Chapter 4: Environment in its Totality: Natural and Human Environment
🌍 Complete Chapter for PSTET Paper II (Social Studies)
🎯 Learning Objectives for PSTET Aspirants
After completing this chapter, you will be able to:
Define environment and distinguish between its natural and human components
Explain the four domains of the natural environment with their characteristics
Describe the structure and composition of the atmosphere and its layers
Analyze the components of the hydrosphere and the water cycle
Understand the biosphere as the zone of life and its interactions
Examine human modifications of the natural environment through settlements and activities
Explain ecosystem interdependence between living and non-living things
Apply pedagogical strategies using local examples to teach environmental concepts
4.1 Definition and Components of Environment: Natural and Human
🌎 What is Environment?
The term environment refers to the sum total of all surroundings that influence the life and development of an organism. It encompasses everything—living and non-living—that exists around us .
💡 Etymology: The word "environment" comes from the French word environner, meaning "to surround."
🏛️ Philosophical Understanding
Environment is always relative to a central subject. When we speak of the human environment, the central subject is human beings—all external conditions and influences that affect human life constitute the human environment .
📊 Two Major Components of Environment
Based on the subject of creation, environment can be categorized into two main types :
| Component | Definition | Examples |
|---|---|---|
| Natural Environment | Created by nature; exists without human intervention | Mountains, rivers, forests, air, soil |
| Human Environment | Created, modified, or built by humans | Buildings, roads, cities, farms, industries |
🔍 Further Classification
Environmental components can also be categorized by visuality :
┌─────────────────────────────────────────────────────────────┐ │ ENVIRONMENT │ │ │ │ ┌─────────────────────────┐ ┌─────────────────────────┐ │ │ │ PHYSICAL │ │ NON-PHYSICAL │ │ │ │ (Tangible) │ │ (Intangible) │ │ │ ├─────────────────────────┤ ├─────────────────────────┤ │ │ │ • Land, water, air │ │ • Social relationships │ │ │ │ • Buildings, roads │ │ • Cultural values │ │ │ │ • Plants, animals │ │ • Economic systems │ │ │ │ • Rocks, minerals │ │ • Political structures │ │ │ └─────────────────────────┘ └─────────────────────────┘ │ │ │ │ ┌─────────────────────────────────────────────────────┐ │ │ │ INTEGRATING THE TWO CRITERIA [citation:1] │ │ │ ├─────────────────────────────────────────────────────┤ │ │ │ 1. Natural Physical Environment │ │ │ │ (Mountains, rivers, forests) │ │ │ │ │ │ │ │ 2. Human-Made Physical Environment │ │ │ │ (Buildings, roads, dams) │ │ │ │ │ │ │ │ 3. Human-Made Non-Physical Environment │ │ │ │ (Laws, customs, economic systems) │ │ │ └─────────────────────────────────────────────────────┘ │ └─────────────────────────────────────────────────────────────┘
🔗 Environmental System
The three categories of environment do not exist in isolation. They are interrelated in a mechanism characterized by mutual impact. This mechanism is called the environmental system .
The environmental system can be analyzed in two dimensions :
| Dimension | Description |
|---|---|
| Human-Inclusive System | Humans are considered a component of the environment |
| Human-Centered System | Humans are the subject; everything else is the object surrounding human life |
📝 PSTET Focus Point: Understanding the dual nature of environment—natural and human-made—is fundamental. Questions often ask about classification of environmental components.
4.2 The Natural Environment: The Four Domains
🌍 Overview of Earth's Four Spheres
The natural environment consists of four interconnected domains or spheres that together form the Earth system:
┌─────────────────────────────────┐
│ ATMOSPHERE │
│ (Air) │
│ ┌─────────────────────┐ │
│ │ BIOSPHERE │ │
│ │ (Life) │ │
│ │ ┌───────────────┐ │ │
│ │ │ HYDROSPHERE │ │ │
│ │ │ (Water) │ │ │
│ │ │ ┌──────────┐ │ │ │
│ │ │ │LITHO- │ │ │ │
│ │ │ │SPHERE │ │ │ │
│ │ │ │ (Land) │ │ │ │
│ │ │ └──────────┘ │ │ │
│ │ └───────────────┘ │ │
│ └─────────────────────┘ │
└─────────────────────────────────┘4.2.1 Lithosphere: The Solid Earth
Definition
The lithosphere is the solid outer layer of the Earth, consisting of the crust and the upper part of the mantle. It is composed of rocks, minerals, and soils .
| Fact | Detail |
|---|---|
| Thickness | 50-100 km (oceanic); up to 200 km (continental) |
| Composition | Rocks, minerals, soils |
| Surface Area | About 29% of Earth's surface (land) |
| Temperature | Increases with depth (geothermal gradient) |
🪨 Rocks: The Building Blocks
Rocks are naturally occurring solid aggregates of minerals. They are classified into three main types based on their formation :
| Rock Type | Formation Process | Examples | Characteristics |
|---|---|---|---|
| Igneous Rocks | Cooling and solidification of magma/lava | Granite, Basalt, Pumice | Hard, crystalline; no fossils |
| Sedimentary Rocks | Compaction and cementation of sediments | Sandstone, Limestone, Shale | Layered; may contain fossils |
| Metamorphic Rocks | Transformation of existing rocks under heat/pressure | Marble (from limestone), Slate (from shale), Quartzite | Hard; banded texture |
Rock Cycle:
┌─────────────┐ Weathering ┌─────────────┐
│ IGNEOUS │ ───────────────► │ SEDIMENTS │
│ ROCKS │ │ │
└─────────────┘ └─────────────┘
▲ │
│ Compaction/ │
Melting│ Cementation │
│ ▼
┌─────────────┐ ┌─────────────┐
│ MAGMA │ ◄──────────────── │ SEDIMENTARY │
│ │ Metamorphism │ ROCKS │
└─────────────┘ └─────────────┘
▲ │
│ │
└───────────────┬───────────────────┘
│
┌─────▼─────┐
│METAMORPHIC│
│ ROCKS │
└───────────┘⛰️ Major Landforms
Landforms are natural features of the Earth's surface created by tectonic processes, erosion, and deposition.
| Landform | Definition | Characteristics | Examples in India |
|---|---|---|---|
| Mountains | Elevated landforms with steep slopes and high relief | Young mountains: high, rugged; Old mountains: eroded, rounded | Himalayas (young), Aravallis (old) |
| Plateaus | Elevated flat-topped landforms with steep sides | Rich in minerals; often called "tablelands" | Deccan Plateau, Chotanagpur Plateau |
| Plains | Flat, low-lying landforms | Fertile; densely populated; agriculturally productive | Indo-Gangetic Plains, Coastal Plains |
Mountain Formation (Orogeny) :
When tectonic plates collide, the edges often fracture and collapse, forming mountain ranges
This process is called orogeny
Example: The Himalayas formed by collision of Indian and Eurasian plates
The process of the Earth's surface loading and unloading
When weight is removed (e.g., glaciers melt), the land gradually rises—called isostatic rebound
4.2.2 Hydrosphere: The Water Realm
Definition
The hydrosphere encompasses all the liquid or watery material of our planet, including oceans, seas, lakes, rivers, streams, groundwater, and atmospheric moisture .
| Fact | Detail |
|---|---|
| Coverage | About 75% of Earth's surface |
| Volume | Approximately 1.386 billion cubic kilometers |
| Distribution | 97.5% saltwater; 2.5% freshwater |
| Continents | Make up about 25% of the lithosphere surface |
🌊 Components of the Hydrosphere
| Component | Description | Examples |
|---|---|---|
| Oceans | Large bodies of saltwater covering most of Earth | Pacific, Atlantic, Indian, Arctic |
| Seas | Smaller than oceans, partly enclosed by land | Arabian Sea, Bay of Bengal |
| Rivers | Freshwater bodies flowing toward oceans or lakes | Ganga, Yamuna, Brahmaputra |
| Lakes | Inland bodies of water | Chilika, Dal, Wular |
| Groundwater | Water beneath Earth's surface | Aquifers, wells |
| Atmospheric Water | Water vapor, clouds, precipitation | Rain, snow, hail |
🌊 Ocean Floor Features
┌──────────────────┐
│ CONTINENTAL │
│ SHELF │
┌─────┘ (Gentle slope) └─────┐
│ │
▼ ▼
┌─────────────────┐ ┌─────────────────┐
│ CONTINENTAL │ │ CONTINENTAL │
│ SLOPE │ │ SLOPE │
│ (Steep slope) │ │ (Steep slope) │
└────────┬────────┘ └────────┬────────┘
│ │
▼ ▼
┌─────────────────┐ ┌─────────────────┐
│ ABYSSAL │ │ ABYSSAL │
│ PLAIN │ │ PLAIN │
│ (Flat deep) │ │ (Flat deep) │
└─────────────────┘ └─────────────────┘
│ │
└──────────────┬─────────────────┘
▼
┌─────────────────┐
│ DEEP-SEA │
│ TRENCHES │
│ (Deepest parts)│
└─────────────────┘Continental Shelf: Very gentle slope extending outward to a few hundred feet depth
Abyssal Plain: Relatively flat area forming most of the deep ocean
Mid-Ocean Ridges: Underwater mountain ranges (e.g., Mid-Atlantic Ridge)
💧 The Water Cycle (Hydrological Cycle)
The continuous movement of water between Earth's surface and atmosphere:
┌─────────────────────┐
│ ATMOSPHERE │
│ (Water Vapor) │
└──────────┬──────────┘
│
┌───────────────────┼───────────────────┐
│ │ │
▼ ▼ ▼
┌───────────┐ ┌───────────────┐ ┌───────────┐
│CONDENSATION│ │ PRECIPITATION│ │EVAPORATION│
│(Clouds form│ │ (Rain, snow)│ │ (Water → │
│ from vapor)│ │ │ │ vapor) │
└───────────┘ └───────┬───────┘ └───────────┘
│ ▲
▼ │
┌─────────────────┐ ┌───────────┐
│ SURFACE │────►│TRANSPIRATION│
│ WATER │ │(Plants │
│ (Rivers, lakes) │ │ release │
└────────┬────────┘ │ vapor) │
│ └───────────┘
▼
┌─────────────────┐
│ GROUNDWATER │
│ (Infiltration) │
└─────────────────┘Evaporation: Water changes from liquid to vapor from oceans, lakes, and puddles
Transpiration: Plants release moisture through leaves
Condensation: Water vapor forms clouds when air cools
Precipitation: Water falls as rain, snow, or hail
Runoff: Water flows downhill to rivers and eventually oceans
Infiltration: Water soaks into the ground
🌡️ Humidity: The moisture content of air. Warm air can hold more moisture than cold air .
4.2.3 Atmosphere: The Gaseous Envelope
Definition
The atmosphere is the gaseous layer surrounding the Earth, extending outward to about 1,000 kilometers where it transitions to interplanetary space .
| Fact | Detail |
|---|---|
| Formation | Over 4 billion years ago from volcanic outgassing |
| Mass Location | >99% within first 40 kilometers |
| Energy Sources | Solar radiation and Earth's radiation |
🌬️ Composition of the Atmosphere
| Gas | Percentage | Role |
|---|---|---|
| Nitrogen (N₂) | ~78% | Essential for plant growth |
| Oxygen (O₂) | ~21% | Required for respiration |
| Argon (Ar) | ~0.93% | Inert gas |
| Carbon Dioxide (CO₂) | ~0.04% | Greenhouse gas, photosynthesis |
| Water Vapor (H₂O) | 0-4% (variable) | Weather phenomena |
| Trace Gases | Minute amounts | Ozone, helium, neon, methane |
📊 Layers of the Atmosphere
The atmosphere is divided into four distinct layers based on temperature profile:
Altitude (km)
↑
1000│┌────────────────────────────────────┐
││ EXOSPHERE │
││ (Transition to space) │
600 │└────────────────────────────────────┘
│┌────────────────────────────────────┐
││ THERMOSPHERE │
││ Temperature ↑ with altitude │
85 ││ Includes Ionosphere │
│└────────────────────────────────────┘
│┌────────────────────────────────────┐
││ MESOSPHERE │
50 ││ Temperature ↓ with altitude │
││ Meteors burn up here │
│└────────────────────────────────────┘
│┌────────────────────────────────────┐
││ STRATOSPHERE │
12 ││ Temperature ↑ with altitude │
││ Ozone layer (20-30 km) │
│└────────────────────────────────────┘
│┌────────────────────────────────────┐
││ TROPOSPHERE │
0 ││ Temperature ↓ with altitude │
││ Weather phenomena occur here │
││ Contains 99% of water vapor │
└┴────────────────────────────────────┴──► Temp.Layer 1: Troposphere
| Feature | Description |
|---|---|
| Altitude | 0-12 km (8-16 km, varying with latitude and season) |
| Temperature | Decreases at ~6.5°C per km; warm at surface (~17°C), cold at top (~-60°C) |
| Characteristics | Contains largest percentage of atmospheric mass; 99% of water vapor |
| Phenomena | All weather phenomena occur here (clouds, rain, storms) |
| Name Meaning | "Region of mixing" — constant convective overturn |
| Cleaning Mechanism | Self-cleaning through rainfall washing out dust and pollutants |
Tropopause: Narrow zone at the top separating troposphere from stratosphere; contains jet streams .
Layer 2: Stratosphere
| Feature | Description |
|---|---|
| Altitude | 12-50 km |
| Temperature | Constant up to 25 km, then gradually increases |
| Ozone Layer | 20-30 km altitude; absorbs harmful UV radiation |
| Characteristics | Very stable; little convective mixing |
| Significance | Protects life on Earth from harmful UV rays |
Ozone Formation and Destruction :
Production: O₂ + UV → 2O; O + O₂ → O₃
Destruction: O₃ + UV → O₂ + O
Ozone is unstable and can be destroyed by chlorine from CFCs
Stratopause: Upper boundary marked by temperature decrease .
Layer 3: Mesosphere
| Feature | Description |
|---|---|
| Altitude | 50-85 km |
| Temperature | Decreases with altitude |
| Characteristics | Negligible water vapor and ozone; very thin air (1/1000 of surface density) |
| Phenomena | Meteors burn up here |
Layer 4: Thermosphere
| Feature | Description |
|---|---|
| Altitude | 85-600 km |
| Temperature | Increases with altitude up to 1500°C or more |
| Ionosphere | Lower region (to 550 km); gas particles become ionized |
| Phenomena | Northern lights (aurora borealis); reflects radio waves |
Exosphere: Outer region (600-1000 km); final transition to space; contains helium and hydrogen; satellites operate here .
🌬️ Wind and Atmospheric Circulation
Cause: Convecting air masses due to horizontal differences in air pressure
Direction: Winds flow from high pressure to low pressure
Global Pattern: Air rises at equator, moves toward poles, sinks, and returns
Coriolis Effect: Deflects moving air—right in Northern Hemisphere, left in Southern Hemisphere
Result: Six huge convection cells at different latitudes
Extremely strong bands of winds near the tropopause
Speeds up to 200 km/hour
Form due to large air pressure differentials
☁️ Weather Phenomena
Weather: Short-term changes in physical characteristics of the troposphere:
Temperature
Air pressure
Humidity
Precipitation
Cloud cover
Wind speed and direction
Extreme Weather:
Thunderstorms: Form in regions of atmospheric instability, often at boundaries between cold and warm fronts
Tropical Cyclones: Form over warm ocean waters; rotate counterclockwise in Northern Hemisphere
4.2.4 Biosphere: The Zone of Life
Definition
The biosphere is the realm of life on Earth—the zone where living organisms exist and interact with the lithosphere, hydrosphere, and atmosphere. It includes all ecosystems and living beings .
| Fact | Detail |
|---|---|
| Extent | From deep ocean floors to lower atmosphere |
| Components | All plants, animals, microorganisms |
| Interaction | Living organisms interact with each other and with non-living environment |
🌿 Dynamics of the Biosphere
The biosphere functions through complex processes:
Photosynthesis: Plants convert carbon dioxide and water into carbohydrates and oxygen using solar energy
Carbohydrates become food and tissue for both plants and animals
Oxygen is released into the atmosphere
Energy Flow: Energy passes through ecosystems via food chains
Autotrophs (Producers) : Initial suppliers of energy (plants)
Herbivores: Animals that eat plants (first consumers)
Carnivores: Animals that eat herbivores and other animals
Phytomass/Biomass: Total living organic matter produced in an area
Greatest in moist tropical lowlands
Least in deserts, uplands, and high-latitude zones
🌍 Factors Controlling Plant Distribution
| Category | Factors |
|---|---|
| Physical Factors | Temperature, water availability, light, wind, snow cover, soil distribution, landforms |
| Biotic Factors | Competition, amensalism (one species inhibited by another), predation, mutualism (symbiosis), endemism |
📊 Species-Richness Gradient
Number of species per unit area generally declines from equator to higher latitudes
Tropical regions have highest biodiversity
4.3 The Human Environment: Settlements, Activities, and Modifications
🏙️ Definition of Human Environment
The human environment consists of all human-made or human-modified elements of our surroundings. It includes settlements, infrastructure, economic activities, and cultural landscapes.
🏘️ Human Settlements
Settlements are places where people build their homes and establish communities.
| Settlement Type | Characteristics | Examples |
|---|---|---|
| Rural Settlements | Small population; primary activities (agriculture, fishing, forestry) | Villages, hamlets |
| Urban Settlements | Large population; secondary and tertiary activities | Towns, cities, metropolises |
Settlement Patterns:
Compact/Nucleated: Houses clustered together (common in plains)
Dispersed/Scattered: Houses spread out (common in hills, forests)
Linear: Houses along roads, rivers, or coastlines
🏭 Human Activities and Their Environmental Impact
| Activity | Description | Environmental Modification |
|---|---|---|
| Agriculture | Cultivation of crops and rearing of animals | Deforestation, irrigation, soil modification, use of fertilizers/pesticides |
| Industry | Manufacturing of goods | Resource extraction, pollution, land use change |
| Transportation | Movement of people and goods | Road/rail construction, air/noise pollution |
| Urbanization | Growth of cities | Land conversion, heat islands, waste generation |
| Mining | Extraction of minerals | Landscape alteration, water pollution |
🌉 Human Modification of Natural Environment
Humans modify the natural environment to meet their needs:
| Modification | Purpose | Example |
|---|---|---|
| Deforestation | Clear land for agriculture, settlement | Clearing forests for farming |
| Terracing | Create flat land on slopes | Rice terraces in hills |
| Dam Construction | Store water, generate electricity | Bhakra Nangal Dam |
| Embankments | Control floods | River embankments |
| Land Reclamation | Create land from water bodies | Mumbai's coastal reclamation |
🏡 Ecological Approach to Settlement Planning
Modern settlement planning increasingly adopts an ecosystem approach:
| Principle | Description |
|---|---|
| Conservation of Ecosystem Structure | Maintain ecosystem services as priority |
| Intrinsic Land Use Suitabilities | Respect natural limits and boundaries |
| Ecological Protection Zones | Preserve wildlife habitat, forests, organic agriculture |
| Regular Ecological Review | Monitor environmental impact |
Example: Cerro Gordo, Oregon, USA :
Prototype sustainable community for up to 2,500 people
Mixed-use pedestrian village with cluster housing, solar design
Permanent ecological protection zones on over 400 hectares
Regular ecological and socio-economic review processes
💡 Counter-claim: Despite compelling evidence for ecological planning, municipal planners often remain wary; more education and encouragement needed .
4.4 Ecosystem and Environment: Interdependence Between Living and Non-Living Things
🌳 What is an Ecosystem?
An ecosystem is a linkage of plants or animals to their environment—an open system where living organisms interact with each other and with their non-living surroundings .
💡 Word Origin: "Eco" relates to environment; "system" means a group of things working together .
🔄 Interdependence in Ecosystems
All organisms within an ecosystem are interdependent—they depend on each other for survival .
Food and Feeding Interdependence
┌─────────────────┐
│ PRODUCERS │
│ (Make their │
│ own food) │
└────────┬────────┘
│
▼
┌─────────────────┐
│ CONSUMERS │
│ (Eat producers │
│ or consumers) │
└────────┬────────┘
│
▼
┌─────────────────┐
│ DECOMPOSERS │
│ (Feed on dead │
│ organisms) │
└─────────────────┘Food Chain Example
┌─────────┐ ┌─────────┐ ┌─────────┐ ┌─────────┐
│ GRASS │────►│ SNAIL │────►│ THRUSH │────►│ BUZZARD │
│(Producer│ │Consumer │ │Consumer │ │Consumer │
└─────────┘ └─────────┘ └─────────┘ └─────────┘Energy Flow Through Cellular Respiration
All organisms need food for energy to carry out life processes. Cellular respiration is the chemical process that provides this energy:
┌─────────────────────────────────────────────────────────┐
│ CELLULAR RESPIRATION │
│ │
│ Food + Oxygen ───────► Water + Carbon Dioxide │
│ (+ Energy) │
│ │
│ Energy used for: Movement, Growth, Reproduction, │
│ Sensitivity, Excretion, Nutrition │
└─────────────────────────────────────────────────────────┘Seven Life Processes
All living things carry out these seven processes:
Movement
Respiration
Sensitivity (responding to environment)
Growth
Reproduction
Excretion (getting rid of waste)
Nutrition
🌍 Limiting Factors in Ecosystems
Factors that control the distribution and success of organisms:
| Factor Type | Examples |
|---|---|
| Physical | Temperature, water availability, light, wind, snow cover, soil, landforms |
| Biotic | Competition, amensalism, predation, mutualism, endemism |
🏞️ Plant Succession
Plant succession is the process in which one type of vegetation is replaced by another over time.
| Type | Description |
|---|---|
| Linear Autogenic Succession | Plants themselves initiate environmental changes causing vegetation changes |
| Cyclic Autogenic Succession | One vegetation type replaces another, which is later replaced by the first |
| Allogenic Succession | Change brought by external environmental factors (e.g., disease) |
| Climax Community | Final stage where vegetation and ecosystem are in dynamic equilibrium with environment |
4.5 Pedagogical Focus: Using Local Examples to Teach Environmental Concepts
🧒 Understanding the Learner
Upper primary students (Classes VI-VIII):
Are concrete thinkers moving toward abstract thinking
Learn best through direct experience and observation
Need connections to their immediate surroundings
Benefit from hands-on investigations
💡 Key Pedagogical Principle: Local to Global
The most effective way to teach environmental concepts is to start with what students know—their immediate environment—and gradually expand to regional, national, and global scales.
🌱 Project: "Our Local Environment"
This project approach follows geographical inquiry methodology:
Key Inquiry Questions :
How does the environment support the lives of people and other living things?
How can people use places and environments more sustainably?
How are people connected to places?
Activities for "Our Local Environment" Project :
| Activity | Description | Learning Outcomes |
|---|---|---|
| Sit Spot and Nature Journaling | Students observe and record features of the environment from a fixed spot | Develops observation skills; connects students to place |
| Weather Data Collection | Students observe and record weather; discuss climate data importance | Understanding weather elements; data collection skills |
| Native Animal Survey | Survey aquatic invertebrates, soil invertebrates, or birds | Understanding biodiversity; ecosystem health indicators |
| Map Making | Draw a map of the area; construct map using natural materials | Map skills; spatial thinking |
| Vegetation Study | Identify types of natural vegetation (forests, grasslands, etc.) | Understanding plant communities |
| Resource Use Survey | Investigate how people use local resources | Human-environment interaction |
📋 Sample Project Structure
| Phase | Duration | Activities |
|---|---|---|
| Phase 1: Observation | 1 week | Students observe and record features of school grounds or local area |
| Phase 2: Data Collection | 1 week | Collect weather data; survey plants and animals; map the area |
| Phase 3: Investigation | 1 week | Research how local environment supports life; identify human impacts |
| Phase 4: Action Planning | 1 week | Develop sustainable practices for local environment |
| Phase 5: Presentation | 2-3 days | Share findings with class, school, or community |
🌿 Environmental Education Outcomes
By the end of such projects, students should be able to:
Examine features and characteristics of places and environments
Describe interactions between people, places, and environments
Examine differing perceptions about management of places and environments
Acquire and communicate geographical information using geographical tools
🎯 Specific Content to Cover Through Local Examples
Different Environments:
Investigate natural characteristics of the local area
Compare with another region (different state or country)
Significance of Environments:
Identify types of natural vegetation (forests, grasslands, deserts)
Explain importance of natural vegetation to animals (habitats, oxygen)
Discuss importance to people (food, medicine, fuel, timber)
Protection of Environments:
Examine sustainable practices that protect environments
Study how environments can be used sustainably (agricultural, recreational practices)
Learn from traditional and indigenous practices of environmental stewardship
📝 Sample Lesson Plan: "Our School Grounds Ecosystem"
| Lesson Component | Description |
|---|---|
| Topic | Exploring the school grounds as an ecosystem |
| Class | VI-VII |
| Duration | 2 class periods (one indoors, one outdoors) |
| Learning Objectives | Students will: (1) Identify living and non-living components of school grounds (2) Observe interactions between components (3) Create a simple food chain from their observations |
| Materials | Notebooks, pencils, magnifying glasses, collection containers (if appropriate) |
| Introduction (10 min) | Ask: "What is an ecosystem? What living and non-living things do you think we'll find in our school grounds?" |
| Outdoor Activity (30 min) | Students explore designated area, noting: • Living things (plants, insects, birds, animals) • Non-living things (soil, rocks, water, air) • Evidence of human modification (buildings, paths, gardens) |
| Data Recording (15 min) | Students sketch observations, list organisms, note interactions |
| Classroom Discussion (20 min) | Share findings; create class list of biotic and abiotic components; discuss how they interact |
| Follow-up Activity | Create a food web showing feeding relationships among organisms observed |
| Assessment | Student notebooks; participation in discussion; food web accuracy |
🗺️ Integrating Local Environment with Geography Skills
📝 Chapter Summary: Key Points for PSTET Revision
🔑 Environment Components
Natural Environment: Created by nature (mountains, rivers, forests)
Human Environment: Created/modified by humans (buildings, roads, cities)
Physical: Tangible; Non-physical: Intangible (social, cultural, economic)
🔑 Four Domains of Natural Environment
🔑 Atmosphere Layers
| Layer | Altitude | Temperature Trend | Key Feature |
|---|---|---|---|
| Troposphere | 0-12 km | Decreases | Weather occurs here |
| Stratosphere | 12-50 km | Increases | Ozone layer |
| Mesosphere | 50-85 km | Decreases | Meteors burn up |
| Thermosphere | 85-600 km | Increases | Ionosphere, auroras |
🔑 Ecosystem Interdependence
Producers: Make their own food (plants)
Consumers: Eat other organisms (animals)
Decomposers: Feed on dead remains (bacteria, fungi)
All organisms need food for energy through cellular respiration
Seven life processes: Movement, Respiration, Sensitivity, Growth, Reproduction, Excretion, Nutrition
🔑 Pedagogical Focus
Use observation and data collection activities
Conduct species surveys, weather recording, mapping
Connect to sustainable practices
Develop geographical inquiry skills
📝 Practice Questions for PSTET Preparation
Multiple Choice Questions
Which of the following is NOT a component of the natural environment?
a) Mountains
b) Rivers
c) Roads
d) ForestsThe hydrosphere covers approximately what percentage of Earth's surface?
a) 50%
b) 60%
c) 75%
d) 90%In which layer of the atmosphere does all weather phenomena occur?
a) Stratosphere
b) Troposphere
c) Mesosphere
d) ThermosphereThe ozone layer is located in which atmospheric layer?
a) Troposphere
b) Stratosphere
c) Mesosphere
d) ThermosphereWhich of the following is an example of a biotic component of an ecosystem?
a) Soil
b) Water
c) Trees
d) RocksOrganisms that make their own food through photosynthesis are called:
a) Consumers
b) Decomposers
c) Producers
d) HerbivoresThe continuous movement of water between Earth's surface and atmosphere is called:
a) Water cycle
b) Rock cycle
c) Nutrient cycle
d) Carbon cycleWhich landform is characterized by elevated flat tops and steep sides?
a) Mountain
b) Plateau
c) Plain
d) ValleyAccording to the ecosystem approach to settlement planning, what should be a priority target?
a) Maximum economic development
b) Conservation of ecosystem structure and functioning
c) Rapid urbanization
d) Industrial growthWhich of the following is an example of human-made non-physical environment?
a) Buildings
b) Roads
c) Cultural values
d) Dams
Short Answer Questions
Differentiate between natural environment and human environment with examples.
Name and explain the four layers of the atmosphere with their key characteristics.
What is the water cycle? Describe its main processes.
Define ecosystem and explain the interdependence between producers, consumers, and decomposers.
List three activities for a "Our Local Environment" project and explain their educational value.
Long Answer Questions
Explain the four domains of the natural environment with their components and interrelationships.
Describe how human activities modify the natural environment. Provide examples of both positive and negative modifications.
Discuss the concept of interdependence in ecosystems using food chains and energy flow as examples.
As a teacher, how would you design a project on "Our Local Environment" for Class VII students? Describe objectives, activities, and expected learning outcomes.
Analyze the relationship between the atmosphere, hydrosphere, lithosphere, and biosphere. How do they together create conditions for life on Earth?
✅ Chapter Completion Checklist
Before moving to Chapter 5, ensure you can:
Define environment and distinguish natural from human components
Explain the four domains of natural environment
Explain human modifications of environment through settlements and activities
Plan a "Our Local Environment" project with at least 3 activities
Connect local observations to broader environmental concepts
🔗 Online Resources for Further Learning
| Resource | Description | Link/How to Find |
|---|---|---|
| NCERT Geography Textbooks | Class VI, VII, VIII resources | ncert.nic.in |
| National Geographic Education | Environmental science resources | education.nationalgeographic.org |
| NASA Atmosphere Resources | Atmospheric science | nasa.gov |
| NOAA Education | Ocean and atmosphere education | noaa.gov/education |
| Environmental Education Centers | Local environmental education programs | Search for centers in your state |
| UNESCO Biosphere Reserves | Information on biosphere reserves | unesco.org |
🎓 Prepared for PSTET Aspirants
This chapter provides comprehensive coverage of "Environment in its Totality: Natural and Human Environment" as per PSTET Paper II syllabus. Understanding the interconnectedness of Earth's spheres and human-environment relationships is fundamental to geography education. Use local examples to make these concepts come alive for your students!
