Holy Cross College

Sta. Ana, Pampanga

COLLEGE OF ARTS, SCIENCES AND EDUCATION

Module for
ENVIRONMENTAL SCIENCE

Prepared by:

Lianne C. Calma, MA, RGC

Faculty, College of Arts, Sciences and Education
 INTRODUCTION

This course module uses the basic principles of biology and earth science as a context
for understanding environmental policies and resource management practices. Our
planet is facing unprecedented environmental challenges, from oil spills to global
climate change. A scientific study of the natural world and how it is influenced by
people. Major topics include: food, energy, human population, biodiversity and global
change. Students will learn about the science behind these problems; will prepare
them to make an informed as well as invaluable contribution to Earth's future.

Environmental Science is an interdisciplinary academic field that integrates physical,

biological, and social sciences for the study of environmental systems, processes,
constraints, and problems. Throughout history, nature has contributed to shaping
human culture and vice-versa. In turn, a growing human population and continued
economic and technological development subjects Earth’s environments to several
stresses, in some cases threatening their persistence and often resulting in undesirable
consequences for humanity. The interdependence of physical, biological, socio-
economic and cultural aspects in shaping contemporary environments lies at the heart
of environmental science. This general education course introduces students to
environmental science as an academic field to improve their environmental and
international literacy, while developing skills in scientific reasoning, interdisciplinary
thinking and analysis of complex social-ecological issues. Heavy emphasis is placed on
international and comparative perspectives on environmental problems and solutions
to highlight the important role of culture in environmental matters.

A hope from an Environmental Science Teacher that each student will be engaged by
the material presented and will participate fully in the search for, acquisition of, and
sharing of information within our class.
 ACKNOWLEDGEMENT

I would like to express my deep gratitude to the Administration of Holy Cross

College for this great opportunity.

I would like to give special thanks to Ms. Jessica Singson and Ms. Jhe Tapia for

sharing relevant materials upon completing this module.

I would also like to sincerely appreciate my friends and family for the support,

prayers and encouragement for being able to accomplish this module on time

despite encountering some difficulties in this time of pandemic (Covid-19).

 TABLE OF CONTENTS

Chapter 1: Environmental Science: Nature and Scope .............................................1

Chapter 2: Environmental Science: Natural Resources ..............................................8

Chapter 3: Environmental Science: Ecosystem ……………………………………….12

Chapter 4: Environmental Science: Biodiversity and Conservation ………………19

Chapter 5: Environmental Science: Pollution and Its Factors ……………………... 23

Chapter 6: Environmental Science: Energy and Social Issues ................................ 29

Chapter 7: Environmental Science: Human Population and Environment ........ 33

Chapter 8: Environmental Science: Field Trips ........................................................... 38

Chapter 9: Environmental Science: Modern Methods ............................................. 46

Chapter 10: Environmental Science: Modern Library............................................... 50

Chapter 11: Environmental Science: Modern and Effective Teacher ................... 55

References ...................................................................................................................... 58
LESSON 1 – ENVIRONMENTAL SCIENCE: NATURE AND SCOPE

OBJECTIVES:

At the end of the lesson, the students will be able to:

 describe the nature of Environmental Science;

 trace the history of Ecology;
 relate Environmental Science to other fields of study;
 describe fully, the views of philosophers regarding the environment and their
implications.

LECTURE:

Environmental Science is
multidisciplinary field that
integrates physical, biological
and information sciences
(including ecology, biology,
physics, chemistry, zoology,
mineralogy, oceanology,
limnology, soil science,
geology, atmospheric science
and geodesy) to the study of
the environment, and the
Image source: Ecological Systems solutions of environmental
problems. It is a study of the environment either globally or locally, its living and non-
living components. Environmental Science also deals with the effect of man to his
environment.

Geodesy is the science of accurately measuring and understanding the Earth‘s

geometric shape, orientation in space, and gravity field.

HISTORY OF ENVIRONMENTAL SCIENCE

Environmental Science came alive as a substantive, active field of scientific
investigation in the 1960s and 1970s driven by:

a. The need for a multi-disciplinary approach to analyze complex environmental

problems.
b. The arrival of substantive environmental laws requiring specific environmental
protocols of investigation and;
c. The growing public awareness of a need for action in addressing environmental
problems.

In line with this, there are major environmental laws being implemented by the
Environmental Management Bureau (EMB) of the Department of Environment
and Natural Resources (DENR):

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 1. Environmental Impact Statement System
1978 (PD 1586) – aims to protect the
environment despite the increasing
demand of natural resources and
development to attain sustainability.

Image source: Environmental System

2. Toxic Substances and Hazardous

Waste Control Act 1990 (RA 6969) – covers
the import, manufacture, processing,
handling, storage, transportation, sale
distribution, use and disposal of all
unregulated chemical substances and
mixtures in the Philippines.

Image source: Chem Linked

3. Clean Air Act of 1999

(RA 8749) – outlines the
government‘s measures
to reduce air pollution
and incorporate
environmental
protection into its
development plans.
Image source: Government Link

4. Ecological Solid Waste

Management Act 2000 (RA 9003) –
describes solid waste management as a
discipline associated with the control of
generation, storage, collection, transfer
and transport, processing and disposal of
solid wastes.

Image source: Management Act

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 5. Philippine Clean Water Act
2004 (RA 9275) – aims to
protect the country‘s water
bodies from pollution from
land-based sources
(industries and commercial
establishments, agriculture
and community/household
activities).
Image source: Clean Water Act

ENVIRONMENTAL SCIENCE AND ITS ROOTS

Every aspect of human behavior has some relationship to the natural

environment where in man‘s existence depends much in what the environment can
provide. As man‘s number grow, demands in the environment also increase. The
roots of environmental science include:
a. Natural History – the study wherein organisms carry out their life cycles.
b. Ecology – the study of environmental factors and how organisms interact with
them.

SCOPE OF ENVIRONMENTAL SCIENCE: FIELDS OF STUDY CONCERNED WITH

ENVIRONMENTAL SCIENCE

 Natural Sciences – Biology, Chemistry, Earth Science, Physics and Medicine

 Social Sciences – Economics, Political Science, Sociology, History, Philosophy
 Other Sciences – Mathematics, Statics, Technology, Business and Management,
Law, Religion, Morality and Aesthetics

CONCEPT MAP OF THE SCOPE OF ENVIRONMENTAL SCIENCE

Natural
Sciences

Environmental
Science

Social Sciences Other Sciences

The environment encompasses everything around us, the natural world we live in. It
includes the physical conditions, biological or living components that make up an
organism‘s surroundings. Relationship is the interaction with the physical world, as well
as with the members of the same and other. Humans have used the world‘s
environment including its resources, with little knowledge or understanding of the
consequences of his/her actions.

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CONCEPT MAP OF THE COMPONENTS OF STUDY OF ECOLOGY

Ecology

Living things Interaction Environment

Ecology comes from 2 Greek words (oikos, logy). ―Oikos‖ means the family household
and ―logy‖ means the study of. Ernst Haeckel, a German Zoologist, originally coined the
term ―Ecology as Oecologie‖ in 1866 which means the study of the relationship of
animals to their environment.

Ecology is the scientific study of the relationship or pattern of relations between

organisms and their environment. It also deals with the effect of man to his
environment.

Importance of Environmental Science

1. To realize that environmental problems are global

Environmental science lets you recognize that environmental problems such as climate
change, global warming, ozone layer depletion, acid rains, and impacts on biodiversity
and marine life are not just national problems, but global problems as well.

2. To understand the impacts of development on environment

It is well documented and quantified that development results in Industrial growth,
urbanization, expansion of telecommunication and transport systems, hi-tech
agriculture and expansion of housing. Environmental science seeks to teach the
general population about the need for decentralization of industries to reduce
congestion in urban areas. Decentralization means many people will move out of urban
centers to reduce pollution resulting from overpopulation. The goal is to achieve all this
sustainably without compromising the future generation‘s ability to satisfy their own
needs.

3. To discover sustainable ways of living

Environmental science is more concerned with discovering ways to live more
sustainably. This means utilizing present resources in a manner that conserves their
supplies for the future. This includes minimizing household energy consumption, using
disposals to dispose of waste, eating locally, recycling more, growing your own food,
drinking from the tap, conserving household water, and driving your car less.

4. To utilize natural resources efficiently

Natural resources bring a whole lot of benefits to a country. A country‘s natural
resources may not be utilized efficiently because of low-level training and lack of
management skills. Environmental science teaches us to use natural resources
efficiently by:

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  Appropriately putting into practice environmental conservation methods
 Using the right tools to explore resources
 Making sure machines are maintained appropriately
 To understand behavior of organisms under natural conditions

5. To shed light on contemporary concepts such as how to conserve biodiversity

Biodiversity is the variety of life on earth. The present rate of biodiversity loss is at an all-
time high. Environmental science aims to teach people how to reverse this trend by:

 Using sustainable wood products

 Using organic foods
 Embracing the 3R‘s, reduce, reuse, and recycle
 Supporting conservation campaigns at local levels
 Conserving power
 Utilizing eco-friendly cleaning products
 To understand the interrelationship between organisms in population and
communities
Organisms and humans depend on each other to get by. Environmental science is
important because it enables you to understand how these relationships work. For
example, humans breathe out carbon dioxide, which plants need for photosynthesis.
Plants, on the other hand, produce and release oxygen to the atmosphere, which
humans need for respiration. Animal droppings are sources of nutrients for plants and
other microorganisms. Plants are sources of food for humans and animals. In short,
organisms and humans depend on each other for survival.

6. To learn and create awareness about environmental problems at local,

national, and international levels
Environmental problems at local, national, and international levels mostly occur due to
lack of awareness. Environmental science aims to educate and equip learners with
necessary environmental skills to pass to the community to create awareness.
Environmental awareness can be created through social media, creating a blog
dedicated to creating awareness, community centered green clubs, women forums,
and religious podiums.

Environmental Education is a process by which people develop awareness, knowledge

and concern of the environment and its diverse values and processes. It also teaches
humans to preserve, conserve and utilize the environment in a sustainable manner.

Goals of Environmental Education

1. Education must work to help each citizen develop an awareness of and a
sensitivity to the environment and problems.
2. Education must help each citizen acquire the knowledge and understanding
needed to solve problems.
3. Education must foster positive attitudes and patterns of conduct toward the
environment.
4. It must consider all aspects of the environment, natural and built, technological,
social, economic, political, cultural and aesthetic

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VIEWS OF PHILOSOPHERS (Environment and their Implications)

Environmental philosophy is a branch of philosophy that is concerned with the natural

environment and humans‘ place within it. It includes environmental ethics,
environmental aesthetics, ecofeminism, environmental hermeneutics, and
environmental theology.
 Environmental Ethics - discipline in philosophy that studies the moral relationship
of human beings to, and the value and moral status of, the environment and its
non-human contents.
 Environmental Aesthetics - focuses on philosophical issues concerning
appreciation of the world at large as it is constituted not simply by objects but
also by environments themselves.
 Ecofeminism – links feminism with ecology. Its advocates claim that
paternalistic/capitalistic society has led to a harmful split between nature and
culture that can only be healed by the feminine instinct for nurture and holistic
knowledge of nature's processes.
 Environmental Hermeneutics – the theory and methodology of interpretation of
the environment especially the interpretation of biblical texts, wisdom literature,
and philosophical texts.
 Environmental Theology - the study of God's relationship to the environment.

ACTIVITY 1:

Write TRUE if the statement is correct and FALSE if the statement is incorrect.
__________1. Geodesy is the science of accurately measuring and understanding the
Earth‘s sphere shape, orientation in space, and gravity field.
__________2. Ecology comes from 2 Greek words (oikos, logy). ―Oikos‖ means the family
household and ―logy‖ means the study of.
__________3. Every aspect of human behavior has some relationship to the natural
environment where in man‘s existence depends much in what the environment can
provide.
____________4. Decentralization means many people will move out of urban centers
to reduce pollution resulting from overpopulation.
____________5. As man‘s number grow, demands in the environment decrease.
Matching Type: Identify which Environmental Law is being given.
A. Environmental Impact Statement System 1978 (PD 1586)
B. Toxic Substances and Hazardous Waste Control Act 1990 (RA 6969)
C. Clean Air Act of 1999 (RA 8749)
D. Ecological Solid Waste Management Act 2000 (RA 9003)
E. Philippine Clean Water Act 2004 (RA 9275)
___________6. It covers the import, manufacture, processing, handling, storage,
transportation, sale distribution, use and disposal of all unregulated chemical
substances and mixtures in the Philippines.
___________7. It aims to protect the country‘s water bodies from pollution from land-
based sources (industries and commercial establishments, agriculture and
community/household activities).

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___________8. It aims to protect the environment despite the increasing demand of
natural resources and development to attain sustainability.
___________9. It describes solid waste management as a discipline associated with the
control of generation, storage, collection, transfer and transport, processing and
disposal of solid wastes.
__________10. It outlines the government‘s measures to reduce air pollution and
incorporate environmental protection into its development plans.

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LESSON II – ENVIRONMENTAL SCIENCE: NATURAL RESOURCES

OBJECTIVES:
At the end of the lesson, the students will be able to:

 discuss the different classifications of Natural Resources;

 explain the importance of the Natural Resources around us.

LECTURE:

Natural resources are derived from the environment. These resources exist
naturally, and humans cannot make them. The raw materials used in artificial or man-
made resources are natural resources. Some of the resources are essential to survival,
while others merely satisfy societal wants. Every man-made product in an economy is
composed of natural resources to some degree.

Image source: Help Teaching

CLASSIFICATION OF NATURAL RESOURCES

There are numerous ways to classify the types of natural resources, they include the
source of origin, the state of development, and renewability of the resources.

In terms of the source of origin, natural resources can be divided into the following
types:
 Living or Biotic Resources - these resources come from living and organic material,
such as forests and animals, and include the materials that can be obtained
them. Biotic natural resources also include fossil fuels such as coal and petroleum
which are formed from organic matter that has decayed.
 Non-living or Abiotic Resources - these resources come from non-living and non-
organic material. Examples of these resources include land, sunlight, water, air,
and heavy metals or minerals (gold, iron, copper, silver, etc.).

Natural resources can also be categorized based on their stage of development

including:

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  Potential resources: these are resources that exist in a region and may be used in
the future. For example, if a country has petroleum in sedimentary rocks, it is a
potential resource until it is actually drilled out of the rock and put to use.
 Actual resources: these are resources that have been surveyed, their quantity
and quality has been determined, and they are currently being used. The
development of actual resources is dependent on technology.
 Reserve resources: this is the part of an actual resource that can be
developed profitably in the future.
 Stock resources: these are resources that have been surveyed but
cannot be used due a lack of technology. An example of a stock
resource is hydrogen.

Natural resources are also classified based on their renewability:

 Renewable natural resources: these are resources that can be replenished.
Examples of renewable resources include sunlight, air, and wind. They are
available continuously and their quantity is not noticeably affected by human
consumption. However, renewable resources do not have a rapid recovery rate
and are susceptible to depletion if they are overused.
 Non-renewable natural resources: these resources form extremely slow and do
not naturally form in the environment. A resource is non-renewable when their
rate of consumption exceeds the rate of recovery. Examples of non-renewable
natural resources are minerals and fossil fuels.

Top 10 Natural Resources in the World

Here are the top 10 natural resources in the world, how they are already in danger from
the current demands placed on them; and how conservationism can help to manage
these resources, so they don‘t disappear. Using alternate resources is one thing that will
help; creating better resource management plans is what will also help to preserve
these resources for the future.

1. Water
While the earth may be mostly water, only about 2-1/2 percent of it is fresh water. Of
that 2.5%, even less is potable. Potable water is water that is safe to drink and cook with.
While many countries are working to build water treatment plants, the fact is that due
to changes in the climate the amount of rain and ice melts from winter have dropped
off and lowered the reserve supplies of freshwater to be treated. There are initiatives to
educate and regulate the use of water in the world, as well as exploration into the
technology of water farming in arid countries too.

2. Air
Clean air is necessary for the existence of life on this planet. It is essential for the
existence of plants, animals, and wildlife. It is important to reduce air pollution as
polluted air degrades the environment and can enter our body and can cause health
related problems. There are number of ways to keep the air clean and reduce air

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pollution like riding bus instead of using your own vehicle, carpooling etc. Read here
more about causes and effects of air pollution.

3. Coal
Coal is estimated to be able to last less than 200 more years. One of the issues is that as
countries such as China increase their demands on the coal supply it will dwindle faster.
Coal is also the major source of air pollutant in the world so there is much discussion
about regulating its usage. The problem is it is one of the cheapest sources of fuel for
industrial applications.

4. Oil
The general estimate is that with the projected rate of consumption of oil supplies and
known resources that there is enough to last for 30-40 more years. While many in the oil
industry are pushing to be allowed to frack and drill in protected areas to look for
undiscovered oil fields, little has been done to address the question of what will happen
to the Earth‘s crust when the fields are empty and there are large empty cavities
beneath the Earth. Even if new fields and methods of oil extraction are discovered,
geologists project that it would be impossible for the Earth to have an unlimited supply
of oil. It takes millions of years for oil to be created; there is no way of speeding up that
process.

5. Natural gas
Natural gas reserves are doing only slightly better than oil; it is estimated that there is
enough to last for 60 years. Gas is a much cleaner fuel source than oil, which has led to
an increased level of consumption of it as an alternative fuel, but it still stands to run out
quickly.

6. Phosphorus
Phosphorus comes from phosphate rock and is used to grow all our food and crops.
Unfortunately, phosphate rock is only found in three places on Earth – the US, China,
and Morocco. The projected lifespan of the current known resources is about 100 years.
There has not been significant research in developing new and safe fertilizers that can
be effective replacements for phosphorus.

7. Other Minerals
Other minerals like gypsum, bauxite, phosphate, bentonite, mica, titanium, zirconium
are found in sea beds along the coastal plains. Rare earth elements like scandium and
terbium are two of the earth powerful minerals that are used in wind turbines and
electronic circuits in smartphones. Coastal plains contain deposits of potassium
carbonate and rare elements like cerium and neodymium.

8. Iron
Iron is also in limited supply. It is made from elements such as silica which then must be
heated to create the pig iron that industrialization depends on. Iron was the most
important natural resource on earth during ancient ages. It allowed people at that time
to build stronger weapons, better transportation, and taller buildings. Both iron and steel
are still used in modern day industries.

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9. Soil
Another important natural resource is soil. Soil is composed of many different particles
and nutrients in the soil helps plants grow. Apart from this, soil can also be used to
provide shelter. A pile of garbage along with some soil when placed in worm compost
bin, creates nutrient rich soil that helps in growth of plants and makes them healthy.

10. Forests and Timber

As the world gets more modern and population grows, there is more of a demand for
housing and construction projects. This reduces open green spaces. Forests are
necessary to preserve the ecology of the world that supports all of the natural resources
and life. Forests also play a critical role in providing clean air and the lumber that builds
the homes.

ACTIVITY 2:
Write RR if the item is a Renewable Resource and NRR if it is Non-Renewable
Resource.
________1. Wind ________6. Chicken
________2. Water ________7. Gas
________3. Oil ________8. Sun
________4. Gold ________9. Coal
________5. Tree ________10. Minerals

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LESSON III – ENVIRONMENTAL SCIENCE: ECOSYSTEM

OBJECTIVES:

At the end of the lesson, the students will be able to:

 describe and give examples of the different components of an ecosystem and
how they affect the ecosystem;
 explain what happens to materials and energy in a food chain and food web;
 discuss the purpose of food chains and food web in nature.

LECTURE:

PRINCIPLES AND CONCEPTS REGARDING ECOSYSTEMS

Ecosystem

Abiotic Biotic

Physical Chemical Producers Consumers Decomposers

DEFINITION OF TERMS

Ecosystem - a term very often used in biology, is a community of plants and animals
interacting with each other in each area, and also with their non-living environments.
Biotic Resources (Living) - these resources come from living and organic material, such
as forests and animals, and include the materials that can be obtained them. Biotic
natural resources also include fossil fuels such as coal and petroleum which are formed
from organic matter that has decayed.
Abiotic Resources (Non-living) - these resources come from non-living and non-organic
material. Examples of these resources include land, sunlight, water, air, and heavy
metals or minerals (gold, iron, copper, silver, etc.).
Physical Factors - factors in the abiotic environment which influences the growth and
development of organisms of biological communities. Examples of these physical
factors are, sunlight, temperature, humidity, pressure and time.
Chemical Factors – also part of the abiotic environment which helps in the
development and growth of biological communities. Examples of these chemical
factors are oxygen, carbon, nitrogen, hydrogen, and sulfur.
Producers (Autotrophs) - make food from inorganic matter. (Plants are producers – they
make sugar through photosynthesis – they use sunlight, water and carbon dioxide to
produce food.)

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Consumers eat producers (Heterotrophs) – they are unable to make their own food and
so must eat other plants and animals. (All animals are consumers.)
Decomposers break down dead matter (Detritus) – these may be bacteria or animals
that feed off dead plants and animals.
*All of the organisms in a given unit (such as community) in a given area interacting
with the physical environment so that the flow of energy leads to a clearly defined
trophic structure, biotic diversity and material cycles (exchange of materials between
the living and non-living parts) in the system.

Natural
Ecosystem

Aquatic Terrestrial

Marine Freshwater Forest Desert Grassland Mountain

River

Lake

Wetland

CLASSIFICATIONS OF ECOSYSTEM
 Artificial ecosystems are natural regions affected by man‘s interferences. They
are artificial lakes, reservoirs, townships, and cities.

 Natural ecosystems are basically classified into two major types. They are
aquatic ecosystem and terrestrial ecosystem.
An ecosystem is a self-contained unit of living things and their non-living environment.
The following chart shows the types of Natural Ecosystem:
Aquatic Ecosystem - An ecosystem which is located in a body of water. The
nature and characteristics of the communities of living or biotic organisms and
non-living or abiotic factors which interact with and interrelate to one another
are determined by the aquatic surroundings of their environment they are
dependent upon.
o Marine Ecosystem - these ecosystems are the biggest of all ecosystems as all
oceans and their parts are included in them. These ecosystems are essential
for the overall health of both marine and terrestrial environments. Marine
ecosystem has a large biodiversity.
o Freshwater Ecosystem - includes lakes, rivers, streams, and ponds. Lakes are
large bodies of freshwater surrounded by land. Freshwater ecosystem is very
important for people as they provide them water for drinking, energy and
transportation, recreation, etc.

Terrestrial Ecosystem - are those ecosystems that exist on land. Water may be
present in a terrestrial ecosystem but these ecosystems are primarily situated on

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 land. These are distinguished from aquatic ecosystems by the lower availability
of water and the consequent importance of water as a limiting factor and the
availability of light is greater than Aquatic Ecosystem.
o Forest Ecosystem - classified according to their climate type as tropical
(more diverse flora and fauna than ecosystems in any other region),
temperate (some trees shed their leaves each fall, while others remain
evergreen year-round) or boreal (feature abundant coniferous trees.)
o Grassland Ecosystem - typically found in tropical or temperate regions,
although they can exist in colder areas as well, as is the case with the
well-known Siberian steppe.
o Desert Ecosystem – has low precipitation, generally less than 25
centimeters, or 10 inches, per year. Not all deserts are hot – desert
ecosystems can exist from the tropics to the arctic, but regardless of
latitude, deserts are often windy. Some deserts contain sand dunes,
while others feature mostly rock.
o Tundra Ecosystem – The term ―tundra‖ most commonly denotes polar
areas, but at lower latitudes. In the snow-covered, windswept, treeless
tundra, the soil may be frozen year-round, a condition known as
permafrost.

2 COMPONENTS OF THE ECOSYSTEM ACCORDING TO THE TROPHIC (Nourishment

Standpoint of view)

1. Autotrophic component (self-nourishing) - fixation of light energy, use of

simple inorganic substances, and build up of complex substances.
2. Heterotrophic component (other nourishing) - utilization, re-arrangement
and decomposition of complex materials. Heterotrophic organisms
(chiefly bacteria and fungi), break down complex compounds of dead
protoplasm, absorb some of the decomposition products, release
inorganic nutrients that producers use together with o organic nutrient.

Energy Flow
Through an
Ecosystem

Image source: Tynker

All life on Earth is dependent on energy flowing through an Ecosystem. Energy begins its
journey from the SUN as light energy and is converted to chemical energy by plants –
this transfer of energy is called photosynthesis. Transformation of energy starts from the
sun, then transformed during photosynthesis, converted into carbohydrates, and then
stored as Adenosine Triphosphate (ATP).

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FOOD CHAINS and FOOD WEBS

Food chains – transfer of food energy from

the source in plants through a series of
organisms with repeated eating and being
eaten relationship.

Image source: BYUG’s Learning App

Food webs – a series of food chains that

are all interconnected with each other.

Image source: Food Web

Image source: Ms. Blount’s Biology Class 5

The shorter the food chain – the greater the available energy (80 to 90% of potential
energy is lost as heat at each transfer).

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There are 2 types of Food Chains:
1. Grazing Food Chain – starts from the green plant base, goes to the
grazing herbivore and to the carnivore.
TROPHIC LEVELS (nourishment level) Living Things
1st (Producer Level) Green Plants
2 (Primary Consumer Level)
nd Grazing Herbivore
3 (Secondary Consumer Level)
rd Primary Carnivores
4 (Tertiary Consumer Level)
th Omnivore (man) / Secondary
Carnivores

2. Detritus Food Chain – is one where the chain begins with the dead
organisms / organic matter.
TROPHIC LEVELS (nourishment level) Living Things
1st (Detritus) Dead organic matter
2nd (Primary Consumer Level) Detritus eating organisms
3rd (Secondary Consumer Level) Primary Carnivores (animals that
feed on the detritivores)
4th (Tertiary Consumer Level) Secondary Carnivores (animals who
eat the primary carnivores and so
on There is transfer of energy in
food chains)

Image source: Diffzi

WHY IS IT IMPORTANT TO CONSERVE FOOD CHAINS?

We, humans, have a big role in maintaining homeostasis/equilibrium so as to
prevent ecological disasters. The influence of a man in the ecosystem instability by
breaking a food chain results in, organisms will lose their food source, causing extinction
of species, no place to dwell, there will be floods and other phenomena caused by
man‘s doings. Man modifies his environment so that his immediate needs will be met.

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 For example, Man interferes with food chains by removing one organism in the
chain, the survival of the organisms is affected for they are linked together by an eater-
eaten relationship.
A break in the food chain can even cause harm to human communities. For
example, snakes are killed by farmers in rice fields then the rat population increases. The
snakes who eat rats are eradicated. When rats are in great number, they can destroy
crops and personal properties.

ACTIVITY 3:
Write the letter of the correct answer on the blank.
_______1. What is the definition of an ecosystem?
A. A natural unit consisting of plants, animals, and micro-organisms in an area
functioning separately from the non-living physical factors of the environment.
B. A un-natural unit consisting of plants, animals, and micro-organisms in an area
functioning together from the non-living physical factors of the environment.
C. A natural unit consisting of plants, animals, and micro-organisms in an area
functioning together from the non-living physical factors of the environment.
_______2. Which of the following is a part of an ecosystem that can die without
affecting the ecosystems‘ functionality?
A. Plants C. Sunlight
B. Water D. None of the Above
_______3. A component of ecosystem, wherein its function is to make food from
inorganic matter.
A. Producers C. Decomposers
B. Composers D. Detritus
_______4. How is energy transformed in an ecosystem?
A. Energy is brought in from the sun, transformed during photosynthesis,
converted into
carbohydrates, and then stored as Adenosine Triphosphate (ATP).
B. Energy is brought in from the sun, transformed during photosynthesis,
converted into
Adenosine Triphosphate (ATP) and then stored as carbohydrates.
_______5. An Aquatic Ecosystem, where ecosystems are the biggest of all ecosystems as
all oceans and
has a large biodiversity.
A. Freshwater C. Marine
B. Tundra D. Grassland
______6. The longer the food chain – the greater the available energy.
A. True B. False
______7. A type of Food Chain, where the chain begins with the dead organisms /
organic matter.
A. Grazing C. Trophic
B. Detritus D. Tundra
______8. A series of food chains that are all interconnected with each other.
A. Food Chain C. Food Interconnected
B. Food Web D. Food Panda
______9. A transfer of food energy from the source in plants through a series of
organisms with
repeated eating and being eaten relationship.
A. Food Chain C. Food Interconnected

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 B. Food Web D. Food Panda
______10. A component of ecosystem according to trophic, where fixation of light
energy, use of simple inorganic substances, and build-up of complex substances.
A. Heterotrophic C. Graphic
B. Mesotrophic D. Autotrophic

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LESSON IV – ENVIRONMENTAL SCIENCE: BIODIVERSITY AND CONSERVATION

OBJECTIVES:
At the end of the lesson, the students will be able to:

 explain the importance of Biodiversity;

 differentiate the different types of Biodiversity.

LECTURE:

Biodiversity, a shortened form

of Biological diversity, refers to the
existence of number of different
species of plants and animals in an
environment.
Biodiversity is also defined as the
existence of variability among living
organisms on the earth, including the
variability within and between
species, and within and between
ecosystems.
Image source: SlideShare
3 TYPES OF BIODIVERSITY

1. Species Diversity – the number and abundance of different species that

occupy a location. It refers to the variety of different species of plants,
animals, fungi, and organisms that are present in a region. To accurately
determine this diversity, both the species richness (the number of different
species) and the relative abundance (the number of individuals within
each species) must be considered.
2. Genetic Diversity – the amount of variation in genetic material within a
species or within a population. It corresponds to the variety of genes
contained in plants, animals, fungi, and micro-organisms. This genetic
variability is essential for a health breeding of a population of species.
3. Ecosystem Diversity – it refers to the variety of ways that species interact
with each other and their environment. Each ecosystem corresponds to a
series of complex relationships between biotic (living) and abiotic (non-
living) components.

Image source: SlideShare

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Significance of Biodiversity
The importance of biodiversity is second to none. It boosts the ecosystem of
productivity where each species, irrespective of their size, have an important role to
play. Greater diversity in species ensure natural sustainability for all life forms. Hence,
there is a need to preserve the diversity in life on the earth.
According to the UN sources at least 40 percent of the world‘s economy and 80
percent of the needs of the poor are derived from biological resources. In addition,
the richer the diversity of life, the greater the opportunity for medical discoveries,
economic development, and adaptive response to such new challenges as climate
change.
Biodiversity is essential for maintaining the water cycles, production of oxygen,
reduction in carbon dioxide, protecting the soil, etc. It is also essential for preserving
ecological processes, such as soil formation, circulation of and cleansing of air and
water, global life support, fixing and recycling of nutrients, maintaining hydrological
balance within ecosystems, maintaining rivers and streams throughout the year, etc.
Biodiversity has many values such as consumptive use value, productive use value,
social values, ethical and moral values.

A healthy biodiversity offers many valuable services as follows.

 The more a region is rich in terms of biodiversity, better is the regulation of the
different cycles. For example, forests regulate the amount of carbon dioxide in
the air by releasing oxygen as a by-product during photosynthesis, and control
rainfall and soil erosion.
 Protects water resources from being depleted, contaminated, or polluted.
 Helps in soil formation and protection.
 Helps in nutrient storage and recycling.
 Helps check pollution.
 Contributes to climate stability.
 Helps an ecosystem in recovery from unpredictable events.
 Provides biological resources such as food, medicinal resources, and
pharmaceutical drugs, wood products, ornamental plants, breeding stocks, etc.
 Provides recreation and tourism facilities.
 Helps in research, education, and monitoring.
 Preservation of biological resources is essential for the well-being and long-term
survival of mankind.

CONSERVATION
Conservation is the scientific study of nature, with the aim of protecting species,
their habitats, and ecosystems from extinction.

Conservation includes the protection of species from extinction, maintaining

and restoring habitats, preventing deforestation, and enhancing ecosystems and
protecting biological diversity. Quite a mouthful but all these actions are equally

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important to create a safe sustainable planet for future generations to enjoy. We can
all play a part in protecting the planet which is what inspires our team programs for
your gap year. We specialize in sending teams of Leapers overseas to create a lasting
positive impact, after all - 10 pairs of hands are better than 1 and together the team
can achieve great things. From helping combat deforestation in Peru to creating a
national park in Namibia we are proud to offer a multitude of planet-friendly programs.

IN-SITU AND EX-SITU CONSERVATION OF BIODIVERSITY

The goal of biodiversity conservation can be attained in a number of ways. The

concept of gene banks regulates all these methods.

 In-situ conservation
It can be defined as the conservation of plants and animals in their native
ecosystem (natural habitats) or even man-made ecosystem, where they naturally
occur. This type of conservation is applicable to wild flora and fauna as conservation is
achieved through protection of populations in their natural ecosystems. The concept of
protected areas falls under this category e.g. National Parks, Sanctuaries and Biosphere
reserves etc.

 Ex-situ conservation
It can he defined as the conservation of plants and animals away from their
natural habitats, which includes collection of samples of genetic diversity and their
treatment in the laboratory, where they are cultured. The concept of ‗gene banks‘ has
primarily become the talk for ex-situ conservation as it is important for conservation of
agricultural crops and forestry-based afforestation programs. Genetic resource centers
fall under this category and include botanical gardens, zoos etc.

The Different Types of Conservation

There are four of the main conservation types all of which play a vital part for
maintaining a healthy planet. They all need our help as a matter of urgency. Here is
how you can play your part in helping the planet.

1. Environmental Conservation
Environmental conservation refers to the environment being used in a way that is
sustainable. By using the environment sustainably, it won‘t be destroyed for good,
meaning we can go on benefiting from it responsibly for years to come. Naturally,
environmental conservation comes in many different forms, as there are fair few areas
to cover, from recycling waste, to cleaning the beaches of plastic, to replanting trees
and removing invasive species and educating the locals to ensure conservation
becomes a way of life, the list is endless.

2. Animal conservation
Animal conservation is the practice of protecting endangered wild animal
species, along with their habitats. Across the world there are animal conservationists
working to identify species that need help and protecting them, which often involves
keeping animals in captivity until they have a safe place to live in the wild.

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 Sadly, many species have become extinct over time and many more are now
endangered, therefore it‘s essential that we find ways to protect them and conserve
their natural habitats in order for them to be around for future generations. Natural
occurrences, such as floods, earthquakes, forest fires and lightening also contribute
towards this decrease, but shamefully it‘s us humans that play the biggest part. People
hunt and trade in endangered species, release toxic chemicals into the water, air and
soil, and pollute natural ecosystems.

3. Marine Conservation
As you might have already guessed, marine conservation is the protection of
species and ecosystems that live in oceans and seas. It involves protecting these
species through reducing human activities like fishing, whaling and water pollution.
Regrettably, we often take the health of marine life for granted and, due to
these practices, the ocean is extremely vulnerable to harm. There are several ways in
which you can help protect marine ecosystems, such as mapping habitats, carrying out
vital research into the state of the oceans and the wildlife that live there, and
educating local communities- not all is lost it seems!

4. Human Conservation
This is perhaps one type of conservation that you will not yet have heard of,
however it‘s also the one you can relate to most, being human and all. People too are
in danger and certain procedures need to be put in place to keep them alive. We can
also improve the world we live in through educating more people to the dangers of
climate change and teach them eco-friendlier methods to use.
By living amongst communities such as these, learning about their customs and
traditions, and helping them improve their standards of living, you can work towards
conserving those humans in need who have a rich history.

ACITIVITY 4: Drawing while Reflecting about Biodiversity

The students will be asked to draw something about they have learned in
Biodiversity on a half sheet of Bond Paper. On the other half of bond paper, the
students must write a description about it. They can use any available coloring
materials.

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LESSON V - ENVIRONMENTAL SCIENCE: POLLUTION AND ITS FACTORS

OBJECTIVES:
At the end of the lesson, students will be able to:

 identify the classification of pollution;

 discuss the effects of pollution to all living organisms;
 analyze the different environmental issues.

LECTURE:

POLLUTION
Pollution refers to undesirable changes occurring in the physical, chemical, and
biological composition of natural environment consisting of air, water, and soil.
Pollution also means the presence of harmful pollutants in an environment that makes
this environment unhealthy to live in.

POLLUTANTS

A pollutant is defined as any form of energy or matter or action that causes imbalance
or disequilibrium in the required composition of natural objects such as air, water, etc. A
pollutant creates damage by interfering directly or indirectly with the biogeochemical
process of an organism.
Pollutants may be:
 Natural Pollutants − Natural pollutants are caused by natural forces such as
volcanic eruption, acid rain and forest fire.
 Man-made Pollutants − These refer to the release of excess amount of gases or
matter by human activities. For instance, increase in the number of automobiles
adds excess carbon monoxide to the atmosphere causing harmful effect on
vegetation and human health.

Classification of Pollution
Different types of pollution are classified based on the part of the environment which
they affect, or result caused by a particular pollution. Each type of pollution has its own
distinctive cause and consequences.

The major types of pollution are as follows.

1. Air pollution
2. Water pollution
3. Noise pollution
4. Soil or land pollution

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 AIR POLLUTION

It is one of the most widespread

forms of pollution all over the world.
Wind is the main agent of air
pollution. It gathers and moves
pollutants from one area to another,
sometimes reducing the
concentration of pollutants in one
location, while increasing it in
another.
Image source: Air Pollution

Causes of Air Pollution

Apart from the natural causes of pollutants, as stated above, human interaction and
resource utilization is perhaps adding more pollutants to the atmosphere.
 Industrialization − Industries big or small require steam to run. The steam is
produced by burning fossil fuels such as coal, coke, and furnace oil. These fuels
while burning release toxic gases in large amount into the atmosphere.
 Automobiles − To meet the demands of exploding human population, the
number of automobiles is increasing at a great space. The automobile exhausts
are responsible for about sixty percent of air pollution. Released carbon
monoxide from the automobiles pollutes the air and harms trees and other
natural vegetation. It also has ill-effects on human health.
 Chlorofluorocarbons − Scientists are now alarmed regarding the increased
concentration of chemical substances together called chlorofluorocarbon in
the atmosphere. These substances are responsible for creating holes in the
ozone layer causing unwanted imbalance in the heat budget. These are
produced by modern gadgets such as air conditioners, refrigerators, dyers, etc.

SOME WAYS TO CONTROL AIR POLLUTION

Air pollution control is an onerous task as there are large number of pollutants
involved in air pollution. Some of these are even difficult to detect. However, there can
be some basic approaches to control air pollution. They are as follows.
 Preventive Approach - It is well said that prevention is better than cure. We can
prevent pollutants of air from being produced by various ways. For instance, by
changing raw materials used in industry or the ingredient of fuel from
conventional to non-conventional sources of energy; by maintenance of
vehicles and roads and efficient transport system; by reduction in garbage
burning and shifting cultivation areas; afforestation, etc.

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  Dispersal Approach - We can prevent air pollution by raising the heights of
smokestacks in industries so as to release the pollutants high into the atmosphere.
 Collection Approach - Air pollution can be controlled by designing the
equipment and machinery to trap pollutants before they escape into the
atmosphere.

WATER
POLLUTION

It may be defined as alteration in

physical, chemical, and biological
characteristics of water, which may
cause harmful effects on human
and aquatic life.

Image source: Environmental Technology

Pollutants of Water
Following are some of the reasons for water pollution.
 Disposal of sewage and sludge into water bodies such as river, streams, and
lakes.
 Inorganic compounds and minerals by mining and industrial activities.
 Use of chemical fertilizers for agricultural purposes.
 Synthetic organic compounds from industrial, agricultural, and domestic
garbage.
 Oil and petroleum from tankers‘ accident, offshore drilling, combustion engine,
etc.
 Radioactive wastes

SOME WAYS TO CONTROL WATER POLLUTION

 Environmental Education − Individuals and the masses should be educated
about the significance of quality of water and its impact on the economy, the
society, and ecology.
 Sewage Treatment − The household water should be treated properly to make it
environmentally safe. Necessary steps should be taken to ensure that effective
sewage treatment process is put in place and contaminated water doesn‘t get
mixed with the fresh water bodies.
 Afforestation − Planting trees can reduce the water pollution to a large extent as
they check surface soil runoff by running water.

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 NOISE
POLLUTION

It refers to any unwanted and

unpleasant sound that brings
discomfort and restlessness to human
beings. Like air and water pollution,
noise pollution is harmful to human
and animal life.

Image source: Keep Knoxville Beautiful

*Sound becomes hazardous noise pollution at decibels above 80.

Sources of Noise Pollution

 Household appliances such as grinders, electric motor, washing machines

 Social gatherings such as marriages and other social parties
 Places of worship
 Commercial activities
 Construction activities
 Industrial activities
 Automobiles and transport system
 Power generators
 Agricultural equipment

Noise Pollution Control

According to the World Health Organization (WHO), of all the environmental pollution,
noise is the easiest to control.
Noise pollution can be checked at home by −

 Turning off sound-making appliances when they are not in use.

 Shutting the door when noisy machines are being used.
 Lowering the volume of appliances such as television to a desirable level.
 Using earplugs while listening to music.
At mass level it can be checked by −
 By planting trees in large number to create vegetation buffer zones, which
absorb noise.
 Public awareness about the need of control of noise pollution.
 Application of engineering control techniques such as alteration and
modification of design to reduce noise from equipment and machinery, and by
construction of sound barriers or the use of sound absorbers in industrial and
factory sites can reduce exposure to noise to a great extent.
 Construction of institutions and hospitals away from airports, railways, and
highways.
 Improved building design may also reduce the impact of noise pollution.
 Stringent legislations at central and state levels to check air pollution at
workplaces, urban centers, etc.

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 SOIL
POLLUTION

It refers to an undesirable decrease in

the quality of soil, either by man-
induced sources or natural sources or
by both.

Soil is vital not only for the growth of

Image source: Forest Nature plants and growing food but also
cultivating raw materials for agro-
based industries. Health soil is a significant prerequisite for human survival.

Causes of Soil Erosion

 Deforestation at large scale

 Over-grazing
 Mining
 Decrease in soil microorganisms
 Excessive use of chemical fertilizers
 Excessive use of irrigation
 Lack of humus content
 Improper and unscientific rotation of crops

Soil pollution leads to many harmful consequences such as decrease in agricultural

production; reduced nitrogen fixation; reduction in biodiversity; silting of tanks, lakes
and reservoirs; diseases and deaths of consumers in the food chain due to use of
chemical fertilizers and pesticides, etc.

Soil Pollution Control

 Adoption of soil-friendly agricultural practices.
 Use of compost manures in place of chemical fertilizers; Use of bio-fertilizers and
natural pesticides help in minimizing the usage of chemical fertilizers and
pesticides
 Scientific rotation of crop to increase soil fertility.
 Proper disposal of industrial and urban solid and liquid wastes.
 Planting of trees to check soil erosion in slopes and mountainous regions.
 Controlled grazing.
 Reduction in the heaps of garbage and refuse.
 The principles of three R‘s − Recycle, Reuse, and Reduce − help in minimizing
generation of solid waste.
 Formulation and effective implementation of stringent pollution

27 | P a g e
ACTIVITY 5:

Multiple Choice: Write the letter of the correct answer on the blank. (IN CAPITAL LETTER)
______1. Which of the following help pollution occur?
A. Burning fossil fuels in cars and trucks C. Oil spills in the oceans
B. Spilling chemicals in rivers D. All of the above
______2. Pollution can also come from natural resources. What is one natural resource
that can cause
pollution?
A. Fossil fuels C. Oil Spills
B. Forest Fires D. Unpleasant music
______3. What happens when people dump wastes from homes or factories into
oceans, lakes or rives?
A. It flows to other parts of the world C. It causes water pollution
B. It kills animals and plants living there D. Both B and C
______4. How do people contribute to land pollution?
A. Littering C. Conserving
B. Recycling D. Spinning oil
______5. Why is it important to conserve water?
A. We all need it to survive C. We need it to swim
B. It is nice to drink on a hot day D. All of the above
______6. It refers to undesirable changes occurring in the physical, chemical, and
biological composition of
natural environment consisting of air, water, and soil.
A. Pollutant C. Biodiversity
B. Pollution D. Man-made Pollutants
______7. It is one of the many ways to control water pollution, planting trees to a large
extent as they check
surface soil runoff by running water.
A. Environmental Education C. Afforestation
B. Sewage Treatment D. Deforestation
______8. The principles of three R‘s – Recycle, Reuse and Reduce – help in minimizing
generation of solid
waste.
A. True C. Sometimes True
B. False D. Sometimes False
______9. This is vital not only for the growth of plants and growing food but also
cultivating raw materials
for agro-based industries.
A. Chemical material C. Soil
B. Machine D. Water
______10. Pollution caused by volcanic eruption is ___________ pollutant.
A. Primary C. Tertiary
B. Secondary D. Quaternary

28 | P a g e
LESSON VI – ENVIRONMENTAL SCIENCE: ENERGY AND SOCIAL ISSUES

OBJECTIVES:
At the end of the lesson, students will be able to:

 describe the different forms and sources of energy;

 discuss the problems brought about by the energy utilization of man;
 enumerate energy conservation measures;
 draft a pledge of commitment on energy conservation.

LECTURE

It refers to property of objects which

can be transferred to other objects or
converted into different forms. Joules is
the SI (System International) unit of
energy.
Image source: Subliminal Mind Programming

Image source: Energy Wave Theory

What is the difference between Energy and Power?

Energy and Power are closely related but are not the same physical quantity. Energy is
the ability to cause change, e.g. creating a motion while Power is the rate energy is
moved or used – how fast energy is used.

Picking up a box requires a specific

amount of energy, no matter how
quickly the box is picked up. Picking it up
faster will change the amount of power
but not the amount of energy.
Image source: Energy

29 | P a g e
Energy cannot be created or destroyed: this is known as the law of conservation of
energy—meaning that energy must be harvested from some source. No process can
create energy, no matter how nice that would be. However, many processes can
transform energy from one type (like those found in nature) into another (like those
useful for energy services).

Types of Energy
1. The Kinetic energy of a moving object.
2. The Potential energy stored by an object's position in a force field (gravitational,
electric, or magnetic).
3. The Elastic energy stored by stretching solid objects, the chemical energy released
when a fuel burn.
4. The Radiant energy carried by light.
5. The Thermal energy due to an object's temperature.
Image source: Creative Market

SOURCES of ENERGY
 Solar Energy – sun
 Wind Energy
 Geothermal
Energy
 Hydrogen Energy
 Tidal Energy
 Wave Energy
 Hydroelectric
Energy
 Biomass Energy
 Nuclear Power
 Fossil Fuels (Coal,
Petroleum, Oil and Natural Gas)

Image source: Conserve Energy Future

ENVIRONMENTAL PROBLEMS OF ENERGY UTILIZATION

1. Air pollution
2. Water pollution
3. Soil pollution
4. Effects of thermal power plants on living beings

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5. Effects on land use

EFFECTS OF ENERGY UTILIZATION ON THE ENVIRONMENT

1. Climate Change - this

could be a change in how much rain
a place usually gets in a year. Or it
could be a change in a place's usual
temperature for a month or season.

Image source: Medical Bag

2.Greenhouse Effect – a phenomenon in which

the atmosphere of a planet traps radiation
emitted by its sun, caused by gases such as
carbon dioxide, water vapor, and methane
that allow incoming sunlight to pass through
but retain heat radiated back from the planet‘s
surface.

Image source: My Interesting Facts

3. Global Warming - the slow increase

in the average temperature of the
earth‘s atmosphere because an
increased amount of the energy
(heat) striking the earth from the sun is
being trapped in the atmosphere
and not radiated out into space.

Image source: Is Global Warming Real (You tube)

4. Acid Rain - a result of air

pollution. When any type of fuel is
burnt, lots of different chemicals
are produced. The smoke that
comes from a fire or the fumes
that come out of a car exhaust
don't just contain the sooty grey
particles that you can see - they
also contain lots of invisible gases
that can be even more harmful Image source: Tired Earth
to our environment.

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 5. Lead Abatement (Reduction) -
refers to diminishing or terminating
the harmful material on its surface.

Image source: Alpine Painting & Sandblasting Contractors

6. Thermal Pollution - harmful release of heated

liquid into a body of water or heat released
into the air as a waste product of a business.
An example of thermal pollution is water used
for cooling in a power plant that runs into a
nearby river and harms the river's ecosystem.

Image source: Geography And You

7. Nuclear Waste - material

that nuclear fuel becomes
after it is used in a reactor.

Image source: DW Made For Minds

POSSIBLE SOLUTION TO THE ENVIRONMENT PROBLEMS BROUGHT BY ENERGY UTILIZATION

Sustainable Development Solar and wind energies - do not have any negative
effect on the environment and Hydroelectric energy potential – do not have any
negative effect on the environment except the agricultural lands staying under water.

ACTIVITY 6: ESSAY TYPE (20pts)

1. Based from your experience, what are the specific instances you had
save energy? Cite 5 of them.
2. As a student, what specific activities would you like to do (within yourself
or to others) in advocating the proper usage of energy?

32 | P a g e
LESSON VII – ENVIRONMENTAL SCIENCE: HUMAN POPULATION AND
ENVIRONMENT

OBJECTIVES:

At the end of the lesson, students will be able to:

 define Population;
 explain the factors that influence population size and changes;
 describe trends of the human population;
 analyze the relationship between population growth and impact on the
environment.

LECTURE:

Population can be defined

as a group of individuals of
the same species
inhabiting an area. Some
of the characteristics or a
population are nasality
(birth rate), mortality (death
rate), sex ratio, age
distribution, growth rates,
and special distribution.

Demographics is the statics

Image source: Daily Science about population/people.

Natality refers to the number of individuals added to the population through

reproduction. In human population, natality is usually described in terms of the birth
rate, the number of individuals born per one thousand individuals in the population per
year. It is important to recognize that the growth of a population is not determined by
the birth rate (natality) alone.

Mortality is the number of deaths per year. In human population studies, mortality is
usually discussed in terms of the death rate, the number of individuals who die per one
thousand individuals in the population per year.

POPULATION GROWTH AND DECLINE

Population growth increased significantly as the Industrial Revolution gathered

pace from 1700 onwards. The last 50 years have seen a yet more rapid increase in the
33 | P a g e
rate of population growth due to medical advances and substantial increases in
agricultural productivity, particularly beginning in the 1960s, made by the Green
Revolution. In the future, the world's population is expected to peak, after which it will
decline due to economic reasons, health concerns, land exhaustion and
environmental hazards.
Population explosion was the name given to the rapid growth of world
population that has taken place since the industrial revolution. A densely populated
country is the geographic term for a country with a high population density while a
country with a low population density is called sparsely populated country. An example
of a densely populated country is Bangladesh while Canadian Northlands is a sparsely
populated country. Zero population growth is something that occurs when birthrates
equal death rates.

Increase in population growth due to:

1. Medical advances and;
2. substantial increases in Agricultural Productivity, particularly beginning in the 1960s,
made by the Green Revolution.

FACTORS AFFECTING POPULATION SIZE AND CHANGE

1. Birth Rate - the number of live births per 1000 in a year / Fertility rate =
2.51
Factors affecting birth rate: nutrition, fertility, attitudes about abortion,
labor value of children, government policies, social value, the availability
of contraception and
culture.

2. Death Rate - the number of deaths per 1000 in a year.

Factors affecting death rate: disease, war, medical technology, improved
health care, transportation and development.

3. Immigration - the number of people moving into a country.

Pull factors - characteristics of a place that attracts people to it.

4. Emigration - the number of people leaving a country.

Push Factors - characteristics of a place that causes people to
leave.
Refugees - people who are forced to leave their country due to
war, life-threatening discrimination, famine, or natural disasters.

34 | P a g e
 Image source: SMO ‘Thots & Inks’ (Blogger)

Philippines’ Total Population

During 1960 Year 2019
26.3 Million 108,150,890 million

The population of Philippines represents 1.37 percent of the world´s total

population which arguably means that one person in every 74 people on the planet is
a resident of Philippines.

Factors resulting to increase in world population

1. increasing numbers of people surviving to reproductive age
2. major changes in fertility rates
3. increasing urbanization and;
4. accelerating migration

Why is the population growing so quickly?

The huge growth in the world population over the past two centuries is largely
the result of advances in modern medicines and improvements in living standards.
These have significantly reduced infant, child and maternal mortality, contributing to an
increase in life expectancy. Although fertility levels have declined, they have not fallen
at the same pace as mortality levels.
The world population will continue to grow for decades to come. This is the result
of ‗population momentum‘. Because of improved survival rates and past high fertility
levels, there are more women of reproductive age today. This will contribute to a
relatively large number of births, even if those women have fewer children on average.
After 2060 it will almost exclusively be driven by fertility levels in the world‘s least
developed countries.

What are the possible solutions?

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 1. Empower women
Studies show that women with access to reproductive health
services find it easier to break out of poverty, while those who
work are more likely to use birth control. The United Nations
Population Fund aims to tackle both issues at once, running
microcredit projects to turn young women into advocates for
reproductive health.

Image source: Medium

2. Promote family planning

Simply educating men and
women about contraception
can have a big impact. When
Iran introduced a national family
planning programmed in 1989, its
fertility rate fell from 5.6 births per
woman to 2.6 in a decade. A
similar effort in Rwanda saw a
threefold increase in
contraception usage in just five
years.

Image source: PNG Image

3. Make education entertaining

The US-based Population Media
Center gets creative to reach
women. Its radio soap operas, which
feature culturally specific stories
about reproductive issues, have
been heard by as many as 500
million people in 50 countries. In
Ethiopia, 63 per cent of women
seeking reproductive health services
reported tuning in.

Image source: Greater Good Magazine

4. Government incentives
Those at UK charity Population
Matters believe there should be a
senior government official
responsible for addressing
population-related issues. They urge
governments to promote
―responsible parenthood‖ and say
subsidies should be limited to the first

36 | P a g e Image source: Comstock’s Magazine

two children unless the family is living in poverty.

5. One-child legislation
During China‘s high
controversial one-child policy,
fertility fell from six births per
woman in the 1960s to 1.5 in
2014. However, Amnesty
International reports that the
policy led to coerced or forced
abortions and sterilizations. It
also disrupted traditional
Image source: Today’s Parent support structures for the elderly
and led to a gender
imbalance.

ACTIVITY 7:
I. Identification: Write the correct answer on the blank, (IN CAPITAL LETTERS)
____________________________1. It refers to the number of individuals added to the
population through reproduction.
____________________________2. It refers to the number of people moving into a country.
____________________________3. It refers the number of deaths per year.
____________________________4. This can be defined as a group of individuals of the
same species inhabiting an Area.
____________________________5. These are people who are forced to leave their country
due to war, life threatening discrimination, famine, or natural disasters.
____________________________6. It refers to the number of people leaving a country.

II. Enumeration:
7 – 10 Factors resulting to increase in world population
7. ___________________________________________________
8. ___________________________________________________
9. ___________________________________________________
10. ___________________________________________________

What are the possible solutions on the issue of “overpopulation”?

11. ___________________________________________________
12. ___________________________________________________
13. ___________________________________________________
14. ___________________________________________________
15. ___________________________________________________

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LESSON 8 - ENVIRONMENTAL SCIENCE: FIELD TRIPS

OBJECTIVES:

At the end of the lesson, students will be able to:

 identify the methods of utilizing environment resources;
 apply the uses of these resources in real-life situation.

LECTURE:

Methods of Utilizing Environment Resources

There are basically two ways in which the teacher may make use of environment
resources—
A. Taking the school to the Environment
B. Bringing some of the Environment to the school

A. METHODS OF TAKING THE SCHOOL TO THE ENVIRONMENT

The emotions of children are most easily reached not by words but by sights and
sounds. This is possible through field trips, surveys, camping, service projects, etc.

A.1. Field Trips - Environment Education teaching

programmers are not complete without a field trip.
Field trips may be undertaken for securing
information, changing at des awakening interest,
developing appreciation, promoting ideals,
enjoying new experiences.

Image source: Brookings

Types of Field Trips

1. Complex undertaking—These
require elaborate transportation,
full-day planning, and additional
adult helpers. These longer trips
to historical sites and special
events beyond the local
Environment have exciting
destinations to be explored for
problem-solving and project Image source: Field Trip
executing the offer valuable
opportunities for observation of the easily planned visits to factories, radio
stations, newspaper plants, wholesale and retail establishments, libraries and the
like.

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 2. Simple undertaking—These may be
embarked at the moment of conceiving the
idea—the walk around the block to see
nature and man getting ready for winter, the
Journey to the neighboring farm, the walk
through the park to gather some needed
specimens etc.
Image source: Time Educational Supplement

Uses of Field Trips

Stimulating imagination and laming through sensory perceptions—some
examples are the taste of fresh milk, the breathtaking heat of a glass furnace,
the metallic hum of a weaving room, the sight of real things in the real world of
adults.
Integrating classroom instruction—this is done by exposing the artificiality of
traditional subject-matter divisions and enabling the pupils to view facts and
forces as they exist in their everyday relationship in living communities.
Environment Realization - through the field trips the student may come to realize
Environment in ways different from bookish laming. They may come to know, see
and feel their Environment as a way of life, ―acting with vividness‖.
Laming the art of living with others—traveling in the same conveyances, sharing
Expanding emotional and intellectual horizons—this may be done making us
acquainted with people whose manner, customs, living standards, outlook and
interests may be quite different from our own.

A.2. Environment Surveys

Environment surveys provide excellent
educational experience to senior pupils.
They constitute an organized and
systematic method for an accurate
determination of social or physical data.

Image source: Mary Robinson MP

Use of Environment Surveys

1. Procedure. Environment surveys can be useful only if they are conducted properly.
The actual survey should be preceded by much discussion and framing of questions, for
the best results are obtained, when the investigators have got warmed up to problems
and seek answers and solutions to questions that have stirred in their minds.
2. Teachers. They should possess definite awareness of directions and possibilities before
the group undertakes such explorations. They should spend as much time as possible in
personal observations of the Environment in order to get the feel of it.
3. The interest of the student. The -teacher should arouse interest by relating the
proposal for a survey with factors that touch the life of the pupils. He should see that
survey has its basis in the good and bad achievements of people. Instead of starting
with statistical summaries he should start with people.

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4. Objectives preparation
 The purpose of the survey must be made clear.
 The problem must be properly analyzed.
 Practical limits to the survey should be set.
 Techniques to be used for collecting data should be decided upon.
 Data once gathered should be verified.
 Collected data should be recorded for future use.
5. Teacher’s attitude. The teacher should have an encouraging attitude, never an ―I
have been through all this before‖ attitude. The teacher and students should work co-
operatively together in a spirit of shared research. Environment survey ought not to be a
one-man job. The entire staff on a continuing basis should carry it on co-operatively,
year after year. The students and the teachers can approach local experts, old
residents and social workers by collecting data. Various types of important persons can
be interviewed; places of interest can be visited.
6. Resources. The resources, uncovered in the survey, should be grouped in a logical
way such as local industries, places of historical interest, governmental agencies, civic
establishments, places of geographic importance, - persons to interview, persons of
cultural significance and similar categories.

A.3. School camping

The drift to cities and the rapid
tempo of modern living is creating
a need for developing a closer
relationship between human
beings and natural resources.
Called a classroom in the woods,
the camp is a part of the larger
Environment. The outdoor
environment, in and around the
camp, offers tremendous
Image source: Beijing Hikers possibilities for true education. The
opportunities to learn, work and play amidst the natural resources of the area stimulate
interest and concern for the protection and wise use of the natural resources of the
Environment.

Advantages of School Camping

1. Learning by doing. School camping encourages direct learning experiences and has
potential life-situations that are conducive to the most effective teaching methods,
through learning by doing, seeing, hearing, testing, smelling and feeling with a minimum
of answers given by teachers and resource leaders.
2. Miniature environment. The school camp is a miniature Environment with the campers
and teachers as citizens. Many of the problems, faced by the Environment are inherent
in the camp social as the handling, preparation and eating of food, sanitation, sewage
disposal, housing health habits, social and cultural differences and the process of
representative government.
3. Democratic group life Camping experience. Is democratic group living, which proves
useful in inculcating good qualities in the students. It enables the pupils to understand
the physical environment and to use natural resources wisely. It provides additional real
situations including work experiences, where may be applied many of the ski1I and
attitudes developed in the classroom.

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4. Duration and types. Duration of the camping will depend upon the age of the
students. Camping can be taken during school time for a one-week period, two weeks
or a longer period. Similarly, the types and patterns of camping will vary according to
the age of the students. Appropriate activities can be taken up by the campers
depicting the, folklore and history of the area, Indian life, transportation, correction of
soil erosion, excavation of relics, etc.
5. Environment Service Project. The pupils for civic welfare involving individual activity of
an integrated mental, physical, emotional can take up Environment Service projects
and spiritual nature, Service-projects are of educational value to the pupil as well as to
society.

B. METHODS OF BRINGING THE ENVIRONMENT TO THE SCHOOL

1. Lectures by Resource Persons
These are Environment‘s human
resources, which can be utilized by the
enterprising teacher to enrich and vitalize
the school programmed. These
distinguished men are resource persons
who can explain to students their own
important role in the Environment and
services rendered by them to Environment
in the different directions. Important
persons from other towns, states and
countries can also be invited to create Image source: Total Life Counseling
better understanding of different types of people. This will help students identify
themselves with other people and their problems.

Lectures by resource persons provide the students opportunities for developing

social skills in real life-situations such as letter writing, making introductions, receiving
guests, carrying on conversations, listening attentively and leading discussions.

2. Parent-Teacher Associations
It has been well said that
people ―care when they share‖.
Parent-teacher associations create a
constructive involvement of parents
in the school policy and
programmed planning, execution
and evaluation. They co-operate in
making the school a real
Environment centre, to locate and list
resource visitors to the classroom, to
Image source: Friendship Circle assist with field trips and surveys and
to develop the Environment programmed generally. Parents‘ participation in the school
programmed is also an intrinsically rewarding process for them. They know what is going
on in the school and what is expected of their wards. When the parents of the children
in his charge appreciate the work of a teacher, it gives him encouragement and
inspires him towards better and greater efforts. Thus, parent-teacher associations serve
as two-way channels of communication between school and Environment.

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3. Social Service Activities
The school furniture: the
rooms, the playgrounds, the
school hall, the school
gymnasium and audio-visual
aids may be lent to the adult
Environment for purposes of
education and recreation.
School can be made the
Image source: Education and Behavior
center of social education.
Bulletin Boards may be set up,
containing daily news and
other useful information about
the local Environment in particular and the country in general.

4. Celebration of Festivals and

National Days
Environmental Science
teaching can be improved with the
help of fairs, festivals and national
days celebrated in the Environment.
Every child is told about the
significance of these social events,
which provide opportunities for
dynamic, interesting and real life
Image source: Narooma News learning.

5. Local Fairs and Festivals

Several local fairs and
festivals are celebrated in every
locality. These can enlighten the
pupils about the local traditions and
local customs. Interesting talks may
be arranged on how to celebrate
local fairs.
Image source: Narooma News

6. Talks on National and

International Problems
The school authorities
may arrange talks on current
problems of national and
international interest. Members
of the Environment may be
cordially invited to listen and
participate in the discussion.
Image source: Daily Talks

42 | P a g e
7. Financial Aid by the Environment
members
Well-to-do-members of the
Environment may be asked to help
the school enterprise financially.

Image source: Government

8. Apprenticeship
Local trades can provide
apprenticeship experiences to the
students. There is always a
likelihood of the existence of evil
trends like favoritism, nepotism,
dishonesty, hypocrisy, etc. in the
Environment life. The teacher
should bring home to the students
the idea that children should study
the Environment life, and fight
Image source: Washington Examiner
these evil trends. He must develop
the right attitudes towards the Environment local, national and international. By
displaying initiative and resourcefulness, foresight and patience to, build the
Environment understanding of the pupils, he can prepare them to be worthy members
of the Environment.

ACTIVITY 8:
Enumeration: Write the correct answer on the blank. (IN CAPITAL LETTERS)
1-3 Methods of taking the school to the environment. (Write a short description/2pts
each)
1. ___________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________
2. ___________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________
3. ___________________________________________

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 ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________

4-10 Methods of Bringing the Environment to the School (Write a short description/2pts
each)
4. ___________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________
5. ___________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________
6. ___________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________
7. ___________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________
8. ___________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________
9. ___________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________

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 10. ___________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________

45 | P a g e
LESSON IX – ENVIRONMENTAL SCIENCE: MODERN METHODS

OBJECTIVES:

At the end of the lesson, students will be able to:

 enumerate different modern methods of teaching and learning;
 discuss comprehensively the different modern methods.

LECTURE:

Teaching Strategies

“Teaching strategy is generalized plan for a lesson, which includes structure, desired
learner behavior in terms of goals of instruction and an outline of planned tactics
necessary to implement the strategy. The lesson strategy is a part of a larger
development scheme of the curriculum.”
E. Stones and S. Morris.

Type of Teaching Strategy

 Autocratic style of teaching

strategies is traditional. These
strategies achieve different
objectives more than permissive
styles of teaching strategies. The
autocratic style strategies are
content centered, teacher
remains more active, and students
are passive listeners. The
Image source: Blogger autocratic teaching strategies
realize cognitive and effective while permissive teaching strategies tend to
achieve effective objectives. The main emphasis is on presentation. These
strategies do not consider the student abilities, interests, and personality of the
learner. There is no freedom for the learner in the teaching process. These are
highly subjective and conventional styles of teaching process.

 Permissive style of teaching

strategies is based on ―Modern
Theory of Organization of Task
and Relationship center‖. This
style seems less conventional. It
is mainly child-centered; the
pupils largely determine
content. The affective
objectives are mainly achieved
by permissive style strategies.
These strategies create Image source: Coaching
situations for student and teacher interaction, and both remain active in

46 | P a g e
 teaching. Teaching is organized with the consideration of student interest,
abilities and values. These strategies encourage the creativity of the pupils.

Importance of Instructional Strategies

 These are highly subjective and conventional styles of teaching process.
 Teachers are more active, and students are passive listeners.
 Teachers are free in their classroom teaching.
 It establishes class rapport, remedial help, and educational guidance to the
learner.
 It creates a new link with the previous knowledge of learner.
 It gives more emphasis to achieve learning objectives rather than students‘
interest.
 The learning conditions and learning objectives should be achieved

DIFFERENT METHODS OF TEACHING ENVIRONMENTAL SCIENCE

After selecting the content or subject matter, the teacher should see that the
subject is properly taught, learnt and experienced, with the application of most
effective methods of teaching. As methods are closely related to aims and objectives
of teaching a particular subject the major specific aims of teaching Environmental
Science must be remembered. There are:

1. Lecture Method
The lecture method may be
safely used at higher and college
stages. Even at this stage the lecture
must not be dry but well prepared and
well presented to stimulate interest and
mental activity of the students.

Image source: Giving Lecture

2. Lecturer cum Discussion Method

Lecture Method can use as a
main method and other teaching
methods can be used with it. The
discussion method is the supporting
method and it can be used with the
lecture method. Some social
scientist says that it is a one of the
most valuable methods of teaching
Environmental Science is discussion
and ―two heads are better than
one‖. Wonderful results are
achieved when a number of heads
Image source: Stem Jobs
combine to solve a problem.

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 Forms of Discussion
2.1. Informal discussion - when we discuss our personal problems with our friend
with an objective that discussion is considered as informal discussion because
that discussion is only for talk and after discussion, we are not finding any result.
2.2. Classroom discussion - most of the time students discuss their problems with
the teacher in the classroom and that is for caused based problem.
2.3. Debate - in the program of debate two or more students holding
contradictory opinions present arguments on a problem.
2.4. Symposium - the participants present to the audience through speeches or
proper reading their views about various aspects of a selected problem or topic.
2.5. Panel discussion - it is a discussion among selected group persons, large
enough for variety and small enough for purposeful deliberations. The ideal
number may be four to six persons.
2.6. Brain storming - in this form of discussion the brains of the participants are
stimulated to create a storm of ideas and give suggestions regarding the topic
without any deliberation to find whether or not they are meaningful and
purposeful.

3. Project Method
The most concrete of all
types of activity methods. Project
method provides learning
experiences suited to individual
differences.

Image source: ThoughtCo.

4. Source Method
Students learn to know about
events to understand the process
through which they arrive at the
product (historical, literature, political,
economic, and other available
resources).

Image source: Newspaper

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 5. Socialized Recitation
It is an ideal classroom procedure,
aiming at Eliminating of the
traditional formal and lifeless
classroom atmosphere. It promotes
better relationship among pupils
and between teacher and pupils
along with a sense of freedom and
spontaneity.

Image source: Sweet Dreams

6. Supervised Study
Direct experiences are
more effective in the process of
learning they are also retained
for a longer period.

Image source: Teaching A Child

ACTIVITY 9:
Identification: Write the correct answer on the blank. (IN CAPITAL LETTERS)
______________________________1. Students learn to know about events to understand
the process through which they arrive at the product.
______________________________2. Direct experiences are more effective in the process
of learning they are also retained for a longer period.
______________________________3. This method must not be dry but well prepared and
well presented to stimulate interest and mental activity of the students.
______________________________4. The most concrete of all types of activity methods and
provides learning experiences suited to individual differences.
______________________________5. It promotes better relationship among pupils and
between teacher and pupils along with a sense of freedom and spontaneity.
______________________________6. A teaching strategy that is based on ―Modern Theory
of Organization of Task and Relationship center‖.
______________________________7. A teaching strategy that is more on the content
centered, teacher remains more active, and students are passive listeners.
______________________________8. A form of discussion, the participants present to the
audience through speeches or proper reading their views about various aspects of a
selected problem or topic.
______________________________9. it is a discussion among selected group persons, large
enough for variety and small enough for purposeful deliberations. The ideal number
may be four to six persons.
______________________________10. Some social scientist says that it is a one of the most
valuable methods of teaching Environmental Science is this method and ―two heads
are better than one‖.

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LESSON X – ENVIRONMENTAL SCIENCE: MODERN LIBRARY

OBJECTIVES:
At the end of the lesson, the students will be able to:
1. the functions and importance of School Library in learning
To differentiate Book and Non-Book Resources

LECTURE:

An important center of
resources for instructional
purposes in Environmental
Studies is the modern school
library. Modern instructional
program emphasizes the training
of pupils to think and form
judgments independently. This
requires the provisions of a
variety of material of which
school library is the central
clearinghouse. As an important Image source: New City of Perth Library
service agency, it provides guidance to teachers in curriculum construction to pupils in
the selection of books and to adults in reading and in counseling.

Functions of the School Library

1. Providing materials of instruction and reading
The school library renders valuable service to both the teacher and the pupil by
providing a wide variety of text and reference books, related to various school subjects.
It provides a lot of reading material to the pupil for answering questions, doing
assignments, and solving problems.
2. Stimulating reading for enjoyment and recreation
The school library contains several books of general interest, both for the pupils
and the teachers. Interesting storybooks, biographies, books on travels, adventures,
inventions and discoveries etc. motivate pupils and stimulate reading for the sake of
recreation and enjoyment.
3. Teaching the techniques of searching references
School library teaches the techniques of searching references by a proper use of
the variety of material, contained therein. A definite procedure is followed in
purchasing, organizing, storing, issuing and receiving books, periodicals, pamphlets and
other materials in the library room.
4. Providing opportunities to pupils to assume responsibilities
The pupils are taught to keep books with care, to serve on library communities, to
act as library assist‘s‘ and other odd jobs connected with library service. They learn to
work in cooperation with others, to help other pupils in the selection of books and to
assist them in the solution of some of their‘ problems. It gives them an insight into human
relationships; to understand economic efficiency and to take action as responsible
citizens, when need arises.

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Essential Equipment for the Library

1. Shelves - in the library room shelves contain

books of all types as well as albums of records,
films, filmstrips, school made slides and the like,
arranged in a definite order, subject and
section wise.

Image source: Berkeley Mills

2. Tables and Chairs - the tables in a

library should be of proper height
and size and the chairs, strong
and comfortable to
accommodate students and
teachers to read and work in the
library. The librarian should be
provided with a separate chair
and desk to discharge his duties
effectively. Image source: School Furnishings

3. Filling Cabinets for Catalogue Cards -

cabinets and drawers of a standard size
accommodate catalogue cards easily.

Image source: Smithsonian Magazine

4. Racks for Newspapers and Magazines - daily

newspapers as well as journals and magazines in different
languages, on all subjects are placed in different racks,
especially got prepared for this purpose. These racks are
placed in different corners of the library room or in the
reading room, attached to the library of that teachers
and pupils come and read them in their vacant periods.
Lock magazine covers are essential for journals and
magazines. They preserve the magazines and journals
from soil and theft. Rods in special frames may be used
for the daily newspapers.
Image source: Library Things
51 | P a g e
 5. Bulletin Boards - bulletin boards
are used for displaying book-jackets
and other illustrative material to
advertise new arrivals in the library
for those who are not regular visitors.
A portion of the space allocated to
the library is used for the bulletin
boards.

Image source: Pinterest

6. Storage Room and Work

Room - the library storage
room stores books that need
binding and equipment
essential for the audiovisual
material. A workroom or an
adequate closet space with
a big table is used for
mending books, mounting
pictures and preparing books
for the shelves. Important
Library Resources for
Image source: Library Materials
Environmental Studies.

Book Resources
These are essential for meeting individual needs in reading for presenting
different points of view and for providing rich background of understanding of the
people, the processes, and the places, so essential in Environmental Studies instruction.
Book resources include the following:
 Text-books - several good textbooks in history, geography, civics,
economics and Environmental Studies are available in the library. In view
of the rapidly changing human life in all parts of the world, new and
revised editions of standard textbooks must be purchased for school
library for supplying most up-to-date knowledge to pupils and teachers.
 Unit Booklets - in addition to textbooks, several unit booklets should also
be available in the Environmental Studies library. These booklets are on a
variety of topics ranging from family life and neighborhood to people of
other land and places.
 Reference Materials - these include reference books, encyclopedias,
dictionaries, yearbooks, atlases, biographies, bibliographies, directories
and government bulletins etc.

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  Literary Materials - these include biographies, fiction, folklore, short stories,
travel books, books of adventure and hero-stories, romance, drama, and
poetry to provide reading for enjoyment and pleasure to all concerned.
 Source Books - these include diaries, minutes and proceedings of
meetings, original accounts of travelers and contemporary historians,
manuscripts, and timetable etc.

Non-book Resources

 Periodicals - these include current events periodicals and magazines about

various aspects of life, including art literature, music, dance etc. as these reflect
social trends of the period.
 Pamphlets - are usually written about one specific topic and generally illustrated
with pictures, photographs, and drawings. The Environmental Studies teacher
should keep himself in touch with currently published pamphlets, connected with
his subject. As most of the pamphlets are published by various government
agencies and bureaus for specialized services these are low priced. They provide
important information about different walks of social, economic, and political
life.
 Newspapers – a local newspaper is a must for every school library as it highlights
local events, happenings, issues, personalities, and developments, correlated
with the immediate social and physical environments of the pupils. One or two
daily newspapers of all-India circulation are also desirable for the library. A good
newspaper is a mirror of the world events. Its study is essential for all teachers and
students of Environmental Studies to keep themselves informed of all that is
happening around them in the national and international fields.
 Special Documents and Publications - almost all the state governments publish
brochures, yearly calendars or data books or activities within the states.
Important business, concerns, railways, and tourist bureaus also publish folders,
containing rich information about various places, regions, and towns. These
provide primary source materials.
 Audio-visual or Non-reading Material - non-reading materials play a very
important role in Environmental Studies program. Many of these materials present
information difficult to obtain through reading. They add realism and furnish the
class with a common background of experience.

A trained and licensed librarian maintains school library as an important resource

center to provide planned, expert service and guidance to teachers and students.

ACTIVITY 10:
I. TRUE OR FALSE: Write TRUE if the statement is correct and FALSE if the statement is
incorrect.
____________1. The school library renders valuable service to both the teacher and the
pupil by providing a wide variety of text and reference books, related to various school
subjects.
____________2. An important center of resources for instructional purposes in
Environmental Studies is the traditional school library.
____________3. A definite procedure is followed in purchasing, organizing, issuing, storing,
and receiving books, periodicals, pamphlets, and other materials in the library room.

53 | P a g e
____________4. The school library contains several books of general interest, both for the
students and the teachers.
____________5. The students are taught to keep books with care, to serve on library
communities, to act as library assist‘s‘ and other odd jobs connected with library
service.

II. Identification: Write BR if the item is Book Resource and NBR if it is Non-Book Resource.
____________6. Reference Materials
____________7. Source Books
____________8. Newspapers
____________9. Periodicals
____________10. Literary Works

54 | P a g e
LESSON XI – ENVIRONMENTAL SCIENCE: MODERN AND EFFECTIVE TEACHER

OBJECTIVES:

At the end of the lesson, students will be able to:

 explain the essential qualities of an effective teacher;

 evaluate students‘ own qualities and the characteristics which may apply to
real-life situations.

LECTURE:

“In case the teacher wants to be a man-maker then it is essential that he should possess
specific qualities of character, intellect, and personality.”
- Sir John Adam

Image source: Daily Science

CLASSIFICATION OF AN EFFECTIVE ENVIRONMENT TEACHER

The quality and effectiveness is very necessary for a subject teacher. The
effectiveness is defined in different manners by so many educationists.
1. Interest in Subject
An Environment teacher must have zeal and zest in his teaching subject matter
and should have full mastery over subject matter. Otherwise he would feel that he has
been assigned a very boring job.
2. Patience and Self-Confidence
As we know that commerce, for example, is not an easy subject, so an
Environment teacher should have full confidence and patience while teaching Book-
keeping, Income Tax or Accountancy etc. These both traits of Environment teacher
help him to a large extent in solving the problems of students effectively.
3. Good Health
As a proverb says, ―A healthy mind lives in a healthy body.‘ It suits up to a great
extent with Environment teacher can teach efficiently with long hours. Here Good
health denotes both mental and physical health‖.
55 | P a g e
4. Resourcefulness
‗Teacher of Commerce‘ should be creative and imaginative in arranging the
different available teaching means according to needs of the class. If there is no
availability of any teaching mean in the school, he can borrow the teaching means,
such as computer, photocopier machine etc. from friends or avail of financial support
from the school, banks or computer shops.
5. Pleasing Personality of Teacher
The Environment teacher should have a pleasing personality. Healthy physique,
proper clothes, and impressive way of talking with others, are included in the pleasing
personality.
6. Humorous Temperament
Jolly mood of the teacher keeps the students active and his humorous
temperament creates the suitable environment in the classroom.

PROFESSIONAL QUALITIES OF AN ENVIRONMENTAL SCIENCE TEACHER

1. Educational Qualifications
An Environment teacher must have some basic essential academic qualification
for teaching a subject to a class. Along with some basic academic qualifications, he
should have some professional qualifications for teaching purposes, i.e., Based major in
Biology, or M.A. etc. For example, a teacher who wants to teach commerce at +2
level, should possess the B.Ed. Degree.
2. Knowledge of Subject
Environment teacher should have thorough knowledge of commerce and
should have good mastery so well that his students may get convinced of his teacher‘s
mastery over subject easily. It is necessary for being a successful teacher.
3. Knowledge of Psychology
Environment teacher should have the knowledge of psychology because it
helps the teacher in understanding the child psychology, individual differences, stages
of mental and physical growth etc.
4. Ability of Self Expression
For being a good teacher, the teacher should have the ability of self-expression
according to the class standard and mental level of the students. He should express his
views in lucid language. He should not be too slow, nor unnecessarily high and shrill
while teaching the students. In between his teaching, he should take the help of
blackboard to elucidate the content/topic.
5. Students and Scientific Attitude
Not one can become a good teacher unless he is studious and endeavors to
acquire the mastery over the subject. An Environment teacher should be studious and
should devote his sufficient time in increasing the subject knowledge. R.N. Tagore has
rightly said, ―A lamp cannot light another lamp unless it continues its own flame
burning.‖
6. Knowledge of Different Teaching Aids
The teacher should have the full knowledge of different teaching aids. i.e., how
to operate them, and when to use them in the classroom for making of his teaching
effective.
7. Interest in the Research Work
For being a good teacher of commerce, one must be good at research work.
The Environment teacher can use discovery methods, for the solution of different
managerial problems and high cost of the product problem.

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SOCIAL QUALITIES
1. Quality of Leadership
Environment teacher‘s leadership is totally based upon his personality and
character. A teacher having sound character and personality can motivate the
student to do the task in the group collectively. This quality of the teacher makes him
active and famous in the school.
2. Democratic Attitude
―Teacher can foster the qualities of ideal citizenship.‖ (Bining) . This attitude
denotes the democratic attitude of the teacher.
3. Justice Loving
The Environment teacher should have the quality of justice loving and should not
be biased while he is in the chair of judge. This quality of the teacher will convert him as
an ideal for the students.
4. Honesty and Impartiality
Environment teacher should behave all the pupils impartially. Teacher‘s working
and his deeds both should be same. Those teachers, who have something in
minds/hearts and something else on their tongues, do not get any respect from others.
5. Friendly and Sympathetic
Environment teacher‘s behavior with his students should be like a friend. He
should try to trace the problems of the children and try to tackle with their problems
effectively as far as possible.

ACTIVITY 11:
MATCHING TYPE: Write the letter of the correct answer on the blank. (IN CAPITAL LETTER)
_________1. ‗A healthy mind lives in a healthy body.‘ A. Educational
Qualifications
_________2. The teacher should be creative and B. Knowledge of the
imaginative in arranging the different available subject
teaching means according to needs of the class.
_________3. An Environment teacher must have some C. Good Health
basic essential academic qualification for teaching
commerce to a class.
_________4. Healthy physique, proper clothes, and D. Democratic
impressive way of talking with others. Attitude
_________5. Should have good mastery so well that his E. Knowledge of
students may get convinced of his teacher‘s mastery Psychology
over subject easily.
_________6. Should not be biased while he is in the F. Quality of
chair of judge. Leadership
_________7. The teacher should provide freedom, G. Students and
fairness, equality and brotherhood to the students Scientific Attitude
while dealing with them.
_________8. Teacher should be studious and should H. Resourcefulness
devote his sufficient time in increasing the subject
knowledge.
_________9. A teacher having sound character and I. Justice Loving
personality can motivate the student to do the task in
the group collectively.
_________10. The teacher should have knowledge in J. Pleasing
understanding the child psychology, individual Personality
differences, stages of mental and physical growth etc.

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