6 Biology (Living Things and their Environment)

Ecosystem
Overview
Nature is amazing. Everything works together smoothly. In the environment,
each organism finds what it needs to survive. Together with the other organisms in
the environment, plants and animals form a busy, healthy community.
This module will introduce you to the interactions of organisms in different
types of ecosystems. The module also presents the different ways organisms obtain
their food and energy and the different ways to conserve and protect the
environment.
Learning Outcomes
At the end of this module, you should be able to:
1. identify the basic needs of humans, plants and animals such as air, food,
water and shelter;
2. explain how living things depend on the environment to meet their basic
needs;
3. recognize that there is need to protect and conserve the environment;
4. describe how organisms interact in the environment;
5. identify the beneficial and harmful interactions among living things in the
environment;
6. identify the interactions among living and non-living things in estuaries and
intertidal zones;
7. describe the different ways to protect and conserve the estuaries and
intertidal zones;
8. discuss interactions among living things and non-living things in coral reefs
and tropical rainforests;
9. explain the need to protect and conserve tropical rainforests and water
ecosystems.

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Lesson 1: Living Things Depend on Their Environment for Basic Needs
(Grade 3)
Basic Needs to Live
Living things have basic needs to perform life processes. These needs are
derived from the environment. For example, human need water for drinking because
70% of the human body is water. Humans need shelter to protect them from harsh
elements of nature. Animals take in oxygen from the air. Animals get energy from
food that they eat could be plants, other animals or both. Carbon dioxide and water
are needed by plants to produce food in the presence of sunlight. Plants grow in the
soil, water or air because there are nutrients and other substances they need to live.
Aquatic organisms need water as their habitat. Land animals needs resting places,
like caves and tree trunks. Man has built houses or barn for his animals.
Protecting Our Environment that Provides Our Basic Needs
It is our responsibility to protect and manage the environment that provides
the resources for our basic needs. There are natural changes on earth such as
climate that drastically affect available resources. Typhoons wipe out habitat of
organisms along its path and so with drought, volcanic eruptions, earthquake, floods
and landslides. Rats may reduce our supply of rice and other cereals. There are
man-made changes in our environment that destroy our resources. These include
the use of vehicles that release pollutants to the air, water and soil, mining,
industrialization and creating new cities. The changes in our environment affect living
things. Some plants and animals have been extinct because we destroyed the forest
where they live by slash and burn type of agriculture. Our throw away practice of
goods we use creates big demand on the supply and also generates tons of wastes
that do not decay.

Activity 1. Part A.
1. Research on the carbon dioxide-oxygen cycle, an important phenomenon in
the use of gases by living things. Make an interactive audio-visual aid to teach
the topic using inquiry-based approach.
2. If you were to involve Grade 3 pupils in protecting our environment, propose a
plan of what they can do and how can you get their cooperation. Write your
plan.
3. Make a lesson exemplar on basic needs of humans, plants and animals in the
mother tongue for the school that is located in your place.

Part B. Answer the following questions.

1. Imagine that the Earth stops receiving sunlight. What effect would the lack of
sunlight have on plants, animals and environment? Write five effects for each.
2. A farmer makes a compost pile from leaves and stems, food wastes and
animal manure. What basic needs of plants could be derived from the
compost pile? Explain your answer.

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For Grade 3 Learners: Put a check (/) if the statement is good for the organism. If
not, mark X.
_____1. Soil nutrients for earthworm.
_____2. Dry place for golden snail.
_____3. Foul smelling air for a human baby.
_____4. Dark water in the river for shrimps.
_____5. Green grass in an open field for goats.

Lesson 2: Beneficial and Harmful Interactions Among Living Things (Grade 4)

Interactions of organisms in the environment may be beneficial or harmful.
The interaction is beneficial if one or more organisms benefit from the interaction. On
the other hand, if the organism is harmed from the interaction, then it is a harmful
interaction.
Symbiosis is any relationship that involves two or more species of different
kinds living and interacting together. The different types of symbiotic interactions are
mutualism and commensalism, while parasitism, predation and competition are
harmful interactions.
Mutualism is a kind of symbiosis in which both organisms benefit from the
interaction. A sea anemone living on the shell of a hermit crab is an example of
mutualism. The sea anemone hides the hermit crab and helps to protect it from
predators. A sea anemone cannot move from place to place on its own. When the
hermit crab moves around, it carries the sea anemone with it. This increases the
area in which the anemone can feed. Both organisms’ benefit. Give other examples
of mutualism.
Commensalism is a kind of symbiotic interaction in which one organism is
helped and the other is neither helped nor harmed. An orchid living in a tree is an
example of commensalism. The orchid has a place to live. The tree is not affected by
the orchid. Can you give other examples of this type of interaction?
Parasitism is a harmful interaction. In this type of interaction, the organism
that benefits is called the parasite. The organism that is harmed is called the host. A
parasite lives in or on the body of the host. An example of parasitism is the tick living
on the dog. The dog on which the tick lives is the host, while the tick is the parasite.
The tick gets nutrients from the blood of the dog. The dog may be weakened by the
loss of nutrients from the presence of many ticks. Search the Internet for other
examples of parasitism.
Predation is another example of harmful interaction. It is the eating of one
living organism by another. It is also known as predator-prey relationship. The
organism that is eaten is called the prey and the organism that kills and eats the
other organism is called the predator. Examples of predation are snakes feeding on
chicks, eagle feeding on monkey and shark feeding on small fish. What are other
examples of predation?

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 Competition is another example of harmful interaction. Plants may compete
for available nutrients, water, sunlight and soil. Animals compete with both members
of the same species and with other species for resources, food and hiding places to
avoid predators. If the competition is between organisms of the same species, it is
called intraspecific competition. On other hand, interspecific competition is between
organisms of different species. Search the Internet for examples of interspecific and
intraspecific competition.

Activity 2. Part A.
1. Research on various examples pf beneficial and harmful interactions of
organisms in different types of ecosystems. Design a poster that explains a
kind of interaction.
2. Create a diagram to show feeding relationships, such as a food chain and a
food web in freshwater pond or grassland ecosystems. Choose only one
ecosystem.

Part B.
1. Like other organisms, you interact with your environment and are part of an
ecosystem. Give 5 examples of ways that you interact with the organisms in
your environment.
2. What might happen to an ecosystem in which the number of predators was
greatly reduced?

For Grade 4 Learners: Summary of interactions: Complete the table below. You
may include examples from any of the ecosystem you studied:
Organism 1 Organism 2 Interaction Effect of the interaction to
each organism
Fruit Bat Seeds of a tree mutualism 1. Food (+)
2. Dispersion of seeds of a
fruit eaten (+)
1. mutualism
2. mutualism
Small fish Big Fish predation 1. Eaten or prey (-)
2. Eater or predator (+)
3. predation
4. predation
Fern on tree Mangrove tree commensalism 1. Gets shelter (+)
trunk trunk 2. Not affected by the fern
(0)
5. commensalism
6. commensalism
7. competition

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 8. competition
9. parasitism
10. competition

Lesson 3: Interactions in Estuaries and Intertidal Zones (Grade 5)

An ecosystem refers to the interactions that exist among organisms and
between organisms and their physical environment. The habitat is the place where
organisms live. When a number of different species live together in a habitat, we call
this as a biotic community. Ecosystem vary in size (small – body of cat with tricks
and mites a big one like a rain forest of the Amazon), and place where these are
found. Different ecosystems compose a biome and biomes compose the biosphere.
The living world is the biosphere. Let us discuss further examples of ecosystems
found in the Philippines.
Aquatic ecosystems are the intertidal zones, coral reefs, the open sea,
estuaries (mangroves), ponds, lakes and rivers. Intertidal zones are regions in the
coastal areas that are covered by water at high tide and exposed at low tide. Tide
pools form in rock crevices along shoreline of coastal areas and these are affected
by tides. Some water is left in pools and rock spaces during low tide enabling sea
stars, clams, brittle stars, small fishes and crabs to move about. Animals like
barnacles attach themselves on rock surfaces to remain in place when the tide
recedes. Clams dig on the sand and sea anemone close their tentacles. Animals
adapt to changes in temperature salt content of water and sunlight exposure.
What are estuaries? A region where the river meets sea water is an estuary.
Estuaries are affected by high and low tides. The water varies in levels of salt
content. There may be an intertidal zone with mangroves growing in it. Mangrove
swamps, salt marshes, sea grass beds, sand or mudflats are examples of estuaries.
Mangrove swamps are found in many coastal shores of the country. In Panay for
example, several mangrove forests include century old sturdy trees. Mangrove trees
are able to live in salty water, like Rhizopora, Sonneratia and Avicenia. They have
special roots, such as prop roots, cable roots, knee roots and plank roots that enable
them to survive. Some species even release salt particles in their leaves. Fishes,
crabs, snails, oysters, shipworms, prawns and shrimps are plenty in mangrove
swamps. Several interactions occur in mangroves – hermit crab borrow empty shell
of snail as shelter, milkfish competing with other species for food, ants make nests in
tree trunks, and birds feed on fruits of the trees. Mangroves protect the coasts from
being eroded by storm surges. Commercially important species use mangroves as
breeding or nursery grounds. Mangroves are natures’ chest of food for humans,
including medicines, dye, materials for shelter, boat and lumber for furniture. Stands
of nipa palm are established for roofing materials and rows of bakhaw or Rhizophora
are planted for firewood and lumber. Extensive roots of mangroves remove silt and
debris making the water clean. The mangroves are natural cleaners of the air as they
use carbon dioxide for photosynthesis and release oxygen.

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 There are several examples of interactions that are anchored on feeding
relationships. These are mutualism, commensalism, parasitism, predation,
competition, and cooperation. In any of the ecosystems we examine, these
interactions occur but involve different species living things.
Disturbances in ecosystems are either naturally or man-made occur. For
example, typhoons may bring about landslide, floods, storms surges that destroy
habitats and wipe out organisms. Forests were converted to agricultural uses limiting
the habitat of the forest animals. Many species have been endangered because of
human activities-logging, mining, hunting, and tourism.
Many fishponds and coastal areas that were not protected by buffer zones of
mangroves were destroyed by storm surges. As human population increases, it puts
pressure on resources from mangroves like overharvesting of fishery and forestry
products. Man dredges and fills in the edges of mangroves to expand land and the
mangrove swamps are gone. Roads and building for residential and commercial
uses fill up the area. In many cities, the estuaries receive pollutants from oil slicks
and spill.

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 Maintaining balance and sustainability is a major challenge in the ecosystems
we have studied. While we have man-made ecosystems (farm, city, fishponds,
dams, seaports), it is a must that we have conservation practices. There are
government laws, proclamations and regulations on the use, protection, conservation
and management of resources that the Department of Environment and Natural
Resources, the Local Government and the community people have to work together
for proper implementation. It is the Philippine Environment Code (P.D. 1152) that
began the crafting of laws dedicated to environment. LGUs have various ordinances,
programs and awards for environment. Along coastal areas, you might pass by a
sign that this particular barangay is a marine sanctuary. There are protected areas
like parks and wildlife. People may involve in tree farming for land and mangrove
forests. They are also key players in integrated coastal resource management
programs. Schools have various initiatives – war on waste, school in a garden,
compositing, tree planting and landscaping, environmental quiz contests, green
schools award to intensify knowledge and improve practices for environmental
protection. Peoples’ organization at the local, national and even international levels
are in harmony in protecting our environment. It is suggested that each one should
know about our laws to ensure its successful implementation. The challenge is –
what have you done in your own way to help Mother Nature?

Activity 3. Part A.
1. Propose a community- based project that you can implement in your own
barangay or town. It could be water-watching of the coastal area or mangrove
swamp, quarry or mining watch, water quality monitoring, compost project,
bird survey, butterfly inventory, materials recovery facility management, rain
water harvesting, drainage clean-up or adopt a reforestation project. You can
think of projects that are not mentioned here. Present your plan in table from

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 considering the objectives, outcomes, persons involved, implementation
schedule, budget and monitoring guidelines. You can share your proposal to
the local government officials in the future.

Part B. Answer the following questions.

1. Can we stop pushing our earth to destruction and make it a better
environment for us? Explain.
2. Identify organisms that live in estuaries or intertidal zones that you fear is in
danger of becoming extinct. What can we do to save these organisms?
For Grade 5 Learners:
A. Answer TRUE if the statement is correct and FALSE if it is not correct.
1. A sea grass bed is habitat of algae.
2. Mangrove swamps are home for mud crabs
3. Mangrove trees provide barrier for erosion pf coastal areas.
4. Barnacles attach to the rocks as a protection form tides
5. A tide pool in an intertidal zone is home of clams, hermit crabs and small
shrimps.
B. Tell whether the sentence is good or bad for the ecosystem. Draw a happy face
for good and sad face for bad.
1. Collecting plastics from the beach.
2. Cutting mangrove trees for firewood without replanting.
3. Removing sediments from canals.
4. Gathering nest of birds from tree trunks.
5. Collecting sea shells from marine sanctuary.

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Lesson 4: Interactions Among Living Things in Coral Reefs and Tropical
Rainforests (Grade 6)

Coral reefs are the most beautiful underwater ecosystem in the sea. A reef is
made of corals, soft bodied cnidarians with tentacles that secrete chalk-like
substances forming cups that serve as their homes. These are the stony or hard
corals. Soft corals do not form cups. Extensive colonies over the years can form
mounds of reefs. The Philippines is home to the Tubbataha Reef, a world heritage
natural formation. This is home to thousands of animal species like crabs, sea slugs,
eels, soft corals, stony corals, jellyfishes, shellfishes and different species of sea
stars and fishes. A clown fish may hide on the tentacles of sea anemones, a kind of
interaction. An island can grow out of a coral reef. Gleaning of shellfish is a favorite
pastime of many fisher folks at low, low tide in shallow waters with coral reefs.
Coral reefs are trampled upon by beach goers. Coral reefs get blasted by
dynamites. Resorts, hotels, restaurants and even houses discharge untreated waste
water into shore waters. Boracay was closed for more than six months to rehabilitate
the island due to water pollution, neglect of environmental clean-up and dense
coastal development. Solid wastes affect any ecosystem when not disposed properly
in sanitary landfills. Land and water pollution from man’s activities destroy our
environment.

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 The tropical rain forests. The bionic community in a forest is the trees-
hardwoods like narra, lauan, molave and associated species like abaca, orchids,
bamboo, vines, ferns and shrubs. Monkeys, fruit bats, snakes, butterflies and other
insects, spider, birds, tree frogs, monitor lizards and many more are found in forest.
The forest floor may be covered by thick mats of mosses and liverworts and crawling
millipedes and centipedes that find food. The country also has mossy forest where
the common plants are mosses in the forest floor or in masses in tree trunks and
branches. Interactions in forests are those between abiotic and biotic factors. Water,
sunlight, soil, minerals, gases and elements of climate are factors needed by biotic
components. For example, a tree needs sunlight, water and carbon dioxide to
produce food. A woodpecker needs a tree trunk for shelter, build nests and capture
food from surroundings. A butterfly sucks nectar from orchid flowers and distributes
pollen grains to other orchids. A fruit bat feeds on ripe fruits and distributes
undigested seeds. Mosquitoes bite human beings in the forest. Ear fungi decompose
dead trunks of trees. In these cases, plants are producers, animal are consumers
(herbivores that feed on plants, carnivores that feed on animals, and omnivores that
feed on both plants and animals) and fungi are decomposers. The relationships or
interactions are varied in ecosystems. Grasslands or meadows abound in our
country and they are also ecosystems on land. In other parts of the world, there are
desert, temperate forests, and tundra, taiga and scrub forests.

Activity 4. Part A.
1. Create a field study activity that you can use in your future school. It could be
a tropical forest, mangrove forest, or a coral reef of an intertidal zone. It

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 should have the following parts: (a) Title of the Activity, (b) questions to
answer, (c) materials needed, (d) what to do and (e) indicators that the
program have been implemented.
2. Reflection activity through movie. View a movie (Muro-ami or any available in
Knowledge channel or a video on coastal areas and coral reefs). Write your
reflection on the movie in your journal.
Part B.
In this scenario, give your actions or responses:
The family of Mario with five members live at the edge of the forest. They
have a small nipa hut, and a dry type toilet and obtain water for drinking from a deep
well. They grow crops and small animals for food and source of income. Every
summer, the family cut branches of trees for firewood and charcoal as extra income
for the children to buy school supplies, clothes, bags and daily fare. But there is an
ordinance that charcoal making is banned in the forest. How could the family earn
income from the firewood and charcoal making without destroying the forest? How
could they protect the forest that provides them the resources they need for
survival? Create a program for them to achieve living in harmony with nature.

Part C.
1. How has coral reefs and tropical rainforests been affected by the development
of civilization?
2. Compare the variety of ecosystems in the ocean and land. Suggest reasons
why there is greater variety in land than in the ocean.
For Grade 6 Learners:
1. How do we benefit from our forests and corals?
2. Give 5 ways to conserve our forests and corals.

SUMMARY

An ecosystem is a geographic area where plants, animals, and other

organisms, as well as weather and landscape, work together to form a bubble of life.
Ecosystems contain biotic or living parts, as well as abiotic factors, or
nonliving parts.
An ecosystem provides habitat to wild plants and animals.It promotes various
food chains and food webs. It controls essential ecological processes and promotes
lives. It maintains a balance among the various trophic levels.
Healthy ecosystems clean our water, purify our air, maintain our soil, regulate
the climate, recycle nutrients and provide us with food. They provide raw materials
and resources for medicines and other purposes. It’s that simple: we could not live
without these ecosystems services.

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 Humans impact the physical environment in many ways: overpopulation,
pollution, burning fossil fuels, and deforestation.Changes like these have triggered
climate change,soil erosion, poor air quality, and undrinkable water.
Humans affect the environment in positive and negative ways. Cutting down
trees and littering have a negative effect on animals and plants. Protecting
endangered species and cleaning lakes and seas has a positive effect on the
environment. At home, you can help the planet by recycling waste and growing
plants and vegetables. Be a” plantito” and a “plantita” yourself!

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 REFERENCES/SOURCES

Bilbao, P. et. al. (2019). Teaching science elementary grades. Quezon City: Lorimar
Publsiing Co., Inc.
DepEd K to 12 Curriculum Guide Science (2013)
Manio, R.R. (2014) Science 3 for Active learning. Sibs Publishing House, Inc. 927
Quezon Avenue, Quezon City
Orbe, J. Espinosa A & Datukan, J. (2018) Teaching Chemistry in a spiral progression
approach: lesson from science teacher in the Philippines. Australian Journal of
Teacher Education
Padpad, Evelyn (2013) The new science link 6 worksheet in science and health. Rex
Manila Textbook
Timberlake, K. C. (2013) Chemistry : An Introduction to general, organic and
biological chemistry (11th ed). Permissions Department, 1990 E. Lake Avenue.
Vengco, L.G.;et.al. (2014) Science for active learning 5 (2 nd ed.)SIBS Publishing
House, Inc. Quezon City

Web Connections

www.youtube.com: Mixtures and Their Characteristics

https://www.youtube.com/watch?v=7N2JVzCLnuc
www.natgeo.org: The Amazing Journey of Matter

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