teacher s guide science 9
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teacher s guide science 9If you continue browsing the site, you agree to the use of cookies on this website. See our User Agreement and Privacy Policy.If you continue browsing the site, you agree to the use of cookies on this website. See our Privacy Policy and User Agreement for details.You can change your ad preferences anytime. Environment. Photo Credit: Introduction. At this point, students have already learned in Grade 8 how the body breaksThey have understood that meiosis is an early step inStudents have been introduced to geneticsLearners have alsoAll modules in Grade 9 Unit 1-Living Things and Their Environment presentAt the end of each lesson, keyInstructional activities are designed to buildThere are four modules in this quarter, namely. Module 1: Respiratory and Circulatory Systems Working TogetherModule 2: Heredity: Inheritance and Variation. Module 3: Biodiversity and Evolution. Module 4: Ecosystem: Life Energy. Use these modules to effectively facilitate learning. Guide the students inWorking with the other Organ Systems. Overview. This module will make the students appreciate that their bodies are wonderfully createdThey must bear in mind the importance of ensuringStudents must associate their learning of the different organ systems in their daily activities suchIn Grade 7, the students have been introduced to the different levels of organizations inThey have learned that the human body isThey have studied how the digestive system breaksIn Module 1, students will learn how the different structures of the circulatory andThey will also recognize the ways of prevention, detection,Specifically, the activities in this module will enable the learners to:Unit 1Content Standards. Performance StandardPre-assessment. Before starting off an activity, it is useful to get an idea of the students'KWHL is one of the most effective examples ofAsk the students to fill in the following chart, either individually or as a whole class.How can I find outWhat did I learn? Skills I expect to use.http://www.magiclashes.cz/files/bosch-ltc-8100-manual.xml
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This typically ignites an active discussion, as students enjoy displaying theirIf there are misconceptions, it is a goodStart off by asking the students to breathe in and out. Let them feel the airThe parts of the respiratory system that are in charge of supplying oxygen areIn the nose and nasalBronchi are the twoBronchioles are the hairlikeAlveoli are the airsacs that allow gas exchange in theLet the students perform Activity 1 for them to identify the key parts of theActivity 1. What a Bunch of Grapes! Divide the class into groups of about 6 to 7 students, and let them perform theAdvanced Preparation. Each group must be assigned to bring a small bunch of grapes for the activitySuggested alternatives for grapesTeaching TipsThe analogy must be clear enough for theAlso, thereAnswers to the Activity. Answers to the Questions. Q1. What does each part of the “Bunch of Grapes” model represent, in relation to theFigure 2. The human respiratory system. Trachea - also calledBronchi - also called bronchialBronchioles - the finerAlveoli - also called airsacs;From the nose and mouth, oxygen travels to the trachea, bronchi, bronchioles, and thenQ3. What will happen if one part of the system fails to carry out its function properly? The other parts of the breathing system will not be able to carry out their correspondingAfter students have discussed about the essential parts of the breathing systemActivity 2. Bottled Balloons. Answers to the Questions. Q4. What do you think does each part of the constructed lung model represent? Q5. What happens as you pull down the balloon at the bottom of the model? Answer: The two balloons expand. Detailed Explanation: The air pressure inside the bottle is lowered by increasing theThe outside air then enters through the tube, which makes theThe bronchi subdivide many timesIn the last part of the terminal bronchioles areAnswer: The two balloons loosen up and return to their original size.http://terremeraude.com/userfiles/bosch-ltc-8900-manual.xml Detailed Explanation: The air pressure inside the bottle is increased by decreasing theThe inside air then exits through the tube, which makes the twoQ7. How does the movement of the diaphragm cause the air to go in and out of theThe movement of the diaphragm affects the air pressure inside the chest cavity byQ8. What might happen if you prick the balloon? If one of the balloons is pricked, it will not inflate anymore because the air will escape. In the following activity, the students will be able to describe blood flow and gasActivity 3. Just Go with the Flow! Source:Inhaling movesSimultaneously, the ribs move up andThere is now more space and less air pressure insideIt pushes intoWhen you breathe out, or exhale, theThe diaphragm and ribs return to their original place. The chestThere is now less space and greater air pressure inside theIf you prefer toAnswers to the Questions. Q9. How do the heart and the lungs work together? The heart pumps the blood that transports the inhaled oxygen to every cell of the body. Carbon dioxide is given off in the process and is carried by the blood to the lungs and isQ10. What takes place when you inhale and exhale? Gas exchange happens when we inhale and exhale. We take in the oxygen, and emitQ11. What does blood deliver to every part of the body? The blood delivers nutrients, oxygen, and other chemicals that are absorbed by theQ12. Why is oxygen important to your body? Oxygen is important to our body because it processes the nutrients in the cell to makeQ13.http://www.drupalitalia.org/node/72663 Describe the sequence of oxygen, carbon dioxide, and blood flow in your ownOxygen enters the respiratory system through inhalation and then it enters the bloodCarbon dioxide from the tissues enter theIt is then driven by yourThe heart pumps blood, whichCarbon dioxide isThe blood delivers carbon dioxide into the right portion of yourCarbon dioxide leaves your body through theThe circulatory system canSequentially, the community of cells sustains theThe following are the three major parts of the circulatory system, with their roles:Movement of blood from theMovement of blood throughMovement of blood from theLet’s Organize! In this activity, students will be able to identify the components of the circulatoryTeaching TipsHeart Blood Vessel Blood. Pumps the bloodCarries the bloodCarries the materialsParts. Types. Arteries Veins CapillariesPulmonary Circulation. Coronary Circulation. Systemic Circulation. Movement of blood from the heart, toMovement of blood from the heart to theAsk the students how big their heart is. TellThe heart is aThe heart has two pumps. Each pump hasThe lower chamber is theThere is a valve between each atrium and ventricleValves controlFigure 8. Q14. Explain how the heart works. The heart propels the blood, which carries all theQ15. Evaluate how the heart can be compared to aThe heart is a double pump that pumps on everyAll of the muscle tissues of the heart do notDifferent parts of theWhen the topWhen a chamberFigure 7. Photo of an actual human heart. Photo Credit. Alexanderpiavas134Figure 8. The major divisions of the heart. Figure 9. The detailed parts of the heart. Left Pulmonary. Artery. Right Pulmonary. Artery. ValvePump It! This activity will enable the students to describe how the heart functions, andSource. Home Science Tools -The straws should fit as tightly as possible. IfBlood is led through the flexible membranes which formQ16. What does the water inside the jar represent?http://www.dandbmachine.com/images/bose-321-system-owner-s-manual.pdf The water inside the jar represents the blood that is pumped by the heart. Q17. How will you compare the heart pump model and the human heart? The heart pump model moves water from the jar through the straws and into the pan. The heart pumps blood out into the body through the arteries in a similar way. Q18. How does the heart function as a pump? The heart is filled with blood which is squeezed out to circulate through the whole body. Q19. Will the heart model be able to function properly if the straw is blocked? ExplainNo. The blood will not be pumped out of the heart into the body because there is anAfter the learners have already understood how the heart functions and how blood is pumped allActivity 6. The Rhythm of My Heart. At this time, students will be able to measure and describe their own pulse (heartTeaching Tips:Source. Figure 9. The heart pump modelIt is a double pump that pumps on the left andThe top chamber is theThe bottom chamber is called the ventricle. The valve acts as one-Ensure that all of theAnswers to the Questions. Q20. What was your resting pulse? The answers of the students may vary due to measurement difference for every person. Q21. What was your pulse after exercise? The answers of the students may vary due to measurement difference for every person. Q22. How will you compare your heart rates before and after exercise? Heart rate after exercise is greater or faster than before exercise. Q23. What is the advantage of timing for a full minute to find your pulse? Timing to a full minute gives more accurate reading than shorter counting intervals inQ24. What is the advantage of timing over a shorter period of time, especially when youAfter exercise, the heart rate increases and eventually returns to resting pulse. Therefore, shorter interval is needed to take the heartrate just after the activity before itQ25. According to statistics, the maximum heart rate should be 220 minus a person'sAnswers may vary from person to person.https://stellabakingcompany.com/wp-content/plugins/formcraft/file-upload/server/content/files/16270de7b1188a---bow-madness-xs-manual.pdf Now that the students are aware that strenuous activities may lead to anAnother risk factor that drastically increases heart rate andYour heart rate or pulse is the number of times your heart beats inDifferent time intervals may be used in taking theWhen you areCigarette Smoking is Dangerous to Your Health. After performing this activity, students will be able to explain the negative effectsThis strategy is simply a card technique for collecting ideasEmpty paper strips or blank cards may beTeaching Tips:All the ideas each group hasThe leading causes of death around the world are diseases affecting theHowever, they can be preventedCirculatory and respiratory diseasesSymptoms of these illnesses must not beLet the students carry outThe negative effects of smoking on circulatory systemThe respiratory diseases caused by smoking are chronicPrevention is Better than Cure. This activity will enable the learners to think of ways of detecting and preventingTeaching Tips:Therefore, it is important to lead theYou may also customize your ownPreparation 15. Achievement of Objective 35. Imagination and Creativity 30. Presentation 20Circulatory and respiratory diseases can easily be detected with regular health check-upOne Word.” Students will use their analytical thinking in answering each set of puzzles. At the end of the activity, they will be able to infer how one’s lifestyle can affect theAnswers to the ActivityQ26. What idea is common in each set of pictures? Each set of pictures shows negative ways of living. Q27. What are the negative lifestyles that are depicted in the pictures? Cigarette smoking, polluting the environment, eating unhealthy foods, drinking liquor,Q28. How can lifestyle affect the functioning of the respiratory and circulatory systems? One’s lifestyle has a significant impact on the body as it can either strengthen orQ29. How can these negative lifestyles be changed?anxuetang.com/upload/files/bowflex-xtreme-xtlu-manual.pdf Negative lifestyles can be changed if a person decides to pay attention to his or herQ30. What might happen if a person goes on with a negative lifestyle such as what wasVarious diseases affecting the respiratory and circulatory systems might begin toNegative lifestyle weakens your system while healthy lifestyle leadsVices, stressful environments, and unhealthy eating habits canGoal: The objective of this performance task is for the students to present helpfulThe challenge is how they will beRole: Let the students assume that they work for an advertising company as aAudience: The target individuals to receive the information that the students willParents and other persons who visit the school are also partSituation: Let the students gather information from the school or local healthProduct: The students will design a wall poster or placard that that will makeStandards: The students must be given three (3) days to conceptualize andOnce the product is finished, theyThe students’ outputs will be assessed in accordance with the following rubric.Respiratory and Circulatory SystemsThe posterThe posterThe poster doesCreativity and. Originality. All of theMost of theThe graphicsThe graphicsAccuracy and. Relevance ofAll graphics inMost graphicsSome graphicsThe graphics inRequired. Elements. The posterAll requiredFew requiredRequiredAt the end of the bronchioles are tiny bubble-likeThe diaphragm helpsOnce it reaches the cells, oxygen processes the nutrients to release energy. Carbon dioxide is the waste material given off during this process. The bloodIt is a double pump thatEach side is divided across into twoThe bottom chamber is calledThe negative effects of smoking on theThe respiratory diseasesCirculatory and respiratory disease can easily be detectedAnswer the following questions briefly.https://www.superioreagle.com/wp-content/plugins/formcraft/file-upload/server/content/files/16270de959232c---bovine-necropsy-manual.pdfWhat does the circulatory system distribute to theThe circulatory system distributes oxygen to the body as it works with theCarbon Dioxide is released by the body as waste during respiration.The diaphragm contracts allowing more air in the chest cavity.The heart pumps on every side, the left and the right, to circulate the bloodThe cells in our body will not be able to process the nutrients to provide energyIf the valves of the heart do not close, the blood will flow backwards. Blood willWhat do you think happens to the gases that are not needed by the body? These gases will still pass from the lungs into the blood, and circulate throughoutThe chemicals in cigarette harm the blood cells. They can also damage theSinging from the diaphragm supports proper breathing and avoids voice strainingHow did the old woman’s activity affect her heart rate? After running, the woman’s heart rate increased to supply more oxygen throughPrinted Materials. Rabago, L., et.al, (2010). Functional Biology - Modular Approach. 2nd ed. Philippines: Vibal. Publishing House, Inc. Strauss, E; Lisowski, M., (2003). Biology: The Web of Life. 2nd ed. Philippines: Pearson. Education Asia Pte Ltd. Electronic Sources:Fi.edu.(2013). Body Systems: Pulmonary System - The Human Heart: An Online ExplorationTeacher’s GuideContent Standard Performance StandardOverview. Non-Mendelian Patterns of Inheritance. In Grade 8, students learned that cells divide to produce new cells and meiosis isIn Mendel’s experiments with pea plants, he found out that one allele wasThis resulted in just two possible phenotypes for eachThis module will focus on the modifications of the Mendelian principles. It is expectedKey questions for this module:Suggested Time Allotment: 8 to 10 hrsTeacher’s GuideIn the Mendelian patterns of inheritance, the effects of the recessive gene are notIn this lesson the teacher should stress thatA very commonActivity 1 Phenotypes and Genotypes in Incomplete. Dominance.http://www.stockholmswingallstars.com/wp-content/plugins/formcraft/file-upload/server/content/files/16270dea22505e---bovie-specialist-manual.pdf In this activity, the students should be able to explain incomplete dominance. They shouldTeaching Tips:Answers to Guide Questions:Teacher’s GuideNow that the students are familiar with incomplete dominance, instruct the students to proceedActivity 2 Mystery Bull. In this activity, students are expected to solve problems demonstrating codominance ofTeaching Tips:Key Concepts TO EMPHASIZE. Incomplete dominance is a form of intermediate inheritance in which one allele for aThis results in a thirdTeacher’s GuideNote: It would be better to reproduce a bigger copy of the picture below.Source: www.biologycorner.com. Figure 2 Codominance in cattle (Please include a colored picture of a roan cow to show theLink. Answers to Guide Questions. Q5. Yes. Cow 1 will have red calves; Cow 2 will have roan calves; Cow 3 will have red and roanQ6. Yes. Q7. Student answers should be based on the Punnett square they have already prepared inQ8. Students may give varied answers. Q9. Students may give varied answers. Possible answer: Animal breeders can cross breedCodominance is the result of two alleles sharingTeacher’s GuideRemember, codominance is all about sharing space and being independent. Many genes have multiple (more than two) alleles. An example is ABO blood type in humans. Activity 3 What’s your blood type? In this activity, the students will determine all possible combinations of genes for a bloodTeaching tips. Note: Assign students to know their blood types beforehand. If the blood type isAssign a student per group to make a recordKey Concepts TO EMPHASIZE. In codominance both alleles are expressed equally in the phenotype of theRoan refers to cows with red hair and whiteTeacher’s GuideAnswers to the table. Completed table. The first table will be answered by group. Mother’s Blood Type Father’s Blood Type Child’s Blood Type. A A, B, AB, or O A. B A or AB AB. AB A, B, AB, or O B. O A, B or O O. Completed table. The second table will be done individually.annassteen.com/ckfinder/userfiles/files/bowflex-xtreme-xtlu-exercise-manual.pdf Possible alleles from FatherAnswers to Guide Questions:Assortment. There are many traits that are inherited together more frequently. For example, the. Key Concepts TO EMPHASIZE:If a person receives an A allele and a B allele, theirTeacher’s GuideApparently, theActivity 4 Boy or Girl. In this activity, students will determine the probability of having male or female genderFigure 4. Sex determination. FemaleFertilization. Gametes. Zygote. Meiosis. GametesGametesXYSex chromosomesTeacher’s GuideAnswers to Guide Questions. Q 13. Male. Q 14. X bearing spermQ17. Y chromosome. Q18. Environmental factors, such as age of mother that may lead to nondisjunctionThis section discusses three kinds of sex-related inheritance, namely, sex-limited, sex-Activity 5 When Gender Matters. This activity diagrams a cross involving sex-linked genes. The teacher points out thatKey ConceptsFemales have 44 bodyThese chromosomesTeacher’s GuideTable 3 Genotypes and phenotypes of color blindness in humansAnswers to Guide Questions:Key concepts TO EMPHASIZE:Thus, if they inherit the affected X,Teacher’s GuideIt appears that gender matters for the other kinds of traits asSex-limited Traits. Sex limited traits are generally autosomal, which means that they are not found on the XIn cattle, for instance,Both male and female cattle howeverThe gene for lactation (L) is dominant over the non-lactatingThese genesHave you noticedTable 4. Expression of Lactation in Cattle. Source: Functional Biology Modular Approach, Second edition. Female Genotypes Female Phenotypes. XXLL Female lactating. XXLl Female lactating. XXII Female not lactating. Male Genotypes Male Phenotypes. XYLL Male not lactating. XYLI Male not lactating. XYII Male not lactatingTeacher’s GuideQ24. Other examples of sex-limited traits: fanlike tail feather in peacocks that is neverSex-influenced Traits. Sex-influenced traits are also autosomal. Again, what makes these traits unusual isIn this case, the difference is in the ways the twoOne classic example of a sex influenced trait is pattern of baldness in humans, thoughThis gene has two alleles, “bald” and “non-bald”. TheAll humans have testosterone, but malesThe result is that, in males, theTeaching Tips:Teacher’s GuideMale Genotypes Male Phenotypes. XYBB Male bald. XYBb Male bald. XXbb Male nonbald. Female Genotypes Female Phenotypes. XXBB Female bald. XXBb Female nonbald. XXbb Female nonbald. Source: Functional Biology Modular Approach, Second edition. Answers to Guide Questions:XXBb XYBb. Q26. Sex-limited and sex-influenced traits are similar in that their expression depends onQ27. Sex-limited traits are exclusively in one sex and never in the opposite sex. Sex-Key Concepts TO EMPHASIZE:Genotypic ratio: 1XXBb: 1XYBb. Phenotypic ratio: 1 female nonTeacher’s GuideQ28. Man: Xh. Y,:. Female: XHQ30.100 of the female will be carriers of the disease. All males will be haemophiliacs.Q31. Blood type A and blood type O. Q32. Out of every child conceived, there will be 50 chance that the child will haveInstruct the students to perform an activity that will help them understand someTry this (optional)Teacher’s GuideIn this activity, the students should be able to describe the composition and structure of. DNA. The students should be able to manipulate the nucleotides (basic building blocks) of DNATeaching TipsAnswers to Guide Questions. Q33. Sugar and phosphate. Q34. Base. Q35. Adenine, thymine, cytosine, guanine. Q36. Yes, adenine can only pair with thymine because of their chemical structures. Q37. Yes, guanine can only pair with cytosine because of their chemical structures. Q38. Sugar and phosphate; nitrogen bases. Key Concepts TO EMPHASIZE. DNA is composed of chains of nucleotides built on a sugar and phosphate backboneThe backbone supportsGuanine and cytosine areTeacher’s GuideAn example is ABO bloodFemales have two XTeacher’s GuideTeacher’s GuideAnswers to questionsPhenotypic ratio: 100 pinkRr Rr. Rr RrTeacher’s GuideSummative Assessment (for end of the unit). Knowledge:Understanding:Process skillsFor example, birds haveIn chickens, barred feathers (ZBZbZbZbTeacher’s GuideRabago, L. et.al. (2010).Functional Biology: Modular Approach. Vibal Publishing House, Inc. Mader (2009). Essentials of Biology (2nd ed.). Mcgraw Hill Companies, Inc. Development 2000. Sourcebook on Practical Work for Teachers: High school biology (Vol. 2).Press, Inc. Electronic SourcesTeacher’s GuideReference. DNA Paper Model ActivityOverview. Causes of Species Extinction. In Grade 8, the students learned about the concept of species andIn any ecosystem, organisms need a balanced environment. A balancedWhat happens to a community when its species diversity is reduced? DoesIn this module, the students are expected to:Answers to Pre-assessment:Different parts of the ecosystem interact with one another. Changes to one partIn this module the students will study the various threatsActivity 1 Index of Diversity. In this activity, the students should be able to measure species distributionKey Questions:Assign the students toInstruct students to choose from theLet them form a circle.For example, the “bird”That student passes it to the “earthworm”Continue to cut connection untilIf you think, the school grounds haveAnswers to Guide Questions. Q 1. Vacant lots would have a low I.D. since there are fewer species distributionQ 2. Communities with many different species have a high index of diversity, thisGet student responsesIn a balanced ecosystem, organisms need a balanced environment. AWhy is it that populations do not increase without end? Key Concepts TO EMPHASIZE:In this activity, the students will understand changes in population,Teaching Tips:Philippine biodiversity.If you choose to show a video about. Philippine biodiversity, you may download from YOU TUBE and show it to theAnswers to Guide Questions. Q 3. The Bermuda grass population is the largest then the lily population. TheQ 4. The Bermuda grass population has the greatest density. Q 5. Answers may include: availability of sunlight, nutrients, or water; presence ofQ 7. Population density is based on the relationship between the needs ofDifferences might pointPopulations can be of the same size, but they may have different densities. When we consider the number of individuals per unit area, we are referring to theDifferences in population density in any community may bePopulation sizes change when new members move intoAnything that limits the sizeLimiting factors keep a population from increasing in size and help balance anQ 8. Limiting factors are often related to population density. The greater theIf the population of herbivoresKey Concepts TO EMPHASIZE:Animals can not exist without green plants. Living thingsBut what happens if the living conditions ofWhat do you think are the majorThis activity is a simulation designed to show that habitat destruction can be aThis activity is best done outdoors but it can alsoTeaching Tips:Write their names in small pieces of paper and place it in a small box.The rest of the students guess what it is.Make copies forNo. of grasshopperNo. of grasshopperNo. of grasshopperQ 9. Answers may vary: the number was reduced or the number becameQ 10 Answers may vary: there were different kinds of grass in each circle, theQ11. Limiting factors in the environment; biotic and abiotic factors. Q12 Answers may vary: Habitat destruction will lead to the reduction ofQ 13. Answers may vary: Conduct a research using the scientific researchWhen a species’ population becomes so low that only a few remain, thatPhilippines, some terrestrial species like the tamaraw in Mindoro, mouse deer in. Palawan, Philippine deer, Monkey-eating eagle, and aquatic species like the dugongSometimes, there is a particular species that declines so fast that it becomesIn a study conducted by field biologist onThese include also the Philippine Eagle or. Monkey-eating Eagle in the list of Philippine Endangered Species. (Rabago, L.As populations ofYou may have noticed that theConcrete structures and increasingThese may have major effectsThe next part of the module is basically a discussion of local and globalActivity 5 Making Predictions. This activity will help students understand the effects of environmental issuesTeaching Tips:Key Concepts TO EMPHASIZE:Learner’s material. Another option is to assign a group to discuss about theEcological Principles. (Source: Philippine Biodiversity Conservation; Haribon. Foundation). Ecological Principles:Answers to Guide Questions. Q 14. Answers may vary. Q 15. Answers may vary. Have you eaten? Did you turn on an electric light, ride a tricycle or jeepney, or use aBut are you using these natural resources wisely? Will theMany of the changes that man has done to the environment were made byThese might decrease plant and animalThe students probably need to know more about some of the local and globalOne of the country’s environmental problems is the rapid rate at which trees arePhilippines, the major causes of deforestation are:As a consequence of cutting down trees, the following effects could takeFigure 5 Kaingin farming Figure 6 Forest hit by typhoonAs human population gets bigger,Deforestation is one of the major causesWhat happens to animal populationsSome species may becomeFigure 7 Monkey-eating Eagle. Figure 8 Tarsier Figure 9 DugongA major problem in lakes, rivers and ponds is eutrophication, one of the effectsThis condition causes algal bloom and growth ofThis process uses up oxygen and as a result, aquaticBodies of water are also polluted with toxic wastes, untreated sewage, andOne class of dangerous chemicals present in waterPCBs are toxic wastes produced in the making ofFigure 11 shows what happens in the foodFigure 10 EutrophicationThrough the process of biological magnification, the PCB becomesThey stored it inOther pollutants found in water are heavy metals such as lead, mercury and inFigure 12 shows the harmful pollutants present in air. Figure 11 PCB dumped in lakes (please redraw)Carbon dioxide acts like a blanket over the Earth, holding in the heat thatThe trapping of heat by gases in the earth’sThe greenhouse effect is a natural process. But as carbon dioxide in theThis, in turn, could change the worldFactories and power plants that burn coal are also major contributors to airWhen coal burns, sulfur combines with oxygen in thePower plants also burn coal to give offParticulates are tiny particles of soot, dust, and smoke. These particulates block sunlight and get into your lungs when you breathe. Destruction of Coastal Resources. Coral reefs and coastal mangrove forests in the Philippines serve as breedingBut due to man’s activities, coastal areasSome of these activities include theFigure 12 Air PollutionAcid precipitation is commonly known as acid rain. Rainwater is normally acidic,Other pollutants, mostly sulfur andEmissions from factories and from exhaust of motor vehicles are some examples ofAcid rain can be harmful to living things. It causes yellowing of leaves of treesExamine Figure 16. It summarizes the effect of acid rain. Figure 13 Destruction of coral reefs. Figure 14 Damaged mangrove areas.