PALAWAN STATE UNIVERSITY

College of Sciences

GENERAL EDUCATION-
Environmental Science

MODULE 1

Understanding
the Natural
and Man-made
Environments
 Table of Contents

Title Page …………………………………………………………………. 1

Table of Contents …………………….………………………………... 2
Learning Outcomes …….……………………………………………. 3
Module Overview ……………………………………………………… 4
Initial Activity …………………….……………………………………. 5
Introduction …………………….………………………………………. 8
Discussion ………..…………………………………………………….. 9
Concept of the Environments and its Components ………………. 9
Types of Environment ………………………………………………. 18
Learning Check 01 …………………………………………………….... 13
Learning Check 02 ………………………………………………………. 19
Rubrics ………………………………………………………………… 21
Reflection ……………………………………………………………… 22 2

References ……………………………………………………………… 23
Supplementary Materials ………………………………………………. 25

Page 2
 Learning Outcomes

After going through in this module, you should be able to:

✔ Distinguish between natural and man-made

environments.

✔ Explain the levels of organization from organism to

biosphere.

✔ Explain the major biogeochemical cycles.

✔ Distinguish the components and uses of renewable

and nonrenewable natural resources.

✔ Construct model of components of the natural world 3

and its interactions, ecosystem and natural

resources.

Page 3
 Overview

This is an introductory part of your course in

environmental science. In this module, you will be
introduced to the various components of the natural
world. These include the lithosphere (Earth’s surface),
hydrosphere (water), atmosphere (air), and biosphere
(regions of the lithosphere, hydrosphere, and
atmosphere where living organisms exist). You shall
gather information about the interactions of these
components as you will be submitting a model of the
natural world as observed in your immediate
surroundings. The study of this module will take you
around 6 hours, however, you may do it at your own
pace. For those who will be taking this course offline,
4
be sure to visit our Google Classroom to view
announcements and due dates from time to time.

Page 4
 Initial Activity

This term ‘environment’ was derived from a French

word ‘environner’ which means to encircle or to
surround. These include living and nonliving things that
surround us (Table 1.1).

Table 1.1 Living and nonliving things

Living things (Biotic) Nonliving things (Abiotic)

Plants Water

Animals Light
5

Microbes Carbohydrates

Page 5
 Initial Activity

Study the examples presented in Table 1.1, list down at

least three characteristics of living things.

Similarly, list down at least three characteristics of

nonliving things.
6

Page 6
 Initial Activity

Learning Enrichment 1.1:

To enrich your knowledge on the characteristics of
living and nonliving things, watch these videos:
https://www.youtube.com/watch?v=QHh1DVeB5FI
https://www.youtube.com/watch?v=60Zh4dJgrMQ

NOTE: For those who are taking this course

offline, read the supplementary material on the
Characteristics of Living and Nonliving Things at
found at the end of this module.
7

Page 7
 INTRODUCTION

Making Connections:

Earth is a living planet, which supplies us all the natural

resources that we need such as food and shelter. We,
human beings and other forms of life, have a specific
surrounding from which we interact and derive benefits
for our existence. This surrounding is our environment.
An understanding of the environment requires us to
appreciate the scientific study of the natural world. As
we introduce the environment, we shall walk you
through its various components and their interactions
that make life sustaining. You may be aware that life
condition is favorable only in a very thin layer of the
8
environmental sphere. Thus, our survival and other life
forms are dependent on the condition of our
environment.

Page 8
 Discussion

CONCEPT OF THE ENVIRONMENTS AND ITS

COMPONENTS

Before the start of the Third Industrial Revolution, most

people thought the term ‘environment’ shall refer to the
normal conditions at home, in school, or in their workplaces.
However, with the publication of the book “Silent Spring”
(Carson, 1962) about the negative environmental effects
caused by pesticides; Tragedy of the Commons (Hardin,
1968) about the global commons experiencing environmental
stress; as well as the occurrence of major environmental
disasters such as the Super Typhoon Haiyan “Yolanda” that
affected around 16 million people in the Philippines (WHO
Westerm Pacific, 2013), the concept of the environment has
gained widespread acceptance in our society.
9

The environment is now an issue for our survival as well as

that of the other living organisms. We recognize there should
be a balanced between environmental protection vis-à-vis
development and economic growth. This issue is very
important in developing countries like the Philippines, where
we continuously promote economic activities for the benefit of
our people.

Page 9
 Discussion

CONCEPT OF THE ENVIRONMENTS AND ITS

COMPONENTS

Before the start of the Third Industrial Revolution, most

people thought the term ‘environment’ shall refer to the
normal conditions at home, in school, or in their workplaces.
However, with the publication of the book “Silent Spring”
(Carson, 1962) about the negative environmental effects
caused by pesticides; Tragedy of the Commons (Hardin,
1968) about the global commons experiencing environmental
stress; as well as the occurrence of major environmental
disasters such as the Super Typhoon Haiyan “Yolanda” that
affected around 16 million people in the Philippines (WHO
Westerm Pacific, 2013), the concept of the environment has
gained widespread acceptance in our society.
10

The environment is now an issue for our survival as well as

that of the other living organisms. We recognize there should
be a balanced between environmental protection vis-à-vis
development and economic growth. This issue is very
important in developing countries like the Philippines, where
we continuously promote economic activities for the benefit of
our people.

Page10
 Discussion

CONCEPT OF THE ENVIRONMENTS AND ITS

COMPONENTS

Environment

Viable Bearable

Sustainable

Economic Social
Equitable
eN11

Figure 1.1. The three pillars of sustainability (GNU

Operating System Free Documentation License as
cited by von Keyserlingk et al., 2013).

Page 11
 Discussion

CONCEPT OF THE ENVIRONMENTS AND ITS

COMPONENTS

Now, let us examine the meaning of environment in

scientific terms. You are all aware that no organism can
exist without interacting with other organisms and its
physical surroundings. Hence, the environment is the
totality of all the external conditions affecting the life,
development and survival of an organism (OECD,
2005). In context, it refers to the naturally produced
physical surroundings on which we are entirely
dependent in all our activities. The various uses to
which these surroundings are put for economic ends
are called environmental functions. We would like to eN12
make it a point that the living and physical components
are interdependent and that we only classify them as
illustrative example.

Page 12
 Learning Check 01

Fill out the table below with the biotic and abiotic
components of the environment that are present in your
place.
Table 1.2 Components of the Environment in your place.
Biotic Abiotic
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

From Table 1.2, explain briefly how these components 13

interact.

Page 13
 Learning Check 01

To enrich your knowledge about the concept and

components of the environment, watch this video:
https://www.youtube.com/watch?v=fxVGiq1kggg

NOTE: For those who are taking this course

offline, read this article: Introduction to the
Environment, pp. 5-6 (IGNOU, 2017). Be sure to
download this document together with this
module.

14

Page 14
 Learning Check 01

Given what you have watched in this video and/or read

in IGNOU (2017) pp. 5-6, is your explanation above the
same or related to the one presented in the video
and/or in the article? You may clarify your answer
below:

15

Page 15
 Discussion

Therefore, the main purpose of the environment is to provide

conditions for our lives and other organisms. It also
determines our survival and that of all living organisms. We
need a responsible interaction with the environment to avoid
depletion or degradation of our natural resources. Below are
illustrations of Earth’s environmental sphere and its various
components (Figures 1.2 and 1.3, respectively)

16

Figure 1.2. Earth’s environmental sphere

(Encyclopedia Britannica, 2013). Page 16
Discussion

17

Figure 1.3. Summarized sketch of the various

components of the environment (Jazib, 2018).

Page17
 Discussion

TYPES OF ENVIRONMENT
In the previous lesson, you have learned about the concept
and components of the natural environment. It means all that is
created from nature, that surrounds us, where we live, study,
work, and from which we use natural resources, to support our
and other people’s needs (Lauesen, 2013).

Here, we shall focus our discussion on man-modified and

man-made environments. These are places made artificially by
humans through planned manipulation (IGNOU, 2017). In the
development of the man-modified landscape, it is a basic fact
that the natural ecological communities of plants, animals and
soil life of a region do not support sedentary human communities,
except in unusual conditions (Glikson, 1971). In this type of
environment, human beings set to a certain extent the
relationships between the biological and physical components.
18

The environment of a big city, like Metro Manila, is created by

human beings. For example, water (one of the most important
components of the natural world) is not taken from rivers or
streams directly but it passes through filtration and purification
process before being used for drinking and other domestic uses.
Raw materials for food usually come from rural areas. Likewise,
solid waste and garbage are collected for treatment or dumping
to sanitary landfills.
Page 18
 Learning Check 0.2

Using the table below, classify the following into natural, and
man-modified or man-made environments (Balayong Park,
forest, banana plantation, desert, grassland, rice field,
manufacturing industry, City Coliseum, ocean, river):

Table 1.3. Types of Environment

Natural Man-modified/Man-made
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

Learning Enrichment 02: To enrich your knowledge 19

about the types of environment, read this article:

Introduction to the Environment, pp. 7-8 (IGNOU, 2017).
http://egyankosh.ac.in/handle/123456789/12732
and watch these videos (optional for those who are
taking this course offline):
https://www.youtube.com/watch?v=mOwJuwBsn6g
https://www.youtube.com/watch?v=UQNkpExlBlU
https://www.youtube.com/watch?v=rZsb3mgVI1E Page 19
 Discussion

Types of the Environment

It may be emphasized that built or man-made
environment is associated with high consumption of
materials, water, and energy; and usually affects the
natural environment. For that consideration, development
and economic growth must be sustainable. Hence, we
must foster a strong sense of stewardship, or shared
responsibility, for the sustainable care of our planet (Berg
& Hager, 2009).

Leave a message here to your teacher if you have

questions:

20

Page 20
 Rubrics

Make a model of the components of the natural and

man-made environments as observed in your immediate
surroundings. Discuss your model (Mark: 30).
Criteria Mark

20 16-19 11-15 1-10

Integrations of The model The model The model The model does
knowledge demonstrates that demonstrates that demonstrates that not demonstrate
the student fully the student, for the student, to a that the student
understands the the most part, certain extent, understands the
scientific understands the understands the scientific
concepts being scientific Scientific concepts being
utilized. These concepts being concepts being utilized.
concepts are utilized. These utilized.
integrated and concepts, to a
contextualized certain extent, are
into the student’s integrated and
own insights. contextualized
into the student’s
own insights.
Clarity of content In-depth In-depth The student has Cursory or hasty 21
discussion and discussion and omitted important discussion in all
elaboration in elaboration in components of components of
most components most components the natural and the natural and
of the natural and of the natural and man-made man-made
man-made man-made environments environments.
environments environments
Clear and Simple and very Simple but not Complex and Impossible to tell
attractive easy to easy to tell what difficult to tell what component
illustration understand what component is what component is being
component is being illustrated. is being illustrated.
being illustrated. illustrated.

Page 21
 Reflection

Make a reflection on what you have learned in Module

1 taking into consideration what is happening on the
environment in your place.

22

Page 22
 References

Berg, L. R. & Hager, M. C. (2009). Visualizing

Envrionmental Science, Second edition. Wiley in
collaboration with the National Geographic
Society, USA. https://epdf.pub/visualizing-
environmental-science-second-ed.html.
Carson, R. (1962). Silent Spring. Fawcett
Publications, Inc., Greenwich, Connecticut, USA.
https://ejcj.orfaleacenter.ucsb.edu/wp-content/upl
oads/2017/06/1962.-Rachel-Carson-
Silent-Spring.pdf
Glikson, A. (1971). The Ecological Basis of Planning:
Planning with the Land. Martinus Nijhoff, The
Hague, Netherlands.
https://link.springer.com/chapter/10.1007%2F978
-94- 010-2746-5_3. 23
Hardin, G. (1968). The Tragedy of the Commons.
Science, New Series, 162(3859), 1243– 1248.
https://www.hendrix.edu/uploadedFiles/Admissio
n/GarrettHardinArticle.pdf.
IGNOU. (2017). Unit 1 Introduction to the
Environment. Indira Gandhi National Open
University.
http://egyankosh.ac.in/handle/123456789/12732
Page 23
 References

Jazib, J. (2018). Basics of Environmental Sciences (1st

ed.). Iqra Publishers, Jammu, J&K/New Delhi, India.
https://www.researchgate.net/publication/33090126
7_BASICS_OF_ENVIRONMENTAL
_SCIENCE.
Lauesen, L. M. (2013). Natural Environment. In
Idowu S.O., Capaldi N., Zu L., Gupta A.D. (eds)
Encyclopedia of Corporate Social Responsibility.
Springer, Berlin, Heidelberg.
https://doi.org/10.1007/978-3-642-28036-8.
OECD. (2005). Glossary of Statistical Terms:
Environment. Organisation for Economic Co-
operation and Development.
von Keyserlingk, M. A. G., Martin, N. P., Kebreab, E.,
Knowlton, K. F., Grant, R. J., Stephenson, M.,
24
Sniffen, C. J., Harner, J. P., Wright, A. D., & Smith,
S. I. (2013). Invited review: Sustainability of the US
dairy industry. Journal of Dairy Science, 96(9),
5405– 5425. https://doi.org/10.3168/jds.2012-6354.
WHO Westerm Pacific. (2013). Super Typhoon
Haiyan (Yolanda) in the Philippines, 2013.
https://www.who.int/westernpacific/emergencies/ty
phoon-haiyan-(yolanda).
Page 24
 Supplementary
Materials

CHARACTERISTICS OF LIVING THINGS

Living Things
Living things exist and are alive and are made of
microscopic structures called cells. They grow and
exhibit movement or locomotion. They experience
metabolism, which includes anabolic and catabolic
reactions. They are capable of producing a new life
which is of their own kind through the process of
reproduction. They have a particular life span and are
not immortal.

Cellular respiration enables living organisms to acquire

energy which is used by cells to perform their functions. eN25
They digest food for energy and also excrete waste from
the body. Their life cycle can be summarized as follows
– birth, growth, reproduction and death. Examples of
living things are animals, birds, insects, human beings.

Page 25
 Supplementary
Materials

CHARACTERISTICS OF LIVING THINGS

Living Things
The following are important characteristics of living things:

▪ Living things exhibit locomotory motion, they move.

Animals are able to move as they possess specialized
locomotory organs, for example – Earthworms move
through the soil surface through longitudinal and
circular muscles. Plants respond to the movement of
the sun.
▪ Living things respire. Respiration is a chemical reaction,
which occurs inside cells to release energy from the
food. Transport of gases takes place. The food that is
eN26
ingested through the process of digestion is broken
down to release energy that is utilized by the body to
produce water and carbon dioxide as by-products.
▪ Living things are sensitive to touch (and other stimuli as
well) and have the capability to sense changes in their
environment.

Page 26
 Supplementary
Materials

CHARACTERISTICS OF LIVING THINGS

Living Things
The following are important characteristics of living things:

▪ They grow. Living things mature and grow through

different stages of development.
▪ One of the striking features is that living things are
capable of producing offspring of their own kind
through the process of reproduction, wherein genetic
information is passed from the parents to the offspring.
▪ They acquire and fulfill their nutritional requirements to
survive through the process of nutrition and digestion,
which involves engulfing and digesting the food. Some
eN27
living organisms are also autotrophic, which means
they can harness the sun’s energy to make their food.
▪ The digested food is eliminated from the body through the
process of excretion.

Page 27
 Supplementary
Materials

CHARACTERISTICS OF LIVING THINGS

Nonliving Things
Nonliving things are not alive. They do not possess life. They
do not have cells and do not grow or show
locomotion/movement. They do not undergo metabolism with
anabolic and catabolic reactions. They do not reproduce.
They do not have a life span. They do not respire as they do
not require food for energy and hence do not excrete. They
do not fall into any cycle of birth, growth or death. They are
created and destroyed by external forces. Examples of
non-living things include stone, pen, book, cycle, bottle, etc.

The important characteristics of non-living things are as

follows:
▪ Non-living things are lifeless. They do not have cells,
eN28

and there is no protoplasm which forms the basis for

life to exist.
▪ Lack of protoplasm leads means no metabolic activities.

Page 28
 Supplementary
Materials

CHARACTERISTICS OF LIVING THINGS

Nonliving Things
▪ They do not have a definite and certain size of their
own. They take the shape of the substance they are
contained in, for example, a liquid takes the shape of
its container. Stones, rocks and boulders are molded
by the changing environment and landscape. The
change in the state of a non-living thing is due to an
external influence.
▪ Non-living things “grow” by accretion. It occurs through
adding materials externally. For example, A snowball
may increase in size due to the accumulation of smaller
units of its own to its outer surface. eN29

▪ Non-living things never die as they do not have cells

with a definite lifespan. Immortality is a distinguishing
factor.
▪ Fundamental life processes such as reproduction,
nutrition, excretion, etc. are absent in non- living things.

Page 29
 Supplementary
Materials

Criteria for Differentiating Living Things from Nonliving

Things
For easy differentiation between living things and
nonliving things, scientists have come up with traits or
characteristics that are unique to them. The criterion for
classification is necessary to avoid the wrong grouping.
Hence, science developed a basis for classification.
Anything that has life is considered as living beings. For
example: humans, trees, dogs, etc. Things which have
no life in it are considered as non-living. For example:
stone, mountain, watch, etc.

Scientists have discovered a few criteria for differentiating

living things from non-living things. Here are some of eN30
them:

▪ Living beings can grow and develop.

▪ Living beings obtain and use energy.
▪ Living beings adapt to their environment.
▪ All living beings are made of one or more cells.

Page 30
 Supplementary
Materials

Criteria for Differentiating Living Things from Nonliving

Things

▪ Living beings respond to their environment or stimuli.

▪ All living things excrete to remove waste material from the
body.
▪ Living beings have the ability to give birth to their
young ones through the process of reproduction.
▪ All living beings require energy to perform different
metabolic activities, and they gain energy from food/
nutrition.
▪ All living beings, apart from plants, move from one
place to another. This type of movement is called
locomotion.
▪
eN31
All living beings, including humans, animals, plants,
birds, and insects, require oxygen gas to breath and
produce energy.

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