M4: The Environment and Society - 4.

1 The Red Moon

Motivation: Read and reflect on this short story.
 
The Red Moon
 
There was once a little grey planet that was very sad. The people living there had not looked after it,
despite them having all the inventions and spaceships you could ever need. They had contaminated
the whole countryside so much with rubbish and pollution that there were no plants or animals left.
 
One day, a little boy was walking on the planet, when he passed a cave and noticed a small red
flower inside. The flower was very sick - almost dying - so the boy carefully dug up the flower, with
roots, soil, and everything. Then, he started looking for a place where he could look after it. He
searched all over the planet, but everywhere was so contaminated that there was no place the flower
could possibly live in. Then he looked up at the sky and noticed the moon. It seemed to the boy that
maybe the plant could survive there.
 
So, the little boy put on his astronaut suit, and climbed into a spaceship. He put the little red flower in
the back, and off they went to the moon.
 
Far away from all that pollution - and with the boy visiting it every day to tend it - the flower started to
grow. The flower was so well cared for, that it had soon germinated, giving birth to others, and these
other flowers spread onto other flowers. Before long, the whole moon was completely covered with
flowers.
 
That is why, whenever the little boy's flowers open up, for a few minutes the moon takes on a soft red
sheen, like a warning light. Maybe it's telling us that if you don't look after your planet, a day will come
when flowers will only be able to grow on the moon.
 
Questions to ponder:
 
Do you want that this REEL story become REAL in the future?
Make some actions NOW!

M4: The Environment and Society - 4.2 Why is the Environment Important?
Why is the Environment Important?
 Interconnectedness/ Interdependence. Our life-support system's health is maintained by all the
species that make-up the biosphere—from the smallest to the largest (our biodiversity). The survival
of all these species is interconnected and dependent on each other. Bacteria and insects break down
organic material to produce soil and nutrients so plants can grow. Plants provide oxygen and food for
animals and many other benefits. Bees, other insects, and animals pollinate the plants so they can
reproduce and keep the cycle going. They also maintain the health of plants and spread their seeds.
The actual processes that take place between species and the environment are extremely complex
and vulnerable. If humanity causes the extinction of one species—it's really the extinction of many
species and the decline of our life-support system for ourselves and future generation.
 Source of raw materials. Technically, what man consumes and uses to survive and live depend
highly its raw materials from the natural environment.
 Aesthetic value. Nature provides a sense of recreation for family and friends. Going to the park,
outing in a beach, climbing to the mountain provide aesthetic value to human beings.
 Environmental Rage/ Destruction. These refer to the recent atrocities experienced by countless
humans as a result of denuded mountains, logging, slash and burn. These are indeed alarming and
posit the thought whether we are secured from any potential harms/ threats when natural disasters
take place. We may be safe from any military warfare but the rage of the environment seems so
inevitable and we don’t know whether we are capable of protecting ourselves when the environment
turns its back from humanity.

M4: The Environment and Society - 4.3 Need for Environmental Education
The Need for Environmental Education
 
Environmental education increases public awareness and knowledge about environmental
issues or problems. In doing so, it provides the public with the necessary skills to make informed
decisions and take responsible action.
 
It refers to organized efforts to teach about how natural environments function and,
particularly, how human beings can manage their behavior and ecosystems in order to live
sustainably. The term is often used to imply education within the school system, from primary to
tertiary level. However, it is sometimes used more broadly to include all efforts to educate the public
and other audiences, including print materials, websites, media campaigns, etc.
 
Environmental education is a learning process that increases people’s knowledge and
awareness about the environment and associated challenges, develops the necessary skills and
expertise to address the challenges, and fosters attitudes, motivations, and commitments to make
informed decisions and take responsible action (UNESCO, Tbilisi Declaration, 1978).
 
Environmental education enhances critical thinking, problem-solving, and effective decision-
making skills, and teaches individuals to weigh various sides of an environmental issue to make
informed and responsible decisions. Environmental education does not advocate a particular
viewpoint or course of action.

M4: The Environment and Society - 4.4 Component of Environmental

Education
The Component of Environmental Education
 
1. Awareness. To help social groups and individuals acquire an awareness of and sensitivity to
the total environment and its allied problems.
2. Knowledge. To help social groups and individuals gain a variety of experience in and acquire
basic understanding of, the environment and its associated problems.
3. Attitudes. To help social groups and individuals acquire a set of values and feelings of concern
for the environment and the motivation for actively participating in environmental improvement and
protection.
4. Skills. To help social groups and individuals acquire the skills for identifying and solving
environmental problems.
5. Participation. To provide social groups and individuals with an opportunity to be actively
involved at all levels in working towards the solution of environmental problems.

M4: The Environment and Society - 4.5 Basic Concepts of Environmental

Education
Basic Concepts of Environmental Education
 
1. The ecosystem is the basic unit of the ecospheres in which living things interact with the
physical components and are interdependent with one another.
2. Most of our energy originates from the sun and flows through an ecosystem some being lost at
each step till all available energy is gone. Hence the need for the conservation of energy. Materials
are continuously cycled and recycled within and among ecosystems. As a result, in the natural cyclic
system nothing is wasted. When people introduce artificial systems such as industrial processes,
wastes are produced pollution occurs and moves from one natural cycle to another.
3. An ecosystem has a carrying capacity, that is, the ability to support a given number of each
species in it. If the components of the system are interfered with, then population stability will not be
maintained.
4. People are part and parcel of the environment yet they have the greatest capability of altering
the ecosystems by activities that reduce its ability to support life. The technology that they have
devised to help them exploit nature can either be used to deteriorate or enhance the ecosystems.
5. The survival of mankind as a species depends on harmonizing their activities with the
ecosystem processes. This can be achieved by developing a moral and ethical responsibility towards
the environment.

M4: The Environment and Society - 4.6 Environmental Awareness

ENVIRONMENTAL AWARENESS
According to Frontiers 2018/19: Emerging Issues of Environmental Concern (UN Environment
2019), there is an alarming concern with respect to balancing the need for advancement and
environmental preservation.
 
Here are some parts of the report:
 
Large-scale industrialization has resulted in widespread fragmentation of previously intact
landscapes around the globe. From the clearance of richly populated rainforests to the
damming of mighty, arterial rivers, the knock-on effect of isolated, impacted ecosystems is
detrimental to the health of flora and fauna alike, and in severe cases, threatens species
extinction. Landscapes are also not limited to the terrestrial realm as ecosystem connectivity
extends beyond continental shores into marine seascapes and the oceans.
 
Initiatives to promote landscape connectivity are offering hope in various global locations, but
much more focus in planning to reconnect habitat patches or preserve existing connectivity is
needed. This is vital to preserving the remaining biodiversity and to protect the interlinked
ecosystems on which we all depend. National efforts require expansion to the international
level, as ecosystems are not bounded by country borders. From marine reserves to wildlife
corridors and beyond, this wide-ranging chapter explores the issues of, and solutions to,
fragmentation in the natural world and the imperative for joined-up thinking in planning for the
preservation and conservation of biodiversity and species survival.
 
With rising global temperatures, the Arctic is warming twice as fast as the global average and
scientists are becoming increasingly alarmed at the accelerating rate of permafrost thaw.
While research is ongoing, too little is currently known of the intricate relationships and
dynamics between the perennially frozen ground that is permafrost and the insulating layer of
dead plant remains – or peat – that covers a significant percentage of the Northernmost areas
of our planet.
 
Permafrost thaw not only has direct impacts on the ecology and infrastructure of the peatland
regions, it is also a potential ‘tipping element’ towards a runaway greenhouse effect.
Preservation of these rich soil-carbon deposits is imperative to cushion the global effects of
climate change and to avoid the worst effects and risks of unlocking these frozen assets,
 which keep carbon and other greenhouse gases sequestered underground and out of the
atmosphere. Likely scenarios and the collaborative research urgently needed to ensure
preservation of these crucial deposits are thoroughly explored in this chapter, from the ground
up.
 
Broadly speaking, evolution depends on successful adaptation, and maladaptation results in
failure. In terms of climate change, strategies for adaptation need to address vulnerabilities
and increase resilience on a global scale and avoid short-term fixes that may only have local
benefits. It is becoming clear that international cooperation and planning are needed to avoid
adaptations that may appear to offer mitigation, but which actually compound the problem.

M4: The Environment and Society - 4.7 Philippines and the Environment
PHILIPPINES AND THE ENVIRONMENT
 
As cited in the Philippine Climate Change Commission Report, major institutions have provided their
projections about the country’s environmental condition; here are some.
 
1. Major Rainfall changes in patterns and distribution
2. Threats to natural ecosystem
3. Dying corals
4. More intense droughts
5. Higher sea level rise
6. Water scarcity

M4: The Environment and Society - 4.8 Climate Change

CLIMATE CHANGE
Climate change is a change in the statistical distribution of weather over periods of time that range
from decades to millions of years. It can be a change in the average weather or a change in the
distribution of weather events around an average (for example, greater or fewer extreme weather
events). Climate change may be limited to a specific region, or may occur across the whole Earth.
 
WHAT MAKES THE CLIMATE CHANGE?
 
The Earth‘s climate is influenced by many factors, mainly by the amount of energy coming from the
sun, but also by factors such as the amount of greenhouse gases and aerosols in the atmosphere,
and the properties of the Earth‘s surface, which determine how much of this solar energy is retained
or reflected back to space.

M4: The Environment and Society - 4.8.1 Human Contribution to Climate

Change
HUMAN CONTRIBUTION TO CLIMATE CHANGE
 
All of us in our daily lives contribute our bit to this change in the climate. Give these points a good,
serious thought:
 Electricity is the main source of power in urban areas. All our gadgets run on electricity
generated mainly from thermal power plants. These thermal power plants are run on fossil fuels
(mostly coal) and are responsible for the emission of huge amounts of greenhouse gases and other
pollutants.
 Cars, buses, and trucks are the principal ways by which goods and people are transported in
most of our cities. These are run mainly on petrol or diesel, both fossil fuels.
 We generate large quantities of waste in the form of plastics that remain in the environment for
many years and cause damage.
 We use a huge quantity of paper in our work at schools and in offices.
 Timber is used in large quantities for construction of houses, which means that large areas of
forest have to be cut down. A growing population has meant more and more mouths to feed.
Because the land area available for agriculture is limited (and in fact, is actually shrinking as a result
of ecological degradation!), high-yielding varieties of crop are being grown to increase the agricultural
output from a given area of land. However, such high-yielding varieties of crops require large
quantities of fertilizers; and more fertilizer means more emissions of nitrous oxide, both from the field
into which it is put and the fertilizer industry that makes it. Pollution also results from the run-off of
fertilizer into water bodies.

M4: The Environment and Society - 4.8.2 Impacts of Climate Change

WHAT IMPACTS OF CLIMATE CHANGE HAVE ALREADY BEEN OBSERVED?
 
Regional climate change is already affecting many natural systems. For instance, it is increasingly
being observed that snow and ice are melting and frozen ground is thawing, hydrological and
biological systems are changing and in some cases being disrupted, migrations are starting earlier,
and species' geographic ranges are shifting towards the poles.
 
Despite remaining gaps in knowledge, it is likely that these effects are linked to human influence on
climate. At the regional level, however, responses to natural variability are difficult to separate from
the effects of climate change. Some previously unanticipated impacts of regional climate change are
just starting to become apparent. For instance, melting glaciers can threaten mountain settlements
and water resources, and damage associated with coastal flooding are increasing.

M4: The Environment and Society - 4.8.3 Adaptation to Climate Change

HOW DO PEOPLE ADAPT TO CLIMATE CHANGE?
 Humans need to adapt to the impacts of climate change, for instance through technological
solutions such as coastal defenses and changes in consumption habits.
 Vulnerability of human populations to climate change and its consequences can be affected by
other factors, such as pollution, conflicts, or epidemics such as AIDS. An emphasis on sustainable
development can help human societies reduce their vulnerability to climate change.
 Mitigation measures that aim to reduce greenhouse gases emissions can help avoid, reduce
or delay impacts, and should be implemented in order to ensure that adaptation capacity is not
exceeded.

M4: The Environment and Society - 4.9 Seven Environmental Principles.

Seven Environmental Principles.
 
1. Everything is connected to everything else. (Ang lahat ng bagay ay magkakaugnay.) Human
interaction with nature oftentimes alters the ecosystems. The waste we improperly dispose of brings
about the deterioration of land and water quality. This may in turn reduce their capacity to provide life
for other organisms. Deforestation causes soil erosion and the earth deposited on the water bodies
covers the coral reefs resulting to fishery loss. Suspended particulates from vehicular and stationary
sources may cause lung problems among city residents. War causes destruction of wildlife and
habitats. There is a cause and effect chain, even when it is neither always visible nor observable.
2. All forms of life are important. (Ang lahat na may buhay ay mahalaga.) All living organisms
were created for a purpose in relation to humans, other species on earth and global ecosystem in
general. Thus, when a species becomes extinct, it is like removing a piece of a jigsaw puzzle from
the web of life. The variety of life forms, manifested by the different levels of biological diversity –
community, species, and genes – contributes to the stability of the environment. Food webs, food
chains and ecological relationships link plants and animals together in the web of life. Even bacteria,
insects, snakes, and rats have ecological functions even though humans perceive them as parasites
or pests. The composition of biological diversity naturally changes slowly but the rate of transition has
become faster due to factors such as habitat destruction. Deforestation may diminish forest species
such as birds that are vulnerable to modification of their home. Pollution of waters reduces the
quantity of fishes, shells, algae and other aquatic life. Over harvesting of natural products likewise
contributes to the unsustainable use of food and material resources. To maintain ecological balance,
therefore, the conservation of genes, species and ecosystems becomes essential to keep life
together. Biodiversity conservation strategies commence with the protection of both terrestrial and
aquatic ecosystems. Land uses, such as protected areas, ensure that the natural state of these
habitats continue to exist in designated areas. Community-based approaches in conservation
maximize citizens’ participation in protected areas. Integrity of natural ecosystems can likewise be
guarded through the preservation of indigenous species.
3. Everything must go somewhere. (Ang lahat ng bagay ay may patutunguhan.) By-products of
consumption go back to the environment. Everything that we throw away – pieces of paper, left-over
food, peelings of fruits, plastic wrappers, used containers – have to go somewhere. Even plants and
animals have their own wastes – feces, urine, dead leaves, and branches. It is the law of nature that
the by-products of metabolism return to the soil, acted upon first by worms, bacteria, and fungi, and
then converted into minerals, to be again absorbed by plants and eaten by animals. In short, they
enter into a material cycle that is an integral part of the ecosystem. But what happens if what we
throw is an artificial product such as plastic? Then natural bacteria can not recognize them and may
not be capable of breaking them apart. These non-biodegradable products must enter another
material cycle – the one that goes to the factory to be manufactured into a new product. Thus, the
retrieval, collection and recycling of these materials become necessary so that they do not pollute
land and water habitats.
4. Ours is a finite earth. (Ang kalikasan ay may hangganan.) Everything that we need is provided
by nature in abundance – food, water, energy, minerals, and air. However, some resources that we
depend upon nowadays are extracted excessively but are slow to replace. These non-renewable
resources experience limits of supply. For instance, fossil fuels produced over thousands of years
may be exhausted in a hundred years. Some energy sources like water, and wood may be replaced
easier but have become inaccessible due to pollution and excessive extraction. Diminishing forest
cover have resulted from logging, ineffective reforestation, and continued land conversion. However,
food scarcity and poverty may have resulted from failed distribution systems rather than inability of
the land and water bodies to yield food. It can be argued that increasing population decreases the
amount of resources available to each person. Carrying capacity, or the ability of the ecosystem to
support a number of people, may be influenced by limit of resources due to an increasing population.
Competition increases as the carrying capacity is reached. Per capita consumption must also be
considered because people in Northern countries generally consume more food, energy and
resources than people in the developing Southern countries. Carrying capacity may be addressed
two ways: increase resources and reduce population growth. Agricultural productivity for instance
may be increased with better availability of water and farm inputs. Pollution reduces the absorbing
capacity of air and water. Pollution likewise reduces the availability of land and water to produce food
for human consumption. A river classified a Class IV means that it becomes fit only for only for
navigation and can no longer sustain life forms. Likewise, oil spills from accidents or war destroy bays
and rivers. Waterways that have become cesspool of domestic wastes cannot contain fishes and
shells or if they do might transmit toxins and harmful bacteria to consumers.
 5. Nature knows best. (Ang kalikasan ang mas nakakaalam.) Nature manifests certain processes
that enable it to maintain balance and remain in a state of equilibrium. The nutrient cycling of
nitrogen, carbon, sulfur and phosphorous in the air, water and land indicates that minerals are utilized
within the confines of the earth. The flow of energy from the sun enables light to be converted into
sugar in plants through photosynthesis, and later for consumer organisms to obtain energy from plant
starch. Food chains and food webs allow transfer of energy from producers and consumers and
provide the means for all living organisms to acquire nutrition. Population control also occurs naturally
through predator – prey relationships. The equilibrium in the ecosystem is maintained, thus if humans
intervene, unforeseen negative impacts known as ecological backlash, may arise. Floods are often
times backlashes of excessive felling of trees. The importation of golden kuhol, that became a pest,
reminds us that biological organisms may not acclimatize in a new environment or may cause harm
to indigenous species.
6. Nature is beautiful and we are stewards of God’s creation. (Ang kalikasan ay maganda at tayo
ang tagapangasiwa ng lahat na nilikha ng Diyos.) Different religions from Islam to Buddhism to
Judeo-Christian to indigenous people’s animism express the belief of caring for the earth, including
all creatures. Thus it is the goal of environmental education and biodiversity conservation education
to motivate target audiences towards developing an eco-spirituality that moves them into a more
meaningful relationship with nature and a greater participation in the biophysical economic processes
that make this world a better place to live in.
7. Everything changes. (Ang lahat ay nagbabago.) Changes in the biophysical world occur
naturally. As they say, there is nothing more permanent in this world than change. Consider the
following examples. Metamorphosis of caterpillars to butterflies illustrates morphological changes that
occur in living forms. The increase of vegetation on earth augmented the amount of oxygen in the
atmosphere through time. Seasons are cyclic changes that contribute to the diversity of flowers,
fruits, vegetables and other crops during the year. Random changes manifested by natural
catastrophe such as typhoons destroy forests, coral reefs and mangroves. Volcanic eruptions
annihilate surface flora and submerge rivers. Human-induced alteration such as climate change may
cause more massive repercussions. Land use change – from forests to agricultural land to human
settlements – change the composition of vegetation and animals. Human-induced changes can be
managed so that the negative impacts are minimized and positive changes accentuated.
Environmental impact assessment (EIA) provides a tool for the projection, planning and management
of change brought about by industrialization and human settlement expansion. Effluents can be
managed through policy and pollution control techniques by both industry and government to achieve
clean air and water Sustainable development presents a paradigm of change for the 21st Century.
Sustainable development promotes ecological integrity, equitable sharing of resources and people
empowerment as pillars of growth. Biodiversity conservation contributes to ecological integrity,
through both in-situ and ex-situ techniques. Biodiversity conservation becomes successful only if
coupled with poverty alleviation, improving equity of access to resources, and instituting social
change. Environmental education facilitates social transformation by modifying attitudes and behavior
of people towards an ecological ethic.

M4: The Environment and Society - 4.10 Environmental Protection

ENVIRONMENTAL PROTECTION: INDIVIDUAL INITIATIVE
 
A. House & Garden
 Grow your own food.
 Redecorate with Eco-products.
 Buy energy-efficient appliances.
 Reduce your electricity use 
B. Water Conservation
 Take short showers and share bathwater.
 Pollute less.
 Turn off taps properly.
 Fix dripping taps.
 Use appliances efficiently.
C. Transportation
 Use a bike.
 Walk short distances rather than drive.
 Use public transportation or carpool for long trips.
 Consolidate your trips
 Research biodiesel.
 Research energy efficient, electric, hybrid and diesel engines when buying a new car,
motorbike, or scooter.
D. Community
 Knowledge is power.
 E-mail relevant articles to your friends and family to get them up to speed about global
warming.
 Write to your local council to ask for environmentally minded services such as recycling
collection.
 Educate yourself, you family, your friends, and everyone you meet.

M4: The Environment and Society - 4.10.1 Nationwide Initiative

Food security: Community-based gardening

Negros Occidental. The gulayan sa bakod program of the Eco-Entrepreneurial Greens Communities, Inc. (EEGCI)
promotes community-based food gardening as a climate change adaptation practice in the province.

Water Sufficiency: Rainwater catchment

Marikina city. Public schools like H. Bautista elementary school use rainwater harvesting systems (RHWs) to collect
water for watering plants, cleaning rooms and flushing toilets. RHWs alleviate the impacts of climate change on water
security.

Human Security: Mangroves Planting and preservation

Banacon,Bohol. The banacon island Mangrove forest is an eco-tourist ndestination with an approximate area of 425
hectares of mangroves. Aside from sequestering carbon emissions, mangroves could protect coastal communities from
extreme weather events.

Climate smart industries and services: agroforestation

Tublay, Benguet. The municipality’s coffee-based agroforestation program, empowers the community to participate in
environmental conservation, climate change adaptation, and disaster mitigation initiatives while gaining economic
benefits from it.
 Knowledge and capacity development: climate field schools

Calasiao, Pangasinan. The municipality is one of the beneficiaries of the Climate Change Commission’s Climate
Resiliency Field Schools (CRFS) Program, which was implemented by Rice Watch Action Network. The program aims to
complement the efforts of the Department of Agriculture to raise awareness on the different climate change adaptation
strategies for farming.

M4: The Environment and Society - 4.11 References

Additional Resources:
RA 9512: Environmental Awareness and Education Act of 2008
RA 9729: The Climate change Act of 2009
RA 9512: National Environmental Awareness and Education Act of 2008

M5: Sense of Community 5.0 Objectives

At the end of the module, the students should be able to:
 
-           Understand the meaning of community
-           Define community participation
-           Discuss the sense of community, community building and organization
-           Improve and facilitate the interrelationships and to promote coordination among organizations,
groups and individuals concerned with social welfare program and services
-           Explore the mechanism of achieving community common goal
-           Clarify the role of community leaders towards such endeavor

M5: Sense of Community 5.1 Motivation

The individual person is always the motivated unit. Each person, in his/her role as community member may
have some degree, varying from weak to keen, of interest in community affairs; theories of motivation for
community organization are the same as any other theories of motivation. A pattern of strong community
motivation is one which many or most members are strongly disposed to achieve similar or common goals.
 
Activity: The students are asked to think or mention one team building activity and discuss then also explain
the values they get from the activity.

M5: Sense of Community 5.2 Basic Concepts

Basic Concepts of Community
 In biological terms, a community is a group of interacting organisms sharing an environment.
 In sociology, a "community" has been defined as a group of interacting people living in a
common location.
 The word community is derived from the Latin communitas (meaning the same), which is in
turn derived from communis, which means "common, public, shared by all or
many." Communis comes from a combination of the Latin prefix com-(which means "together") and
the word munis (which has to do with the exchange of services).

M5: Sense of Community 5.3 Sense of Community

Sense of Community
  

Sense of community focuses on the experience of community rather than its structure, formation,
setting, or other features. It asks questions about the individual's perception, understanding,
attitudes, feelings, etc. about community and his or her relationship to it and to others' participation -
indeed to the complete, multifaceted community experience.
It is “the perception of similarity to others, an acknowledged interdependence with others, a
willingness to maintain this interdependence by giving to or doing for others what one expects from
them, and the feeling that one is part of a larger dependable and stable structure
It is a feeling that members have of belonging, a feeling that members matter to one another and to
the group, and a shared faith that members’ needs will be met through their commitment to be
together.
 
 
Four Elements of Sense of Community (according to the McMillan & Chavis theory)
1. Membership. Membership includes five attributes:
 Boundaries
 Emotional safety
 A sense of belonging and identification
 Personal investment
 A common symbol system
2. Influence. Influence works both ways: members need to feel that they have some influence in
the group, and some influence by the group on its members is needed for group cohesion.
3. Integration and fulfillment of needs. Members feel rewarded in some way for their participation.
4. Shared emotional connection. The "definitive element for true community" It includes shared
history and shared participation (or at least identification with the history).

M5: Sense of Community 5.4 Community Building

Community Building and Community Building Approach
Community building is directed toward the creation or enhancement of community between
individuals within a regional area (such as a neighborhood) or with a common interest.
 
A community building process aims to build capacity in neighborhood institutions, strengthen ties
among residents, and assist residents to work individually and collectively toward neighborhood
change.
1.
1. Community Participation.
2. Capacity Building.
3. Neighborhood Governance
4. Collaboration
5. An Asset Orientation
Community building and organizing
In The Different Drum: Community-Making and Peace, Scott Peck argues that the almost accidental
sense of community that exists at times of crisis can be consciously built. Peck believes that
conscious community building is a process of deliberate design based on the knowledge and
application of certain rules. He states that this process goes through four stages:
1. Pseudo-community:
2. Chaos
3. Emptiness
4. True community
 M5: Sense of Community 5.5 Youth Development and Community
Engagement
Basic Concept on Community Service
Community service are those activities that engage youth. It is often called youth service. It is a
methodology that is simultaneously employed to strengthen young peoples' senses of civic
engagement and nationalism, as well as assist them in meeting educational, developmental, and
social goals.
Reasons to Get Involved:
1. It feels good. The satisfaction and pride that come from helping others are important reasons
to serve. When you commit your time and effort to an organization or a cause you feel strongly about,
the feeling of fulfillment can be endless.
2. It strengthens the community. Organizations and agencies that use youth to serve are
providing important services at low or no cost to those who need them. When a community is doing
well as a whole, its individuals are better off, too.
3. Develop young people’s connections to their own identity, culture, and community.
4. Recognize that young people are assets to and experts about their communities.
5. Engage young people as community leaders on issues that matter to them.
 
 
What is a Service Learning?
Service-Learning as a method of teaching enriches learning by engaging students in meaningful
service to their schools or communities through careful integration with established learning
objectives or curricula.
 

Service-learning is an educational strategy that links service and academic curriculum to promote
learning. It promotes students’ personal, social, and intellectual growth and provides them with a
sense of civic responsibility and opportunities for career exploration.
 

Service-learning’s key components are:

1. Student Leadership
2. Genuine community
3. Clear connections to curricular learning objectives
4. Reflection
5. Project Determination, Planning, Preparation, and Implementation:
6. Celebration

M5: Sense of Community 5.6 Project Ideas

Project Ideas for Community Service
The following enumerates the different kinds of ideas that the youth may explore in serving the
community:
 
Types of Service Projects:
1. Single Service Project. A single, large, or mid-sized project requires broad-based support and
should reflect the general interest of people in the community. Community-built playgrounds,
 recreation centers, or housing require diverseresources from both adults and young people and can
be powerful visual symbols of the community’s commitment to youth.
2. Community-Wide Volunteer Day A celebration with multiple project sites requires teaming with
organizations and agencies whose projects can be accomplished in one day. River, highway, and
park cleanups, painting, and other rehabilitation projects are good choices and can accommodate
many volunteers. A well-organized city clean-up canaccomplish a significant amount of work in a
single day and really put a shine on a community.
3. Serve-a-thon. Serve-a-thons allow you to combine community service and fundraising for local
projects or organizations by taking pledges for hours of service. Create pledge sheets that volunteers
can use to solicit contributionsbefore the service day, and collect the funds raised when volunteers
arrive for their service projects.
4. Workshops and Training Sessions. Organize a youth-led workshop to train NGOs and the public
on skills to deal with or prevent problems your community faces (e.g. environment racism, ethnic
conflict, HIV/AIDS) or to build capacity in volunteer management and community service.
 
Planning a Community Service Project
Factors to Consider When Planning a Project:
 Identify a need for your community.
 Define the target group.
 Focus on a specific objective or goal that is appropriate for the community.
 Involve members of the community in planning.
 Tap into available community resources.
 Decide how you will evaluate your plan or project. What worked and what did not?
 Develop partnerships with other organizations in your community. Partner with other area
chapters.
 
There are four basic phases to community service:
            1) Identifying an issue
            2) Getting organized
            3) Carrying out your plans and
            4) Follow-up planning.
 
The following outline can help you to plan your community service project:
1. Education.
a. Identify an issue
b. Research the issues' past and present history
c. Frame the issue
d. Provide internal education
2. Getting Organized.
a. Choose advocacy strategies available for the specific issue
b. Determine who else in the community will support or oppose the issue
c. Identify the target population
d. Develop a plan with alternative strategies
e. Assign tasks and target deadlines
3. Carrying Out Your Plans.
a. Implement the plan
b. Track your progress
c. Adjust your strategies
d. Identify finish lines
e. Evaluate the plan
4. Follow-up Planning
a. Evaluate success and accomplishments
b. Evaluate weaknesses and strategies that did not work
1.
 
Advocacy Planning Strategies
Strategies that can aid in planning a successful community advocacy project include:
1. Keep your project simple; stick to one specific issue that has meaning for your community or
the target population.
2. Document what you already know about the issue, research what you do not know.
3. Use existing information, research articles, reports, books, or publications.
4. Document real life examples or experiences.
5. Reach out to local settings for speaking opportunities in service groups, schools, and other
organizations.
6. Use experts on the issue for public speaking and presentations.
7. Utilize the local media for public service announcements, editorial and op-ed articles,
highlighting a fact each week.
8. Involve a public official.
9. Work with others such as parent groups, business groups, church groups, senior groups,
student groups, service clubs, local associations, neighborhood groups and professional
associations.
10. Set up regular meetings for planning, tracking progress and evaluating the project.
 

M6: National Security 6.0 Objectives

At the end of the session, the students are expected to:
 

 Understand the basics concepts on Human Security and National Security
 Determine the role of NSTP program and its students in times of national emergencies
 Determine different kinds of threats to national territory
 Identify the security of human lives as the central objective of national and international security
policy

M6: National Security 6.2 Human Security

HUMAN SECURITY
 
Since time immemorial, man has an awareness and knowledge about security. In ancient era, man
has devised means to protect himself from ferocious animals and harsh conditions. As the society
advanced, they learned to create tools and weapons to safeguard their lives and their properties. In
our country, heroes were born because they strive to save our people from conquerors. Currently,
every country has its own way of defending and maintaining its human and national security.
 
 In the 1994 United Nations Development Programme (UNDP) Report, human security was referred
to as having two aspects:
 
 “…first safety from such chronic threats as hunger, disease and repression…second, it means
protection from sudden and hurtful disruptions in the patterns of daily life – whether in homes,
in jobs, or in communities. Such threats can exist at all levels of national income and
development.”
 
This was supplemented by an explanation from the former UN Secretary-General Kofi Annan which
states that:
 
 “Human security, in its broadest sense, embraces far more than the absence of violent
conflict. It encompasses human rights, good governance, access to education and health care
and ensuring that each individual has opportunities and choices to fulfill his or her potential…
Every step in this direction is also a step towards reducing poverty, achieving economic
growth and preventing conflict. Freedom from want, freedom from fear, and the freedom of
future generations to inherit a healthy natural environment – these are the interrelated building
blocks of human – and therefore national – security.”
 
Thus, according to the United Nations (UN) Commission, Human Security:
 seeks to “protect the vital core of all human lives in ways that enhance human freedoms and
human fulfillment”
 requires “protecting people from critical and pervasive threats” and "empowering them to take
charge of their own lives"
 “protection and empowerment are mutually reinforcing and cannot succeed in isolation”
 Commission puts emphasis on the “need for comprehensive, integrated and people-centered
solutions that together can help people develop the building blocks of survival, livelihood and dignity”

M6: National Security 6.3 The National Security

NATIONAL SECURITY
 
National Security is defined as the state or condition wherein the values which a nation treasures
such as territorial integrity, sovereignty, people’s way of life and well-being are protected and
enhanced. It is the requirement to maintain the survival of the nation-state through the use of
economic military and political power and the exercise of diplomacy. The measures taken to ensure
national security include:
 
 Using diplomacy to rally allies and isolate threats;
 Maintaining effective armed forces;
 Implementing civil defense and emergency preparedness measures (including anti-terrorism
legislation);
 Ensuring the resilience and security of critical infrastructure; and
 Using intelligence services to detect and defeat or avoid threats and espionage, and to protect
classified information.
 
In the Philippine context as indicated by the NSC Permanent Secretariat, National Security is
described as a condition or state of being where the Filipino people’s values, way of life, institutions,
welfare, and well-being, sovereignty and strategic relations are protected and enhanced.
 
The elements of National Security are the following:
 Moral-spiritual consensus
 Cultural cohesiveness
 Economic solidarity
 Socio-political stability
 Ecological balance
 Territorial integrity
 International harmony

M6: National Security 6.4 National Security and the NSTP Program
NATIONAL SECURITY AND THE NSTP PROGRAM
 
The 1987 Philippine Constitution enshrined in its Declaration of Principles that the Filipinos are duty-
bound to protect the country and, as such, they may be subjected to undergo service training
programs (Art. II, Sec. 14, The Philippine Constitution). The Government may call upon the people to
defend the state, and in fulfillment thereof, all citizens may be required, under conditions provided by
law, to render personal, military or civil service. The NSTP is a program aimed at enhancing civic
consciousness and defense preparedness in the youth by developing the ethics of service and
patriotism while undergoing training in any of its three (3) program components, specifically designed
to enhance the youth's active contribution to the general welfare.
 
Manpower Reservoir for National Security
1. Graduates of CWTS and LTS shall belong to the National Service Reserve Corps (NSRC)
which could be tapped by the State for literacy and civic welfare activities such assisting in disaster
preparedness, mitigation, response and rehabilitation programs.
2. Graduates of the ROTC component shall form part of the AFP Citizen Armed Forces and AFP
Reserve forces, subject to DND Requirements

THREATS TO NATIONAL SECURITY

 
 
A. Man-Made Threats
1.
a. Terrorism. Any person who commits an act punishable under any of the following
provisions of the Revised Penal Code:
 Article 122 (Piracy in General and Mutiny in the High Seas or in the Philippine
Waters);
 Article 134 (Rebellion or Insurrection);
 Article 134-a (Coup d’Etat), including acts committed by private persons;
 Article 248 (Murder);
 Article 267 (Kidnapping and Serious Illegal Detention);
 Article 324 (Crimes Involving Destruction), or under
1. Presidential Decree No. 1613 (The Law on Arson);
2. Republic Act No. 6969 (Toxic Substances and Hazardous and Nuclear
Waste Control Act of 1990);
3. Republic Act No. 5207, (Atomic Energy Regulatory and Liability Act of
1968);
4. Republic Act No. 6235 (Anti-Hijacking Law);
5. Presidential Decree No. 532 (Anti-Piracy and Anti-Highway Robbery Law
of 1974); and,
6. Presidential Decree No. 1866, as amended (Decree Codifying the Laws
on Illegal and Unlawful Possession, Manufacture, Dealing in, Acquisition or Disposition of Firearms,
Ammunitions or Explosives
b. Explosion/Bomb Threats
 c. Campus Violence/Frat and Gang War
d.  Kidnapping/Hostage Taking
e. Drug Addiction
f. Armed Robberies/Hold Ups
g. Snatching
h. Sabotage Fire
i. Technological Threats such as gambling through number games, internet hold ups and
cybercrimes (computer hacking, computer pilferage, ATM stealing and cyber prostitution)
 
B. Natural Threats
a. Earthquakes
b. Typhoons
c. Floods
d. Volcanic Eruptions
e. Tsunamis

M6: National Security 6.6 Role Of Youth in National Security

ROLE OF YOUTH IN NATIONAL SECURITY
 
In an Article entitled “10 Ways Youth can Make an Impact”, it provided the youth means to contribute
to the country’s national security. It emphasized that the youth engagement can bring about social
change. It sends a message that the youth do not have to wait to become adults to be significant and
active members of the society.
 
1. Know your rights.
2. Learn about local issues
3. Speak out
4. Network
5. Spread the word
6. Join campaigns
7. Host a youth summit
8. Use your creativity
9. Join/create a youth organization
10. Be an inspiration.

M6: National Security 6.7 References

References:
1. Republic Act No. 9372 otherwise known as the Human Security Act of 2007
2. R.A. No. 10121, An Act strengthening the Philippine disaster risk reduction and management
system, providing for the national disaster risk reduction and management framework, and
institutionalizing the national disaster risk reduction and management plan, appropriating funds
therefor and for other purposes.

M7: Substance and Drug Abuse Prevention 7.0 Objectives

 
At the end of the module, it is expected that the students shall:

 Know basic concepts and definitions on drugs and drug abuse.
 Understand the effects and signs of drug abuse
 Classify different kinds of drug users
 Equip themselves to say no and refuse drugs

M7: Substance and Drug Abuse Prevention 7.2 Definition and Concept
WHAT IS A DRUG?
A drug is any substance that brings physical, psychological, emotional, and behavioral changes when
used.
 
WHAT IS DRUG ABUSE?
Drug abuse is the continuous misuse of any substance, licit, illicit which results to changes in an
individual’s physical, mental, or behavioral condition.
 
 WHY DO PEOPLE TURN TO DRUGS?
 Peer pressure
 Curiosity
 Adventure
 Feel good
 Escape from reality
 Easy access to drugs
 
HISTORY AND COMMONLY ABUSED DRUGS IN THE PHILIPPINES
A. PRE-MARTIAL LAW ERA
a. Hallucinogens – drugs which affects sensation, thinking and emotion. Example:
Marijuana, Hashish, LSD
b. Sedatives – drugs which reduces anxiety and excitement. Example: Barbiturates,
Tranquilizers, Alcohol
c. Narcotics – drugs that relieve pain and induce sleep. Example: Opium and derivatives
like Heroin, Morphine, Codeine
B. MARTIAL LAW ERA
a. Cough Syrups – with narcotic and non-narcotic cough suppressants. Example: Corex,
Endotussin, Robitussin AC, etc.
b. Inhalants – chemicals used by manufacturing industries. Example: Rugby, Glue,
Thinner
C. AFTER EDSA REVOLUTION
a. Stimulants – drugs which increases alertness. Example: Amphetamine, Derivatives,
Cocaine
 
HOW CAN YOU TELL IF A PERSON IS ON DRUGS? Changes in…
1. Appearance
2. Mood
3. Behavior
4. Interest

M7: Substance and Drug Abuse Prevention 7.3 Drug Situation in the
Philippines
DRUG OF CHOICE IN THE PHILIPPINES 
1. Methamphetamine hydrochloride (Shabu) – most abused drug in PH
2. Cannabis (Marijuana)
3. Methylenedioxy- methamphetamine (MDMA) or ecstasy
IDENTIFIED MARIJUANA PLANTATION SITES
1. Cordillera Administrative Region
2. Region 1
3. Region 2

M7: Substance and Drug Abuse Prevention 7.4 Effects of Drugs

These are several effects of drugs:
A. MENTAL HEALTH/PSYCHOLOGICAL EFFECTS
a. Disturbance in Perception – auditory and visual hallucination
b. Disturbance in Orientation – paranoia, psychosis
c.  Disturbance in Memory
d. Disturbance in Judgment – depression that may lead to suicide
B. PHYSICAL HEALTH/PHYSIOLOGICAL EFFECTS
a. Systemic
1. Cardiac (HEART) Pathology – irregularity of heart beat, elevated or lowered
blood pressure, chest pain, convulsions or death from cardiac arrest
2. Pulmonary (LUNG) Illnesses
3. Hepatic (LIVER) Problems
4. Renal (KIDNEY) Diseases
b. General Health
1. Malnutrition or weight loss
2. Infections
3. Accidents
4. Blood Transmitted Disease
C. BEHAVIORAL EFFECTS, Substance seeking behavior can lead to various criminal and anti-
social acts.

M7: Substance and Drug Abuse Prevention 7.5 Common Signs of Drug
Abuse
The profile of a drug dependent or a substance abuser is as follows:
 Changes in attendance in school or work
 Changes in the normal capabilities in school/work
 Abrupt changes in overall attitude
 Generally lazy, irritable, discourteous, aggressive
 Usually untrustworthy and lacks self-confidence
 Manipulative
 Have a distorted view of reality
 Low frustration tolerance
 Con-game player
 Lacks interest in his studies/work (withdrawal from responsibilities)
 Blames everybody but himself (blame tosser)
 No respect for the rights of others
 Prefers to stay with peers (barkada)
 May frequently go to odd places (to take drugs)
 Poor physical appearance (unconcerned with grooming and hygiene)
 Wearing of sunglasses at inappropriate times
 Unusual effort to cover arms to hide needle marks (long-sleeved garments)
 Stealing items which can be readily sold
 Unusual borrowing of money from relatives and friends
 Association with known drug abusers

M7: Substance and Drug Abuse Prevention 7.6 Classification of Drug

Abuse
Substance abusers can be classified according to the frequency of their substance use.
1. Experimenters – people who abuse the drug(s) for experimental basis.
2. Occasional Users – abuse the drug occasionally/whenever there are special occasions. They
abuse the drug once every two (2) weeks to two (2) times a week.
3. Regular Users – abuse the drug on a regular basis approximately three (3) to four (4) times a
week or every other day.
4. Drug Dependents – people who tend to abuse the drug(s) everyday (almost everyday) or
about five (5) to seven (7) times a week.
5. Mentally Ill Chemical Abuser/Substance Induced Psychosis – drug abusers who manifest
signs and symptom of psychotic disorders caused by the effects of drugs (hallucinations,
disorientation, delusions, etc.)

M7: Substance and Drug Abuse Prevention 7.7 Substance Dependency

and Keeping Drug-Free
WHAT ARE THE CRITERIA FOR DRUG DEPENDENCY?
 Withdrawal symptoms
 Need to take drugs to overcome withdrawal symptoms
 Compulsion
 Tolerance
 Relapse
 Reduced social/occupational act
 
HOW CAN YOU STAY AWAY FROM DRUGS?
 Devote yourself to your studies and other productive activities at home or in school
 Stay away from people, places and events that promote drug use
 Learn to manage feelings and cope with stress without using drugs
 Develop a strong moral and spiritual foundation
 Educate yourself about the effects of drug abuse
 Always say NO
 
WHAT ARE THE COUNTER-MEASURES FOR SUBSTANCE ABUSE?
Classification Management
Abstainer Preventive Education
Experimenters Counseling
Occupational Users
 Regular Users
Drug Dependent Drug Rehabilitation
Mentally III Chemical Abuser
Psychiatric Treatment
(Substance Induced Psychosis)

M7: Substance and Drug Abuse Prevention 7.8 The Comprehensive

Dangerous Act of 2002
These are some of the important provisions in the Republic Act 9165 also known as the
Comprehensive Dangerous Drugs Act of 2002.
 SEC 5 – sale, administration, dispensation, delivery, distribution and transportation of
dangerous drugs
 SEC 6 – maintenance of den, dive or resort
 SEC 11 – possession of dangerous drugs
 SEC 15 – use of dangerous drugs
 SEC 19 – unlawful prescription of dangerous drugs
 SEC 36 – authorized drug testing
 SEC 54 – voluntary submission of a drug dependent to confinement, rehabilitation
 SEC 60 – confidentiality of records under the voluntary submission
 SEC 61 – compulsory confinement of a drug dependent who refuses to apply under the
voluntary submission

M7: Substance and Drug Abuse Prevention 7.9 References

References
 PDEA Annual Report 2019
 Republic Act 9165