NSTP 001 – NATIONAL PROGRAM TRAINING PROGRAM 1

Module 5 – Environmental Education and Awareness

Introduction
In module 4, you have learned that Disaster Risk Reduction and management prepared us to
become more vigilant in an unexpected natural phenomenon that may happen and to be responsive in case
of emergency and risk reduction.
This module will explore Philippine's environment, pollution, solid waste management,
environmental principles, and sustainable development. We shall also be discussing climate change and
other environmental issues.
Environmental education and awareness are processes of teaching, learning, and helping indivuals
acquire understanding, skills, and values that make them active and informed citizens for the development
of ecologically sustainable society. (Lee & Tiu-Lee 2006)
Intended Learning Outcomes:
At the end of this module, you are expected to:
1. recognize the present environmental conditions and challenges in the local context and recommend
ways on how the environment can be protected, conserved, and saved as well as to discuss the
roles of individuals, institutions, and communities in Environmental Protection Management to
achieve balance in serving humanity and protecting the environment;
2. create a promotional environmental protection slogan/poster that promotes community awareness
and ecologically-responsive behaviour;
3. demonstrate best practices and lifestyle choices that contribute to environmental protection and
preservation.

Preliminary Activity

Watch the short video relevant to the Environmental education and

awareness entitled "One Earth". Click this link
https://www.youtube.com/watch?v=QQYgCxu988s and give the
important learnings that you have gained from the video.

Now, let us explore on Environmental Education and

Awareness!
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Contents

Whai is Environment?

Environment means anything that

surrounds us. It can be living (biotic) or non-
living (abiotic) things. It includes physical,
chemical and other natural forces. Living things
live in their environment. They constantly
interact with it and adapt themselves to
conditions in their environment. In the
environment there are different interactions
between animals, plants, soil, water, and other
living and non-living things.

Environment is the place, people, things, and

nature that surround any living organism. It is
our basic life support system. It provides the air
we breath, the water we drink, the food we eat,
and the land where we live. It is a combination
of natural and human made phenomena.

What is Environmental Awareness?

To define environmental awareness we must first understand the environmentalist movement.

Environmentalism is an ideology that evokes the necessity and responsibility of humans to respect,
protect, and preserve the natural world from its anthropogenic (caused by humans) afflictions.

Environmental awareness is an integral part of the movement’s success. By teaching our friends
and family that the physical environment is fragile and indispensable, we can begin fixing the problems
that threaten it.

What is Environmental Education?

According to EPA,

Environmental education is a process that allows individuals to explore environmental issues, engage in
problem solving, and take action to improve the environment. As a result, individuals develop a deeper
understanding of environmental issues and have the skills to make informed and responsible decisions.
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Components of Environmental Education

There are a number of different parts attached to environmental education. The most common
segments of environmental education that you will come across during your studies can include the
following:

❖ Awareness and Mindfulness: Mindfulness and affectability to nature’s turf and environmental
difficulties that you may encounter as a result of being in the corporate sector today.
❖ Knowledge and Learning: Learning and understanding of nature and environmental difficulties
that are holding people back and/or causing the world to change in negative ways.
❖ Attitudes: Disposition of sympathy toward nature’s domain and inspiration to enhance or keep up
the environmental quality, which will spill over into any plans that you make or anything else that
you do that is related to the organization that you currently are working in or developing.
❖ Skills: Aptitudes to recognize and help resolve environmental difficulties in a practical manner
that matches up with the current trends and technologies that are out there today.
❖ Participation: Investment in programs and projects that help reduce the effect of environmental
difficulties, thereby making sure that the money you’re investing is going to help the environment
instead of harming it.
❖ Promotion of Green Facilities: Making the green initiatives popular and also providing the required
infrastructure to help out with the development of several environmental aspects. Promotion of
green facilities like a self-sustainable kitchen or even a self-sustaining school could be promoted
to boost awareness among the public as well as to help with the promotion of better environmental
relationships.

DIMENSIONS OF THE PHILIPPINE ENVIRONMENT

As cited in the Philippine Climate Change Commission Report, significant institutions have provided their
projections about its environmental condition.
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IMPORTANT ENVIRONMENTAL LAWS

❖ R.A. 9512 – National Environmental Awareness and Education Act of 2008
This promotes national awareness on the role of natural resources in economic growth and the
importance of environmental conservation and ecological balance towards sustained national
development.
Sec. 1. Declaration of Policy. – Consistent with the policy of the State to protect and advance the right
of the people to a balanced and healthful ecology in accord with the rhythm and harmony of nature, and
in recognition of the vital role of the youth in nation building and the role of education to foster patriotism
and nationalism, accelerate social progress, and promote total human liberation and development, the state
shall promote national awareness on the role of natural resources in economic growth and the importance
of environmental conservation and ecological balance towards sustained national development.

LAND, AIR AND WATER POLLUTION IN THE PHILIPPINES

A. LAND POLLUTION
o On average, every Filipino throw away 0.5 kilograms of solid waste each day.
o 6,000 to 7,000 tons of waste are produced every day.
o Metro Manila's production of waste is estimated at 0.66 kilograms per person per day.
o While highly urbanized cities throw away an average rate of 77 kilograms of waste per
person per day.
o This waste is discharged, collected, or illegally dumped on open spaces.
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KIND OF WASTES
Biodegradable Non- Non-recyclable Special waste Hazardous waste
waste biodegradable residual waste
waste
o Kitchen o Iron o Sanitary o Spray o Paints
waste o Glass or napkins canisters o Thinner
o Garden bottled o Disposable o Tires o Batteries
waste glass or diapers o Radios or o Petroleum
o Animal mirrors o Worn-out other products
waste o Rubber clothes broken o pesticides
o Human o Dry paper o Ceramics appliances
waste or cartons o Composite
o Dried packaging
animal o Candy
skin or wrappers
birds or sachets
feather o Squeezable
o Hard shells bottles
o Recycled
plastics
o Plastic
containers

The 5 R’s of Solid Waste Management

R-euse R-educe R-ecycle
R-ecover R-efuse

REUSE Means to find other uses for materials that are

already used.
REDUCE Simply means to lessen the amount of trash that
will add to the environment.
RECYCLE Means creating a new product out of a material
that already served its purposes.
RECOVER Recovering energy that comes from the trash
itself
REFUSE Means are saying no to what you don't need.
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❖ R. A. 9003 - Ecological Solid Waste Management Act of 2000

In partnership with stakeholders, the law aims to adopt a systematic, comprehensive and ecological
solid waste management program that shall ensure the protection of public health and environment.
The law ensures proper segregation, collection, storage, treatment and disposal of solid waste
through the formulation and adaptation of best eco-waste products.
Prohibited Acts
✓ Littering, throwing, dumping of waste matters in public places such as roads, sidewalks, canals,
esteros or parks, and establishment or causing or permitting the same
✓ The open burning of solid waste
✓ Causing or permitting the collection of non-segregated or unsorted wastes
✓ Squatting in open dumps and landfills
✓ Open dumping; burying of biodegradable or non-biodegradable materials in flood-prone areas
✓ Unauthorized removal or recyclable materials intended for collection by authorized persons.

❖ R.A. 9512 – National Environmental Awareness and Education Act of 2008-This promotes
national awareness on the role of natural resources in economic growth and the importance of
environmental conservation and ecological balance towards sustained national development.

B. WATER POLLUTION
o The quality of river waters has diminished so much that almost all the rivers monitored for
Dissolved Oxygen (D.O.), and Biological Oxygen Demand (B.O.) from 1999 to 2007 failed the
criteria for Class C body of water. The latter is meant for fishery production, boating, and
industrial water supply after the required treatment.
o In Bulacan, almost all rivers except the Angat Water System are biologically dead.
o The most common water pollutants in the Philippines are oil and human and animal waste, which
are organic.
o Phosphates, nitrates, heavy metals, plastics, persistent organic pollutants (POPs), and suspended
solids are also abundant.
o These came from the household, commercial establishments, farms, tourism sites, and industries.
o Water scarcity (inadequate water supply to about 5.5 billion people by 2025)
o Extinction of freshwater species and denudation of watersheds
o Rise of water-borne diseases especially in developing countries
o increase of water demand and water demand in agriculture
o Access to water supply varies, and groundwater extraction is rising.

Did you know that?

About 97% of all water on Earth is saltwater, which humans can't use in the home or for drinking. Nearly
2% of the world's freshwater is frozen in Antarctica and Greenland's ice caps, and still, more is deep in
the ground. Only about one-third of 1% of all water on Earth is available for human use!
- Time Almanac, 2010
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❖ R.A. 9275 – Philippine Clean Water Act of 2004

The law aims to protect the country's water bodies from pollution from land-based sources
(industries and commercial establishments, agriculture and community/household activities). It
provides for comprehensive and integrated strategy to prevent and minimize pollution through a
multi-sectoral and participatory approach involving all the stakeholders.

❖ R.A. 6969 – Toxic Substances, Hazardous, and Nuclear Waste Control Act of 1990
The law aims to protect the country's water bodies from pollution from land-based sources
(industries and commercial establishments, agriculture, and community/household activities). It
provides for a comprehensive and integrated strategy to prevent and minimize pollution through a
multi-sectoral and participatory approach involving all the stakeholders.

❖ R.A. 8435 – Agriculture and Fisheries Modernization Act of 1997

It establishes that the Department of Agriculture, together with other appropriate agencies, should
take into account climate change, weather disturbances and annual productivity cycles in
forecasting and formulating appropriate agricultural and fisheries programs.

C. AIR POLLUTION
o When there is "any alteration of the physical, chemical and biological properties of the
atmosphere making air harmful, detrimental or injurious to public health and environment," air
pollution is said to exist. (EMB-DENR, 2003).
o Air pollutants originate from mobile sources like automobiles, stationary points, industrial
firms, and area sources like busy roads, burning garbage, forest fires, construction work, and
aircraft operations.
o Carbon monoxide contributes the most significant amount, 50% of all pollutants in the
atmosphere.
o Sulfur oxides, which come from stationary or point sources like manufacturing, processing,
and electricity-generating plants, mills, and chemical industries, account only for 9% of the
emissions.
o Nitrogen oxides 15% and volatile organic compounds, 15% are basically from mobile sources;
the same carbon monoxide.
o Particulate matter contributes only 11%, also called soot are minute, microscopic particles
suspended on air.
o Acid rain is a phenomenon that is brought about by sulfur and nitrogen acids in the atmosphere.
The moment these gases react chemically with water, sulphuric acid or nitric acid is formed
and lowers the pH value of rain to 5.6 in mild conditions or as low as 4.1 in highly
industrialized countries. (Rabago et al., 2003).

❖ R.A. 8749 – Clean Air Act of 1999 -This moves for an effective air quality management program
that will mitigate the worsening air pollution problem in the country.

❖ R.A. 9513 – Renewable Energy Act of 2008

It promotes the development, utilization and commercialization of renewable energy resources.
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WHAT IS CLIMATE CHANGE?

Climate change is a change in the statistical distribution of weather over time that ranges 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, more significant 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 CHANBE?

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 number 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
space.

CAUSES OF CLIMATE CHANGE

A. NATURAL CAUSES
1. Continental drift - The continents that we are familiar with today were formed when the landmass
began gradually drifting apart, millions of years back. This drift also had an impact on the climate
because it changed the physical features of the landmass, their position and the position of water
bodies. The separation of the landmasses changed the flow of ocean currents and winds, which
affected the climate.
2. Volcanoes - When a volcano erupts, it throws out large volumes of sulfur dioxide, water vapor,
dust, and ash into the atmosphere. Although the volcanic activity may last only a few days, yet the
large volumes of gases and ash can influence climatic patterns for years. Millions of tons of sulfur
dioxide gas can reach the upper levels of the atmosphere (called the stratosphere) from a major
eruption. The gases and dust particles partially block the incoming rays of the sun, leading to
cooling. Sulphur dioxide combines with water to form tiny droplets of sulfuric acid. These droplets
are so small that many of them can stay aloft for several years. They are efficient reflectors of
sunlight, and screen the ground from some of the energy that it would ordinarily receive from the
sun. Winds in the upper levels of the atmosphere, called the stratosphere, carry the aerosols rapidly
around the globe in either an easterly or westerly direction. Movement of aerosols north and south
is always much slower.
3. The earth's tilt - Changes in the tilt of the earth can affect the severity of the seasons - more tilt
means warmer summers and colder winters; less tilt means cooler summers and milder winters.
4. Ocean currents - The oceans are a major component of the climate system. They cover about 71%
of the Earth and absorb about twice as much of the sun's radiation as the atmosphere or the land
surface. Ocean currents move vast amounts of heat across the planet - roughly the same amount as
the atmosphere does. But the oceans are surrounded by land masses, so heat transport through the
water is through channels. Winds push horizontally against the sea surface and drive ocean current
patterns. Certain parts of the world are influenced by ocean currents more than others. Ocean
currents have been known to change direction or slow down. Much of the heat that escapes from
the oceans is in the form of water vapour, the most abundant greenhouse gas on Earth. Yet, water
vapor also contributes to the formation of clouds, which shade the surface and have a net cooling
effect.
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B. HUMAN CAUSES (Greenhouse Gases and their Sources)

1. Carbon dioxide - the most important greenhouse gas in the atmosphere. Changes in land use
pattern, deforestation, land clearing, agriculture, and other activities have all led to a rise in the
emission of carbon dioxide.
2. Methane - about ¼ of all methane emissions are said to come from domesticated animals such as
dairy cows, goats, pigs, and horses. These animals produce methane during the cud-chewing
process. Methane is also released from rice or paddy fields that are flooded during the sowing and
maturing periods. When soil is covered with water it becomes anaerobic or lacking in oxygen.
Under such conditions, methane-producing bacteria and other organisms decompose organic
matter in the soil to form methane. Methane is also emitted from landfills and other waste dumps.
If the waste is put into an incinerator or burnt in the open, carbon dioxide is emitted. Methane is
also emitted during the process of oil drilling, coal mining and also from leaking gas pipelines (due
to accidents and poor maintenance of sites).
3. Nitrous oxide - a large amount of nitrous oxide emission has been attributed to fertilizer
application. This in turn depends on the type of fertilizer that is used, how and when it is used and
the methods of tilling that are followed.
4. Nitrogen - contributions are also made by leguminous plants, such as beans and pulses that add
nitrogen to the soil.

ACTIVITY 2
Instructions: Create a promotional environmental protection slogan or poster that will increase
community awareness and encourage ecologically –responsible behaviour. Use a short bond paper or
1/8 illustration board for this activity. Upload it in your social media account.

ENVIRONMENTAL PRINCIPLES AND SUSTAINABLE DEVELOPMENT

SEVEN (7) 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.
2. All forms of life are essential. (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.
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
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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.
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.
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.
6. Nature is beautiful, and we are stewards of God's creation. (Ang kalikasan ay maganda at
Tayo and 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.

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.
✓ Meeting the needs of the present generations without compromising future generations' ability to
meet their own needs. (World Commission on Environment and Development)
✓ Integrating production process with resource conservation and environmental enhancement. (Food
and Agriculture Organization)
✓ It should also involve conservation of land, water, plant and animal genetic resources in
agriculture, forestry, and fisheries sectors. (Asian Development Bank)
✓ Attaining economic development while maintaining environmental quality
✓ Taking environment and development as interdependent and integrated
✓ Development that is more than quantitative changes.
✓ Environmental education facilitates social transformation by modifying attitudes and behavior of
people towards an ecological ethic.
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It must be seen as:

❖ A process focused on people and societies;
❖ The kind of economic development that lives off the Earth's interests without infringing on its
capital;
❖ Associated with environment and attainment of equity;
❖ Promotion of sustainable lifestyles, values, and technologies;
❖ Promotion of economic development; and
❖ A process that ultimately aims for total human development.

SEVEN (7) R’s OF SUSTAINABILITY

1. Rethink
2. Refuse
3. Reduce
4. Repurpose
5. Reuse
6. Recycle
7. Rot

DEPARTMENT OF ENVIRONMENT AND NATURAL RESOURCES (DENR)

The Department of Environment and Natural Resources (DENR) is responsible for the formulation
and implementation of policies, guidelines, and rules related to environmental management, as well as the
management and conservation of the country’s natural resources.
The DENR also implements rules and regulations governing the exploration, development,
extraction, disposition, and use of forests, minerals, wildlife, and other natural resources.

Summary
Environmental education had been introduced in the Philippine Educational System for many
years, but it had never been correctly and strongly addressed to ensure functional programs. It
contextualizes environmental issues within the Philippines' physical, biological, social, economic,
historical, and cultural imperatives. Likewise, it is a process of teaching, learning, and helping other people
to acquire understanding, skills, and values that make them active and informed citizens for the
development and maintenance of an ecological, sustainable, and socially just society.
Environmental education aims to mold an environmentally literate and responsible citizenry who
will ensure the protection and improvement of the environment and bring out sustainability, social equity,
and economic efficiency in the use of the country's natural resources. People from all works of life must
develop a sympathetic attitude towards the diversity and sustainability of resources on Earth for the
survival and sustainability of life. (Lee &Tiu-lee, 2006)
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References
1. Mactal, J. (2019) Modular Textbook on NSTP 1-RA 9163 [25 Hour standard modules], Bulacan,
Philippines., St. Andrews Publishing House
2. Dela Cruz, S. (2019) National Development via National Service Training Program (RA 9163)
Common Modules for CWTS, LTS and ROTC., Mandaluyong City, Philippines, Books Atbp.
Publishing Corporation
3. Punzalan, M. (2018) National Service Training Program. Manila City, Philippines. Mindshapers
Co., Inc.
4. https://www.officialgazette.gov.ph/2008/12/12/republic-act-no-9512/
5. https://www.conserve-energy-future.com/environmental-education-and-its-components.php

Case Study Rubric

Criteria (60-70%) (75-85%) (90-100%)
Points [12-12] [15-17] [18-20]
Conflict The student, through the The student was only able The analysis provided
Identification analysis presented, has to recognize a single demonstrates the student's
[20] overlooked possible conflict from the case recognition of the multiple
conflicts from the given. problems presented in the
situation provided. case.
Points [12-12] [15-17] [18-20]
Plan of The plan of action given The plan of action yieldedThe action plan provided
Action [20] lacks clarity and some feasible plan in multiple specific, measurable,
direction. response to the problem attainable, and realistic steps
cited. to address the conflicts
identified.
Points [3.00-3.50] [3.75-4.25] [4.50-5.00]
Deadline Document submission The document is submitted The document is submitted
Compliance fell beyond two weeks one week later than the within the given deadline.
[5] from the set deadline. specified date of
submission.
Points [3.00-3.50] [3.75-4.25] [4.50-5.00]
Writing Style The document follows a Follows format. However, The paper reflects no errors in
and Format different format and some misspelled words terms of spelling and
[5] manifests multiple and some grammatical grammar and has followed the
incorrect spelling and errors are present in the prescribed format.
grammatical errors. document.
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Poster/ Slogan Rubric

Criteria (90-100%) (80-90%) (70-80%) (60-70%)
Points [18-20] [15-17] [12-14] [12-10]
Craftmanshi The slogan is beautiful The slogan is The slogan is The slogan is
p in terms of neatness. attractive in terms of acceptably attractive distractingly
[20] Well-constructed and neatness. Good though it may be a messy.
not messy. construction and not bit messy.
very messy.
Points [37-40] [33--36] [30-32] [29-25]
Creativity The slogan is The slogan is The slogan is The slogan does
[40] exceptionally creative. creative, and a fair creative, and some not reflect any
A lot of thought and amount of thought thought was put into degree of
effort was used to was put into decorating it. creativity.
make the banner. decorating it.
Points [15-13] [10-12] [7-9] [8-5]
Originality Exceptional use of Fair use of new Average use of new No use of new
[15] new ideas and ideas and originality ideas and originality ideas and
originality to create a to create a slogan. to create a slogan. originality to
slogan. create a slogan.
Points [25-23] [20-22] [17-19] [18-25}
Quality of Attractive, well Some details vague Details somewhat Unable to find
information researched, or non-supporting of sketchy, do not specific details
[25] informative, the subject support the topic
supporting details
specific to the subject

The module is for the exclusive use of the University of La Salette, Inc. Any form of reproduction, distribution, uploading, or
posting online in any form or by any means without the written permission of the University is strictly prohibited. 14
 NSTP 001 – NATIONAL PROGRAM TRAINING PROGRAM 1

RUBRIC FOR ASSESSMENT OF LEARNING

EXERCICES
EXEMPLARY ACCOMPLISHED DEVELOPING BEGINNING
CRITERIA WEIGHT (4) (3) (2) (1)
Coverage 25% All required Most of the Some of the Most of the
information is required required required
covered, information is information is information is
informative, covered and covered but missing and
and well- well-written uninformative poorly written
written
Organization 10% Proper Proper formatting Some Multiple
formatting, with labeled formatting formatting
sections clearly sections errors or errors or
labeled, well missing missing
organized, sections sections
professional
style
Grammar, 25% No errors Only one or two More than two Numerous
usage, errors errors errors distract
mechanics, from
spelling understanding
Quality of 40% Attractive, well Some details vague Details Unable to find
information researched, or non-supporting somewhat specific details
informative, of the subject sketchy, do not
supporting support the
details specific topic
to the subject

The module is for the exclusive use of the University of La Salette, Inc. Any form of reproduction, distribution, uploading, or
posting online in any form or by any means without the written permission of the University is strictly prohibited. 15