Tite CR ee eee er eat mee oT ial) ate i eT ee 161 Ecolteracy Module 1 Module 10: ECOLITERACY © LEARNING OUTCOMES - Explain ecolitera, cy in Sustainable environment “°°, 8 . Discuss the . even environmental Principles of nature Describe a green school | Articulate how ecoliteracy can be integrated in the curriculum, practiced in the school and demonstrated in the classroom Draw relevant life lessons and significant values from a personal experience on initiating or participating in an environmental activity =A . Analyze a research abstract or\ecoliteracy and its implication to teaching-leaming process Make a community service action plan on environmental care and protection INTERACTIVE PRESENTATION ; This activity entails Commitment to Mother Earth Ceremony: This activit ita environmental commitment reflection in class. Through this activity, students will hopefully realize the importance of nature to their lives and take their roles and responsibilities in protecting and preserving the environment. Procedure: ; 4. The class will form one big circle and everyone will sit on the or. We teacher distributes cut-out leaves to the students and show rd. ig picture of a tree posted on the boa 0 i eae plays an environmental music through Spotify (ie. a aN iran” by Asin, “Paraiso” by Smokey Mountain (also with Leah Selonga’s version), and “What a Wonderful World” by i strong). le as are off, the class listens to the song and reflects on t plenty through photos and videos flashed on screen using its jector. " an LCD poe has been played, students share their thoughts 5. falter eriences about the environment to the group. an teacher asks students to write on the leaves their (ei y Oe mitment to Mother Earth. 2.Cunmounum Butowa ato Erouncava New Literacies AcHO88 TH ain with lighted candig at 7. While the same music is played 89} tment writien on the + Bay mil Student posts his/her nature com leaf, Cutout jaf reflection on the activity, ime for brief re! 0 i ar ako fects Oath of Content to Mother Earth jeg by the teacher or the president of the el 4 documentary 9. The class may also watch for reflecti radio FY film gy, climate change or the present and the future condition of natu, 10. Tho class may also invita a resource speaker (oreeraby environmentalist, nature advocate or DENR officer) in a atu, forum/symposium in class. ‘ CONCEPT EXPLORATION ited by various nat, 'n many places, people are struck and devastat ua disasters, locally, nationally and globally. Thus, disaster Preparedness and tisk management have been the targets of the governme; nt and @ducational institutions through various plans and programs. in this | Case, environmental awareness has to be reiterated and strengthened in schools and integrated in the curriculum, while everyone has to be oriented on taking care of and sustaining the environment through eco. literacy practices. David Orr (1992) posited that by failing to include ecological Perspectives in education, Students are taught that ecology is unimportant. Orr and Capra (1990) coined the idea of ‘ecological literacy’ as creating a new emphasis on the need for education to integrate understanding of the In another perspective, ecological literacy j ing of the principles of organization that ecosysten S20 understanding the web of life, which is t he fret ‘ystems have evolved to suslaif st step on t rab. The second step is the move towards oonytn® fad to sustainabilly. ; rds ecodes; IN, of which there is @ red ee eo nae gic hi oe 84 of Scnncioaes Jeol stitutions, to bridge the current gaP between human design and the Scologi ir nature (Capra, 2003). gical ‘sustainable systemsSustainabiliy Module 10: Ecoliteracy 163 demonstrates the jo? Quali ina way that me n capents and quantitative condition that But itis also que, !2"t welltboie 10 survive over time. It is qualitative capacity can te ntitative in tha although, it is difficult to measure, ecological impenneasured with foot Capital and ecological carrying capacity of the St¥e for humane Prtig tools. It is a biological and a sta SCOsystem, Ecol Society to exist within the carrying “nar integrated thinking =¢°.08'8 literacy therefore, provides the of an F ethics, and the tym maul Sustainability. It supports the frame thin ng at prioritizes eal pactce that will support the kind of © achieve sustanc 82! imperatives: assumptions and work at we must trace the roots of our cultural industries, processes, &cological illiteracy. Our society has created the ecosystem’s ability ems nd institutions that are destroying action is a direct result cf pot te. This unsustainable and reckless inking wit necessary for the design of org/about/eco-litera y). Ecologically Literate Person and Society For Wahl (2017), an ecologically literate pe understanding to the design and organization of ‘commnunties and the creation of a regenerative culture. To be ecoliterate means to understand the principles of organization of ecological communities (ie. ecosystems) and to use those principles for creating sustainable human“ communities . (www.wikipedia.org). An ecologically literate person understands the essence’ of independence and interconnectedness and that we are all part of a living system. An ecologically literate person translates this understanding into actions that demonstrate conscious efforts to minimize negative impacts on our life-sustaining systems and maximize value contribution to our collective well-being, now and for future generations’ (http:// educationforsustainability.info/general/ecological-literacy/. On the other hand, an ecologically literate society would be a sustainable society, which does not destroy the natural environment on which they depend. Thus, ecological literacy is a powerful concept = it creates a foundation for an integrated approach to environmental problems. Advocates and catalysts champion eco-iteracy as & new educational reform efter ned al faa ide Sustainability and come a wide range of ages has become the ecological literacy 1 ication programs worldwide. Q0al of sustainability educat it ii Is coliteracy in School ; cg teanend faa of educators feel the need to foster ae A ar ares young people for the ecological chal lenges Hs genuinely entirely unprecedented time in human history. fF Presented byPee = =£—— MO &8Q4&é i RRC 164 Buon aio Enwancara New Liremaces Across ™ O ; important perspective Calley the goal is to raise students with 8” TRO ich is a pr ‘Socially and emotionally engaged OPA coiessness which re that offers an antidote for fear, ange! ing in ecological challenges o,, from inaction. Hence, the act of engaging MO er trength hope whatever scale is possible or appropriaie. and resiliency among young people. ded on a new integration In this case, ecolteracy eee intligence. While Socal an emotional, social and ecological forms © Te Ao trom another's emotional intelligence extend SE ico ecological intelligence perspective, ernpathize, snd "show Or cof natural .eysiome and applies these capacities to Ln ing wate all of life. Cognitive skills with empathy for igence together, ecoliteracy bug By weaving these forms of intelliger = od a 7 on success from reduced behavioral problems to increased academic achievement to foster social and emotional learning. icra) oe To help educators foster socially and emoti aged ecoliteracy, “he following are identified practices in be pith ways for students, ranging from pre-kindergarten through aduthoog, and help promote the cognitive and affective the abilities with the integration of emotional, social and ecological intelligences. 1. Develop empathy for all forms of life. By recognizing the common needs we share with all organisms, we can extend our empathy to consider the quality of life of other life forms, feel genuine concer about their well-being and act on that concern. 2. Embrace sustainabilty asa community practice. By leaming the wondrous ways that planis, animals and other living things are interdependent, students are inspired to consider the role of interconnectedness within their communities and see the value in strengthening those relationships by thinking and acting cooperatively. 3. Make the invisible visible. If we stive to develop ways of living that are more life-affirming, we must find ways to make visible the things that seem invisible by using web-based tools such 28 Google Earth, GoodGuide and Fooducate Apps. sustains fe. Ecoliterate peopl to turning to nature stained life for long that resulted tenets to ecoliterate ie Weir teachers imbibe three crud "ING: (1) ecoliterate People learn fromoe ee ets vou 168 Bunonc we Enucirs New Ler Acwoss re CHR ie em to connect wit in the curriculum and instruction. This will epee needs, while their surroundings and attend 10 their eA! OT ingingness ang motivating them to learn and imbibe @, oven this planet. Sensitivity towards the school, socielV ATT fectvely addressey Environmental issues and concerns toward adopting jearet When all efforts of staff and students ot aoe from plenring 98 environmentally sustainable principles at al y ‘ 's functioning as decision-making up to their execution in fe se i ur '9 8S part of the daily routine, such as creating a Gree! Green School: The concept and De in eiuope bx The concept of Green School was k cognizance of th 1990s while the Rio Earth Summit of 1992 took cog! e it in which human impacts on the need to take action in every area in wh , AW | environment. The World Summit on Sustainable Development (WSSD) in Johannesburg in 2002 catalyzed the efforts to bring ae shift in ‘educating about the environment to ‘educating for sustainability. This Shift reflected the intemational climate of thinking about Sustainable | Development that meets the needs of the present without compromising | future generations to meet their own needs. | «There Was a continuous misuse and abuse of natural resources | in quest for development that would tend the future to be at stake, | Hence, we need a deeper understanding and action to respond to | environmental issues and challenges that our Earth is confronted with. | Recognizing education as a critical means to achieve sustainability, the United Nations launched the ‘Decade of Education for ‘Sustainable Development (DESD)’ in 2005, to integrate principles, values and Practices of sustainable development into’ all aspects of education and learning in order to encourage behavior that will create a more sustainable future in terms of environmental integrity, economic viability and a just society for present and future generations (UNESCO, 2005). | assessment. Green Schools and ESD. The Green School is visualized as @ I environmental sustainability. It seeks to create (2 Concluciva environment to fully utilize. all reco’ cose and opportunities inside and outside the school and orient teachers and susie on eovornmnerial Sustainability through active involvement of le community. It demands on-going, Continuous i 7 and syn fforts Of all stakeholders toward improving the environment y praise rd its surroundings. Of the school a Students’ learning experiences. uty, r consolidate and apply Knowledge, gain ese help them - processes, interrelationships ang issues, aj i ig of environment foster attitudes, values and Sensitivity towan ay a aa and help mental concerns.Seven Environmen tal Print Considering the ke ciples of Nature to learn al through a more practical orientation and reac, and more relatable perspectives and manner of The following are basic envi (adapted from Barry Con, evtonimental principles of ecosystem 1. Towards a Green Scho re Pp ccdaaerdpr and care for nature among students. The school enviro! . Everything is connected to everything else. In an ecosystem, all . Everything changes. People must. rethink their relationship . Everything must go somewhere. Since wastes may go back to .. Ours is a fini Nature is beautiful a nature that : Module 10: Ecoliteracy 165 os inhabit a send organisms are complex and interconnected a ® be more ene for survival; (2) ecoliterate people 7 - le; and (3) ecoliter that systems exist on various levels f life that fulfils the nt’ People collectively practice a way Simultaneously @ Needs of the present generation while in the future.” UPPo'ting nature's inherent ability to sustain life to und f bout ocdeysin' ferstanding environmental problems is 'ystem. Ecology can be best appreciated in schools n. r; cited in Butler, 2012). Nature : eat aloes Best People need to understand nature and have against add le Tules it imposes. In essence, one must not go i le natural processes if he/she would like to ensure a continuous and steady supply of resources. All forms of life are important, Each organism plays a fundamental role in nature therefore, all living things must be ‘considered as invaluable instruments in maintaining balance in the ecosystem. components interact with each other to ensure that the system is sustainable, of which any outside interference may result in an imbalance and deterioration of the system. with the environment through relevant technologies for positive changes. ‘one’s own backyard in some other forms, it is important to become aware of the different types of waste, classify and segregate those that are toxic and potentially hazardous. ite earth. Awareness of the earth's limited resources: leads to a conscious effort to.change one’s attitude and initiative to recycle them. - ind we are stewards of God's creation. Being d being gifted with reason, humans are jigent ant the most intelligent 37 king care of the creation to their own capable of controlling 2 advantage. ol and Education for Sustainable Development at role in the development of academics but also rt it, therefore, should encourage, ‘suppor acts ‘on green environment as integrated a eeaadents CalOE LLL a Module 10: Ecotteracy 167 A “Green i School i, practices that ol" is identified with those elements and incul 7 Icate environmental sensitivity to promote environmental susta; stainabil means .and encourage ily, through various environment-friendly the physical, judicious use of resources. It also caters to il, mental : and emotional néeds of a child by ensuring @ school environment ; that i psychologically enabling is physically safe, emotionally secure and Essential as ye ‘greenness’ of a Rc fan Green School Environment. The envifonment. The Green see ‘expression in various aspects of the ffoen surroundings. Ilsa choo! has clean, healthy, protective and dal health of leamere promotes both the physical and the psycho- (provision of health ‘Ss and others in school; ensures a healthy Birsaling), hygi services, such as:nutritional supplementation and Sobhd ava. (safe drinking water, neat and clean classrooms, Pe Boas (e parks, etc.), safe leaming environment with healthy Bee voit and brine ohians of drugs, corporal punishment and y childrer i it faking care of it n closer to nature and involves them in _ Thus, a Green School is a school that engages the school ‘community, especially children, in critical thinking and leaming by adopting participatory, practical and collaborative approaches to work er and make the school environment healthier for students and staff by involving the whole community to work towards a sustainable future. > ‘(A Green School adheres to the following precepts: 4. Learning about the environment. \t focuses mainly on acquisition of knowledge and understanding of the surroundings and related issues. 2. Learning through the environment. It refers to the processes of learning while being engaged with environment inside and ‘outside the classroom. : 3. Leaming for the environment. It aims at developing an informed response and responsibility towards the environment beyond acquisition of skills and’ knowledge. Understanding Green Curriculum. it must include the following aspects: Fo ora i jent is encompassing, mul isciplinar 7 b Envision, social, economic, political and technological dimensions. Fora curriculum to be ‘Green’, i Jum views environment as all that ‘ a a haope aims to give a better understanding of the way is aro ns its operations, its alteration because race and its consequences. istic dresses sustainabllity concerns, such as a nolisica eonservation of natural resources, traditions, prota end heritage, safety and security, physical and emotional ul Green CurriculHee re CURRICULUM itati ues, concern for equity ang justice and health an =e een ‘and among natural, Sociay, physical and cultural environment 4. This requires a teaching-eaming © are provided time and space environment and interconnect them. ‘ 5. A Green Curriculum is a mutual oon : students, ‘Buta Ano Enrancivo New LITERACIS, approach where students xplore different facets of cern of teachers ang Creating a Green School. A Green Schoo! eee eae ae | ‘| @ healthy environment concen learning, rgy, vironmental resources and mi . 4 . ae erefore, @ Green Schoo (1) reduces environme! ei Ocoee costs; (2) improves ‘occupants’ health and performance; oy eases environmental and sustainability literacy. ¢hiips/www.conterforgreenschoois, ‘org/green-school) | | | Characteristics of a Green School. Green, healthy, and high- performing are the characteristics of a green school that provides many benefits to students, teachers, parents and the community, at large. 1. It protects. health. Schools, built with more daylighting, better ‘ ventilation, and healthy green building materials and paints are healthier for students and staff. It increases student performance. Student test scores can improve up to 20% when students learn in green classrooms. It saves energy and money. Operating costs for energy and water in a green school can be reduced by 20% to 40%. Itreduces carbon emissions. Green schools significantly reduce carbon dioxide emissions. it reduces water usage. On an average, a green school reduces water usage by 32% that has direct savings for the building. 9/98: Itimproves teacher retention. Agreen school can reduce teacher ey furmover by as much as 5%, which improves. student learning »vand school community, and can result in financial savings for the a5, green technologies and ards 8s living laboratories. : persia In creating green schools is at luding green Construction, building 9, and green architecture, song Public schools Create: p reates an opportunity €nd educational Settings for all studentsCn SoO~*~X~—tset | Module 10: Ecolteracy | 169 amidst diverse id what-is-a-green-soh eee and needs nitps:/bostongreenschools. 0° rk Green Si Se SDs ih Program: Philippine Environmental Perspective Gividonimiontal: Essen on, OSS): Is! ‘action Fee delivers ilosophy by th ion through assimilation of the environmental philo le students in formal lessons, as well as in activities | outside the classroom, i" Accordingly, schools must: . e: Heer: neat as evidence of good management and ere green spaces, appropriate land use, planning, vation of materials and energy, proper waste management, segregation, use of appropriate materials and avoidance of harmful ones and respect to others’ right to @ smoke-free air. c. have management policies and guidelines that would create @ healthful and ecological campus. d. have a well-planned environmental curriculum for all levels, adequately oriented and trained faculty, and administrative, library and financial support. e. have faculty and students who are aware of and appreciate the environmental program of the school. f reach out to an outside community to spread concern for Mother Earth and facilitate projects and programs that improve the environment, g. engage in research that adds knowledge in the ways of nature and the impact of human activities. (nttp:/119.92.161.2/embgovph/portals/20/ee/neeap/dark-green schools program.ppt) b. Ecological Living Practices ¥ Sustainable ecological living is based on different sets of principles. To assess. the impact of our choices and actions, we need criteria from studying the basic facts of life as follows (Capra, 2003): (1) Matter cycles continually through the web of life;.(2) Most of the energy that drives the ecological cycles flow from the sun; (3) Diversity assures resilience; (4) One species waste is another species’ food; and (5) Life does not take over the planet by combat but by Networking. inability describe the environmental The dimensions of sustainability describe impacts atte ‘activities, the causes of which come from the Socio-economic and political systems of the society. Sustainable development entails three dimensions: environmental, economic and ye larger understanding of how things connect ical livi jives n and Exologit endent that begins with addressing the causes ofUI __————— 170 “and draw inspiration from the inner or wCULUM Burne m0 Eeuncne New Lireraces Across r= OU : : Ecological living Nd litera, knowledge and Wisdom + ronment. Negative i environ' N impacts on the to contribute oe therefore, provide people with the esa desir taking Concrete actions on their imm* world and future (Capra, ee to lve in @ way ta it ( living of our lanet; /.. respacl and reasons tne. caryn apf ite: (3) entene2 honors our interrelatedness with all expression © A eran the the qualitative aspects of our relationships: oS) Uae ah best of our human capacities for the co- ly Sustainable and caring world. . Smitsman (2014) mentioned practical Support the change for sustainability throu! to sustain outer actions for ecological living, suggestions on how we Can igh ecological living. In org, it is helpful to remembe, personal developmen, dimensions of ecological living. The following are inner and out, @cological perspectives. To wit: A. Inner ecol (Smitsman, 2014). 1. Bacoine ys ore of change to help co-create a better world ang future. 7 aie 2. Care for and relate with non-human beings while spending ting with nature. i Make the most of sustainability crisis that forces us to leam, dream, think, design, act and relate in new ways. oe Join the rest around the world in becoming agents of: ‘Sustainability, ‘Nurture nature by taking care of our body and become aware of our natural body rhythms. me more energy efficient and leam to recycle our own energy. Learn to compost our own waste and no need to dump this unto others. Become aware of tights, needs and well-being of future generations and explore how we can ‘support this in our actions. Outer ecology (Smitsman, 2014). 1. Educate ourselves about the resources that we, our family and/or organizations utilize to fulfil and Sustain our needs. 2. Reduce, reuse, repurpose and recycle, 3. Be aware of the real price of goods and services that we use. Cheap products often have hidden costs iid: labor, animal cruelty, o 10.0, the Goat oc s 2 oN 2 op » z 5 a 2 & ® 3 < 2 a a Recycle grey-water, Collect and use rainwater, Create an organic vegetable garden, Compost organic waste and use the Compost in the garden. PNAModule 10: Ecoliteracy 1! Create a garden (with a balance of endemic/indigenous plants) to Support local wildlife (animals, insects, trees and plants). 10. Create a roof garden (green roof) as a natural air-conditioning alternative to increase garden space. 11. Buy organic and local products as much as possible. a eee local businesses and organizations that care for our planet. Integrating Ecological Literacy into the Curriculum The Center for Ecoliteracy (2015) promotes a variety of teaching strategies based on practices that are developmentally appropriate to students’ level and are brain-based to foster knowledge, skills and values essential to sustainable living (Sly, 2015). Students learn best when teaching strategies are varied that include hands-on activities, time for reflection, thoughtful discussion and combined ‘indoor and outdoor environments, including interdisciplinary projects (Sly, 2015). To wit: 1. Place-based Learning. It is an experiential learning that engages students in.their own environments and a strategy that captures their imagination and ‘advances environmental stewardship and civic engagement. Activities include mapping the local environment to learn key ecological and cultural principles, studying the interplay between local society and the environment, supporting habitat restoration projects, and working with local citizens to improve the quality of life in their communities. Learning takes students out of the classroom and into the community and natural environment. It adheres to the following principles: : 1.1 Place-based projects are integrated back into classroom lessons. t 4.2. Students want to learn in order to apply their knowledge to solving real problems. 4.3 Students play an active role in redefining and recreating projects. 4.4 Students collaborate with local citizens, organizations, agencies, businesses and government. 4.5 Students help make plans that shape the future of their social, physical and economic environments. Y 1.6 Students are encouraged to view their community as an ecosystem and to understand the relationships and processes necessary to ‘support healthy living. Research reveals the benefits of place-based leaming, “such as: (1) higher test scores; (2) better grade-point averages; (3) improved classroom behavior; (4) increased self-esteem ‘and problem-solving abilities; and (5) higher-level thinking skills (Sty, 2015). 71 72 Burons ano Ennanoine New Literacies Across THe CURRICULUM involves stud Project-based Learning. It is a 2 ee ancidaing “the ‘ , ou 5 ‘ i ia ee uaeanns he teacher usually serves as facilitator of learning. pen fi ing this strategy, research shows its impact on learners, chau} ‘ncreezed. ical thinking ome on (2) fostered positive attitudes toward sul ath concey = mathematics) and ‘exemplary performance wilh conc eel Questions and applied problems; and (3) lptorov renee and work habits, problem-solving capabilities and self-esteem, Likewisé, project-based leaming bears environmental impact, Aa oe abiat restoration, modeling the evolution of agriculture, and changing food in schools. f Socratic Inquiry. This is named after the Greek Philosopher Socrates, who believed that questions (not answers) stimulate leaming. Therefore, rather than teaching facts and information, teachers’ encourage students to ask questions about their assumptions, values, and preconceptions. Therefore, the role of the teacher shifts from direct instruction to facilitating discussion, Through skilled questioning, the teacher asks ‘students to Clarify their statements, identify weaknesses in their arguments and provide evidence for their reasoning In - return, this. strategy impacts student ledming as evidenced by the following outcomes. (1) Students reveal their beliefs, misconceptioris and values and eventually, clarify their thoughts related to the topic being discussed. (2) Students become more adept in critical thinking.(3) Students improve their listening skills and learn to better articulate their thoughts and ideas and become more tolerant of diverse opinions, It is based on the premise that leami Continuous process, with experience It goes along with environmental literacy. 4.1 Experiential learning is vital to Schooling for sustainability 4,2 Only through direct contact with thi wil . 2 '@ natural world will ‘students develop an ‘in-depth u ing’ ecological principles,” Understanding of fundamental ing is an active and a at its foundation Principles of Jearning associated with 4.4 When students particinaté in ox frequently follow the learning cycle, 4.5 This is a process that Starts with u followed by concept formation and ay Periential learning, they Instructured exploration, plication.I EO ll Module 10: Ecolteracy 173 Interdisciptin; al traditionally dee nerning. It emphasizes connections between and language ee disciplines, such as math, science, history, peat Uncen rather than limiting learning to one content learning: - The following are advantages of interdisciplinary 5.1 When teachi a piobla mating and learning are organized around themes, frome pea issues, students seek knowledge and skills rnore'cora i of disciplines to provide an expanded and whea'a plex understanding of the topics lone well, interdisciplinary approach eliminates oe and learning of isolated skills. is awe students to access a particular theme from different entry Points as they work with a range of sources of information and perspectives. 5.4 It also allows teachers to better differentiate instruction and create more interesting and rich methods of assessment. 5.5 It increases students’ motivation for learning, as well as their level of active engagement. 5.6 Students recognize the value of their learning and become more involved in it. 5.7 Students learn more when they apply a variety of skills to what they are studying and when they interact with their classmates, teachers, and members of the community. 5.8 Interdisciplinary teaching and leaming adheres to the principles that help define sustainable living. (nttps:/tmwwecolteracy orgaticleneaching strategies) (Dfgiauestions FoR CUSSION ute in developing a sustainable 5.2 5.3 4. How can eco-literacy contrib environment? 2. What are the seven environ each one. 2 s 3. What are the roles of teachers, learners and the school in attaining sustainable environmental goals? 4. How can you create a G aie ? benefit Philippine schools’ / / 5. How can ecorliteracy be integrated in the curriculum, practiced in the school and demonstrated in the classroom? mental principles of nature? Discuss reen School? How can this help and