MS PUBLISHER

SENIOR HIGH SCHOOL

First Semester S.Y. 2021-2022

MODULE 13
Earth and Life Science

Name: STEPHEN SHAUAN BAHL V. MAGNO Date:

__________
Grade/Section: GRADE 11 Week: 12
Track/Strand: STEM
 INTERACTION AND INTERDEPENDENCE
INTRODUCTION
An ecosystem is generally accepted to be an interacting system of biota and its
associated physical environment. Ecologists tend to think of these systems as identifiable at
many different scales with boundaries selected to highlight internal and external interactions. In
this sense, an aquatic ecosystem might be identified by the dominance of water in the internal
structure and functions of an area. Such systems intuitively include streams, rivers, ponds,
lakes, estuaries, and oceans. Most ecologists and environmental regulators also include
vegetated wetlands as members of the set of aquatic ecosystems, and many think of
groundwater aquifer systems as potential members of the set. “Aquatic and related terrestrial
ecosystems” is a phrase that recognizes the impossibility of analyzing aquatic systems absent
consideration of the linkages to adjacent terrestrial environments.
The inclusion of “related terrestrial ecosystems” for this study is a reflection of the state
of the science that recognizes the multitude of processes linking terrestrial and aquatic systems.
River ecologists have long understood the important connections between rivers and their
floodplains (Junk et al., 1989; Stanford et al., 1996). The inflows of water, nutrients, and
sediments from surrounding watersheds are heavily influenced by conditions within the
floodplain. Conversely, floodplain plant and animal habitat value and sediment supply and
fertility are often determined by river hydrology. This same sort of relationship between
terrestrial and aquatic system is now understood to influence many of the functions of wetlands
that motivate management efforts (Wetzel, 2001). Wetland ecologists have debated for years
about appropriate recognition of capacity and opportunity to perform functions when
conducting assessments of wetlands. A classic example of the discussion focuses on two
identical wetlands, one in a pristine forested landscape, and the other in an intensely developed
landscape. Both are assumed to have equivalent internal capacities to sequester pollutants,
modify nutrient loads, and provide habitat, but the surrounding conditions mean that the
opportunity for these functions to occur will differ significantly.
(https://www.nap.edu/read/11139/chapter/5)

CONTENT The Learners have an understanding of the terrestrial and aquatic

STANDARD: ecosystems
The learners shall be able to prepare an action plan containing mitigation
PERFORMANCE
measures to address current environmental concerns and challenges in
STANDARD:
the community
At the end of the lesson, the students should be able to describe and
LEARNING
explain how the different terrestrial and aquatic ecosystems are
COMPETENCIES:
interlinked with one another

PRELIMINARY ACTIVITY

Direction: Draw at least one example of an ecosystem.

LESSON PROPER
 TERRESTRIAL AND AQUATIC ECOSYSTEMS

https://eschooltoday.com/science/aquatic-ecosystems/what-is-aquatic-ecosystems.html

Aquatic Ecosystems

Water is the common link among the five biomes and it makes up the largest part
of the biosphere, covering nearly 75% of the Earth's surface. Aquatic regions house
numerous species of plants and animals, both large and small. In fact, this is where life
began billions of years ago when amino acids first started to come together. Without
water, most life forms would be unable to sustain themselves and the Earth would be a
barren, desert-like place. Although water temperatures can vary widely, aquatic areas
tend to be more humid and the air temperature on the cooler side.

The aquatic biome can be broken down into two basic regions, freshwater and marine:

Freshwater:

 Ponds and lakes

 Streams and rivers
 Wetlands

Marine:

 Oceans
 Coral reefs
 Estuaries

The aquatic biome can be broken down into two basic regions, freshwater (ponds
and rivers) and marine (oceans and estuaries).

Freshwater regions

Freshwater is defined as having a low salt concentration — usually less than 1%.
Plants and animals in freshwater regions are adjusted to the low salt content and would
not be able to survive in areas of high salt concentration (i.e., ocean). There are different
types of freshwater regions: ponds and lakes, streams and rivers, and wetlands. The
following sections describe the characteristics of these three freshwater zones.
 https://aquaticbiomefood.weebly.com/freshwater-regions.html
Ponds and lakes
These regions range in size from just a few square meters to thousands of square
kilometers. Scattered throughout the earth, several are remnants from the Pleistocene
glaciation. Many ponds are seasonal, lasting just a couple of months (such as sessile
pools) while lakes may exist for hundreds of years or more. Ponds and lakes may have
limited species diversity since they are often isolated from one another and from other
water sources like rivers and oceans. Lakes and ponds are divided into three different
“zones” which are usually determined by depth and distance from the shoreline.
The topmost zone near the shore of a lake or pond is the littoral zone. This zone
is the warmest since it is shallow and can absorb more of the Sun's heat. It sustains a
fairly diverse community, which can include several species of algae (like diatoms),
rooted and floating aquatic plants, grazing snails, clams, insects, crustaceans, fishes, and
amphibians. In the case of the insects, such as dragonflies and midges, only the egg and
larvae stages are found in this zone. The vegetation and animals living in the littoral
zone are food for other creatures such as turtles, snakes, and ducks. The near-surface
open water surrounded by the littoral zone is the limnetic zone. The limnetic zone is
well-lighted (like the littoral zone) and is dominated by plankton, both phytoplankton
and zooplankton. Plankton are small organisms that play a crucial role in the food
chain. Without aquatic plankton, there would be few living organisms in the world, and
certainly no humans. A variety of freshwater fish also occupy this zone.
Plankton have short life spans — when they die, they fall into the deep-water
part of the lake/pond, the profundal zone. This zone is much colder and denser than
the other two. Little light penetrates all the way through the limnetic zone into the
profundal zone. The fauna are heterotrophs, meaning that they eat dead organisms and
use oxygen for cellular respiration.
Temperature varies in ponds and lakes seasonally. During the summer, the
temperature can range from 4° C near the bottom to 22° C at the top. During the winter,
the temperature at the bottom can be 4° C while the top is 0° C (ice). In between the two
layers, there is a narrow zone called the thermocline where the temperature of the water
changes rapidly. During the spring and fall seasons, there is a mixing of the top and
bottom layers, usually due to winds, which results in a uniform water temperature of
around 4° C. This mixing also circulates oxygen throughout the lake. Of course there are
many lakes and ponds that do not freeze during the winter, thus the top layer would be
a little warmer.
Streams and rivers
These are bodies of flowing water moving in one direction. Streams and rivers
can be found everywhere — they get their starts at headwaters, which may be springs,
snowmelt or even lakes, and then travel all the way to their mouths, usually another
water channel or the ocean. The characteristics of a river or stream change during the
journey from the source to the mouth. The temperature is cooler at the source than it is
at the mouth. The water is also clearer, has higher oxygen levels, and freshwater fish
such as trout and heterotrophs can be found there. Towards the middle part of the
stream/river, the width increases, as does species diversity — numerous aquatic green
plants and algae can be found. Toward the mouth of the river/stream, the water
becomes murky from all the sediments that it has picked up upstream, decreasing the
amount of light that can penetrate through the water. Since there is less light, there is
less diversity of flora, and because of the lower oxygen levels, fish that require less
oxygen, such as catfish and carp, can be found.
Wetlands
Wetlands are areas of standing water that support aquatic plants. Marshes,
swamps, and bogs are all considered wetlands. Plant species adapted to the very moist
and humid conditions are called hydrophytes. These include pond lilies, cattails,
sedges, tamarack, and black spruce. Marsh flora also include such species as cypress
and gum. Wetlands have the highest species diversity of all ecosystems. Many species
of amphibians, reptiles, birds (such as ducks and waders), and furbearers can be found
in the wetlands. Wetlands are not considered freshwater ecosystems as there are some,
such as salt marshes, that have high salt concentrations — these support different
species of animals, such as shrimp, shellfish, and various grasses.
Marine regions
Marine regions cover about three-fourths of the Earth's surface and include
oceans, coral reefs, and estuaries. Marine algae supply much of the world's oxygen
supply and take in a huge amount of atmospheric carbon dioxide. The evaporation of
the seawater provides rainwater for the land.
Oceans
The largest of all the ecosystems, oceans are very large bodies of water that
dominate the Earth's surface. Like ponds and lakes, the ocean regions are separated into
separate zones: intertidal, pelagic, abyssal, and benthic. All four zones have a great
diversity of species. Some say that the ocean contains the richest diversity of species
even though it contains fewer species than there are on land.
The intertidal zone is where the ocean meets the land — sometimes it is
submerged and at other times exposed, as waves and tides come in and out. Because of
this, the communities are constantly changing. On rocky coasts, the zone is stratified
vertically. Where only the highest tides reach, there are only a few species of algae and
mollusks. In those areas usually submerged during high tide, there is a more diverse
array of algae and small animals, such as herbivorous snails, crabs, sea stars, and small
fishes. At the bottom of the intertidal zone, which is only exposed during the lowest
tides, many invertebrates, fishes, and seaweed can be found. The intertidal zone on
sandier shores is not as stratified as in the rocky areas. Waves keep mud and sand
constantly moving, thus very few algae and plants can establish themselves — the
fauna include worms, clams, predatory crustaceans, crabs, and shorebirds.
The pelagic zone includes those waters further from the land, basically the open
ocean. The pelagic zone is generally cold though it is hard to give a general temperature
range since, just like ponds and lakes, there is thermal stratification with a constant
mixing of warm and cold ocean currents. The flora in the pelagic zone include surface
seaweeds. The fauna include many species of fish and some mammals, such as whales
and dolphins. Many feed on the abundant plankton.
The benthic zone is the area below the pelagic zone, but does not include the
very deepest parts of the ocean (see abyssal zone below). The bottom of the zone
consists of sand, slit, and/or dead organisms. Here temperature decreases as depth
increases toward the abyssal zone, since light cannot penetrate through the deeper
water. Flora are represented primarily by seaweed while the fauna, since it is very
nutrient-rich, include all sorts of bacteria, fungi, sponges, sea anemones, worms, sea
stars, and fishes.
The deep ocean is the abyssal zone. The water in this region is very cold (around
3° C), highly pressured, high in oxygen content, but low in nutritional content. The
abyssal zone supports many species of invertebrates and fishes. Mid-ocean ridges
(spreading zones between tectonic plates), often with hydrothermal vents, are found in
the abyssal zones along the ocean floors. Chemosynthetic bacteria thrive near these
vents because of the large amounts of hydrogen sulfide and other minerals they emit.
These bacteria are thus the start of the food web as they are eaten by invertebrates and
fishes.
Coral reefs
Coral reefs are widely distributed in warm shallow waters. They can be found as
barriers along continents (e.g., the Great Barrier Reef off Australia), fringing islands,
and atolls. Naturally, the dominant organisms in coral reefs are corals. Corals are
interesting since they consist of both algae (zooanthellae) and tissues of animal polyp.
Since reef waters tend to be nutritionally poor, corals obtain nutrients through the algae
via photosynthesis and also by extending tentacles to obtain plankton from the water.
Besides corals, the fauna include several species of microorganisms, invertebrates,
fishes, sea urchins, octopuses, and sea stars.
Estuaries
Estuaries are areas where freshwater streams or rivers merge with the ocean.
This mixing of waters with such different salt concentrations creates a very interesting
and unique ecosystem. Microflora like algae, and macroflora, such as seaweeds, marsh
grasses, and mangrove trees (only in the tropics), can be found here. Estuaries support a
diverse fauna, including a variety of worms, oysters, crabs, and waterfowl.

ASSESSMENT
TEST I. IDENTIFICATION
Direction: Write the correct answer on the space provided.

Coral Reefs 1. Are widely distributed in warm shallow waters.

Corals 2. Are interesting since they consist of both algae (zooanthellae) and tissues of
animal polyp.
Abyssal zone 3. The water in this region is very cold (around 3° C), highly pressured, high in
oxygen content, but low in nutritional content.
Pelagic zone 4. Generally cold though it is hard to give a general temperature range since, just
like ponds and lakes, there is thermal stratification with a constant mixing of warm and cold
ocean currents.
Waterlands 5. Are areas of standing water that support aquatic plants.
Ecosystem 6. Generally accepted to be an interacting system of biota and its associated
physical environment.
Water 7. It is the common link among the five biomes and it makes up the largest part of
the biosphere, covering nearly 75% of the Earth's surface.
Fresh water 8. It is defined as having a low salt concentration — usually less than 1%.
Littoral zone 9. This zone is the warmest since it is shallow and can absorb more of the
Sun's heat.
Ponds and Lakes 10. These regions range in size from just a few square meters to thousands of
square kilometers.

TEST II. ESSAY 30 points

Direction: Answer the question substantially. Use the space below.

“How are we going to protect our aquatic ecosystem?”

The ocean is downstream of everything, so all of our actions, no matter

where we live, affect the ocean and the marine life it holds. Those who live right
on the coastline will have the most direct impact on the ocean, but even if you live
far inland, there are many things you can do that will help marine life. But the
question is how are we going to protect the aquatic ecosystem?
According to John Kennedy the following are ten easy ways on how to protect
our aquatic ecosystem. First, Eating Eco-Friendly Fish. Our food choices have a
significant impact on the environment—from the actual items we eat to the way
they are harvested, processed, and shipped. Going vegan is better for the
environment, but you can take small steps in the right direction by eating eco-
friendly fish and eating locally as much as possible. If you eat seafood, eat fish
that is harvested sustainably, which means eating species that have a healthy
population, and whose harvest minimizes bycatch and impacts on the
environment. Second, Limit Your Use of Plastics, Disposables and Single-Use
Projects. Plastic stays around for hundreds of years can be a hazard to wildlife
and leaches toxins into the environment. Stop using so much plastic. Buy things
with less packaging, don't use disposable items and use reusable bags instead of
plastic ones wherever possible. Third, Stop the Problem of Ocean
Acidification. Global warming has been a hot topic in the ocean world, and it is
because of ocean acidification, known as 'the other global warming problem.' As
the acidity of the oceans increases, it will have devastating impacts on marine life,
including plankton, corals and shellfish, and the animals that eat them. But you
can do something about this problem right now. Reduce global warming by
taking simple steps that will likely save money in the long run: drive less, walk
more, use less electricity and water—you know the drill. Lessening your "carbon
footprint" will help marine life miles from your home. The idea of an acidic ocean
is scary, but we can bring the oceans to a more healthy state with some easy
changes in our behavior. Fourth, Be Energy-Efficient. Along with the tip above,
reduce your energy consumption and carbon output wherever possible. This
includes simple things like turning off the lights or TV when you're not in a
room and driving in a way that increases your fuel efficiency. As Amy, an 11-year
old reader said, "It might sound strange, but being energy efficient helps
the Arctic marine mammals and fish because the less energy you use, the less our
climate heats up—then the ice won't melt." Fifth, Participate in a Cleanup.
Trash in the environment can be hazardous to marine life, and people too! Help
clean up a local beach, park or roadway and pick up that litter before it gets into
the marine environment. Even trash hundreds of miles from the ocean can
eventually float or blow into the ocean. The International Coastal Cleanup is one
way to get involved. That is a cleanup that occurs each September. You can also
contact your local coastal zone management office or department of
environmental protection to see if they organize any cleanups. Sixth, Never
Release Balloons. Balloons may look pretty when you release them, but they are
a danger to wildlife such as sea turtles, who can swallow them accidentally,
mistake them for food, or get tangled up in their strings. After your party, pop the
balloons and throw them in the trash instead of releasing them. Seventh, Dispose
of Fishing Line Responsibly. Monofilament fishing line takes about 600 years
to degrade. If left in the ocean, it can provide an entangling web that threatens
whales, pinnipeds and fish (including the fish people like to catch and eat). Never
discard your fishing line into the water. Dispose of it responsibly by recycling it if
you can, or into the garbage. Eighth, View Marine Life Responsibly. If you're
going to be viewing marine life, take steps to do so responsibly. Watch marine life
from the shore by going tide pooling. Take steps to plan a whale watching, diving
trip or other excursions with a responsible operator. Think twice about "swim
with dolphins" programs, which may not be suitable for dolphins and could even
be harmful to people. Nineth, Volunteer or Work With Marine Life. Maybe you
work with marine life already or are studying to become a marine biologist. Even
if working with marine life isn't your career path, you can volunteer. If you live
near the coast, volunteer opportunities may be easy to find. If not, you can
volunteer on field expeditions such as those offered by Earthwatch as Debbie, our
guide to insects, has done, where she learned about sea turtles, wetlands, and
giant clams! And Tenth, Buy Ocean-Friendly Gifts. Give a gift that will help
marine life. Memberships and honorary donations to non-profit organizations
that protect marine life can be a great gift. How about a basket of
environmentally-friendly bath or cleaning products, or a gift certificate for a
whale watch or snorkeling trip? And when you wrap your gift - be creative and
use something that can be re-used, like a beach towel, dish towel, basket or gift
bag.
Marine protected areas help protect important habitats and
representative samples of marine life and can assist in restoring the productivity
of the oceans and avoid further degradation. They are also sites for scientific study and
can generate income through tourism and sustainable fishing. And so, let us help one
another in preserving and protecting our aquatic ecosystem.
REFERENCES

https://aquaticbiomefood.weebly.com/freshwater-regions.html
https://eschooltoday.com/science/aquatic-ecosystems/what-is-aquatic
ecosystems.html
https://sites.google.com/a/staff.lisd.net/crollcorneres/aquatic-ecosystems
https://www.nap.edu/read/11139/chapter/5
https://sites.google.com/a/staff.lisd.net/crollcorneres/aquatic-ecosystems)

TEST III
1. Participating in sports can definitely reduce stress. When you physically exert
yourself, the body releases all kinds of endorphins and tension. Besides, after
the activity one shall be too tired to indulge in excessive stressing. Any kind of
physical activity can reduce stress drastically. Sleep shall improve, appetite
too, while at the same time quality of life will also improve