7

Environmental
Science
Quarter 1
Week 1-7

DIVISION OF ANGELES CITY

LAS Quarter 1- Week 1
 SCOPE AND NATURE OF ENVIRONMENTAL
SCIENCE
Background Information
We are facing many environmental issues and
concerns, including problems on dilapidation and
depletion of resources. These issues, concerns, and
problems are interconnected, coming together as one
great threat to human survival and environmental
preservation. For example, the exponentially growing
population consumes resources and produces tons of
biodegradable and non-biodegradable wastes that
pollute the air, land, and water.
Environmental science is the study of the
environment, processes it undergoes, and the problems
that arise generally from the interaction of humans with
the environment. It is an integration of many disciplines
such as chemistry, biology, hydrology, meteorology,
geology, paleontology, zoology, mineralogy, physical
geography, dendrology, ichthyology, ornithology,
herpetology, and entomology.
In environmental science, environmental concerns
such as global warming, air and water pollution,
hazardous wastes proliferation, garbage problems, and
depletion of biodiversity and other natural resources are
studied.
Objective of Environmentalism
Environmentalism, which is sometimes described
as “green politics” had spread worldwide.
Environmentalism should be presented objectively
because it may pose unnecessary dangers particularly
when people carried away by their emotions. Before
people express their anger at the role of a certain
industry in environmental degradation, they should
know first how and why it came to be.
An environmentalist and environmental scientist
are both concerned about environment, there is a clear
distinction between the two. An individual who
promotes environmental awareness and advocates for
the protection of environment is an environmentalist.
An environmental scientist is a specialist who studies,
collects, and analyzes data pertaining to environmental
conditions or problems. Like any other scientist, an
environmental scientist should be objective ii his/her
research for the knowledge and solutions to the
problem.
The study of environment is always associated with
ecology. However, ecology is not synonymous to
environmental science. It is just one important
discipline which we use in learning about environment.
 Ecology is the science which studies the
relationships between humans and other organism,
and their environment.
Scope of Environmental Studies
It deals with many areas like
i)Conservation of natural resources
Is the care and protection of air, minerals,
plants, water, and wildlife so they can persist for
future generations.
ii) Ecological aspects
It includes biotic and abiotic factors in the
environment. It also deals with the effects the
environment has on the life of an organism.
iii)Pollution of the surrounding natural resources
Pollution is the introduction of harmful
materials into the environment. Pollutants can
be natural such as volcanic ash. They can also
be created by human activity, such as trash or
runoff produced by factories.
iv) Controlling pollution
The process of reducing or eliminating the
release of pollutants into the environment. It is
regulated by various agencies which establish
 pollutant discharge limits for air, water and
land.
v) Social issues connected to it
Are the source of conflicting opinions on the
grounds of what are perceived as morally
correct or incorrect personal life or interpersonal
social life decisions. Examples of social issues:
obesity, smoking, youth alcohol usage,
transportation, poverty, homelessness, and
drugs.
vi) Impacts of human population in the
environment
The impact humans on the environment takes
two major forms: consumption of resources
such as land, food, water, air, fossil fuels and
minerals as a result of consumption such as air
and water pollutants, toxic materials and
greenhouse gases.
Importance of Environmental Studies
● Environmental studies is useful in
checking environmental pollution and related
solutions.
● It helps in maintaining ecological balance.
 ● It helps to gain skills to assess the
environmental impact of human activities.
● It gives as knowledge of environment and
associated problems.
● It helps to educate people regarding their
duties towards the protection of environment.
● The knowledge of environmental science
will be applied to the study of agriculture.
● It also concerns with the impacts of human
population to the environment.
● Environmental study will help to protect
biodiversity.
Learning Competency:
Describe the nature and scope of environmental
science.
ACTIVITY 1: Picture, Picture!
Direction: Classify the following pictures as to the
Scope of Environmental Studies. Write the
roman numerals that correspond to the scope
of environmental studies.
I. Conservation of natural resources
II. Ecological aspects
 III. Pollution of the surrounding natural
resources
IV. Controlling pollution
V. Social issues connected to it
VI. Impacts of human population in the
environment

1. 2. 3. 4.

5. 6. 7. 8.

9. 10.
ACTIVITY 2: Involve Me
Direction: Read and answer the questions below.
1. What is the name of your barangay?
_________________________________________
_________________________________
2. What environmental problems exist in your
community? 2 to 3 environmental problems. To
which scope of environmental studies it fall?
_________________________________________
__________________________________
3. What does your community do about such kinds of
problems?
_________________________________________
__________________________________
4. How do you contribute to solve the problem?
_________________________________________
___________________________________

ACTIVITY 3: Be Judgmental!
Direction: Critique these two pictures and explain
why would you choose one over the other
when it comes to protecting and conserving
our environment. Write 5sentences or more.

Rubric
Criteria 5 4 3 2

Knowledge/ Analysis of the Analysis of the Analysis of the Analysis of the

Understanding piece piece piece piece
demonstrated demonstrated
demonstrated demonstrated
thorough some
considerable little
understanding of understanding of
understanding of understanding
principles, principles,
principles, of principles,
concepts and concepts and concepts and
concepts and
relationships. relationships. relationships.
relationships.
Thinking/ Analysis and Analysis and Analysis and Analysis and
Inquiry Interpretation of Interpretation of Interpretation of Interpretation of
images is strong. images is sound. images is images is weak.
satisfactory.
Application Ability to make Ability to make Ability to make Ability to make
and express and express and express and express
judgements, judgements, judgements, judgements,
 conclusions and conclusions and conclusions and conclusions and
predictions was predictions was predictions was predictions was
insightful and considerably moderately limited in
effective. effective. effective. effectiveness

ACTIVITY 4: I Promise!
Direction: Make a pledge on how to take care of your environment. (8 to10 sentences)

RUBRIC
STUDENT EXPECTATION POSSIBLE POINTS SCORE
1. Originality 10 points

2. Neatness 10 points

3. Following instruction 10points

PREPARED AND SUBMITTED:

MYLA D. CANLAS
FGNMHS MT II

LAS Quarter 1- Week 2-3

TOOLS IN STUDYING ENVIRONMENTAL
SCIENCE
Background Information for Learner:
The study of the environment is always
associated with ecology. However, ecology is not
synonymous with environmental science. It is just
one of the important disciplines which we use in
learning about the environment. Environmental
science applies the scientific theories and concepts
studied in other disciplines.
Ecology is the science studying the
relationships of organisms with their environment
and with one another (Odum, 1971). The term
oikology was coined in 1866 by the German
biologist Ernst Haeckel; the word is derived from
the Greek oikos ("household") and logos
("study"); therefore "ecology" means the "study of
the household [of nature]". In ecology, the focus of
study is living organism, but it also draws
knowledge from other natural sciences like
chemistry, physics, geology, soil science, and
meteorology. Environment refers to all the
physical factors (temperature, solar radiation,
moisture, soil, nutrients and others) and biological
conditions that affect the growth and development
of an organism. The environment is the life-
support system of all organisms including man.
All materials and energy required to sustain life
are taken from it. Relationship includes
interactions with the physical world and with
members of other species and the same species.
Ecological Concepts
A basic ecological unit is ecosytem which is
described as a community of organisms within an
area where matter cycles and energy flows. Its
living component is known as biotic component,
while its nonliving or abiotic component inludes
all the things which help living things survive. The
abiotic component in an ecosystem determines the
kind of organisms which thrive in it. A species is
made up of the same kind of organisms. A group
of inhabitants or individuals of the same species in
an ecosystem is called population. Different
populations together make up a
community.Individuals in a population show
genetic diversity – they vary in size shape, and in
some genetic makeup, so they do not look the
same. Ecosystem may be big or small. In a school
campus, for example,
various ecosystem
coexist: a wooden
area, a pond, a garden,
or the school itself.
Within an ecosytem,
energy flows from one
component to another as matter cycling continues.
All ecosystems when combined make up
the Earth’s biosphere or “sphere of life”. Life
exists in the different layers or spheres of the
Earth. The atmosphere is the layer of air which is
further divided into different sublayers. The
hydrosphere or the sphere of water is not only
present in the bodies of water but also in the other
layers. The lithosphere is the layer of the earth
where soil is found. From the highest mountain to
the deepest sea, different organisms

Ecological Principles
 Individuals in a population have genetic
diversity. When variations in genetic makeup,
individuals react differently to different factors.
For example, some individuals can tolerate longer
exposure to sunlight. Sunbathing may be an
experience which they look forward to
because they like to tan. Others cannot be
exposed to too much sunlight because it could
give them skin problems. This shows that
individual react differently to the abiotic
component of an ecosystem. For a population,
there is a range of tolerance which could be
applied. The population will thrive in a given
ecosystem if the level of abiotic factors fall
within the range of tolerance applicable to its
individuals. This is called the law of
tolerance.
A boy plays with janitor fish that were trapped
in a puddle after the flood subsided in
Barangay Tumana, Marikina City.
(https://news.abs-cbn.com/image/im
 ages/08/13/12/n
eighborhood-
tries-get-back-
after-floods)
Another example
of the law of tolerance is the higher
tolerance level for polluted water of the
janitor fish compared to that of other
fish species. In the Marikina River, for
example, an increase in the amount of
decaying matter could be tolerated well
by the janitor fish so its population
quickly grows. For other species,
however, this could result to massive
fish kills.
There are abiotic factors, physical or
chemical, which could limit the growth
of a population. This principle is called
the principle of limiting factor.
Examples of limiting factors are
temperature, sunshine, amount of
oxygen, or nutrients which could
increase or decrease the population in
an ecosystem. Oil spillage from a
shipping vessel could block the sunlight
from reaching the deeper part of the
ocean. Sunlight is a limiting factor to
the growth of marine plants. The oil on
the surface could also block the air
from dissolving in the water, resulting
to fish kills. Dissolved oxygen is a
limiting factor to the abundance of
marine animals.

Abiotic factors which are of

excessive quantities can also be a
 limiting factors.
Many fish pens in
Luzon are found to
be over rich with
nutrients.When the water does not flow
and the fish nutrients accumulate, toxic
substances are produced and are eaten
by the fish. This results to massive fish
kills. Nutrient overload is a limiting
factor.

Source:
https://images.gmanews.tv/webpics/
2018/05.jpg
Scientific Principles
There are three basic scientific laws
that are very important in understanding
the environmental processes: the law of
conservation of matter,and the first
and second laws of energy.

The Law of Conservation of Matter

Antoine Lavoiser (1743-1794), who
is considered the Father of Modern
Chemistry, did many experiments that
proved that matter cannot be created
nor destroyed. Matter only undergoes
physical and chemical changes which
separate, rearrange, or transfer atoms of
elements. This is the Law of
Conservation of Matter. In his book
Environmental Science, G. Tyler Miller
restated this law as “ There is really no
away.” The word away actually refers
to “throw away.” When we burn trash,
we do not really destroy it by making it
 disappear physically.
Burning just transform
trash into another physical
state (gas) which could be
more hazardous as we
absorb toxic substances faster through
inhalation.
The law of conservation of matter
can be observed in the different
dumpsites in Metro Manila. The wastes
that the residents and industries produce
do not really disappear when they are
thrown away. They are transported and
dumped into another place where they
undergo physical and chemical
changes. The changes which matter, in
this case garbage, undergoes may be
beneficial or harmful, depending on
how we deal with it.
The tragedy that struck the residents
living at the Payatas dumpsite showed
how harmful chemical changes in solid
wastes can be. Payatas is one of the few
controlled garbage dumpsites in
Quezon City. On July 10, 2000, the
“mountain” of garbage weakened and
collapsed due to heavy rains. Many
residents buried to death. However,
many died not due to asphyxiation, or
the lack of oxygen, but due to burns
sustained by the victims. Despite the
heavy rains that morning, there was
continuous combustion of methane,
CH4, was continuously produced from
the decay of garbage.
The Laws of Energy
There are two laws of energy which
are very useful in the study of
environmental science. In physics, these
are known as the first and the second
laws of thermodynamics. The first law
of thermodynamics is similar to the law
of conservation of matter. The Law of
Conservation of Energy states that
energy, like matter, cannot be created
nor destroyed. The total amount of
energy in the universe is constant. Like
matter, energy can be transformed into
another kind, but unlike matter, it
cannot be recycled. The Second Law of
Energy states that when energy
changes, its quality is always degraded.
 The biogeochemical cycles of
matter, carbon and oxygen, nitrogen,
and other kinds of matter sustain life on
earth. The sun provides the energy
needed for photosynthesis, a very
important chemical reaction for plants.
Plants are food for most species. Food
provides the chemical energy which
allows species to do work. As energy is
transformed, its quality is degraded.
The total amount of energy which a
plant absorbs from the sun is not
transferred completely to the species
which eats the plant. The species, for
example caterpillar which eat the plant,
uses some of the chemical energy it
gets from the plant to crawl, nibble on
more leaves, and even digest the leaves
it eats. As it does these actions, it
converts the chemical energy, and
some, into heat energy. The heat energy
that is released from these actions is
wasted energy. This process applies the
second law of energy. As energy is
changed into another form, waste is
release in the form of heat energy. The
second law of energy explains why
energy cannot be recycled. Energy
quality is degraded because waste
energy, in the form of heat, is always
produced.
Learning Competency
Describe the different ecological
concepts and principles. Q1W2-3
Activity 1. Ecological Concepts
Direction: Identify the ecological concept being referred to.
1. The living component in an ecosystem.
2. The science of studying the relationship of organisms with their environment.
3. The layer of air that envelopes the Earth.
4. It is made up of same kind of organisms.
 5. The layer of earth where soil is found.
6. It is simply outside plants and animals.
7. It is made up of different populations living together.
8. The nonliving component in an ecosystem.
9. A group of organisms of different species in an ecosystem.
10. It is called “the sphere of life”

Activity 2: Everything is connected!

Direction: Look at the following image of a grassland ecosystem.Write the biotic and abiotic factors
found in the given picture and answer the questions that follow.

Biotic Abiotic

Guide Questions
1. For each of the animals, discuss how do you think the organisms below are interacting with the
abiotic environment.
a. The eagle
____________________________________________________________________________
b. The trees and grass
____________________________________________________________________________
c. The mouse
____________________________________________________________________________
d. The worm and insect
____________________________________________________________________________
2. Temperature is an abiotic factor in an ecosystem. How does it affect the temperature in the
grassland ecosystem?
Activity 3: We are the same!
Directions:1. Look at the following pictures and identify if it is a population or community.
1. __________________________ 2. ____________________________

3. ____________________________ 4. ____________________________

5. ____________________________ 6. ____________________________

Guide Questions
1. What do you notice about all the animals that make up a population?
_________________________________________________________________________
2. In each of the photos, the populations of animals are found in a specific area. Do you think the
monkey in Subic and the monkey in Palawan are from the same population? Why do you think
so?
_________________________________________________________________________

3. What do you think would happen to the population of frogs if the river dried up?
________________________________________________________________________

Activity 4: Let’s Break it Down!

Directions: True or False.Read each statement below carefully. Place a T on the line if you think a
statement is TRUE. Place an F on the line if you think the statement is FALSE.
_____ 1. Matter never vanishes.
_____ 2. When a substance dissolves, it simply changes form.
_____ 3. When a new substance is made, it is created from existing matter.
_____ 4. The amount of matter is conserved when a substance changes form.
_____ 5. Matter can be created or destroyed.

Guide Questions
1. When you mix 25 grams of sugar into 150 grams of water, the sugar seems to disappear! Where
does it go?
________________________________________________________________________
2. What evidence tells us that the sugar is still there, even though we can’t see it?
________________________________________________________________________
3. Earth has existed for more than 5 billion years. How do the laws of matter and energy explain the
fact that after having existed for a very long time, Earth is still not deluged with its waste matter?
________________________________________________________________________

Activity 5: The Nine Environmental Principles

Directions: The environmental concepts are all governed by the following environmental principles.
Choose 2 environmental principles and write down the scientific and environmental
concepts which fall under each principle.

1. Nature knows best

2. All forms of life are important
3. Everything is connected to everything else.
4. Everything changes.
5. Everything must go somewhere.
6. Ours is a finite earth.
7. The amount of life nature can support is limited.
8. Human progress must consider its effect on nature.
9. Nature is beautiful and we are stewards of God's creation

Guide Question
1. If you are asked to write the 8th environmental principle, what will it be?
_____________________________________________________________________
2. Using a piece of bond paper, make a poster for this 8th environmental principle. You may use
colored pens, crayon, or water color.
_____________________________________________________________________

Rubric
Poor 1 pts Fair 2 pts Good 3 pts Excellent 4 pts

Poor Fair Good Excellent

Relevance/ The poster is lacking a The poster is acceptably The poster is great at The poster is
Message message and is very in relaying a message but relaying a clear and exceptional in relaying
poorly designed in does lack clarity. concise Message. a clear and concise
dipicting anything message.
related to the topic.

Creativity Poor Fair Good Excellent

Poor use of creativity The poster is acceptably The poster is The poster is
 and has no orginality. creative but may lack creative in getting exceptionally creative
some uniqueness. the message across in getting the message
and very original in across and very original
design. in design.

Attractiveness Poor Fair Good Excellent

The poster is The poster is acceptably The poster is The poster is
distractingly messy and attractive though it may attractive in terms of exceptionally attractive
very poorly designed. be a bit messy. design, layout, and in terms of design,
It is not attractive. neatness. layout, and neatness.

Visual Impact Poor Fair Good Excellent

The poster has no The poster has an The poster has a The poster
impact on impacts a acceptable impacts a great impacts a exceptionally impacts a
person's view of person's view of person's view of person's view of
protecting the Earth. protecting the Earth. protecting the Earth. protecting the Earth

LAS Quarter 1- Week 4-5

MATERIALS AND NUTRIENTS CYLE

Background Information
The cycle of nutrients and materials on earth is important process that keeps living organisms
alive. Through the cycle of materials and nutrients, plants and animals are guaranteed of nourishment
necessary for their survival.
Water is continuously recycled through several process. The process of evaporation, condensation,
precipitation, transpiration and saturation goes on continuously.
The two major processes performed by plants and animals –respiration and photosynthesis –make
possible carbon and oxygen cycle. In the process of respiration, carbon dioxide is released into the
atmosphere by animals. In the process of photosynthesis, oxygen is released into the atmosphere by
plants.
The nitrogen cycle is made possible through several agents like electricity (in the lightning the
form of lightning), nitrogen fixing bacteria, and denitrifying bacteria. Through lightning and nitrogen
fixers, nitrogen is converted into nitrates. Through denitrifying bacteria, the nitrates are converted
back to nitrogen.
The cycling of phosphorus takes a longer time compared to the other cycles. The process of
weathering, upwelling, sedimentation, and decomposition make possible the phosphorus cycle.

Learning Competency
Analyze diagrams in explaining how materials cycle, in the environment

ACTIVITY 1: WATER GOES ROUND AND ROUND! (WATER CYCLE)

Guide Questions:
1. Where does the water from the atmosphere come from?
______________________________________________________________________
2. How is water returned to the earth?
______________________________________________________________________
3. It is possible that the water we drank today may have contained the same water molecules that
our great grandfather drank? Why or why not?
______________________________________________________________________
4. Why is the water cycle important?
______________________________________________________________________

ACTIVITY 2: INHALE! EXHALE! (CARBON AND OXYGEN)

Guide Questions:
1. Why do plants need carbon dioxide?
_________________________________________________________________________
2. What becomes of the carbon atoms in the body of organisms?
______________________________________________________________________
3. How does carbon dioxide go back to the atmosphere?
______________________________________________________________________

ACTIVITY 3: NITRO CYCLE

Guide Questions:
1. Enumerate the different ways by which nitrogen in the air reaches the soil?
______________________________________________________________________
2. How is nitrogen returned to the atmosphere?
______________________________________________________________________
3. How does nitrogen reach man?
______________________________________________________________________
 LAS Quarter 1- Week 6-7

FLOW OF ENERGY IN THE ENVIRONMENT

Background Information for Learner:

The continual input of energy, mostly from sunlight, sustains the process of life. Sunlight
allows plants, algae and cyanobacteria to use photosynthesis to convert carbon dioxide and water into
organic compounds like carbohydrates. This process is the fundamental source of organic material in
the biosphere. There are a few exceptions to this, such as ecosystems living around hydrothermal
vents on the ocean floor, which derive their energy from the chemical compounds such as methane
and hydrogen sulfide. In either case, the overall productivity of an ecosystem is controlled by the total
energy available.
All organisms need energy to live. The sun is the main source of energy of all living things
here on Earth. Some organisms can directly use radiant energy from the sun to manufacture their
food. These are the green plants. Green plants can make their food in the presence of sunlight and this
process is called photosynthesis. Plants are producers. Producers are organisms that can make their
own food. Some plantlike organisms like fungi cannot make their food since they do not contain the
green color present in green plants called chlorophyll.
Animals cannot make their own food. They have to eat plants or other animals for food.
Animals are called consumers. A consumer is an organism that eats other organisms for food.
There are several types of consumers. A consumer that feeds on plants only is called herbivore.
Cows, goats, horses are example of this type. A carnivore is a consumer that eats other animals.
Lions, dog, sharks and eagle are examples. There are some groups of carnivores that hunt and kill
other animals for food. They are called predators. The prey is the animal being hunted.
Some carnivores feed on dead or dying animals. This type of carnivores is called scavengers.
A vulture is an example. The third group of consumers are the omnivores. They feed on both plants
and animals. Chickens, ducks, and pigs are omnivores.
A community also contains decomposers. A decomposer breaks down dead plants and
animals into simple substances. They cause decay in dead organisms. Fungi and bacteria belong to
this group. Their important role is to release nutrients from dead organisms to the environment so that
it can be used over and over again.
 Energy is transferred when an organism eats another. A cow feeding on grasses gets the
energy of these grasses. If man kills and uses the meat of this cow for food, energy is passed on to
man. This transfer of energy from one organism to another in the form of food is called a food chain.

Food chain starts with plants. Each consumer

in a food chain is linked to another. When one
consumer dies, it will be acted upon by decomposers
and its nutrients will be released to the environment.

But most consumers have

many food sources. These consumers
are involved in many food chains.
These different food chains overlap
and this is called a food web.

A sample food web in a field shows different food sources .

When herbivores eat green plants, they are taking energy into their bodies. The herbivore will
use this energy for movement and other body activities, such as reproduction and movement. Some
parts of the plant which was eaten cannot be digested by the herbivore; the energy in these parts of the
plant passes out of the herbivore's body as waste. Some of the energy, however, is used for growth
and remains as organic matter in the herbivore's body. It is this energy which can be eaten by the
secondary consumer.
Food webs show how energy moves throughout a system. Plants use energy from the Sun to
create organic matter. Plants are then eaten by primary consumers who are in turn eaten by secondary
consumers, and so on. In each step, the energy that was originally emitted by the Sun is consumed,
but that energy also dissipates with each step. Animals use up 90% of the energy contained in the
foods they eat for their normal activities. This leaves just 10% of the original energy available for the
next consumer.
This points out a critical factor in the distribution of energy in human foods too. Eating
producers (plants) at the bottom of the food chain is the most efficient way for humans to acquire
energy for living. This has implications for humans as we strive to keep a growing human population
adequately nourished. These ideas also introduce the origin of organic matter that later can become
fossil fuels. The original source of energy in fossil fuels is sunlight, which fueled photosynthesis.

Learning Competency
Trace the pathway of materials and that of energy in the environment. Q1W6-7
Activity 1: Can You Pick Them Out?
Direction. Look carefully at the pictures. In the box next to each of them put a “ P” if it is a
PRODUCER, a “C” if it’s a CONSUMER, or a “D” if it’s a DECOMPOSER and “E” for ENERGY.
You should have one box left over! Put an “S” in it. It is the source of energy for the producers.

Guide Questions
1. Why plants are called producers?
2. What is the difference between a producer and a consumer?
3. What type of organism eats dead plants and animals to get energy?

Activity 2: From Just One Tree….

Direction. Make a food chains by following the instruction below.

Now write out your food chains here:

Write the names of the animals in your food chains in the blanks below, starting with the
animal you chose from the first row, then the one from the second row, and finally the one from the
third row ( leave it blank if you didn’t use one.
Sun -----> tree (leaf) -----> deer ----> Florida panther
1. Sun -----> tree (flowers) -----> ___________-----> ___________ -----> _______________
2. Sun -----> tree (bark) -----> ___________-----> ___________ -----> _______________
3. Sun -----> tree (leaves) -----> ___________-----> ___________ -----> _______________
4. Sun -----> tree (roots) -----> ___________-----> ___________ -----> _______________
5. Sun -----> tree (seeds) -----> ___________-----> ___________ -----> _______________

Guide Question
1. What is food chain?
2. How does energy move from organism to organism?
3. Is it possible that an organism can be a source of food several times to other organisms?

Activity 3: Who Eats What?

Direction. Use the words below to fill in the blanks.

All food chains begin with the _______________.

It provides energy for plants like bladderworts and
______________ to grow.
Plants in swamps feed many animals.
Insects like _____________ drink nectar from orchids.
The other swamp plant, ______________ feeds mud turtles.
Fish like _______________
eat bladderworts and
mosquitoes.

The unlucky grass carp is

food for birds like
_____________.
The large and dangerous _______________ also preys on
fish, raccoons, and the great blue heron.

The small _____________ hops along eating insects like

mosquitoes.
Small fury
_____________ will eat the leopard frog.
The apex predator, the alligator, can bite through the shell of
the ______________.
Guide Question

1. How does energy from the Sun provide food for producers?
2. How does the Sun’s energy support living things that are not producers, such as consumers
and decomposers?

Activity 4: Go with the Flow… of the Arrows!

Direction: Use the following organisms below to create a model of a food web. Make sure the arrows
are correctly placed to show the flow of energy.

Guide Question
 1. Write 3 sets of food chains out of the food web created above.
2. How are food webs different from food chains?
3. If you trace the path of energy that producers, consumers, and decomposers gain from food,
where does the energy start?

Reflection
1. What is the importance of the food chain and food web?
___________________________________________________________________________
Prepared by:
Virgilio L. Antolin Jr.

Re evaluated:
Myla D. Canlas