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ENVIRONMENTAL SCIENCE
First Quarter – Week 5
FLOWS AND CYCLES OF NUTRIENTS IN THE
ENVIRONMENT (PART 2)
Environmental Science – Grade 7 STE
Most Essential Learning Competency (MELC) – Based Exemplar
Quarter 1 – Week 5: Flows and Cycles of the Nutrients in the environment (Part II)
First Edition, 2020

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Development and Quality Assurance Teams

Writer : JOELMAR S. MONDOÑEDO

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Rationale

Project PPE (Portfolio Predicate on Exemplar) is a backup contingency

response of the Schools Division of Surigao del Sur for learning delivery and
learning resource which parallel to the on-going endeavors of the higher offices
in the Department. It is the utilization of a lesson exemplar that is streamlined in a
teacher-and-learner-friendly format to cater to the new classroom setup in light
of the COVID-19 health crisis. These exemplars will be paired with a self-contained
and self-instructional portfolio.

The portfolio is a deliberate collection of works that highlight a learner’s

effort that would enable him/her to see his/her growth and achievement, ability
to reflect on his/her own work and ability to establish goals for future learning.

Introductory Message

For the teacher:

Welcome to the Environmental Science Grade 7 STE -Quarter 1 Exemplar
on Flows and Cycles of the nutrients in the environment (PART II)
This exemplar was collaboratively designed, developed and reviewed by
educators from different schools in the Division to assist you in helping the learners
meet the standards anchored on Most Essential Learning Competencies (MELC)
set by the Department while overcoming the constraints in schooling brought by
the COVID-19 pandemic.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.
As a teacher, you are expected to orient the learners on how to use this
exemplar in the fit modality. You also need to keep track of the learners' progress
while allowing them to manage their own learning through portfolio assessments.
For the learner:
Welcome to the Environmental Science Grade 7 STE -Quarter 1 Exemplar on
Flows and Cycles of the nutrients in the environment (Part II)
This exemplar was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while being
an active learner, either at home or in school. To help you with this, this exemplar
comes with a Weekly Portfolio Assessment. You teacher will provide you with a
template and you will be given a privilege to organize the portfolio in your own
creative way.

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This exemplar has the following parts and corresponding icons:

This will give you an idea of the

What I Need to Know
competencies you are expected to learn in
the exemplar and the objectives you are
expected to realize.
This part includes an activity that aims to
What I Know
check what you already know about the
lesson to take.
In this portion, the new lesson will be
What’s New (Optional) introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
This section provides a brief discussion of the
What is It
lesson. This aims to help you discover and
understand new concepts and skills.
This section provides an activity which will
What I Can Do (1,2 & 3)
help you transfer your new knowledge or skill
into real life situations or concerns.

This task aims to evaluate your level of

What I Have Learned
mastery in achieving the learning objectives.

Answer Key This contains answers to all activities in the

module.

This contains instructions about recording

Portfolio Goal Setting
your positive, realistic goals before going
through this exemplar.
This contains instructions about completing
Portfolio Completion -Your
the components of the portfolio. This also
Growth Clue!
includes a rubric to guide you of how your
portfolio will be assessed.
At the end of this module you will also find:

References This is a list of all sources used in

developing this exemplar.

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PLEASE READ THE REMINDERS CAREFULLY!

General reminders in using this exemplar:

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the exemplar. Use a separate sheet of paper in answering the activities
and tasks.

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answers.
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5. Return this exemplar to your teacher or facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this exemplar, do
not hesitate to consult your teacher, parents, siblings or anybody
knowledgeable and older than you at home. We hope that through this
material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

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kami, sapamamagitan ng exemplar naito, makararanas ka ng
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unawasakaugnaynamgakompetensi. Kaya moito!

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Importantenamgapahinumdomsapaggamit nan inina exemplar:
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integridadsapagbuhatsamgabuluhaton ug sapagtul-id samgasayop ug
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 What I Need to Know
Hello, good day to you! I know that you have been through a number of
exciting adventures in the environmental science modules prepared just for you.
But would you like to join in another trip?
This module will take you to another exciting and yet relaxing tour to the
environment that surrounds us.
You must have been to many places before with your family and friends.
But have you thanked the works of nature that made you feel happy, light and
relaxed? Well then, this module will allow you to appreciate once again the
beauty of mother Earth!

Most Essential Learning Competency:

Analyze the diagram explaining how materials cycle in the environment
The following lessons comprise this module:
 Lesson 1 – Soil Ecosystem
 Lesson 2 – Phosphorus Cycle
 Lesson 3 – Sulfur Cycle
After going through this module, you should be able to:
1. Describe the soil and its properties.
2. Describe factors that affect the development of major soil types.
3. Describe the cycles of phosphorus and sulfur.
4. Appreciate the importance of soil, phosphorus and sulfur in the
environment.

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 What I Know

PRE TEST
A. Multiple Choices.
Directions: Read the questions carefully and comprehensively. Select the letter of
correct answer. Write your answer in your paper.

1. A bright yellow in color element that has a really bad smell; man has been
using this element for thousands of years. Found near volcanoes and hot
springs.
a. Carbon b. Phosphorus c. Nitrogen d. Sulfur
2. It is a parent material in which soil is derived?
a. Leaves b. Rocks c. water d. animal feces

3. It is a complex and variable mixture of fragmented rock, organic matter,

moisture, gases and living organisms that covers almost all terrestrial landscapes.
a. Lahar b. Desert c. Soil d. Land

4. Soil organic matter consists of _________.

a. Polymerized, non identifiable molecule c. Living organisms and cells
b. Dead tissues and waste d. All of the above

5. What is missing from the processes that cycle phosphorus: plate tectonics,
erosion, run off, __________.
a. Atmosphere b. Clouds c. Decomposers d. Sand

6. What doesn't belong in these reservoirs of phosphorus:

a. animals, b. plants c. atmosphere d. oceans

7. Phosphorus cycles like what nutrient ?

a. Carbon b. Water c. Sulfur d. Nitrogen

8. It is also known as SO2 and is a colorless and suffocating gas; also comes from
volcanoes.
a. Sulfate b. Hydrogen sulfide c. Sulfur dioxide d. Sulfide

9. Which of the following is an example of biological action attributing to the

development of soil?
a. Frozen waters on rocks c. Hot environment
b. Tree roots on the rocks d. Waves in the shore

10. It is the vertical stratification of soil.

a. Soil Stratification b. Soil Profile c. Horizon d. Vertical farming

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 LESSON 1: SOIL ECOSYSTEM

What is It

Soil is a complex and variable mixture of fragmented rock, organic

matter, moisture, gases, and living organisms that covers almost all terrestrial
landscapes. Soil provides mechanical support for growing, even for trees as tall
as 100 m. Soil also stores water and nutrients for use by plants and provides
habitat for the many organisms that are active in the decomposition of dead
biomass and recycling of its nutrient content. Soil is a component of all terrestrial
ecosystems, but it is also in itself a dynamic ecosystem.

Soil develops over long periods of time toward a mature condition.

Fundamentally, soil is derived from a so-called parent material, which consists of
rocks and minerals that occur within a meter or so of the surface. Parent
materials in most of Canada were deposited through glacial processes, often as
a complex mixture known as till, which contains rock fragments of various sizes
and mineralogy. In some areas, however, the parent materials were deposited
beneath immense inland lakes, usually in post-glacial times. Such places are
typically flat and have uniform, fine-grained soils ranging in texture from clay to
sand. (Clay particles have a diameter less than 0.002 mm, while silt ranges from
0.002 to 0.05 mm, sand from 0.05 to 2 mm, gravel from 2 to 20 mm, and coarse
gravel and rubble are larger than 20 mm.) Figure 1 presents a textural
classification of soil based on the percentage of clay-, silt-, and sand-sized
particles.

Figure 1: A Textural Classification of Soils

How many types of soil do you see from the figure? Can you identify it?

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 In other regions, parent materials known as loess are derived from silt that
was transported by wind from other places. Because of their very small particle
size, soil rich in clay has an enormous surface area, giving it important chemical
properties such as the ability to bind many nutrient ions.

The characteristics of the parent material have an important influence on

the type of soil that eventually develops. However, soil development is also
profoundly affected by biological processes and climatic factors such as
precipitation and temperature.

For example, water from precipitation dissolves certain minerals and carries
the resulting ions downward. This process, known as leaching, modifies the
chemistry and mineralogy of both the surface and deeper parts of the soil. In
addition, inputs of litter (dead biomass) from plants increase the content of
organic matter in soil. Fresh litter is a food substrate for many decomposer species
of soil-dwelling animals, fungi, and bacteria. These organisms eventually oxidize
the organic debris into carbon dioxide, water, and inorganic nutrients such as
ammonium, although some material remaining as complex organic matter,
known as humus. As soils develop, they assume a vertical stratification known as
a soil profile, which has recognizable layers known as horizons. From the surface
downward, the major horizons of a well-developed soil profile are as follows:

Figure 2. Soil Profile

Look at the image of a soil profile. Can you label the white marker
according to the description of a horizon? As you can see, there are 7 white
markers, you can have also 7 Horizon L, F, H, A, B, C and R.
Broadly speaking, soil within a particular kind of ecosystem, such as tundra,
conifer forest, hardwood forest, or prairie, tends to develop in a distinctive way. Soils are
classified by the ecological conditions under which they developed. The highest level of

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classification arranges soils into groups called orders, which can themselves be divided
into more detailed assemblies. The most important soil orders in the country are:

How many soil orders our country have? Can you find which soil order your area
has?

The Importance of Soil

The soil ecosystem is extremely important. Terrestrial plants obtain their

water and much of the nutrients they need from the soil, absorbing them through
their roots. Soil also provides habitat for a great diversity of animals and
microorganisms that play a crucial role in litter decomposition and nutrient
cycling.

Soil is economically important because it critically influences the kinds of

agricultural crops that can be grown. Some of the most productive agricultural
soils are alluvial deposits found along rivers and their deltas, where periodic
flooding and silt deposition bring in abundant supplies of nutrients.

Soil health is fundamental for a healthy food production. It provides

essential nutrients, water, oxygen and support to the roots, all elements that favor
the growth and development of plants for food production. The soil hosts a big
community of diverse organisms that improve the structure of the soil, recycle
essential nutrients, and helps to control weeds, plant pests and diseases. Another
important aspect is that when soil is healthy, it contributes to mitigate climate
change by keeping or increasing soil organic carbon. Soil is the basis of food
systems as well as the place where all plants for food production grow. For that
reason it is extremely important to preserve soils and to start a global cultural
movement which returns to soils the primary importance that they deserve.

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 What I Can Do 1

Activity 1.1. Crossword Puzzle

Direction: Analyze the crossword puzzle below. Read the clue in each item to
help you unlock the word.
1 2
P A T

3
O R R
8 10
L L
4 9
L T E R C L M T

T T A
5 6
H U S

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H R Z N I

CLUES
Cross
1. ___________ materials consist of rocks and minerals that occur within a meter or
so of the surface.
3. The highest level of classification arranges soils into groups.
4. The input of this would mean an increase the content of organic matter in soil.
5. Complex of organic matter from dead biomass.
7. It refers to the recognizable layer of soil.
9. It is a factor affecting soil formation such as precipitation and temperature.
Down
2. It is found at the bottom of soil profile also known as an Underlying bedrocks.
6. A complex and variable mixture of fragmented rock, organic matter, moisture,
gases, and living organisms that covers almost all terrestrial landscapes.
8. Biological ______________ affects soil development such as tree roots breaking
rock forms.
10. It is a carrying of minerals deep down to the soil.
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Guide Questions:
1. What is soil? How does it develop?

2. How do biological process and climate affect soil development?

3. As a young environmentalist, what do you suggest to farmers to improve the
soil ecosystem of their farmland? Why do these suggestions matter? Explain your
answer.

What I Can Do 2

Self-Test 1.1
Direction: Answer the questions below concisely.
1. What are the factors affecting the soil formation/ development?
2. What are the horizons in the soil profile? Describe each layer.
3. What are the soil orders in the Philippines?
4. Why does soil play a vital or important role in the cycle of materials in the
environment?

What I Can Do 3

Pondering me 1.1. Geologist be like!

Examine and draw or take a photo of the soil profile in your

backyard. Write a short reflection on it connecting your field discovery to
our lesson. If you have internet access, send your photo to this email
address [email protected]
Please refer to this rubric for scoring.

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LESSON 2: Phosphorus Cycle

What is It

Phosphorus is a key constituent of many biochemicals, including fats and

lipids, nucleic acids such as the genetic materials DNA and RNA, and energy-
carrying molecules such as ATP. However, phosphorus is required by organisms in
much smaller quantities than nitrogen or carbon. Nevertheless, phosphorus is
often in short supply and so it is a critical nutrient in many ecosystems, particularly
in freshwater and agriculture.

Figure 3. Phosphorus Cycle

In contrast to the carbon and nitrogen cycles, that of phosphorus does not
have a significant atmospheric phase. Although phosphorus compounds do
occur in the atmosphere, as trace quantities in particulates, the resulting inputs to
ecosystems are small compared with the amounts available from soil minerals or
from the addition of fertilizer to agricultural land. Phosphorus tends to move from
the terrestrial landscape into surface waters and then eventually to the oceans,
where it deposits to sediment that acts as a long-term sink. Although some
phosphorus minerals in oceanic sediment are eventually recycled to the land by
geological uplift associated with mountain building, this is an extremely slow

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process and is not meaningful in ecological time scales. Therefore, aspects of the
global phosphorus cycle represent a flow-through system.

Nevertheless, certain processes do return some marine phosphorus to

portions of the continental landscape. For example, some kinds of fish spend
most of their life at sea but migrate up rivers to breed. When they are abundant,
fish such as salmon import substantial quantities of organic phosphorus to the
higher reaches of rivers, where it is decomposed to phosphate after the fish
spawn and die. Fish-eating marine birds are also locally important in returning
oceanic phosphorus to land through their excrement.

Soil is the principal source of phosphorus uptake for terrestrial vegetation.

The phosphate ion (PO43–) is the most important form of plant-available
phosphorus. Although phosphate ions typically occur in small concentrations in
soil, they are constantly produced from slowly dissolving minerals such as calcium
phosphates (Ca3(PO4)2 ) , magnesium phosphates (Mg3(PO4)2 ) , and iron
phosphates (FePO4). Phosphate is also produced by the microbial oxidation of
organic phosphorus, a component of the more general process of decay. Water-
soluble phosphate is quickly absorbed by microorganisms and by plant roots and
used in the synthesis of a wide range of biochemicals.

Aquatic autotrophs also use phosphate as their principal source of

phosphorus nutrition. In fact, phosphate is commonly the most important limiting
factor to the productivity of freshwater ecosystems. This means that the primary
productivity will increase if the system is fertilized with phosphate, but not if
treated with sources of nitrogen or carbon (unless they first have sufficient PO43–
added). Lakes and other aquatic ecosystems receive most of their phosphate
supply through runoff from terrestrial parts of their watershed, and by the
recycling of phosphorus from sediment and organic phosphorus suspended in
the water column.

Humans are greatly affecting the global phosphorus cycle by mining it to

manufacture fertilizer, and applying that material to agricultural land to increase
its productivity. For some time, the major source of phosphorus fertilizers was
guano, the dried excrement of marine birds. Guano is mined on islands, such as
those off coastal Chile and Peru, where breeding colonies of seabirds are
abundant and the climate is dry, allowing the guano to accumulate. During the
twentieth century, however, deposits of sedimentary phosphate minerals were
discovered in several places, such as southern Florida. Phosphorus had become
geologically concentrated in sedimentary deposits in these places through the
deposition of marine organisms over millions of years. These deposits are now
being mined to supply mineral phosphorus used to manufacture agricultural
fertilizer. However, when these easily exploitable mineral deposits become
exhausted, phosphorus may turn out to be a limiting factor for agricultural
production in the not-so-distant future.

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 About 50 million tons of phosphorus fertilizer is manufactured each year.
This is a highly significant input to the global phosphorus cycle, in view of the
estimate that about 200 million tons of phosphorus per year is absorbed naturally
from soil by vegetation.

What I Can Do 1

Activity 2.1 PHOSPORO MATCHES!

Directions: The diagram shows the movement of phosphorus in the environment.
The texts in the box are the different ways on how the phosphorus moves. Identify
and match the texts to the letters found in the diagram. Write your answer in your
paper.

Geological Uplift Siltation Decomposing Run off

Leaching Sedimentation Plants Absorption Animal Incorporation

Guide Questions:
1. Is there an atmospheric phase that takes place in the Phosphorus cycle? If
there is, how does it contribute to the cycle?
2. Where do most phosphates go? What is/are the driving force/s that pushes it
to be recycled?

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 What I Can Do 2

Self-Test 2.1: True or False.

Directions: Read the statement in each item. Identify whether the statement is
True or False. Write T if the statement is True and F is the statement is false.
__________1. Phosphorus is important for building DNA, ATP, and critical for bones
and teeth
__________2. Atmosphere is the center stage for phosphorus cycle to take place.
__________3. If phosphorus is scarce, it is a limiting factor in that ecosystem.
__________4. Phosphorus usually exists as Phosphate ion.
__________5. The phosphorus cycle is slow because it does not exist as a gas so it
can't cycle through the atmosphere and depends on slow processes
like erosion and plate tectonics to cycle it.
__________6. Through mining processes, humans put phosphates in fertilizer.
__________7.Phosphorus tends to move from the terrestrial landscape into surface
waters and then eventually to the oceans.
__________8. Geological lifts happen when plants absorb phosphate from the soil.
__________9. Aquatic autotrophs do not use phosphate as their principal source
of phosphorus nutrition.
_________10. Lakes and other aquatic ecosystems receive most of their
phosphate supply through runoff and surrounding sediment.

What I Can Do 3

Pondering me 2.1. Essay

Construct an essay on the importance of phosphorus in the environment.
Your essay should at least 5 sentences.

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 LESSON 3: Sulfur Cycle

What is It

Sulfur is a key constituent of certain amino acids, proteins, and other

biochemicals. Sulfur is abundant in some minerals and rocks and has a
significant presence in soil, water, and the atmosphere. It is a bright yellow in
color element that has a really bad smell; man has been using this element for
thousands of years. Found near volcanoes and hot springs.

Figure 4. Sulfur Cycle

Atmospheric sulfur occurs in various compounds, some of which are

important air pollutants. Sulfur dioxide (SO2), a gas, is emitted by volcanic
eruptions and is also released by coal-fired power plants and metal smelters.
SO2 is toxic to many plants at concentrations lower than 1 ppm (parts per million).
In some places, such as the Sudbury area, important ecological damage has
been caused by this gas.

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 In the atmosphere, SO2 becomes oxidized (oxidize means combined
chemically with oxygen) to the anion (negatively charged ion) sulfate (SO42–),
which occurs as tiny particulates or is dissolved in suspended droplets of moisture.
In this form, the negative charge of sulfate must be balanced by the positive
charge of cations such as ammonium (NH4+), calcium (Ca2+), or hydrogen ion
(H+, a key element of “acid rain”). Acid rain results when sulfur dioxide (SO2) and
nitrogen oxides (NOX) are emitted into the atmosphere and transported by wind
and air currents. The SO2 and NOX react with water, oxygen and other chemicals
to form sulfuric and nitric acids. These then mix with water and other materials
before falling to the ground

Hydrogen sulfide (H2S), which has a smell of rotten eggs, is emitted

naturally from volcanoes and deep-sea vents. It is also released from habitats
where organic sulfur compounds are being decomposed under anaerobic
conditions, and from oxygen-poor aquatic systems where SO42– is being reduced
to H2S. Dimethyl sulfide (C2H6S) is another reduced-sulfur gas that is produced in
the oceans and emitted to the atmosphere. In oxygen-rich environments, such as
the atmosphere, H2S is oxidized to sulfate, as is dimethyl sulfide, but more slowly.

Most emissions of SO2 to the atmosphere are associated with human

activities, but almost all H2S emissions are natural. An important exception is the
emission of H2S from sour-gas wells and processing facilities, for example, in
Alberta. Overall, the global emission of all sulfur-containing gases is equivalent to
about 251 million tons of sulfur per year.

Sulfur occurs in rocks and soils in a variety of mineral forms, the most
important of which are sulfides, which occur as compounds with metals. Iron
sulfides (such as FeS2, called pyrite when it occurs as cubic crystals) are the most
common sulfide minerals, but all of the heavy metals (such as copper, lead, and
nickel) can exist in this mineral form. Wherever metal sulfides become exposed to
an oxygen-rich environment, the bacterium Thiobacillus thiooxidans oxidizes the
mineral, generating sulfate as a product. This autotrophic bacterium uses energy
from this chemical transformation to sustain its growth and reproduction. This kind
of primary productivity is called chemosynthesis (in parallel with the
photosynthesis of plants). In places where large amounts of sulfide are oxidized,
high levels of acidity are associated with the sulfate product, a phenomenon
referred to as acid-mine drainage.

Sulfur also occurs in a variety of organically bound forms in soil and water.
These compounds include proteins and other sulfur-containing substances in
dead organic matter. Soil microorganisms oxidize organic sulfur to sulfate, an ion
that plants can use in their nutrition.

Plants satisfy their nutritional requirements for sulfur by assimilating its simple
mineral compounds from the environment, mostly by absorbing sulfate dissolved
in soil water, which is taken up by roots. In environments where the atmosphere is
contaminated by SO2, plants can also absorb this gas through their foliage.

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However, too much absorption can be toxic to plants – there is a fine line
between SO2 as a plant nutrient and as a poison.

Human activities have greatly influenced certain change of the sulfur

cycle. Important environmental damage has been caused by SO 2 toxicity, acid
rain, acid-mine drainage, and other sulfur-related problems. However, sulfur is
also an important mineral commodity, with many industrial uses in manufacturing
and as an agricultural fertilizer. Most commercial sulfur is obtained by cleaning
“sour” natural gas (methane, CH4) of its H2S content and by removing SO2 from
waste gases at metal smelters.

What I Can Do 1

Activity 3.1 You’re my sulfurEVER! (Unending sulfur cycle

Directions: Study the image below. Select an unending tract of sulfur cycle.
Using the cycle frames, you should starts from Sulfates in the Soils and return to it.
You may add the frame below if needed.

SULFUR CYCLE

SULFUR CYCLE FRAMES

Sulfates in
the Soil

Guide Questions:
1. How do sulfates return to the soil?
2. What is the vital role of volcanoes in the sulfur cycle?
3. Why do coal fire factories (like a factory in the picture) a big threat to the
environment?

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 What I Can Do 2

Self-Test 3.1
Part I. Naming
Direction: Name the following chemical formula.
1. SO2 ________________________________
2. SO42– ________________________________
3. NH4+ ________________________________
4. H2S ________________________________
5. C2H6S ________________________________
Part II. Table Plotting
Direction: Identify 3 uses and environmental issues of sulfur in the
ecosystem.
Uses Environmental issues

What I Can Do 3

Pondering Me 3.1. Poem Making (Picture Analysis)

Direction: Analyze the image below. Create at least two (2) stanzas poem on you
reflection about the image. Please refer to the rubrics for the scoring.

21
 What I Have Learned

Multiple Choice. Choose the letter of the correct answer. Shade the
chosen letter on a separate answer sheet. (Put your answer on See on
page 21)

1. Which of the following is an example of biological action attributing to the

development of soil?
a. Frozen waters on rocks c. Hot environment
b. Tree roots on the rocks d. Waves in the shore

2. Soil organic matter consists of _________.

a. Polymerized, non identifiable molecule c. Living organisms and cells
b. Dead tissues and waste d. All of the above

3. A bright yellow in color element that has a really bad smell; man has been
using this element for thousands of years. Found near volcanoes and hot
springs.
a. Carbon b. Phosphorus c. Nitrogen d. Sulfur

4. It is a complex and variable mixture of fragmented rock, organic matter,

moisture, gases and living organisms that covers almost all terrestrial landscapes.
a. Lahar b. Desert c. Soil d. Land

5. What is missing from the processes that cycle phosphorus: plate tectonics,
erosion, run off, __________.
a. Atmosphere b. Clouds c. Decomposers d. Sand
6. What doesn't belong in these reservoirs of phosphorus:
a. animals, b. plants c. atmosphere d. oceans
7. Phosphorus cycles like what nutrient ?
a. Carbon b. Water c. Sulfur d. Nitrogen
8. It is the vertical stratification of soil.
a. Soil Stratification b. Soil Profile c. Horizon d. Vertical farming

9. It is a parent material in which soil is derived?

a. Leaves b. Rocks c. water d. animal feces

10. It is also known as SO2 and is a colorless and suffocating gas; also comes from
volcanoes.
a. Sulfate b. Hydrogen sulfide c. Sulfur dioxide d. Sulfide

22
NOTE: USE THIS PORTION TO ANSWER THE “WHAT I HAVE LEARNED”. SHADE
THE LETTER OF YOUR ANSWER.
Example: for number 1 question,

After you answered all the item, cut it out and put in your expanded
envelope for submission.

23
 Answers Key

Pre-test

1. D 2. B 3. C 4. D. 5.C 6. C 7. D. 8.C 9. B 10. B

Lesson 1. Soil Ecosystem

What I Can Do1

Activity 1.1 I am WC, follow me!

1. Parent 6. Soil
2. Regolith 7. Horizon
3. Order 8. Action
4. Litter 9. Climate
5. Humus 10. Leaching
Guide questions:

1. Soil is a complex and variable mixture of fragmented rock, organic matter,

moisture, gases, and living organisms that covers almost all terrestrial landscapes.
Soil develops over long periods of time toward a mature condition. Fundamentally, soil is
derived from a so-called parent material, which consists of rocks and minerals that occur
within a meter or so of the surface.

2. Biological processes such as external force exerted by the roots on the rocks
contribute to the breakage of rocks that later on turns to soil along with the changes of
temperature and precipitation caused by its climate.

3. Answers vary

Self-Test 1.1
1. Soil development is also profoundly affected by biological processes and
climatic factors such as precipitation and temperature
2.

24
3.

4. (Answers vary) The soil hosts a big community of diverse organisms that improve
the structure of the soil, recycle essential nutrients, and helps to control weeds,
plant pests and diseases. It is also a reservoir of all the essential nutrients on earth.
What I Can Do 3
Pondering me.
Answers vary. The teacher will check the output. Just put in the expanded
envelope
Lesson 2. Phosphorus Cycle
What I Can Do1
Activity 2.1
a. Decomposers b. Plants absorptions c. Run off d. Siltation
e. Sedimentation f. Geological lifts g. Animal incorporation
Guide questions:
1. There is no atmospheric phase that takes place in Phosphorus cycle. If there is an
atmospheric phase, the cyclic process of phosphorus will be sped up.
2. Most of the phosphates are deposited on the bottom of the ocean known as
sediments. Due to geological lift, the rich in phosphorus sediments will be formed a
mountain. With this, the phosphorus will be eroded and go back to the ocean floor.
What I Can Do 2
Self Test 2.1
1. T 2. F 3. T 4. T 5. T 6. T 7. T 8. F 9. T 10. T
What Can I Do 3
Pondering Me 2.1
Answers vary. The teacher will check the output. Just put in the expanded
envelope

25
Lesson 3: Sulfur Cycle
What I Can Do 1

Activity 3. 1.
Part I. Answers vary. This is one of the possible answers. Please track arrow.

Sulfates in the Iron Sulfide in H2S Dry Disposition

Soil sediments

Part II. Table Plotting

Uses Environmental Issues
Fertilizer SO2 toxicity,
Cleaning agent acid rain,
Preservatives acid-mine drainage,

Guide Questions:

1. Sulfates returns to the soil through dry disposition and wet disposition (Raid or snow).

2. (Answers vary) the vital role of volcano in the sulfur cycle is the distributor of sulfur
reserves under the earth. When Iron sulfide containing sediments are turned to magma,
it will then release in the atmosphere through volcanic eruption. Hydrogen sulfide is then
noticeable due its smell.

3. (Answers vary) as we all knew, coal fire factories use fossil fuel. It can produce Sulfur
dioxide in the atmosphere

Self Test 3.1

1. Sulfur dioxide 2. Sulfide 3. Ammonium 4. Hyrogen sulfide 4. Dimethyl sulfide

What I Can Do 3

Pondering me 3.1

Answers vary. The teacher will check the output. Just put in the expanded envelope

26
 Portfolio Completion – Your Growth Clue!

You now go back to your portfolio and work on the other components that
follow your Goal Setting. Remember that your portfolio is a deliberate collection
of your works with the help of the exemplar. Highlighting your efforts here enables
you to see and reflect on your growth and achievement and your ability to
establish goals just to learn. Upon completion of your portfolio, please be guided
of the rubric below.

Rubric for Portfolio Assessment

LEVELS
Criteria Novice Apprentice Proficient Distinguished Score
(1-3) (4-6) (7-8) (9-10)
1. Goal Setting Sets sloppy Sets some goals Sets general Sets clearly
(Weekly Goal goals, not and processes goals and defined goals that
____ out
Record) realistic for that are positive processes that are attainable
of 10
ability nor level and realistic. are positive and and growth-
of development. realistic oriented
2. My Test Self Shows little Shows adequate Shows good Shows very good
Evaluation evidence of evidence of evidence of and clear
reflection and reflection and reflection and evidence of ____ out
self-assessment. self-assessment. self-assessment. reflection and self- of 10
assessment with
documentation.
3. The Provides little Provides Provides good Provides clear
Pondering Me evidence of adequate performance or evidence of
growth and evidences of general performance or ____ out
achievement. growth and improvement in continued of 10
achievement. achievement. improvement in
achievement.
4. My Best Test 75 - 78 79-85 86-91 92-100 ____ out
of 10
5. My Creative Indicates little Indicates Indicates clear Indicates distinct
Connection evidence of adequate evidence of evidence of
____ out
creativity/analyti evidence of creativity/analyti creativity/analytic
of 10
cal work. creativity/analyti cal work. al work.
cal work.
[1-2] [3] [4] [5]
Overall Submits some of Submits most of Presents all items Presents thorough,
Presentation the items in a the items. in a clear and
____ out
disorganized Portfolio is well chronological complete items.
of 5
form. Portfolio presented. form. Portfolio is Portfolio is neat
looks slapdash. well organized. and elegant.
Prompt Submits late (5-6 Submits late (3-4 Submits late (1-2 Submits on time. ____ out
Submission days). days). days). of 5

Total _______
(Highest
possible
score: 50)

27
References
Atlas, R.M. and R. Bartha. 1998. Microbial Ecology: Fundamentals and Applications. 4th
ed. Benjamin/Cummings, Menlo Park, CA.

Blasing, T.J. and K. Smith. 2007. Recent Greenhouse Gas Concentrations. Carbon
Dioxide Information Analysis Center, Oak Ridge National Laboratory, U.S. Department of
Energy, Oak Ridge, TN. cdiac.ornl.gov/pns/current_ ghg.html

Botkin, D.B. and E.A. Keller. 2014. Environmental Science: Earth as a Living Planet. 9th
ed. Wiley & Sons, New York, NY.

Brady, N.C. and R.R. Weil. 2007. The Nature and Properties of Soils. 14th ed. Prentice
Hall, New York, NY.

Freedman, B., J. Hutchings, D. Gwynne, J. Smol, R. Suffling, R. Turkington, R. Walker,

and D. Bazeley. 2014. Ecology: A Canadian Context. 2nd ed. Nelson Canada, Toronto,
ON.

Hutzinger, O. (ed.) 1982. The Handbook of Environmental Chemistry. Springer-Verlag,

New York. Likens, G.E., and F.H. Bormann. 1999. Biogeochemistry of a Forested
Ecosystem. 2nd ed. Springer-Verlag, New York.

Margulis, L., C. Matthews, and A. Haselton. 2000. Environmental Evolution. 2nd ed. MIT
Press, Cambridge, MA.

Plaster, E.J. 2002. Soil Science and Management. 3rd ed. Delmar Thomson Learning,
Florence, KY.

Post, W.M., T. Peng, W.R. Emanual, A.W. King, V.H. Dale, and D.L. DeAngelis. 1990. The
Global Carbon Cycle. American Scientist, 78: 310-26.

Schlesinger, W.H. 1997. Biogeochemistry: An Analysis of Global Change. 2nd ed.

Academic Press, San Diego, CA

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