XU-NSTP ACTIVITY DESIGN FORM

Module 2and 3: The Coastal Zone and Marine Ecosystems

Section and Team: F - TEAM MATIYAGA
Name of Community Involvement:
Target Area/s:
ISDA Program
East City Central School
Title of the Activity:
Target Date/s:
The Coastal Zone and Marine Ecosystem
Description:
In this session, the lecturers of the ISDA Program will discuss about the
coastal zone to the students and to advocate for the conservation of our
marine resources. In order to convey the relevance of conserving our marine
environment, the lecturers will help the students to understand the basics in
ecology and to know what ecology is and what various components comprise
our marine environment. The lecturers will also give an activity to help
students understand well the topic and relate it to the reality.
In this session, there will be a series of discussions about the three major
ecosystems which is the mangrove, seagrass and coral reefs. Lecturers will
also conduct activities to expound on the concept.
Objectives:
1. To introduce the ecology and its basics to the students.
2. To give information about the Coastal Zone.
3. To be aware of the relationship between the human and the marine
habitats.
4. To introduce to students the three (3) major ecosystems.
5. To understand what benefits we get from the ecosystems.
6. To understand the value of conserving ecosystems.
7. To be aware of the factors that comprises the ecosystems.
Expected Participants:
Selected East City Central School Students
Expected Output/s:
Attendance sheets of students, colored drawings
Mechanics:
Refer to activity flow.
Materials needed:
Attendance Sheets
Prizes
Coloring materials
Pencil/ Ballpen
Bond Papers
Attendance Sheets
Colored pens
Manila paper/Cartolina
Ruler
Attachment: reference materials:
Basic Marine Ecology Manual
Activity Flow
Module

Submitted by:
Kicel Ramos
Rizza Toyhorada
Symie Quinimon
Christian Ortiz
Jefferson Tapangan
Kent Jan Pelvera
Keith Marrielle Ampong
John Allan Cole

Date Submitted: November 23, 2016

Module 2 and 3: Activity Flow

Time

Topic/Activity

Materials
Needed

Person Incharge

9:00-9:03 AM

Opening Prayer

N/A

Lead by a
student

9:03-9:08

Re-introduce
Members Name

N/A

All Members

9:08-9:23

Review the
discussion of the
ISDA Program

Visual Aids

9:23-9:25

Introduce Todays
Topic

Visual Aids

9:25-9:55

Discussion on the
Coastal Zone

Visual Aids

9:55-10:15

Coloring Activity

Coloring
materials
Pencil/Ballpen
Bond Paper

10:15-10:25

Explanation of the
Drawing

Drawings

10:25-10:40

Bato-bato Pick
Game

N/A

10:40-11:10

Discussion on the
three Marine
Ecosystems

Visual Aids

11:10-11:30

Activity: Paint me
an Ecosystem

Manila
paper/Cartolina
Coloring Materials
Pencil/Ballpen
Ruler
Colored pens

11:30-11:45

Concentration
Game

N/A

11:45-11-50

Review, Questions,
and Clarifications

Visual Aids

11:50-11:55

Giving of Prizes

Prizes

11:55-11:58

Closing Prayer

N/A

Lead by a
student

11:58-12:00
NN

Dismissal

N/A

N/A

Module 2 and 3

Opening Prayer
The class will start with a prayer.

Re-introduce Members Name

All the members will introduce their self.

Recap on the discussion of the Coastal Zone

One of the members will ask a student to recall the previous discussion
which is the introduction to ISDA Program and discuss. Whoever
remembers the topic and can discuss briefly will be given a prize.

Introduce Todays Topic

One of the members will be introducing todays topic which is the

Coastal Zone and The Three Marine Ecosystem.

Discussion on The Coastal Zone

Significance:
To advocate for the conservation of our marine resources. In order
to convey the relevance of conserving our marine environment, it is
important to understand the basics in ecology. For instance, one needs
to know what ecology is and what various components comprise our
marine environment.
What is Ecology?
It is the study of the interrelationships between organisms and their
environment.
It is a field that deals with the higher levels of biological organization
-- from individual organisms to communities. All organisms in a given
area that interact with the physical environment so that a flow of
energy leads to clearly defined trophic structure, biotic diversity, and
material cycles within the system, is an ecological system or
ecosystem.
There are two (2) components of an ecosystem, the biotic and
abiotic.
The biotic components comprise the living component, like producers
or autotrophs, consumers or heterotrophs, and decomposers or
saprotrophs (which are special kinds of heterotrophs).
While the abiotic components comprise the nonliving component or
the physicochemical factors that characterize an environment. They
include all the factors that are responsible for climate, and the organic
and inorganic compounds present in the environment.
What do you mean by the Coastal Zone?
The Coastal Zone is legally defined as the area extending 1km
inland from the shoreline at high tide and to seaward areas covered
within the 200m isobaths (an imaginary line or a line on a map or
chart that connects all points having the same depth below a water
surface).

A typical coastal zone in a tropical area has the following major

ecosystems: mangroves, beach systems, estuaries (a partially
enclosed coastal body of brackish water with one or more rivers or
streams flowing into it, and with a free connection to the open sea),
seagrass beds and coral reefs.
Within the last century, rapid coastal development and high
human population have caused a big impact on Philippine coastlines.
Natural resources like fish, corals, etc. Which were once thought to be
inexhaustible are in fact vanishing because of the human activities.
In fact, Fifty percent (50%) of Filipinos get their protein demand
from fish and more than Sixty percent (60%) live within the coastal
zone. At present, people who depend on marine resources can hardly
make their livelihood anymore because many marine resources are
now decreasing due to over-exploitation and habitat destruction.

Protection of coastal living resources means sustainability and

availability of these resources for the coastal population and thus
supports the Philippine economy not only in the present but also, and
more important, in the future.
Key Points/Highlights:
The coastal zone contains 3 major ecosystems: Mangrove, Seagrass
beds and Coral reef.
The coastal zone is a highly productive area like fisheries,
aquaculture, ecotourism, etc.
Coastal zone comprises approximately twelve percent (12%) of the
total land area of the Philippines.
The coastal zone is threatened by over-exploitation, improper
development and lack of proper resource management and
conservation.
There is strong dependence of human population on its coastal
resources and ecological services (like natural storm buffers)

Coloring Activity

Students are given with a bond paper and coloring materials then they
will be ask to draw a coastal zone. After drawing, they should color their
coastal zone.

Explanation of the Drawing

Students will explain their drawing to test if they understand the
coastal zone.

Bato-bato Pick Game

Relevance: It is important to remember the lesson with just a
simple term because remembering a term in the lesson could
expound the knowledge you learned.
The goal of this game is to have many members in a group.
Mechanics:
Students will be separated in two (2) groups.
1
The two groups will play the bato-bato pick game and whoever
wins will get one player from the other group.
2
Before getting a player, the player from the other group should
give a term that is related to the topic as a password to enter the
group who wins.
3
There should be a consequence if the player cannot give a term
related to the topic.
The group who will win will be given with prizes.
After the game, students are given time to ask questions or clarify
something then after, snacks will be distributed. After 15 minutes,
students and lecturers will help to properly arrange the classroom and
settle themselves to have the closing prayer then dismiss.

Discussion on the Three Marine Ecosystems:

Significance:
To help students understand what benefits we get from the
ecosystems, and consequently the value of conserving them, we need

to be aware first of the factors that comprise the ecosystems,

particularly the three major ecosystems which is the mangrove
ecosystem, seagrass ecosystem and the coral reef ecosystem.
The Mangrove Ecosystem
Mangroves are trees and shrubs that grow in saline coastal
habitats in the tropics and subtropics. The word is used in at least
three ways. First, it may broadly refer to the habitat and entire plant
assemblage or mangal for which the terms mangrove swamp and
mangrove forest are also used. Second, it may refer to all trees and
large shrubs in the mangal. And last but not the least, in a narrow
sense, it may also refer to the mangrove family of plants, the
Rhizophoraceae, or even more specifically just to mangrove trees of
the genus Rhizophora.
Mangals are found in depositional coastal environments where
fine sediments, often with high organic content, collect in areas
protected from high energy wave action. Mangroves have a
characteristic root system consisting of the prop roots(roots that arise
from the stem of certain plants and provide extra support) which
maximize anchorage, an area that is suitable for a ship to anchor in,
and the pneumatic roots(relating to air or wind) which maximize the
aeration.
Mangroves act as filters for sediment-loaded drain waters from
rain and rivers, keeping the coastal waters free from sediments and
thus, protecting the adjacent coral reefs. It is also a home for juvenile
fish species and invertebrates that seek shelter against rough
weathers as well as from predators.

The logging of mangrove forest in the Philippines due to coastal

development during the last century caused a decrease of
approximately 80% mangrove cover from 4,500 sq.km to less than
1,000 sq.km. Loss of the protective mangrove belts in many areas
leads to erosion of the shore line (loss of land area) and increased
impact of typhoons and tsunamis.
The present remaining mangrove wood has a volume of
7,354,000 cubic meters and if well-managed, it can be a sustainable,

accessible and regenerating source for timber(wood prepared for use

in building and carpentry).
Key Points/Highlights:
Benefits: Mangroves act as a filter for sediment-loaded coastal
drain waters. Thus they protect coral reefs from sedimentation;
prevent eosion and cause sediment accumulation (increase in land
area); serve as nursery for marine life (available for fisheries);
produce nutrients; lessen damage caused by tsunamis and
typhoons; and provide wood and genetic resources.
High biodiversity in the Philippines: 36/70 mangrove tree species
known worldwide (40 in Asia)
Area has been decreasing within the last century due to coastal
development, and is over-harvested as it is exploited for timber.
The Seagrass Ecosystem
Seagrass beds are highly diverse and productive ecosystems.
They can harbor hundreds of associated species from all phyla, like
juvenile and adult fishes, epiphytic and free-living algae, shellfish,
bristle worms, and nematodes (round worms). Few species were
originally believed to feed directly on sea grass leaves (partly because
of their low nutritional content),but scientific reviews and improved
working methods have shown that sea grass herbivory is a highly
important link in the food chain, with hundreds of species feeding on
sea grasses worldwide, including dugongs, manatees, fish, sea urchins
and crabs.
Seagrass beds act as feeding, spawning and nursery areas for
many fishes and other species. They also provide habitats for many
invertebrates like sea cucumbers and sea urchins that can be
harvested as protein source. They bind sediments and therefore
protect nearby coral reefs from sedimentation as well as produce
nutrients essential for the coral reefs.

The main threats for seagrass beds are pollution and siltation
because it can damage them and worse, it can affect many marine
organisms.

 Key Points/Highlights:
Benefits: Seagrass beds serve as a fish nursery which contributes
significantly to coastal fisheries, is a habitat for many
invertebrates; it binds sediment giving protection for coral reefs
from sedimentation; it is feeding and spawning area for fishes; and
it produces nutrients that coral reefs will use.
High diversity: 19/58 species of seagrasses world wide are in the
Philippines (27 in Asia)
Seagrass beds are threatened by coastal development, pollution
and lack of proper management.
The Coral Reef Ecosystem
Coral reefs are made up of tiny living animals known as polyps
that are found in shallow, tropical marine waters with little or no
nutrients at all. High nutrient levels such as those found in runoff from
agricultural areas can harm the reef because they foster the growth of
algae.
This polyps secrete an exoskeleton of calcium carbonate
(limestone) around them which, when it hardens, forms a skeletons of
reefs. Polyps have symbiotic algae in their tissue called zooxanthellae,
which provide the coal with energy from photosynthesis. The
accumulation of skeletal material, broken and piled up by wave action
and bioeroders, produces a massive calcareous formation that supports
the living corals and a great variety of other animal and plant life.
Although corals are found both in temperate and tropical waters, reefs
are formed only in a zone extending at most from 30N to 30S of the
equator; the reef-forming corals do not grow at depths of over
30m(100ft) or where the water temperature falls below 16C (72F).
Coral reefs protect the coastlines from strong waves and tsunamis by
acting as a buffer.
A healthy coral reef in the Philippines produces 15.6 tons of fish
per sq.km per year. But about 1/4 of all Philippine reefs have already
been destroyed (an area of 6000 sq.km). Fishing using destructive
techniques (dynamite, cyanide, small mesh size nets) is the single most
important factor in the progressive destruction of coral reefs. Destroyed
coral reefs have a very slow recovery rate and may lead to many
decades of low productivity.

For the fishermen to change their often limited outlook toward the
resources, they need to have a broader understanding of the reef
ecosystem. The coral reef should not be seen only as a supplier, but, as
an ecosystem which should be kept in a good condition and protected to
maximize its productivity and maintain its sustainability. One good
application of the concept of sustainability is the use of fish traps which
is non-destructive fishing practice. With 25 traps, one can have an
intermediate catch of 6kg fish per day and up to 16kg in good days. A
bigger mesh size allows juvenile fish to escape, thus allowing them to
grow. Consequently, abundance of fish is ensured. Aside from destructive
fishing methods, pollution and siltation are also considered threats to
coral reefs.
Conserving and preserving our coral reefs is vital in ensuring a
sustainable supply of fish and other marine resources. Reef rehabilitation
which helps increase the productivity of already destroyed or damaged
reefs is a wise investments.
Key Points/Highlights:
Coral reefs are created by animals called Polyps.
Corals use nutrients sufficiently, are good for tourism, and are
great genetic resources.
Coral reefs serve as a fish nursery (contributes 10-15% of total fish
production), feeding and spawning area, physical buffer.
Only 2.4% of Philippine reefs are in excellent condition, (with
greater than 75% of the coral cover is live).
Use of destructive fishing techniques is the most important factor
in the destruction of coral reefs.
Highest biodiversity of corals worldwide is found within the
Philippines (500 species of stony corals)
Reef rehabilitation is a good conservation method to preserve coral
reefs.

Activity: Paint me an Ecosystem

Relevance: The students will closely observe one of the marine
ecosystems and therefore develop a better understanding of what

comprises each ecosystem.

Mechanics:
1
The students will be grouped and let them choose one
ecosystem (e.g. mangrove, seagrass, coral reef).
2
They will be ask to draw the chosen ecosystem on the manila
paper/cartolina based on what they see in their own marine
environment.
3
Students should label the different organisms of the ecosystem.
4
Students will list the functions of the ecosystem.
5
Students will pesent and discuss their output to the class.

Concentration Game
Mechanics:
1
Lecturers will ask the students to count themselves and the
students should remember their number.
2
Students will sing the Concentration Song (Concentration is the
game. Concentration now begin.)
3
After singing, the first person should say two (2) numbers:
his/her number and his/her desired number to be next in count.
4
If the student failed to give the correct numbers, he/she will pick
a consequence (Truth or Dare)
5
If the student will choose Truth, he/she will be ask a question
related to the topic.

Review, Questions, and Clarifications

After the game, the members will be reviewing todays discussion and
students are given time to express themselves or to ask or clarify
something.

Giving of Prizes
All the winners on the game and the activity will be given
prizes.

Closing Prayer
One student will lead the closing prayer then they will be dismissed.

Dismissal
At exactly 11:58 AM students will be dismissed.