8

Living Things and their

Environment
Quarter 4 – Module 5-7

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 Development Team of the Module

Writers: EMMANUEL Z. CERNAL, TI

JACQUELINE A. CADIZ, T2
JENNIFER L. VALENCIA, TI
GERLIE G. VELASCO, T1
REIGNENALYN M. CAMILING, TI
MHARLORA O. RANADA, TI
GRACE S. ANICETE, TIII
JENNIFER T. CABILES, MTI
CRISELDA RIO P. BARBA, TI
FILOMENA S. QUINTANS, TI

Consolidator: DR. FERDINAND C. SERRANO

Head Teacher III

Language Editors: JENNIFER T. CABILES MT I, HANNAH S. ANGELES TI

Content Validators: CYNTHIA B. ONG, MTII ANTHONETTE R. ESTUYE, MTI

ERIC JAMES PAGUIO, MTI CARMELITA G. YAP, MTI
LOURDES S. MANDADERO, TIII

Cover page illustrator: AIRA MARI CON M. AUSTERO

Team Leader: DR. RAQUEL M. AUSTERO

Education Program Supervisor

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 Module 5 BIODIVERSITY

MOST ESSENTIAL LEARNING COMPETENCY

• Explain the advantage of high biodiversity in maintaining the stability of an
ecosystem.
(S8LT-IVh21)
• Describe the transfer of energy through the trophic level. (S8LT-IVi22)

WHAT’S IN
Biodiversity is a combination of two words, “Bio” means life and “diversity” means
variety. As a result, biodiversity is a variety of various living organisms found on earth and
they are interdependent and interact with each other in their ecosystem or habitat.
High Biodiversity – Areas with higher number of organisms found. Example coral reef
and forest
Low Biodiversity – Areas with lesser number of organisms found. Example park and
rice field
Advantages of High Biodiversity
Our biodiversity is very important to the well-being of our planet. Healthy
ecosystems and rich biodiversity benefit us to:
• Increase ecosystem productivity; each species in an ecosystem has a specific
niche—a role to play.
• Support a larger number of plant species and, therefore, a greater variety of
crops.
• Protect freshwater resources.
• Promote soils formation and protection.
• Provide for nutrient storage and recycling.
• Aid in breaking down pollutants.
• Contribute to climate stability.
• Speed recovery from natural disasters.
• Provide more food resources.
• Provide more medicinal resources and pharmaceutical drugs.
• Offer environments for recreation and tourism.

Trophic Structure
Living organisms need energy to sustain life. Every activity do by organisms
requires energy. The flow of energy is the most important factor that controls what kinds
of organisms live in an ecosystem. There are patterns to be followed. One of these
patterns is feeding, called a trophic structure. This implies that there is an order to
how organisms in an ecosystem obtain their energy.
Before stored energy gets transferred, it must first have a source or
producer. Plants are the primary producers and they are called autotrophs. Autotroph
refers to an organism that can make and produce its own food. They have an ability to
produce food by utilizing energy from sunlight. This food-making process is called
photosynthesis. Animals including humans are called
heterotrophs. Heterotroph is an organism that
cannot manufacture its own food, instead consume food from other sources for its energy
supply. In the food chain, these are primary, secondary, and tertiary consumers. Shown
in Figure 1 is the flow of food in a food chain

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 Figure 1: The flow of food in this food chain is from producers to consumers to decomposers.

Rats feed on grass. They belong to the group of heterotrophs which in the trophic
structure are called consumers. Consumers partake of the energy produced by plants.
Rats are the first to gain the highest amount of energy provided by plants. Hence, they
are called primary consumers. These rats are eaten by snakes. Since the snake eats
primary consumers, they are called secondary consumers. Eagles eat the snake. Since
they eat the secondary consumers, they are called tertiary consumers. When eagles
eventually die, their bodies are broken down by bacteria called the decomposers. In that
way, energy is returned to the soil which plants use as anchor and as a source of
nutrients. Thus, the cycle of food production and consumption continues. The trophic
structure therefore shows how food is produced, consumed, and produced again. It
shows the order of feeding and nourishment among living organisms. A food chain
shows how energy is transferred from organisms to another. It may be interconnected to
form a food web. Below is a simplified food web in a forest shown in Figure 2.

https://www.shutterstock.com/search/food+chain

Figure 2: Interconnected food chains comprise this simplified food web in a forest. Many organisms,
including the decomposers, such as bacteria and fungi are not shown in this food web.

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Food chains can also be found in marine ecosystems. See Figure 3 below.

https://www.pngkit.com/view/u2w7q8e6u2a9r5t4_download-food-chain-in-the-ocean-clipart-crab/
Figure 3: Model of an underwater food chain.

A food web is a group of food chains linked together. Besides the producers and
consumers, the food web shows the decomposers consisting of bacteria and fungi. Food
web shows a more complex illustration of how energy is transferred. See Figure 4 below.
The Flow of Energy
Do you know what happens to the energy from food as it is transferred from
one organism to another?
When organisms eat, they take in matter as well as energy into their bodies. There
are two important principles you must consider. These are in the laws of
thermodynamics. The first law states that energy is neither produced nor destroyed, it
is only transformed. The second law states that when energy is transferred or transformed
from one form to another, some usable energy is always lost in a form of heat. This
signifies that our bodies are using up the energy we acquire from food.
The transfer of matter expressed as biomass and energy in food from one trophic
level to another are not one hundred percent (100%) used. Biomass is the total mass of
organisms in a food chain/web.
As you can see in Figure 5 below, not all plants or animals at one level are eaten by
organisms at the next level. Furthermore, much of the energy is lost as heat. Only about
10% of biomass and energy are transferred to the next level. This relationship between
producers and consumers can be demonstrated through a biomass pyramid and an
energy pyramid.

https://educate-ecology-students.weebly.com/pyramids.html
Figure 5 : The idealized pyramids of biomass and energy show losses at each trophic level.

http://ecosystems2.weebly.com/food-web.html
Figure 4: A food web forming a complex network of interconnected food chains.

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What do these pyramids demonstrate? A large number of producers at the
base of the pyramids will be needed to support only a few of the consumers at the top.
The largest amount of the biomass and energy are at the base of the pyramid. A decrease
or loss occurs at each succeeding level. As shown in Figure 5 above, 1000 kg of grass
that photosynthesize are needed to support the first-order consumer. In turn, it would
sustain only 100 kg of first-order consumer would support second-order consumer, which
in turn would sustain only 10 kg. The 10 kg of second-order consumer would sustain only
1 kg of biomass of third-order consumer. Due to the loss of biomass at each level, 1000
kg grass at the base of the pyramid would support only 1 kg of lion which is the top
consumer.
In an energy pyramid the base of the pyramid is reduced and only 10% moves to
the next level. This loss goes on at every level until only 0.01% reaches the top
consumers.

WHAT’S MORE
Activity 1: WHICH IS WHICH!
Directions: Put a check under each label

ADVANTAGE DISADVANTAGE

1. More plants, the better

environment
2. Higher effects of greenhouse gases

3. Maintain the food web circle.

4.. Provides housing, fuel, and clothing

5. Decrease soil fertility

6. More woods used for more things.

7. Less likely species will die in a high

biodiversity area.

8. Excess wild animals can harm the humans

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ACTIVITY 2: LOSS OF BIODIVERSITY
Directions: Choose the words that cause the loss of biodiversity then fill -in the blanks
that are correctly described.
recycling decomposers deforestation
hunting producers Endangered species
extinct pollution overpopulation
Global warming Invasive species

1. This word describes a species that are no longer exists

Activity 2
__________________________
1. extinct
2. These organisms live on all of the remains of other living organisms.
2. decomposers
__________________________
3. deforestation
3. This occurs when forests are cut down.
4. producers
__________________________
5. endangered
4. These living things make their own food.
species
__________________________
5. This word describes animals that are at risk of extinction.
_________________________

Activity 3: LOOP A WORD

Directions: Encircle all the hidden words in the puzzle. The words are positioned
from left to right, from right to left, horizontally, vertically and diagonally then fii-in the
blanks that are correctly described.

pinterest.com

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_________1. A very large quantity.
__________ 2. A biological community of interacting organisms.
__________ 3. A natural home of animals, plants and other organism.
__________ 4. An individual form of life.
__________ 5. These include rats, dogs, and mice.
__________ 6. These include fern, herbs, grasses, trees and shrubs
__________ 7. A group of organisms that can reproduce naturally.
__________ 8. The variety of life in the world.
__________ 9. Relating to Biology or living organisms

Activity 4: SPOT THE DIFFERENCE

Directions: Identify the difference between high and low biodiversity based on the
given description below. Write the letters of the correct answer under each
label.

A. healthy environment
B. degraded environment
C. wide variety of species
D. few numbers of species
E. less sustainable
F. more sustainable
G. simple habitat
H. structurally complex habitat

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Activity 5: NAME IT!
Directions: The illustration below shows a food chain. Identify the producer and
consumer indicating the level of consumer. Choose your answer from the box below.

.
1

1.

2.

3.
_________________________________________

4.

9trefcgkl.;5

Producers Consumers Decomposers

Primary consumers Secondary consumers
Tertiary consumers

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Activity 6: MEAT EATER VS. PLANT EATER
Directions: Interpret how energy transfer takes place in each trophic level and
write the letter of the best answer before each number.

_______ 1. How much biomass of chicken can 7000 kg of rice support

A. 700 B. 7 Kg C. 70 Kg
______ 2. How much biomass of humans can the chickens support?
A. 700 Kg B. 7 Kg C. 70 K
______ 3. Which is more efficient in converting biomass of producers to
biomass of consumers – a meat eater or a plant eater? Why?
A. Meat eater because they eat meat which has more energy.
B. Plant eaters because they eat directly into the producers
who has the most energy.
C. Both because both has the same amount of biomass.

Activity 7: CONSTRUCT ME
Directions: Classify each of the following as producer, herbivore, carnivore, Omnivore
or decomposer.
_1. rat
_2. eagle
___________3. Snake
_4. bacteria
_5. Corn

https://www.tes.com/teaching-resource/energy-pyramid-worksheet-distance-learning-1245489

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B. Directions: Make your own food pyramid using the same organisms above and
write the amount of biomass in each trophic level if the producer has 5000 Kg of
biomass.

Activity 8: ENERGY PYRAMID!

Directions: Analyze the pyramid Answer the following questions below. Choose the letter
of the best answer.

1. Which level of the energy pyramid would have the least amount of
energy?
A. Level x
B. Level Y
C. Level Z
D. Level T
2. In which level of the energy pyramid are autotrophs found?
A. Level x
B. Level Y
C. Level Z
D. Level T

3. What is the source of energy of the energy pyramid?

A. Level x
B. Level Y
C. Level Z
D. The sun

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3. Assume that living things at level x have 10,000 kilocalories. How
much energy is available to living things at level2?
A. 1000 calories
B. 100 calories
C. 10 calories
D. 1 kilocalories

Activity
2. 9: WHICH IS WHICH!
Directions: Analyze the picture then circle the words that applies.

.
Producers consumer predator
Prey heterotrophs autotroph

Producers consumer predator

Prey heterotrophs autotroph
Producers consumer predator
Prey heterotrophs autotroph
Producers consumer predator
Prey heterotrophs autotroph

https://www.coursehero.com/file/42055017/Energy-Through-Ecosystems-Worksheetpdf/

WHAT I HAVE LEARNED

Directions: Complete the statement below.
I have learned that biomass _______________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

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 Module 6 CYCLE IN AN ECOSYSTEM

MOST ESSENTIAL LEARNING COMPETENCY

Explain how materials cycle in an ecosystem. (S8LT-IVi24)

WHAT’S IN
In the previous module, you have learned about constructing a food pyramid
and how energy transfer takes place through the trophic levels. In this module you will
describe the roles of organisms such as plants, animals, humans and microorganisms
in the cycling of materials. You will also trace the flow of materials in the
biogeochemical cycles of the ecosystem. Materials on Earth cycle between living
organisms (biotic) the non-living things (abiotic) and the environment. Microorganisms
are vital for these cycles. They break down dead matter and release the materials back
to the environment.

WHAT IS IT?
Some of the biogeochemical cycles in the ecosystem are as follows: The
Oxygen- Carbon Dioxide cycle organisms use and produce gases in photosynthesis
and respiration. These gases flow through organisms and the environment in a cyclic
process called the oxygen-carbon dioxide cycle. Plants and animals depend on each
other for these important gases. Plants produce oxygen needed by animals. In turn,
animals produce carbon dioxide needed by plants.
Nitrogen Cycle – about 79 percent of the gases in the atmosphere is made
up of nitrogen gas. Organisms use nitrogen to build proteins and nucleic acids. Some
bacteria convert nitrogen to ammonia. This process is called nitrogen fixation.
Nitrogen-fixing bacteria live in soil and are abundant in the nodules of legumes such as
mung beans.
Water Cycle - water circulates around the environment – the oceans, land, air
and living organisms. The cycling process involves evaporation (sun heats the waters
and dries it up), transpiration (plants absorb water and released as vapor), collection
(water running from land into the ocean), condensation (water vapor in the atmosphere
turns to water), and precipitation (the rain, snow and sleet from rain clouds). When
solar energy warms the Earth’s surface, water evaporates from the oceans, rivers,
lakes and land. The escape of water through leaf pores (transpiration) adds water
vapor to the atmosphere. Upon cooling at higher altitude, water vapor condenses and
forms clouds. Eventually, precipitation occurs in the form of rain or snow. Energy flows
through an ecosystem and is dissipated as heat, but chemical elements are recycled.
The ways in which an element—or compound such as water—moves between
its various living and nonliving forms and locations in the biosphere is
called a biogeochemical cycle. Biogeochemical cycles are important to living
organisms include the water, carbon, nitrogen, phosphorus, and sulfur cycles. Energy
flows directionally through Earth’s ecosystems, typically entering in the form of sunlight
and exiting in the form of heat. The six most common elements in organic molecules—
carbon, nitrogen, hydrogen, oxygen, phosphorus, and sulfur—take a variety of
chemical forms. They may be stored for long or short periods in the atmosphere, on
land, in water, or beneath the Earth’s surface, as well as in the bodies of living
organisms. Geologic processes—such as weathering of rocks, erosion, water
drainage, and the subduction of continental plates—all play a role in this recycling of
materials, as do interactions among organisms.

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 http://www.drdiagram.com/simple-oxygen-cycle-diagram/new- http://thomasthinktank.pbworks.com/w/page/70386096/N
simple-oxygen-cycle-diagram/ itrogen%20Cycle

The Nitrogen Cycle about 79 percent of the gases in the atmosphere is made up of
nitrogen gas. Organisms use nitrogen to build proteins and nucleic acids. Some bacteria
convert nitrogen to ammonia. This process is called nitrogen fixation. Nitrogen-fixing
bacteria live in soil and are abundant in the nodules of legumes such as mung beans.
The Water cycle water circulates around the environment – the oceans, land, air and
living organisms. The cycling process involves evaporation (sun heats the waters and
dries it up), transpiration (plants absorb water and released as vapor), collection (water
running from land into the ocean), condensation (water vapor in the atmosphere turns to
water), and precipitation (the rain, snow and sleet from rain clouds). When solar energy
warms the Earth’s surface, water evaporates from the oceans, rivers, lakes and land. The
escape of water through leaf pores (transpiration) adds water vapor to the atmosphere.
Upon cooling at higher altitude, water vapor condenses and forms clouds. Eventually,
precipitation occurs in the form of rain or snow. Energy flows through an ecosystem and
is dissipated as heat, but chemical elements are recycled. The ways in which an
element—or compound such as water—moves between its various living and nonliving
forms and locations in the biosphere is called a biogeochemical cycle. Biogeochemical
cycles are important to living organisms include the water, carbon, nitrogen, phosphorus,
and sulfur cycles. Energy flows directionally through Earth’s ecosystems, typically
entering in the form of sunlight and exiting in the form of heat. The six most common
elements in organic molecules—carbon, nitrogen, hydrogen, oxygen, phosphorus, and
sulfur—take a variety of chemical forms. They may be stored for long or short periods in
the atmosphere, on land, in water, or beneath the Earth’s surface, as well as in the bodies
of living organisms. Geologic processes—such as weathering of rocks, erosion, water
drainage, and the subduction of continental plates—all play a role in this recycling of
materials, as do interactions among organisms.

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 BIOCHEMICAL CYCLE

MATTER
CONSERVED

BIOSPHERE BIOTIC ABIOTIC ATMOSPHERE

HYDROSPHERE

CHNOPS ATMOSPHERE
HYDROSPHERE

WATER
CYCLE
CARBON NITROGEN
CYCLE CYCLE

WHAT’S MORE
Activity 1: IKOT-IKOT LANG
Directions: Trace the flow of the carbon-oxygen cycle and answer the guide
question. Draw a heart on the correct word or words from the parenthesis.
Guide Questions:
1. Which organisms are involved in the cycle? (plants, cow, photosynthesis, soil)
2. What gas do plants produce, which animals use? (oxygen, carbon dioxide,
respiration)
3. What gas do animals
produce, which plant use?
(oxygen, carbon dioxide,
respiration)

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Activity 2: ANG PAPEL KO SA BUHAY
Directions: Complete the table by choosing the symbol that corresponds to each
statement or words.

Organisms Roles of Organisms Material being

Involved cycled
CYCLE (☺-Plants take in carbon
(◊-plants, dioxide and give off oxygen. ( -Nitrogen,
●-animals, -Animals use nitrogen to -Oxygen-Carbon
build proteins. dioxide,
Ω-living
organism, -Plant’s root absorb water -Water)
from the ground.)
✓-bacteria)
1 3 5
Carbon
dioxide-
Oxygen

2 4 6
Nitrogen

Activity 3: TRUTH OR BLUFF

Directions: Write letter T (Truth) on the blank if the statement is correct and letter
B (Bluff) if the statement is not correct.
________1. Animals take in oxygen and give off carbon dioxide.

________2. Bacteria convert nitrogen to ammonia.

________3. Plants produce carbon dioxide needed by animals. In turn, animals produce
oxygen needed by plants.

________4. The organisms involved in Nitrogen cycle are plants, animals, and bacteria.

________5. Microorganisms break down dead matter and release the materials back to
the environment.

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Activity 4: WATER CYCLE
Directions: The water cycle is the endless process that connects all of that water. Write
the correct process that is being shown in the picture. Choose your answer inside the
box.
Evaporation Condensation Collection Precipitation

1.

2.
4.

3.

https://images.app.goo.gl/vFTHJJqRqj2CXV7D8

Guide Questions:

Write the process that is being described in each sentence.

1. These are the rain, snow and sleet from rain clouds.

2. The water running from land into the ocean.

3. Sun heats the waters and dries it up.

4. Water vapor in the atmosphere turns to water.

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Activity 5: INHALE-EXHALE
Directions: Supply the missing word to complete the sentence by writing the letter on
the blank. Choose your answer inside the box.

A. Carbon Dioxide B. Oxygen C. Respiration D. Photosynthesis

1. ___________ is one of the most abundant elements on Earth and represents a

large portion of each main reservoir. It constitutes 21 percent of the Earth's
atmosphere.
2. is the action of breathing?
3. is a colorless, odorless gas produced by burning carbon and organic
compounds and by respiration.
4. is a process used by plants and other organisms to convert light
energy into chemical energy that can later be released to fuel the organisms'
activities?

Activity 6: CARBON CYCLE

Directions: Trace the flow of the carbon cycle and match the descriptions below.

4
2 3

https://www.liveworksheets.com/dj1251111rb
\
A. Photosynthesis
B. food
C. death and decomposition
D. fossil fuels
E. combustion
F. cellular respiration
G. carbon dioxide in the
atmosphere

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Activity 7: MORE ON CARBON CYCLE!
Directions: Analyze the picture and answer TRUE OR FALSE based on the labeled
numbers.

1. burning of
fossil fuels
2. Carbon
dioxide

6. Burning of forest

3. Plant
respiration 5.photosynthesis

4.animal
respiration

Activity 8: MORE ON OXYGEN CYCLE!

Directions: Analyze the picture and Choose the two below to complete the description.

Carbon dioxide oxygen

4
2

https://www.abcteach.com/documents/clip-art-oxygencarbon-dioxide-cycle-

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 WHAT I HAVE LEARNED
Directions: Fill in the blanks with the correct word to complete the statements.
The first and last letters will be your clue.

Energy flows directionally through Earth’s ecosystems, typically entering in the form
of 1.) s __ __ __ __ __ __ t and exiting in the form of 2.) h __ __ t. However, the 3.) c __
__ __ __ __ __ l components that make up 4.) l __ __ __ __ g organisms are different;
they get recycled. 5.) E __ __ __ __ y flows, but 6.) m __ __ __ __ r is recycled.
The chemical nutrients 7.) c __ __ __ e through the biosphere; moving between the 8.)
b __ __ __ __ c or living things and 9.) a __ __ __ __ __ c or nonliving things; and from
one living 10.) o __ __ __ __ __ __ m to another.

Module 7 HUMAN IMPACT TO ENVIRONMENT

MOST ESSENTIAL LEARNING COMPETENCY

Suggest ways to minimize human impact on to environment. (S8LT—IVj25)
WHAT’S IN
Human activities cause environmental degradation, which is the deterioration of the
environment through depletion of the resources such as air, water and soil; the
destruction of the ecosystem; habitat destruction; the extinction of the wildlife and
pollution. The biggest impacts are on land and freshwater ecosystems. Human activities
that triggered climate change, soil erosion. Poor air quality and undrinkable water.
For most part, human activity is to blame for deforestation, logging or cutting down of
trees in a forest to harvest timber for wood, products or fuel, the main environmental
effects of deforestation and forest degradation include reduced biodiversity the release of
greenhouse emissions, forest fires, disrupted water cycles and increased soil erosion.
The loss of trees and other vegetation can cause climate change, desertification, soil
erosion, fewer crops, flooding. Population growth leads to the loss of natural habitat, cut
down trees to build new homes, loss of biodiversity, and loss of oxygen producers and
carbon dioxide eliminators.
How can we prevent deforestation? Plant a tree where you can, buy recycled products
and recycle them again, buy certified wood products, support the products of companies
that are committed to reduce deforestation.
Excavation of land can pollute the environment through the release of dust particles into
the atmosphere, Production of dust during excavation can be minimized by damping
down. This refers to the process of applying a fine spray of water to the soil commencing
the excavation. Water management (groundwater draws down and water leakage)
causes destruction of aquatic flora and fauna. There are countless species of plants and
animals which deepened upon water for their survival making them the most susceptible
to water pollution. Mining (legal and illegal) contributes to erosion, sinkholes,
deforestation, loss of biodiversity, significant use of water resources, dammed rivers and
ponded waters, waste water disposal issue, acid mine drainage and contamination of soil
ground and surface water. Mine exploration, construction, operation, and maintenance
may result in land use change, and may have associated negative
impacts on environments, including deforestation, erosion and contamination and
alteration of soil profiles, contamination of local streams and wetland.
Quarrying-is the process of removing rock, sand gravel or other minerals from the ground
in order to use them to produce materials for construction or other uses. Several serious

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environmental impacts related to quarrying activities on and near the river, such as
vibrations, land degradation, land subsidence and landslides, water pollution, will lead to
health-related problems and loss of biodiversity. Quarrying creates jobs in areas where
there are opportunities. There is a huge demand for the products of quarrying, such as
building stone and cement. Reducing the impacts of quarrying: to reduce lasting visual
pollution, landscaping and tree planting could take place when quarry is exhausted.
restrictions on the size of quarries and rail could be used to transport the quarried rock
where possible. Acid rain- an acidic pollutant. Rainfall made sufficiently acidic by
atmospheric pollution that causes environmental harm, typically to forests and
lakes. The main cause is the industrial burning of coal and other fossil fuel, the waste
gases which contain compounds like sulfur dioxide and nitrogen oxides are released into
the air. These substances can rise very high into the atmosphere, where they mix and
react with water, oxygen and other chemicals to form more acidic pollutants. A great way
to reduce acid rain is to produce energy without using a fossil fuel, instead, people can
use renewable energy resources, such as solar and wind power. Renewable energy
sources help reduce acid rain because they produce much less pollution. Many human
activities can be avoided or mitigated. They are commonly a result of building roads and
structures without adequate grading of slopes, poorly planned alteration of drainage
patterns and disturbing old landslides. The impact of landslide can be extensive, including
loss of life, destruction of infrastructure, damage to loss of natural resources. Landslide
material can also block rivers and increase the risks of flood. We maintain as much
vegetation as possible on the slope to help retain the soil, do not put yard waste on the
slope and do not add additional water from downspouts to slopes from storm water runoff
being directed to a hillside.
Habitat destruction occurs when the conditions necessary for plants and animals to
survive are eliminated. Most areas of the world’s oceans are experiencing habitat loss.
The most important causes for coral reef degradation are coastal development and
excessive exploitation of its resources. Migration towards coasts led to strong
development on land, which often lead to destruction of important coastal ecosystems
like mangroves and sea grass beds.
An invasive species is an introduced organism that negatively alters its new
environment. Although their spread can have beneficial aspects, invasive species
adversely affect the invaded habitats and bioregions, causing ecological, environmental
and economic damage. They can quickly spread and affect nearly all terrestrial and
aquatic ecosystems. Invasive species are capable of causing extinctions of native plants
and animals, reducing biodiversity, competing with native organism for limited resources
and altering habitat. This can result in huge economic impacts and fundamental
disruptions of coastal and lake ecosystems. An invasive species can be any kind of living
organism- an amphibian (like the cane toad, plant, insect, fish, fungus, and even bacteria.
Invasive species are animals or plants from another region of the world that don’t belong
in their new environment. Human activity is the major cause of air pollution, especially in
large cities. Human air pollution is caused by things such as factories, power plants, cars,
airplanes, chemical, fumes, from spray, cans, and methane gas from landfills.
When oil rigs or machinery malfunction or break thousands of ton oil can seep into the
environment. Oil spill effects on environments and habitats can be catastrophic. They
can kill plants and animals, disturb salinity/pH levels, pollute air and water.

21
WHAT’S MORE
Activity 1: THE TIRED ENVIRONMENT!
Directions: Analyze the pictures. Mark check ( ̸) for the picture that shows positive
effects to the environment and mark (x) for the picture that shows negative effects.

1 2 3 1

4 1

5 6

7 1
8

Activity 2: MY MOTHER EARTH!

Direction: Choose the best explanation that suits to the picture. Write the letter of the best
answer.

4 1

3
7
1

22
 9
8

A. can leach aluminum from soil clay particles and then flow to the stream
and lakes
B. causes climate change, desertification, increased greenhouse gases in
the atmosphere
C. changes the food web, destroys or replaces native food sources
D. causes health problems, allergies and skin irritation
E. decline in fish populations affects coastal communities and small
fisheries
F. contributes, erosions, sinkholes, deforestation and loss of biodiversity
G. can kill plants and animals. Disturb salinity and ph level, pollute air and
water

Activity 3: SAVE THE EARTH!

ii
Directions: Read the sentences and write the letter of the best answer in the circle.

1
4

2
5

23
 7

A. Don’t put factory waste in water

B. Plant more trees and save them.

C. reduce, reuse and recycle, cut down of what you throw away

D. volunteer cleanups in your community

E. say no to plastics

F. do not litter your surroundings

G. laws and rules help prevent deforestation

H. stop invasive species to prevent from occurring, when you see invasive
species, report i

I. segregate to reduce waste that goes to landfill

Activity 4: HUMAN IMPACTAND THE ENVIRONMENT!

Directions: Fill in the puzzle by answering the statements below.

https://busyteacher.org/15904-environment-crossword-puzzle.html

24
 ACROSS
DOWN
2. The act of cutting down or
burning of trees in an area 1. to treat things that have
already been used so they can
4. an area of land where large be used again.
amount of waste materials are
buried under the earth 3. to keep safe from injury,
harm or destruction
7. something making land,
water or sky dirty 5. large number of water
covering an area that is usually
8. to make less rubbish dry.
9. to use something again 6. to watch and help an animal
or the environment

LANDFILL POLLUTION RECYCLE PROTECT PRESERVE

FLOOD REDUCE REUSE DEFORESTATION

Activity 5: IMPACT MATCHING!

Directions: Match the negative impact to its descriptions at the right.

1. INVASIVE SPECIES A. caused by industrial burning of

coal and other fossil fuels, the waste
gases from which contain sulfur and
2. GLOBAL WARMING nitrogen oxides
B. occurs when chlorofluorocarbons
and halons gases formerly found in
3. DEFORESTATION aerosol spray cans and refrigerants
are released.

4 ACID RAIN C. capable of causing extinctions of

native plants and animals, reducing
biodiversity
D. caused by illegal mining, logging
and wood collections.

3. DEFORESTATION

25

4. ACID RAIN
Activity 6: HUMAN IMPACT ON EARTH!
Directions: Match the human impact to its picture below.

1. 4.

2. 5.

3.

https://www.liveworksheets.com/qd239342oy

CLIMATE CHANGE DEFORESTATION RAINFALL

HABITAT DESTRUCTION HURRICANES
POLLUTION POPULATION GROWTH SOIL EROSION

ACTIVITY 7: WHICH IS WHICH!

Directions: Encircle the word that corresponds to the picture.

1. DEFORESTATION POOR WASTE

MANAGEMENT

2.
SOIL POLLUTION WATER POLLUTION

3. GLOBAL WARMING LAND DAMAGE

https://www.edplace.com/worksheet_info/science/keystage4/year10/topic/1271/7485/explore-the-impact-
of-humans-on-biodiversity

26
4.
DEFORESTATION POOR WASTE
MANAGEMENT

5. ZZZTATION POOR WASTE LAND DAMAGE

MANAGEMENT

6. DEFORESTATION REFORESTATION

https://www.123rf.com/photo_
155600088_stock-vector-hands-
and-plant-sketch-

ACTIVITY 8: POSITIVE OR NEGATIVE IMPACTS!

Directions: Write Positive if the picture shows solution and write Negative if it shows a
problem.
1.
3.

https://www.graphicsfactory.com/Clip
-Art/Nature/eco-human-effects-095-386180.html

https://www.graphicsfactory.com/Clip-
Art/Nature/air-pollution-effects-children-088-3
2. 86077.html

7
4.

https://www.123rf.com/photo_155254975_stock-vector
-planet-earth-sick-for-pollution-o
http://clipart-library.com/free/human-clipart black-
and-white.html

27
5 8.

https://www.istockphoto.com/search/2/image?mediatype
=illustration&phrase=deforestation+drawing

6.
https://www.abcteach.com/documents/clip-
art-environmental-concerns-deforestation-
bw-i-abcteachcom-24872

https://www.graphicsfactory.com/Clip-Art/Nature/ 9.
oil-spill-pollution-053-386110.html

.7.

http://clipart-
library.com/endangered-
animals-cliparts.htm
https://www.123rf.com/photo_95666092
_stock-vector-fisherman-holding-no-dynamite-fishing

28
ACTIVITY 9: GUESS WHAT I HAVE DONE!
Directions: Complete the two-letter guide to reveal the answers.

1. 5.

https://www.vectorstock.com/royalty
stockphoto.com/search/2/image?
-free-vector/plant-dying- mediatype=illustration&phrase=po
under-acid-rain-globaL
pulation+explosion
A _______R __________ O _______P__________

2 6..

https://www.shutterstock.com/image-
vector/deforestation-black-white-image-
http://clipart-library.com/invasive-species- 308804684
cartoon.html
I_______S__________ D________________________N

3. 7.

http://www.clipartpanda.com/clipart_images/effects-cliparts-59919904

C_______C__________ G_______W__________

4. 8.

https://www.alamy.com/stock- http://clipart-library.com/mining-
photo/quarrying.html?blackwhite=1 cliparts.html

Q_________________G M_________________G

29
ACTIVITY 10: WHAT I HAVE TO DO!
Directions: Put a heart ( ) for the pictures people must DO and cross(x) for people
must NOT DO.

1
B

https://www.istockphoto.com/vector/many-way-to-save-the-earth-gm944730398-258060466

2 6

https://www.researchgate.net/figure/A
ntique-mining-operations- https://www.gograph.com/vector-clip-
4_fig2_337859120 art/plastic-bags.html

https://www.istockphoto.com/searc
h/2/image?mediatype=illustration&
http://clipart-library.com/clipart/19-
phrase=illegal+logging
k8cxb46Tp.htm

https://www.istockphoto.com/searc
h/2/image?mediatype=illustration&
phrase=illegal+logging
https://www.researchgate.net/figure/A
ntique-mining-operations-
4_fig2_337859120

https://www.istockphoto.com/searc
h/2/image?mediatype=illustration& https://www.istockphoto.com/searc
phrase=illegal+logging h/2/image?mediatype=illustration&
phrase=illegal+logging

30
Activity 11: HUMAN IMPACT!
Directions: Refer to the sample poster making provided. Make your own original poster
31making showing suggestions to reduce environmental problems due to human
activities making showing suggestions to reduce environmental problems due to human
activities.
Materials: bond paper short, pencil, ant coloring materials available

Rubric: 4 3 2 1
Graphics Several of the One or two The graphics No graphics
originality graphics used in graphics are made by made by the
the poster reflectused on the student, but are students are
exceptional poster reflect based on the included
student creativitystudent designs or Contaminates
creativity ideas of others.
Graphics - Graphics are all Most Most graphics Many graphics
clarity in focus and the graphics are are in focus are not clear or
content easily in focus and and the content too small.
viewed and the content easily viewed Words are
identified. easily viewed and identified written directly
and identified on the poster
attractiveness The poster is The poster is The poster is The poster is
exceptionally attractive attractive but it messy or very
attractive in terms terms of may be a bit poorly
of design, lay out design, lay messy. designed. It is
and neatness out and not attractive.
neatness

Sample Posters:

I have learned that

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

31
QUARTER 4 ANSWER KEY

ANSWER KEY ACTIVITY 2 ACTIVITY 3

1. E 1. D/B
2. C
2. C
3. F
3. E
4. B
4. A
5. D

6. A
5. G

7. B 6. F
8. B 7. I
ACTIVITY 4 9.E
1. RECYCLE
ACTIVITY 5
2.
DEFORESTATION 1. C
3. PRESERVE
2. A
4. LANDFILL
3. D
5. FLOOD
4. B
6. PROTECT

7. POLLLUTION
ACTIVITY 6

8. REDUCE 1. CLIMATE CHANGE

9. REUSE 2. POPULATION GROWTH

ACTIVITY 7 3. DEFORESTATION
1. DEFORESTATION 4. SOIL EROSION, HABITAT
2. WATER
DESTRUCTION
POLLUTION
5. DEFORESTATION
3. GLOBAL
WARMING
ACTIVITY 9
4. POOR WASTE

MANAGEMENT
1. ACID RAIN

5. LAND DAMAGE 2. INVASIVE SPECIES

6. REFORESTATION 3. CLIMATE CHANGE

ACTIVITY 8
4. QUARRYING

ACTIVITY 8 5. OVER POPULATION

1. POSITIVE 6. DEFORESTATION

7. GLOBAL WARMING
2, NEGATIVE
8. MINING
3. NEGATIVE

4. POSITIVE
ACTIVITY 10
5. NEGATIVE
1. 2.
6. NEGATIVE
3. X 4. X
7. POSTIVE
5. X 6.
8. NEAGTIVE
7. 8. X
9. NEGATIVE
9.

32
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