Tg science q4 basics of ecology and human impact on ecosystems

1. 2010 Secondary Education Curriculum
Integrated Science
Quarter 4 : Ecology Topic: Stewardship of Our Finite Time Frame: 40 days
Earth
Stage 1
Content Standard: Performance Standard:
The learner demonstrates understanding of humans as Learners, working in groups, contribute to conservation of
stewards of our finite earth. resources and/or solution of an ecological problem existing in the
immediate community through the cooperative conduct of an
innovative/ creative environmental activity or project.
Essential Understanding(s): Essential Question(s):
Humans, as stewards of our finite earth, are tasked to Why are humans stewards of our finite earth?
contribute to (a) conservation of resources and (b) solution of
ecological problems through cooperative conduct of
environmental activities or projects.
Learners will know: Learners will be able to:
• making comparisons
Basics of Ecology • designing experiments
• comparing ideas with the current scientific knowledge
• Basic units of ecology (organism to biosphere) • making inferences on scientific data to anticipate effects of
• Components of ecology (ecological communities, technological designs on the environment
ecological habitats, ecological niches) • predicting the probable outcome of an event
• Characteristics of ecosystems (self-regulating:
• critique solutions to problems, given criteria and scientific
carrying capacity, maximum sustainable yield, waste
constraints
assimilative capacity, natural enemies; self-
perpetuating)
• Functions of ecosystems (energy flow: food chain,
food web, and food pyramid; material cycles: water
cycle, chemical and nutrient cycle)
Human Impact on Ecosystem
• Altering biotic and abiotic factors
• Human contributions to pollution and their impact on

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Integrated Science
ecosystems - impact on the quality of air and water,
global warming and climate change)
7 Environmental Principles
• Nature knows best
• All life forms are important
• Everything is connected to everything else
• Everything changes
• Everything must go somewhere
• Ours is a finite earth
• Humans are stewards of nature
Stage 2
Product or Performance Task: Evidence at the level of understanding Evidence at the level of performance
Learners should be able to demonstrate
Conservation of resources and/or solving understanding by covering the six (6) Performance assessment of a conduct of
an ecological problem existing in the facets of understanding: an environmental activity based on the
immediate community through the following criteria:
cooperative conduct of an innovative/ EXPLANATION
creative environmental activity or project 1. Cooperation
(either clean-up drive, eco-fun run, tree Describing how our finite earth should be
planting, rip-rapping, IGP for an taken cared of. • Teamwork (members work together;
environmental cause, etc.). each member performs a specific task)
Criteria • Communication
a. Thorough (members communicate thought
b. Justifiable processes and strategies by asking
c. Clear questions, discussing ideas, offering
constructive criticisms, and summarizing
INTERPRETATION discoveries as a result of the group’s
involvement in an environmental activity)
Evaluating how understanding of
stewardship of our finite earth benefits 2. Innovativeness/ Creativity
humans

3. 2010 Secondary Education Curriculum
Integrated Science
Criteria • Active learning (group members
a. Meaningful explore new ways or approaches to
b. Illustrative address an ecological problem
APPLICATION 3. Contribution to conservation of
resources and/or solution of an
Designing how resources can be
ecological problem existing in the
sustained.
immediate community
Criteria
a. Appropriate
b. Practical
c. Efficient
d. Effective
PERSPECTIVE
Arguing on “thinking globally and acting
locally” to protect ecosystems.
Criteria
a. Insightful
b. Credible
c. Reflective of critical thinking
EMPATHY
Assuming the role of an environmentalist
committed to protect the Earth.
Criteria
a. Perceptive
b. Receptive
c. Responsive

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Integrated Science
SELF-KNOWLEDGE
Realizing one’s contribution to
environmental protection and
conservation of resources.
Criteria
a. Reflective
b. Responsive
Stage 3
Teaching/Learning Sequence:
EXPLORE
As part of initial activities, learners shall be given an overview of basics of ecology and human impact on ecosystem , what they
are expected to learn and how their learning shall be assessed. In this stage, diagnosis of their knowledge on ecosystem gained
from elementary science shall form part of the prerequisites.
Learners shall:
1. undergo an assessment of their knowledge on ecosystems. (Teacher’s Note/s or TN: Assessment to use may include
either paper and pencil test, use of checklist, use of graphic organizer, etc. Teachers shall take note of learners prior
knowledge, if any);
2. be introduced to the topic basics of ecology and human impact on ecosystems and subtopics such as Basic Units of
Ecology Components of Ecosystems, Characteristics of Ecosystems, Functions of the ecosystems (TN: Strategies to use
include either film showing of a documentary film on space exploration or a science fiction film -eg. Apollo 13, Under Siege
2, etc.; picture analysis, etc); (TN: Teacher may initially (a) play an environmental song or ask some students present some
environmental songs accompanied by musical instruments before introducing said topic and subtopics; or (b) show a

5. 2010 Secondary Education Curriculum
Integrated Science
trailer/segment of a film about the environment).
3. be informed that they need to demonstrate understanding of basics of ecology and human impact on ecosystems;
4. be oriented on related and varied resources and materials to be used in understanding basics of ecology and human impact
on ecosystems (see resources and equipment/materials needed);
5. be given time to formulate questions on basics of ecology and human impacts on ecosystems and cluster these to initially
find out what is/are interesting for them;
6. be given time to formulate other questions leading to Essential Question focusing on humans’ role as stewards of solving an
ecological problem. (TN: Strategies to use include either KWL, Focus Group Discussion, brainstorming, think-pair &square,
diads, round robin, etc.);
7. generate as many tentative ideas (TI) to the Essential Question (EQ) as possible to show what they already know about role
of humans as stewards of nature. (TN: Strategies to use include either brainstorming, Focus Group Discussion, graphic
organizer, concept mapping, etc. At this point, the teacher shall be careful not to reject learners’ opinion but shall encourage
them to give their ideas without being judged as right or wrong. Each tentative idea (TI) shall be published on the board);
8. be grouped accordingly to choose some of the identified prior knowledge, misconceptions and/or tentative ideas (TI). (TN:
Whatever each group of learners selected, the group shall be asked to challenge or explore the validity of these prior
knowledge or tentative ideas during the Firm Up Stage);
9. be oriented that they need to show their understanding of humans as stewards of the earth by conducting an
environmental activity or project;
10. be informed that the conduct of this environmental activity or project shall be based on the following criteria: (a) Cooperation
: Teamwork ( members work together; each member performs a specific task), & Communication (members communicate
thought processes and strategies by asking questions, discussing ideas, offering constructive criticisms, and summarizing
discoveries as a result of the group’s involvement in an environmental activity); (b) Innovativeness/ Creativity: Active learning
(group members explore new ways or approaches to address an ecological problem); and (c) contribution to conservation of
resources and solution of an ecological problem existing in the immediate community) (TN: Brainstorming may be used to
discuss how these criteria shall be used. Learners need to be clarified on the details on how their product or performance

6. 2010 Secondary Education Curriculum
Integrated Science
shall be assessed. Such details of criteria may be revised based on agreements reached); and
11. conceptualize the design of an environmental project (TN: Learners shall be guided on conducting an environmental project;
prepare interview guide(s)/ questionnaire(s)/ checklist, gather information on existing environmental projects in the
community, and propose the environmental project).
FIRM UP
Varied learning experiences shall be introduced to help learners disprove misconceptions, examine/ assess prior knowledge
and begin to discover the validity of tentative ideas (TI) to the EQ; make their understanding of basics of ecology and human
impacts on ecosystem real; equip them with skills and knowledge for them to be successful throughout the topic; and undergo
differentiated instruction to address their unique strengths and needs. This involves acquiring scientific knowledge which is
about accessing information, i.e., what information is needed, where information can be located and how information can be
gathered focusing on basics of ecology and human impact on ecosystems.
Basics of Ecology
A. Basic units of ecology
Using the chosen prior knowledge, misconception and/or tentative ideas (TI) to the EQ as starting/focal points of investigation,
learners shall:
12. conduct any activity to appreciate the immediate environment (TN: Activities on environmental sensitivity and/or ecology
conceptualizing or other similar activity/activities may be conducted)
13. explain the importance of studying ecology and different areas of study within its realm;
14. describe the connections between and among the concerns within the scope of ecology –ie., from organism to biosphere;
and
15. revisit prior knowledge, misconceptions and/or TI on basic units of ecology, if any. (TN: The teacher may ask each group of
learners to discuss those prior knowledge, misconceptions and/or TI which the group previously chose for investigation. This

7. 2010 Secondary Education Curriculum
Integrated Science
group shall be asked to reason out for either assessing, confirming or rejecting these in the light of the activities conducted
and analyses made.)
B. Components of ecology
Using the chosen prior knowledge, misconception and/or tentative ideas (TI) to the EQ as starting/focal points of investigation,
learners shall:
16. compare ecological communities, ecological habitats, and ecological niches;
17. differentiate habitats and niches;
18. study a picture of a particular environment( e.g., wetland )or go to an actual environment. Consider the following
questions:
Q1. Describe the niche of one of the populations in the picture or environment. How does this niche differ from the
niche occupied by another organism?
Q2. Infer how adaptations help determine an organism’s niche.
19. investigate physical factors and population relationships in the biotic community. (TN: Learners shall plan a field study of a
nearby available ecosystem, get necessary permits from officials, and prepare sketches or illustrations of the place); and
20. revisit prior knowledge, misconceptions and/or TI on components of ecology, if any. (TN: The teacher may ask each group
of learners to discuss those prior knowledge, misconceptions and/or TI which the group previously chose for investigation.
This group shall be asked to reason out for either assessing, confirming or rejecting these in the light of the activities
conducted and analyses made.)
C. Characteristics of ecosystems
Using the chosen prior knowledge, misconception and/or tentative ideas (TI) to the EQ as starting/focal points of investigation,
learners shall:
21. make inferences on the carrying capacity when the number of a given species goes beyond the limit that can be supported
by a particular habitat (TN: The teacher needs to emphasize the concept of “carrying capacity”);

8. 2010 Secondary Education Curriculum
Integrated Science
22. make predictions on how the exceeding limit of production of an ecosystem affect the cycle of nutrients (TN: The concept of
“maximum sustainable yield” shall be drawn by learners);
23. communicate how pollution occurs when waste production goes beyond the recycling capacity of the ecosystem (TN:
Learners shall focus on the concept in regard to “waste assimilative capacity”);
24. make inferences on maintaining the balance in the population when natural enemies or predators are absent (TN: Learners
shall consider the concept of “natural enemies”);
25. find the connection(s) between extinction and reproductive capabilities of organisms (TN: Needs integration of the concept
on “self-perpetuation” as a characteristic of ecosystems); and
26. revisit prior knowledge, misconceptions and/or TI on characteristics of ecosystems, if any. (TN: The teacher may ask each
group of learners to discuss those prior knowledge, misconceptions and/or TI which the group previously chose for
investigation. This group shall be asked to reason out for either assessing, confirming or rejecting these in the light of the
activities conducted and analyses made.)
D. Functions of ecosystems
Using the chosen prior knowledge, misconception and/or tentative ideas (TI) to the EQ as starting/focal points of investigation,
learners shall:
27. communicate how an ecosystem performs and regulates the process of energy flow (TN: Learners shall illustrate how
energy transfers as shown in food chain, food web and food pyramid.);
28. analyze the benefits when materials are accumulated, transformed and moved between living organisms and the physical
environment. (TN: provide more emphasis on sulfur cycle, nitrogen cycle and phosphorous cycle); and
29. revisit prior knowledge, misconceptions and/or TI on functions of ecosystems, if any. (TN: The teacher may ask each group
of learners to discuss those prior knowledge, misconceptions and/or TI which the group previously chose for investigation.
This group shall be asked to reason out for either assessing, confirming or rejecting these in the light of the activities
conducted and analyses made.)

9. 2010 Secondary Education Curriculum
Integrated Science
Human impact on ecosystem
Using the chosen prior knowledge, misconception and/or tentative ideas (TI) to the EQ as starting/focal points of investigation,
learners shall:
30. make inference/s on how biotic and abiotic factors are altered through hunting, eliminating predators, introduction of new
species, land conversion, kaingin system, etc;
31. analyze how some human activities contribute to pollution;
32. analyze the impact of man-made pollutions to the quality of air and water;
33. analyze human contributions to increasing global warming and climate change;
34. explore new ways or approaches to address ecological problems; and
35. revisit prior knowledge, misconceptions and/or TI on human impact on ecosystem, if any. (TN: The teacher may ask each
group of learners to discuss those prior knowledge, misconceptions and/or TI which the group previously chose for
investigation. This group shall be asked to reason out for either assessing, confirming or rejecting these in the light of the
activities conducted and analyses made.)
Seven (7) Environmental Principles
Using the chosen prior knowledge, misconception and/or tentative ideas (TI) to the EQ as starting/focal points of investigation,
learners shall:
36. explain how nature regulate, perpetuate, maintain its balance and keeps both living and non-living components stable. (TN:
Needs discussion of the first principle “Nature knows best.”);
37. relate diversity of organisms to human survival. (TN: Needs discussion of the 2nd principle “All forms of life are important”.
This may involve the integration of Q3 which is partly concerned on explorations of earth’s waters);

10. 2010 Secondary Education Curriculum
Integrated Science
38. justify why interdependence should be maintained in the ecosystem (TN: Needs discussion of the 3rd principle “Everything is
connected to everything else”. This part may include the integration of Q3 which partly talks about Sun-Moon-Earth
System);
39. make inferences why changes are essential in maintaining balance of nature. (TN: Needs discussion of the 4th principle
“Everything changes”. This part may be connected to Quarter 1 which is about changes in the properties of matter);
40. explain the importance of knowing that nothing on earth “disappears” or “simply goes away”. (TN: Needs discussion of the
5th principle “Everything must go somewhere”. Discussions may involve law of conservation of matter and energy – Q1 and
Q2);
41. justify the need to maintain the limits with which the nature operates (TN: Needs discussion of the 6th principle “Ours is a
finite earth”);
42. explain human responsibility to conserve and protect nature (TN: Needs discussion of the 7th principle “Humans are
stewards of nature”. This may include the integration of Q1- effects of physical and chemical changes that are either
beneficial or harmful to health and environment, Q2- managing the effects of volcanic eruption, earthquake and tsunami, and
Q3 – recent discoveries/ breakthroughs beneficial to society);
43. revisit prior knowledge, misconceptions and/or TI on 7 environmental principles, if any. (TN: The teacher may ask each
group of learners to discuss those prior knowledge, misconceptions and/or TI which the group previously chose for
investigation. This group shall be asked to reason out for either assessing, confirming or rejecting these in the light of the
activities conducted and analyses made.)
DEEPEN:
Here, learners shall be engaged in understanding scientific knowledge which includes the processing and making meanings
out of the information. Learners need to reflect, revisit, revise and rethink their ideas; express their understandings and
engage in meaningful self-evaluation; and undergo in-depth discussion on basics of ecology and human impact on ecosystems
using multiple sources of information and various modalities of manifesting learning.
Given enough time, learners shall:
44. work in small groups to present a TV documentary about logging climax forests.
44.1 Choose one particular forest to feature.
44.2 Do research about the forest area.

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Integrated Science
44.3 Write a script of the TV documentary.
44.4 Draw charts or present pictures.
44.5 Assign a member to take the role of TV announcer.
45. encourage students to do research on how people in different countries meet their nutritional needs.
45.1 Choose a particular country and find information about the diet of the people living there.
45.2 Construct a food chain, food web and food pyramid to show the linear sequence of relationships
46. write journals about how their lifestyle contributes to some of the environmental problems they face. (TN: Ask learners to
make a list of lifestyle changes that they would be willing to make in order to improve the health of the global
environment.)
47. write journals about an ecological issue in their locality.
47.1 Choose an ecological issue in their locality in words and pictures.
47.2 Discuss why it is important to you and why you think people regard it as important.
48. illustrate their vision of an ideal environment five years from now.
At the level of understanding, learners shall:
49. in general, describe how our finite earth should be taken cared of (FU: Explanation);
50. evaluate how understanding of stewardship of the earth benefits humans (FU: Interpretation);
51. argue on one’s own view after exhausting all views about “thinking globally and acting locally” to protect ecosystems (FU:
Perspective);
52. assume the role of environmentalists committed to protect the earth (FU:Empathy); and
53. realize one’s contribution to environmental protection and conservation (FU: Self-knowledge).
To draw out the Essential Understanding, learners shall:
54. contemplate on the Essential Question - “Why are humans stewards of our finite earth?

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Integrated Science
55. reexamine their revised tentative idea (TI); and
56. justify the TI based on the understanding (s) gained.
TRANSFER ++
There is a need to encourage learners to organize their learning experiences so that they can move from teacher-guided and
concrete activities to independent applications where they may create or produce new knowledge in science. This is to
challenge learners to transfer their learning in new settings and use this creatively to generate new ideas or view things
differently. Learners shall be involved in planning, proposing and implementing an environmental activity or project that may
contribute to the solution of an ecological problem.
Learners shall:
57. solve an ecological problem existing in the immediate community through the cooperative conduct of an innovative/ creative
environmental activity or project (either clean-up drive, tree planting, rip-rapping, IGP for an environmental cause, etc.)
58. evaluate their product/performance.
Resources (Web sites, Software, etc.)
Activity Sheet on Environmental Sensitivity
Activity Sheet on Ecology Conceptualizing
Activity sheets on interrelationships in ecosystems
Activity sheets on Basic Units of Ecology, print-out copy of internet articles, videos,
Activity sheets, video clips , pictures
Video clips, observation checklist/ questionnaire, activity sheets on characteristics of ecosystems
Video clips, observation checklist/ questionnaire, activity sheets on functions of ecosystems
Video clips, observation checklist/ questionnaire, activity sheets on how biotic and abiotic factors are altered
Video clips, observation checklist, interview questionnaire, activity sheets on the impacts of humans on ecosystems
Pictures/ illustrations, articles from internet, technical reports, movies, video clips
“An Inconvenient Truth” Video by Al Gore

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Integrated Science
Weblinks
• http://www.deped.gov.ph/iSchool Web Board/Science Web Board
• http://www.deped.gov.ph/skoool.ph
• http://www.deped.gov.ph/e-turo
• http://www.deped.gov.ph/BSE/iDEP
• http://www.pjoedu.wordpress/Philippine Studies/FREE TEXTBOOKS
• http://www.teacherplanet.com
• http://www.pil.ph
• http://www.alcob.com/ICT Model School Network
• http://www.APEC Cyber Academy.com
• http://www.globalclassroom.net
• http://www.think.com
Materials/Equipment :
Laboratory apparatus/equipment needed