understand how humans contribute to the destruction of the ecological balance, provide solutions to the different ecological problems and to help preserve the environment. Humans have become the biggest source of changes in the biosphere. Disruption of the ecological balance occurs through various ways

Learning Objectives:

To explain how humans contribute to the destruction of the ecological balance To provide solutions to the different ecological problems To point out conservative means to help preserve the environment

Evaluation: Students will be responsible for this information on a unit quiz or on the long test

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Lesson 6.1

Man Made Hazards

This lesson will help the students to understand the causes of pollution existing nowadays.

Pollution
o A process by which harmful substances are added to the environment or by which humans destroy the quantity of their environment.

Water pollution
earth surface.

the contamination or the addition of impurities to the

Causes of water pollution

o Our bodies of water go through oil spill problems. o Ingestion of nitrates from drinking water has long been thought to be a primary
o o

cause of blue baby syndrome. Red tide epidemics afflicted shell fish in areas like Cavite, Samar, and Bataan water. Accumulated mud and silt cause death among fishes as they become suffocated with built-up coating their gills.

Air pollution

the contamination of the atmosphere by gaseous, liquid, or

solid waste or by-products that can endanger the health and welfare of humans, plants, and animals.

Causes of air pollution

o Smog is a combination of smoke and fog in the air. Smog is due mostly to
exhausts from vehicles and to factory smokestacks. Effects: respiratory diseases, like asthma especially among the elderly. Spots also develop on leaves of plants.

o Greenhouse effect is the retention of heat in the earths atmosphere due to

the presence of greenhouse gases. Effect: global warming

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o Acid rain is due to burning fossil fuels bringing about oxides of sulfur and
nitrogen, the main chemicals which cause acid rain. Effects: can kill trees, fish, and other animals in rivers and lakes, forest can also be damaged.

Deforestation
o The destruction of forest due to human activities to meet the demands of increasing human population.

Causes for deforestation

o Fibers tropical plants are great sources of fibers which are used in making
synthetic textiles for clothing.

o Cultivation forest are stripped of their virgin trees for growing crop. o Grazing forest are cleared to provide more space for herds of grazing
animals, which would later on provide meat. paper industries as well as fuel (firewood).

o Timber harvesting wood is harvested to supply construction, furniture, and o Urban development overcrowding in the cities relocates people near
forested areas, giving way to human exploitation for building houses, roads, dams, bridges, and factories.

Wildlife Extinction
o Like the forest, wildlife too must be protected. How do humans harm wildlife species? o There are mainly two ways: 1. directly collecting and killing the species 2. destroying or changing their habitat. Why do we want to protect wildlife from extinction? o o o Wildlife is considered one of the countrys natural resources. Wildlife has economic value; income is derived from the many forms of wildlife. Wildlife enhances artistry and beautification of the surroundings.

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o Wildlife has a genetic value; each species is unique and its genetic character combination may never come about again once the species becomes extinct. o Wildlife plays a role in food cycles in nature.

Coral Reef Destruction

Coral Reefs are considered among the most diverse ecosystems in the world. o They are often referred to as rain forest of the oceans and a wide variety or marine ecosystem. o Corals reef provide a wide variety of benefits to humans, such as food, shelter, medicine, as well as dive recreation and tourism. o

Causes of Corals Reef Destruction

o Dynamite fishing Dynamite or blast fishing is a practice in which
fishermen use explosives to kill and harvest fish.

Rapid growth of the human population place serious stress on the Earths Ecosystem. Our idea of protection is what we call CONSERVATION. Let begins to SAVE OUR ECOSYSTEM.

ACTIVITY 6.1 A Cites examples of Philippine wildlife. You may show them through pictures. Describe them, their habitats, and lives.

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ACTIVITY 6.1 B Write a reaction paper on the article (Garbage Disposal). Focus your views from an ecological standpoint. To make your paper more relevant and timely, consider explaining the articles suggestions of solving an environmental problem specific to your community. HOME TASK: Think a possible solution on how can we save our mother EARTH. List those ideas and present to your class.

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