This document outlines a curriculum for a unit on ecology and human stewardship of the Earth. It includes three stages:
1) Students will learn about basic ecological concepts like communities and habitats. They will examine human impacts and our role as stewards.
2) As a performance task, students will work in groups on an environmental project in their community, demonstrating cooperation, innovation, and contribution to conservation.
3) The teaching sequence will begin with assessing prior knowledge, introducing topics, and generating questions. Students will then demonstrate their understanding through explanation, interpretation, application, and assuming perspectives related to environmental protection.
This class provides a solid introduction of the science & technology of the home, covering bio-climactic principles as well as choice of materials, location & design context. But we also question the great emphasis which is put on more & larger construction by the alternative movement these days. BioConstruction or EcoBuilding are terms which technically mean 'construction which promotes life' or 'ecological building', not something which is centered - yet again - on consumerist values: putting human whims & comfort above all else. How or when are these 'bio' & 'construction' terms used in contradictory ways? Do we need to coin a new 'perma-construction' term?
This class provides a solid introduction of the science & technology of the home, covering bio-climactic principles as well as choice of materials, location & design context. But we also question the great emphasis which is put on more & larger construction by the alternative movement these days. BioConstruction or EcoBuilding are terms which technically mean 'construction which promotes life' or 'ecological building', not something which is centered - yet again - on consumerist values: putting human whims & comfort above all else. How or when are these 'bio' & 'construction' terms used in contradictory ways? Do we need to coin a new 'perma-construction' term?
In this class we explore social capital as the umbrella term we use to value a complex set of inner quadrant qualities such as creativity, innovation, social skills, connectivity, emotional intelligence, knowledge, wisdom, cultural awareness, etc., all of which have a critical part to play in re-designing any technology & therefore society as a whole. "Sustainable Development" has been criticized as a term for being inherently contradictory, but when all quadrants are taken into account, we can see that a major growth in the interior quadrants (personal development & culture) will probably be key in achieving any significant reduction in physical consumption or material growth, so 'sustainable development' is far from contradictory as a term. So how do we design for increasing and improving social capital?
Edible Sustainable Landscaping at Clark University (Final Paper)Jenkins Macedo
Abstract
Edible sustainable landscaping is an important step toward sustainability in an urban environment. Replacing a traditional grass lawn with this type of landscaping would reduce water and maintenance requirements of an area of campus and would create habitat for animals as well as providing food for local wildlife, pollinators, and members of the community. The project sought to design a plot of edible landscaping on campus of Clark University and understanding faculty and staff attitudes and opinions toward the project. The methods used in this project included the exploration of secondary data on edible landscaping, field trip to UMass Amherst, interviews with six stakeholders, soil test analysis, plot and plants selection. The results indicated most stakeholders agreed that edible, sustainable landscaping at Clark would increase the institution’s approach to sustainability, foster students’ learning and encourage behavioral change through education, and collaborative partnership. Annual herbs, fruit-bearing shrubs, nutrient accumulating ground cover plants, and some trees are ideal for this type of landscaping. The soil test illustrated that the soil quality at the selected plot is low in important nutrients but lead levels are below hazardous limits so growing edible plants will not be a problem with the addition of compost. With the support of staff and faculty, one plot in Downing Street that is dominated by grass and difficult to mow was selected for this edible landscaping pilot project.
Presentation by Trevor Sandwith, The Nature Conservancy (TNC) at Forest Day 3, 13 December 2009, Copenhagen. Learning event "Landscape approaches to Adaptation and Mitigation"
Ecosystem-based approaches to mitigation and adaptation at landscape and seas...CIFOR-ICRAF
Presentation by Trevor Sandwith, The Nature Conservancy
Landscape approaches to mitigation and adaptation, Forest Day 3
Sunday, 13 December 2009
Copenhagen, Denmark
Check out the Georgia Army National Guard's Environmental Stewardship Division's newsletter from the last quarter of 2012. It's full of great information regarding the environmental staff's recent activities and accomplishments!
DE presentation to IISD on May 7, 2008. Title: Amazon Resilience and Busines...DE Design and Environment
Presentation given to the Natural Resources Management Group of the International Institute for Sustainable Development on May 7, 2008. The topics were: Estimating Resilience of Amazonian Ecosystems and Design and Business Evolution
The publication of the Double Pyramid paper in June 2010 sent out the first strong signal of how important it was to pay attention to food choices, not only with regard to health, but also as to environmental protection. This new 2011 edition has tripled the amount of data collected from scientific literature and from public environmental databases. The new data confirms the validity of the work and scientifically strengthens the model upon which the Double Pyramid of the Barilla Center for Food & Nutrition is based.
In this class we explore social capital as the umbrella term we use to value a complex set of inner quadrant qualities such as creativity, innovation, social skills, connectivity, emotional intelligence, knowledge, wisdom, cultural awareness, etc., all of which have a critical part to play in re-designing any technology & therefore society as a whole. "Sustainable Development" has been criticized as a term for being inherently contradictory, but when all quadrants are taken into account, we can see that a major growth in the interior quadrants (personal development & culture) will probably be key in achieving any significant reduction in physical consumption or material growth, so 'sustainable development' is far from contradictory as a term. So how do we design for increasing and improving social capital?
Edible Sustainable Landscaping at Clark University (Final Paper)Jenkins Macedo
Abstract
Edible sustainable landscaping is an important step toward sustainability in an urban environment. Replacing a traditional grass lawn with this type of landscaping would reduce water and maintenance requirements of an area of campus and would create habitat for animals as well as providing food for local wildlife, pollinators, and members of the community. The project sought to design a plot of edible landscaping on campus of Clark University and understanding faculty and staff attitudes and opinions toward the project. The methods used in this project included the exploration of secondary data on edible landscaping, field trip to UMass Amherst, interviews with six stakeholders, soil test analysis, plot and plants selection. The results indicated most stakeholders agreed that edible, sustainable landscaping at Clark would increase the institution’s approach to sustainability, foster students’ learning and encourage behavioral change through education, and collaborative partnership. Annual herbs, fruit-bearing shrubs, nutrient accumulating ground cover plants, and some trees are ideal for this type of landscaping. The soil test illustrated that the soil quality at the selected plot is low in important nutrients but lead levels are below hazardous limits so growing edible plants will not be a problem with the addition of compost. With the support of staff and faculty, one plot in Downing Street that is dominated by grass and difficult to mow was selected for this edible landscaping pilot project.
Presentation by Trevor Sandwith, The Nature Conservancy (TNC) at Forest Day 3, 13 December 2009, Copenhagen. Learning event "Landscape approaches to Adaptation and Mitigation"
Ecosystem-based approaches to mitigation and adaptation at landscape and seas...CIFOR-ICRAF
Presentation by Trevor Sandwith, The Nature Conservancy
Landscape approaches to mitigation and adaptation, Forest Day 3
Sunday, 13 December 2009
Copenhagen, Denmark
Check out the Georgia Army National Guard's Environmental Stewardship Division's newsletter from the last quarter of 2012. It's full of great information regarding the environmental staff's recent activities and accomplishments!
DE presentation to IISD on May 7, 2008. Title: Amazon Resilience and Busines...DE Design and Environment
Presentation given to the Natural Resources Management Group of the International Institute for Sustainable Development on May 7, 2008. The topics were: Estimating Resilience of Amazonian Ecosystems and Design and Business Evolution
The publication of the Double Pyramid paper in June 2010 sent out the first strong signal of how important it was to pay attention to food choices, not only with regard to health, but also as to environmental protection. This new 2011 edition has tripled the amount of data collected from scientific literature and from public environmental databases. The new data confirms the validity of the work and scientifically strengthens the model upon which the Double Pyramid of the Barilla Center for Food & Nutrition is based.
CLEAN's primary goal is to steward a broad collection of educational resources and foster a supporting community to help facilitate students, teachers, and citizens becoming climate literate and informed about "the climate's influence on you and society and your influence on climate."
The focus of CLEAN's efforts are to integrate the effective use of the resources across all educational levels – with a particular focus on the middle-school through undergraduate levels (grades 6-16) as well as to citizens through formal and informal education venues and communities. The activities of the CLEAN Pathway project have 3 major components.
The Visual Communication of Ecological Literacy - PhD Presentation, November ...EcoLabs
Visualising Science and Environment, ECREA @ The University of Brighton Symposium. 17-18 November 2011
Graphic design is in the unique position of being able to make invisible ecological concepts visible. This paper will introduce my AHRC funded research on the visual communication of ecological literacy and the graphics made as part of this practice-based project. The research demonstrates how images can contribute to the development of new cognitive skills and even social capacities when built into transformative learning processes. I will describe how visual representation can facilitate ecological perception contributing to greater understanding of complexity, context, connections and causality. This research aims to help graphic design nurture latent possibilities in visuals, especially as a means of facilitating the emergence of new mental models to address sustainability imperatives.
One of the major premises of this project is that fragmentary thinking is an obstacle to sustainability and that reductive attitudes towards knowledge cannot adequately address problems associated with ecological systems - or other complex systems. Responding to this dilemma, this project uses a whole systems approach based on the powerful concept of ecological literacy. This research posits that visual communications offers a means of helping audiences understand context, interrelationships, dynamics and other features of whole systems thinking necessary for ecological literacy to become widespread.
Ecological Literacy - A Foundation for SustainabilityEcoLabs
Presentation by EcoLabs. First shown at theTeach-in for Ecological Literacy in Design Education. Victoria and Albert Museum.
Downloading this presentation? Please make a contribution to Ecolabs: http://eco-labs.org/index.php/who-mainmenu-54
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
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
2. 2010 Secondary Education Curriculum
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
4. 2010 Secondary Education Curriculum
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.
11. 2010 Secondary Education Curriculum
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?
12. 2010 Secondary Education Curriculum
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