Physical Environment

Slide 1: 

The Physical Environment by: Mary Ann T. Moreno

Description of the Module : 

Description of the Module designed to help the students develop a solid and basic understanding of essential concepts in Physical Environment with three subtopics namely: Lecture 1 Climate and Weather; Lecture 2 The Physical Factors of the Environment and Lecture 3 The Climate and Man.

Key Ideas : 

Key Ideas Abiotic factors in an ecosystem include sunlight, precipitation, temperature, the slope and drainage of the land, and the chemistry of the soil and of the atmosphere. These physical factors interact with one another.

General Objectives : 

General Objectives Develop an understanding of the concept of the abiotic components of an ecosystem. Understand the difference of climate and weather. Recognize man’s role in the maintenance of a balanced life-support system. Develop a sense of awareness, concern and responsibility towards sound environmental protection through conservation of habitat.

Key Ideas : 

Key Ideas Weather is short condition of the atmosphere while climate is defined as the long-term weather condition in a given area. The two main factors that determine the climate and weather of a region are temperature and precipitation

Key Ideas : 

Key Ideas Abiotic factors have large effects on living things and often determine which species of organisms will survive in a given area. . For example, a lack of rainfall in an area will only allow drought tolerant plants and animals to survive

Motivational ActivityNature Trip : 

Motivational ActivityNature Trip Objective At the end of the activity, the students should be able to identify the different abiotic components to their immediate environment. Materials Manila paper Pentel pen

Procedure : 

Procedure Students will be asked to step outside and list all of the abiotic (non-living) things that make up the environment you are in. At least ten things will be asked to be listed. Next to each item in their list, tell what would happen to them if that item either didn't exist or changed drastically.

Procedure : 

Procedure Then the students will be grouped into 5 with 10 members each. The members will compare their list with a similar list compiled by the other member. They will look what items did they find were on both lists? What abiotic items were found on only one list? Each group will be given a maximum of 5 minutes to present and explain their output in front

Specific Objectives : 

Specific Objectives 1. Differentiate climate from weather. 2. Identify the different factors that affect climate 3. Explain how the different factors affect climate. 4. Discuss the importance of climate, soil, light, and minerals to living things.

I Climate and Weather : 

I Climate and Weather Weather is short condition of the atmosphere. Variations in weather occur both over time, at any given location, and between different locations, at any one time. Climate is defined as the long-term weather condition in a given area. The climate of a region is sometimes defined as its average weather because mean (statiscal average) conditions are usually stressed.

II The Physical Factors of the Environment : 

II The Physical Factors of the Environment A. Temperature The temperature of an area is determined mainly by latitude. Latitude- is its distance north or south of the equator in degrees. Altitude- is an area’s height above sea level

B. Soil : 

B. Soil Soil is a complex mixture of sand, silt, clay, and bits of decaying animals and plant tissue Humus-the organic component of the soil that helps retain most of its moisture and nutrients, is composed primarily of plant remains.

The Soil Profile : 

The Soil Profile

Activity 1 Soil Type and Water Capacity : 

Activity 1 Soil Type and Water Capacity Problem What type of soil retains the most water, making it best for growing crops? Strategy During the investigation, the students will measure the water-holding capacity of three different types of soil. They will infer which is best for growing crops. Materials 3 funnels, 3 glass beakers, 1 1000-ml graduated cylinder, wax pencil, sand, loam, clay, water, pencil, paper.

Activity 1 : 

Activity 1 Procedure 1. Use each of the three funnels with filter paper, and place each one in a glass beaker. 2. Using a graduated cylinder, measure 40 ml of sand. Place the sand in one funnel, and use the marker to label the glass beaker Sand. 3. Repeat step 2 for the clay and loam. Remember to label the beakers.

Procedure : 

Procedure 4. Use the graduated cylinder to pour 75 ml of water into each funnel. 5. Allow the water to drain through the samples for 15 minutes. Notice the relative rates at which water drains through the samples. Read your observations. 6. Measure and record the volume of water that drained into each beaker. 7. Calculate the water-holding capacity of each soil sample by subtracting the data from step 6 from the 75 ml of water poured into each sample. Record these data.

C.Precipitation : 

C.Precipitation It is water in liquid or solid form falling through the atmosphere toward and the Earth’s surface. most precipitation falls: in summer as rain or drizzle and is often accompanied by strong winds and storms. in winter, precipitation falls mainly as snow, sleet, and freezing.

The Temperature Profile of the Sleet : 

The Temperature Profile of the Sleet

Activity 2Effects of Temperature on the Patterns of Water Movement : 

Activity 2Effects of Temperature on the Patterns of Water Movement Objective To demonstrate the effect of temperature on the patterns of water movement. Estimated Time Frame 40-50 minutes Experimental Patterns In this activity, the students will deal with cold and warm temperatures and how they will affect water movement. The students will prepare two set ups, both of which will have a combination of the temperatures. They will illustrate and analyze the patterns of water movement by following the movement of dye from inside the small bottles.

Activity 2 : 

Activity 2 Materials Blue or red dye (or ink) Cold and warm water 500-ml beakers, 2 small bottles or vials with cover, 2 Procedure Prepare the two set ups as follows:

Procedure : 

Procedure Setup 1 1. Fill one 500-ml beaker with cold water. Label it A. Get one small bottle or vial, fill it with warm water,and label it C. Add 1-2drops of dye to the warm water inside the small bottle and cover. 2. Gently place bottle C inside beaker A and remove the cover carefully. Take care not to disturb the water by slowly removing your hand out of the beaker. This will allow the dye from the small bottle to come out. Observe what happens. Note down your observations.

Procedure : 

Procedure Setup 2 1.Fill up the beaker with three fourths full of warm water. Label this B. Fill up the small bottle with cold water, add 2-3 drops of dye, and cover it. Label this D. 2.Gently place the small bottle with cold water into beaker B. When it reaches the bottom, remove its cover and take your hand out slowly. Observe what happens. Note down your observations

EvaluationActivity The Limiting Factors : 

EvaluationActivity The Limiting Factors Objective At the end of the activity, the students should be able to identify the abiotic components and compare it with their immediate environment. Procedure 1.Students will be grouped into 7 with 7 members each group. 2.Pictures will be posted on the board. 3.Students will be asked to observe the different pictures and answer the questions regarding the picture. 4.The answers will be written on one half Manila paper. 5.Each group will be given the maximum of 5minutes to present their output.

The Cathedral Valley : 

The Cathedral Valley 1.Look at the photograph of Cathedral Valley, Utah below. 2.Describe the abiotic differences between where you live and Cathedral.

The Hawaiian Volcano : 

The Hawaiian Volcano Observe the image of a Hawaiian volcano. Abiotic factors limit the kinds of organisms that will survive in an environment. What is the most important limiting factor in this photo?

Slide 27: 

Thank You and God Bless...