Building and Enhancing NOTES 6. Give out certain information only.

7. Don’t answer questions that make you

uncomfortable.
Module 9: Digital/Cyber Literacy 8. Always make sure you have told a reliable adult
if you decide to meet someone you knew through
the Internet.
Digital Literacy 9. Always be aware of copyright laws and give
- It is the set of competencies required for full credit to whom an article or a part of it is due.
participation in society that includes knowledge, 10. Use only the computers that you are allowed to
skills and behaviors involving the effective use of use. Avoid hacking.
digital devices for purposes of communication,
expression, collaboration and advocacy. Importance of Cyber Citizenship
- The ability of an individual to engage with the 1. It keeps the Internet free from hurtful statements.
digital environment and operate technologies 2. It creates a culture of more reliable information.
safely by knowing what to do and what not to do 3. It gives provisions for people to be given credit
and how to avoid unnecessary risks. for what they have created.
- An individual’s ability to access both information 4. More criminals or bullies can be caught when
and methods of communication though kids are honest and talk to adults.
technological tools. Its focus has shifted to 5. It keeps information private.
network devices, including the internet and the
use of social media. Proper Netiquette (rules)
1. Make sure you have the correct address (with
Cybersecurity proper spelling), correct link and you are sending
- The practice of protecting systems, networks and the information to the right person when doing it
programs from digital attacks. These online.
cyberattacks are usually aimed at accessing, 2. Check information before sending or posting any
changing or destroying sensitive information; message and avoid false statements and
extorting money from users; or interrupting information on the web or forwarding junk mail
normal business practices. or chain letters to family or friends.
3. Re-read what you wrote to make sure it is what
Tips on how to protect yourself against cyber you want to say and the other person would
threats: interpret it the same way.
1. Monitor behavior on social networks. 4. Keep your comments clean and don’t confront
2. Keep devices safe. others online or say anything that could be hurtful
3. Understand how best to use passwords. to them.
4. Handle unsafe content. 5. Keep your personal and friends’ information
5. Consider safety for the future. private and don’t forward information that was
just given to you without his/her permission.
Cyber Citizenship 6. Watch out for spam and other fraud e-mails and
- Refers to being responsible when using the never reply to them.
Internet. 7. If you are going to write something personal or
private, think twice because messages can get
Ways on how to be a good cyber citizen: misdelivered.
1. Be careful and critical for whatever you post 8. Adults should monitor kids’ messages, especially
online that could be visible to the public even if when they are sending e-mails to others without
on a “private” page through tagging by a friend. permission.
2. If you have a problem with someone, go to that
person or an adult to help work it out, instead of The Ten Commandments of Teacher Cyber
posting your expression online. Citizenship
3. Use the Internet to help you with your 1. Thou shall not post any personal matter,
schoolwork, but give credit to the sources you use confidential information and obscene pictures
and critically analyze everything you search and messages online that can be accessed by
online. students and parents.
4. Use the Internet purposefully to learn more about 2. Thou shall not respond or thread to any personal
anything you are interested in, to help you message by students online other than those
research relevant and needed data or information school-related.
and to stay connected with friends throughout the 3. Thou shall not lend or let students access your
world. cellphone.
5. Make sure you verify an information before you 4. Thou shall not give your email password to
share it or use it in a project and check on students.
accuracy and truth in the information you search
on the web.
5. Thou shall not use concepts and information with the intent to abuse, intimidate, or overpower
from texts and references without the author’s an individual or group.
citation. 3. Online predation – It is the act of engaging an
6. Thou shall not post to any social media account, underage minor into inappropriate sexual
for whatever purposes, the pictures of students relationships through the Internet. Online
without their or their parents’ consent. predators may attempt to initiate and seduce
7. Thou shall not express sentiments, minors into relationships through the use of chat
disappointments and disagreements against rooms or Internet forums. The behavior
superiors, colleagues, students and their parents characteristics are categorized into three groups:
using their social media accounts. A) Manipulative - typically a child molester; B)
8. Thou shall not use data from Internet sources in Opportunist typically a rapist; and C) Coercive
any documents like lesson plans, researches and - being a mixture of both rapists and child
requirements without the consent of the author. molesters.
9. Thou shall not give any personal data or other’s 4. Obscene offensive content – Various websites
information to anyone unless for specific on the Internet contain material that may deem
purposes and given the consent. offensive, distasteful or explicit, which may often
10. Thou shall not post any student data publicly not be of the user's liking. Such websites may
online including academic rankings, school include the Internet, shock sites, hate speech or
records, class outputs and record of grades. otherwise, and inflammatory content. Such
content may manifest in many ways, such as pop-
Internet Safety/ Online Safety/ Cyber Safety up ads and unsuspecting links.
- Means trying to be safe on the Internet. It is 5. Sextortion – It is the use of webcams for flirting
maximizing the user’s personal safety and and cybersex. Often, this involves a
security risks to private information and property cybercriminal posing as someone else, such as an
associated with using the Internet, including self- attractive person initiating communication of a
protection from computer crime. sexual nature with the victim. The video is
recorded by the cybercriminal to demand money
Information Security or other services, threaten to publicly release the
- Sensitive information, such as personal video and send to family members and friends of
information, identity and passwords are often the victim if they do not comply.
associated with personal property and privacy
and may present security concerns if leaked. Computer Threat/s
- Refers to anything that has the potential to cause
Common causes of information security serious harm to a computer system. It is
breaches include: something that may or may not happen, but has
1. Phishing – It is a common type of scam, of which the potential to cause serious damage and can
the scammers disguise as a trustworthy source in lead to attacks on computer systems and
an attempt to obtain private information, such as networks.
passwords, credit card information, etc.
2. Internet scams – these are schemes that deceive Ways on how to ensure that computer
the users in various ways in an attempt to take networks can be protected:
advantage of them. 1. Install anti-virus software.
3. Malware – It is a malicious software 2. Ensure that the anti-virus software is up-to-date.
(particularly spyware) disguised to collect and 3. Employ a firewall to protect to protect networks.
transmit private information, such as password 4. Filter all email traffic.
without the user’s consent or knowledge, of 5. Educate all users to be careful of suspicious e-
which it is impossible to determine whether a file mails.
is infected. 6. Scan internet downloads.
7. Do not run programs of unknown origin.
The following are common threats to personal 8. Implement a vulnerability management system.
safety: 9. Make regular backups of critical data.
1. Cyberstalking – It is the use of the Internet or 10. Develop an Information Security Policy.
other electronic means to stalk or harass an 11. Monitor logs and systems.
individual, group or organization through false, 12. Develop an Incident Response Plan.
accusations, defamation, slander and libel, 13. Restrict end-user access to the systems.
intentional monitoring, identity theft, threats,
vandalism, solicitation for sex, or gathering Cyberbullying/ Cyberharassment/ Online
information that may be used to threaten, Bullying or Harassment
embarrass or harass. - It is an aggressive, intentional act or behavior that
2. Cyberbullying – It is the use of electronic is carried out by a group or an individual using
means, such as instant messaging, social media, electronic forms of contact, repeatedly against a
e-mail and other forms of online communication victim who cannot easily defend him or herself.
- The National Crime Prevention Council 2. Websites ending in gov are government-related
defines as a process of using the Internet, cell websites, which generally, can be trusted to
phones or other devices to send or post texts or provide credible statistical information, articles
images that intend to hurt or embarrass another on many different topics and government news.
person. 3. Websites ending in .edu are the websites of
educational institutions, such as colleges and
Cyberbullying Types: universities that usually offer a variety of
1. Internet Trolling – is a common form of credible data, especially about the school's
bullying over the Internet in an online operations and research. Since students may
community to elicit a reaction, disruption or create websites with an .edu top-level domain,
intentionally provoke and offend others. but they may contain inaccurate or biased
2. Cyberstalking – is another form of bullying or information.
harassment that uses electronic communication 4. Websites ending in .org are the websites of
to stalk a victim and pose a credible threat to organizations. While many organizations,
harass him/her. especially nonprofit ones, provide credible
information, they may sometimes have
Cybercrime advertising intent. Since some organizations
- Avast defines cybercrime as any criminal activity show bias in their provided information, so
carried out using computers or the Internet. evaluate .org sites carefully.
Cybercrime uses tools like phishing, viruses,
spyware, ransomware and social engineering to Citation
break the law. - Each entry in the bibliography.
1. One-off crimes – such as installing a virus
Transparency International (2014). Corruption
that steals your personal data.
perceptions index 2014: Results. Retrieved from
2. Ongoing crimes – such as cyberbullying,
http://www.transparency.org/cpi2014/results, July
extortion, disturbing child pornography or
17, 2019
organizing terrorist attacks.
Author/Source Website
The Internet Year URL
- A global communication network that allows Article Title Date
computers to exchange and share information
online. It makes possible for people around the The following are practical techniques in
world to connect and share ideas across time responding to data privacy issues:
zones and geographic locations. 1. When getting data, put proper citation and source
acknowledgment (e.g., Source: National
Three key factors in surfing the web: Statistics Office, 2019).
1. Most surfing sessions start with the user-targeted 2. When using needed pictures downloaded from
keywords about the subject into a search engine. the Internet, put acknowledgment (e.g., Photo
2. Good strategies for searching the Web include credits to PhilPost, 2019). But, if possible, have
writing research questions; extracting keywords personal pictures taken with your original
from the questions and typing them into a search concept. Although, there is still a need to seek the
engine using synonyms if the keywords do not consent of those in the pictures.
bring up desired results; keeping track of 3. If data, concepts and information are
keywords and synonyms used; and recording the copyrighted, ask for the consent of the author,
results of search. and wait for his/her response.
3. Always be cautious about the information shared 4. However, if the data and information are for
online and in visiting websites. public domain, just acknowledging/citing the
author or the source will do.
Checklist of credibility criteria: 5. If the author doesn't really want anyone to utilize
1. Author his/her data file or article, learn the value of
2. Date respect, anyway 'that' is his/her property. The
3. Purpose author's disapproval usually manifests through
4. Contact difficulty in downloading the file, some tricky
5. Fact vs. Opinion signs that appear on screen, or direct statement or
6. URL notice of disapproval contained in the file.

Common credible URLs Plagiarism

1. When encountering a URL, look at the letters that - The act of taking someone else’s work and
appear after the "dot" (i.e., presenting it as your own.
www.whitehouse.gov.) and that is called top-
level domain. Thus, the URL's top-level domain Ten types of plagiarism:
helps in determining a site's credibility. 1. Clone Plagiarism – also called identical copying
or copying another work (word-for-word)
 without any changes and claim as his/her own 2. Skim read. Determine whether you can read and
work. understand the text. If it is too complicated or
2. Remix Plagiarism – it refers to collecting difficult to understand, find another website that
information from various sources and mixing all may provide the information you need.
together as a single document then, claiming the 3. Look for the answer to your question. Find out if
work as their own work. the information on the site actually answers your
3. Ctrl+C Plagiarism – this is when a significant question. You can use a search box, navigation
portion of text copied from any single source menu, or pull up your own search box by pressing
without any alteration in a written document. Control/Command F and type in the keywords
4. Hybrid Plagiarism – here, perfectly cited source you are searching for.
documents are copied an arranged as a new 4. Consider the credibility of the author or website.
document without citation. You need to consider the credibility of the author
5. Find-Replace Plagiarism – this is changing the or website by considering the following: (1)
most common keywords and phrases in the Domain domains that include .gov or .edu are
copied content but not making any changes in the trustworthy sources; (2) Author's information --
essential document. look at the author's bio or about page regarding
6. Recycle Plagiarism – also called as self- the qualification of the author; (3) Design-avoid
plagiarism, it refers to the act of borrowing from sites that are cluttered and difficult to navigate,
one’s own previous document without proper and (4) Sources trustworthy articles usually link
citation. to other sources or cito where their facts come
7. Mashup Plagiarism – it is when the written from.
document is copied from more than one source 5. Consider the purpose of the site. Think about the
and all are mixed together without proper purpose of the site and whether it meets your
citation. needs.
8. 404 Error Plagiarism – here, a person creates a 6. Look for the date. Consider whether the
document by copying from various sources information is current enough for your topic. You
prepared as a single document with the citation can look for the date when the article was written
but inaccurate or leads to non-existing resources. or last updated. Sometimes, URLs also include
9. Aggregator Plagiarism – here, the written dates
document includes proper citation but it does not
contain original work. Integrating Digital/Cyber Literacy into the
10. Re-Tweet Plagiarism – here, all written Curriculum
documents look perfect with properly cited mark 1. Use an interactive whiteboard to design and
but still, the document resembles somewhere the deliver lessons. Use Promethean and Smart
original text’s structure or wordings. Notebook with teacher-created lessons if you are
not yet capable of designing your own.
Tips to Avoid Plagiarism 2. Allow students to maintain blogs, wikis, web
1. Read and understand the original document pages related to their learning
several times before start explaining about it. 3. Engage in email/video chat exchanges with
2. Do not copy any word or sentence from the students.
original document. 4. Utilize storytelling media to allow students to
3. Give proper citation to all sources (book, journal, create and publish stories.
website, video, etc.). 5. Set-up a blog site, Facebook page, Yahoo or
4. In case of citing online sources, include the Google group and post weekly discussion
retrieval date and appropriate URL in the questions for students to respond.
reference. 6. Use video cameras to dramatize stories, record
5. Common phrases and definitions need to be scientific experiments and expose students to
quoted and cited without any modification. video editing software to create video production
6. Make a practice to include the "references" of learning.
section whenever you write an academic 7. Engage students in discussions about how and
document. why various media work well to showcase
7. Cross verify all your citations before submitting learning and why others do not.
your document. 8. Thinking critically about the medium use to
8. Resort to available plagiarism software to ensure present a message is as important as the message
the originality of the written document. itself.
9. Require E-Portfolio that would compile their
How to evaluate a website: outputs, projects, messages and
1. Open the site. When looking through Google photo documents of group activities and
search results, open sites in new tabs, leave investigations online.
search results in a tab for easy access later (e.g., 10. Allow students to use digital tools, such as
right-click on the title and click "Open link in mobile phones, Ipad and netbooks for Google
new tab"). search, dictionary Apps, Youtube, Podcast and
 Spotify applications in class to complement their - Translates this understanding into actions that
learning, especially during group works and demonstrate conscious efforts to minimize
concept reporting. negative impacts on our life-sustaining systems
and maximize value contribution to our
Integrating digital literacy in the classroom collective well-being, now and for future
can bring a positive impact on students' generations.
learning as evidenced by the following:
1. It motivates students in their learning due to their Ecologically Literate Society
enjoyment and ease of use with various - A sustainable society, which does not destroy the
technological mediums. natural environment on which they depend. Thus,
2. It reaches students of various learning styles and ecological literacy is a powerful concept as it
multiple intelligences. creates a foundation for an integrated approach to
3. It allows students to create and design their own environmental problems.
unique products reflective of their personalities - Advocates and catalysts champion eco-literacy
and learning needs/ styles. as a new educational reform emerging from
4. It encourages students to manipulate media in holism, systems thinking, sustainability and
constructing their own meaning. complexity.
5. It enables students to share their learning with
teachers, families and friends. Ways to Develop Ecoliteracy in Schools
6. It gives students the chance to explore 1. Develop empathy for all forms of life. By
technological media that inevitably increase the recognizing the common needs, we share with all
job skills needed in the workforce. organisms, we can extend our empathy to
consider the quality of life of other life forms,
feel genuine concern about their well-being and
Module 10: Ecoliteracy act on that concern.
2. Embrace sustainability as a community practice.
By learning the wondrous ways that plants,
Ecoliteracy animals and other living things are
- Considers ecological systems and awareness of interdependent, students are inspired to consider
how society operates within natural aspects as an the role of interconnectedness within their
educational imperative. The basic principles of communities and see the value in strengthening
ecoliteracy are good starting points to explore those relationships by thinking and acting
fundamental lessons that can be learned from cooperatively.
nature for the reform of society. 3. Make the invisible visible. If we strive to develop
- The ability to understand the organization of ways of living that are more life-affirming, we
natural systems and the processes that maintain must find ways to make visible the things that
the healthy functioning of living systems and seem invisible by using web-based tools, such as
sustain life on Earth. Google Earth, GoodGuide and Fooducate Apps.
- An understanding of the principles of 4. Anticipate unintended consequences. Teachers
organization that ecosystems have evolved to can teach students strategies for anticipating
sustain the web of life, which is the first step on unintended consequences. These include
the road to sustainability. precautionary principle, that when an activity
threatens to have a damaging impact on the
Sustainability environment or human health, precautionary
- A qualitative and quantitative condition that actions should be taken. Another strategy is to
demonstrates the human capacity to survive over shift from analyzing a problem by reducing it to
time. It is qualitative in a way that we want well- its isolated components, to adopting a system
being although it is difficult to measure. capacity thinking perspective that examines connections
can be measured with foot printing tools. It is a and relationships among various components of
biological, but it is also quantitative in that the problem.
natural capital and ecological carrying ecological 5. Understand how nature sustains life. Ecoliterate
imperative for human society to exist within the people recognize that nature has sustained life for
carrying capacity of the ecosystem. long that resulted to turning to nature when their
teachers imbibe three crucial tenets to ecoliterate
Ecologically Literate Person living: (1) ecoliterate people learn from nature
- Means to understand the principles of that all living organisms are complex and
organization of ecological communities and to interconnected that inhabit a particular place for
use those principles for creating sustainable survival; (2) ocoliterate people of scale; and (3)
human communities. ecoliterate people collectively practice a way of
- Understands the essence of independence and life that fulfills the needs of the present
interconnectedness and that we are all part of a generation while simultaneously supporting
living system.
 nature's inherent ability to sustain life in the improving the environment of the school and its
future. surroundings.
- Therefore, a Green School (1) reduces
Seven Environmental Principles of Nature: environmental impacts and costs; (2) improves
1. Nature knows best. People need to understand occupants' health and performance; and (3)
nature and have to abide by the rules it imposes. increases environmental and sustainability
In essence, one must not go against the natural literacy
processes if he/she would like to ensure a
continuous and steady supply of resources. A Green School adheres to the following
2. All forms of life are important. Each organism precepts:
plays a fundamental role in nature therefore, all 1. Learning about the environment. It focuses
living things must be considered as invaluable mainly on acquisition of knowledge and
instruments in maintaining balance in the understanding of the surroundings and related
ecosystem. issues.
3. Everything is connected to everything else. In 2. Learning through the environment. It refers to the
an ecosystem, all components interact with each processes of learning while being engaged with
other to ensure that the system is sustainable, of environment inside and outside the classroom.
which any outside interference may result in an 3. Learning for the environment aims at developing
imbalance and deterioration of the system. an informed response and responsibility towards
4. Everything changes. People must rethink their the environment beyond acquisition of skills and
relationship with the environment through knowledge.
relevant technologies for positive changes.
5. Everything must go somewhere. Since wastes Aspects of a Green Curriculum:
may go back to one's own backyard in some other 1. Environment is encompassing, multidisciplinary
forms, it is important to become aware of the and dynamic, has scientific, social, economic,
different types of waste, classify and segregate political and technological dimensions
those that are toxic and potentially hazardous. 2. Being holistic, a Green Curriculum views
6. Ours is a finite earth. Awareness of the earth's environment as all that is around and aims to give
limited resources leads to a conscious effort to a better understanding of the way the world
change one's attitude and initiative to recycle functions its operations, its alteration because of
them. the actions of human race and its consequences.
7. Nature is beautiful and we are stewards of 3. It holistically addresses sustainability concerns,
God's creation. Being the most intelligent and such as protection and conservation of natural
being gifted with reason, humans are capable of resources, traditions, culture and heritage, safety
controlling and taking care of the creation to their and security, physical and emotional assurance,
own advantage. health and sanitation issues, concern for equity
and justice and interconnection between and
Green School among natural, social, physical and cultural
- The concept of Green School was introduced in environment.
Europe in the 1990s while the Rio Earth Summit 4. This requires a teaching-learning approach where
of 1992 took cognizance of the need to take students are provided time and space to explore
action in every area in which human impacts on different facets of environment and interconnect
the environment. them.
- The World Summit on Sustainable Development 5. A Green Curriculum is a mutual concern of
(WSSD) in Johannesburg in 2002 catalyzed the teachers and students.
efforts to bring about a shift in educating about
the environment' to 'educating for sustainability. Characteristics of a Green School
This shift reflected the international climate of 1. It protects health. Schools, built with more
thinking about Sustainable Development that daylighting, better ventilation, and healthy green
meets the needs of the present without building materials and paints are healthier for
compromising future generations to meet their students and staff.
own needs. 2. It increases student performance. Student test
- The Green School is visualized as a school scores can improve up to 20% when students
guided by the principles of environmental learn in green classrooms.
sustainability. It seeks to create a conducive 3. It saves energy and money. Operating costs for
environment to fully utilize all resources and energy and water in a green school can be
opportunities inside and outside the school and reduced by 20% to 40%.
orient teachers and students on environmental 4. It reduces carbon emissions. Green schools
sustainability through active involvement of the significantly reduce carbon dioxide emissions.
community. It demands on-going, continuous 5. It reduces water usage. On an average, a green
and synergistic efforts of all stakeholders toward school reduces water usage by 32% that has
direct savings for the building.
6. It improves teacher retention. A green school 4. One species' waste is another species food; and
can reduce teacher turnover by as much as 5%, 5. Life does not take over the planet by combat but
which improves student learning and school by networking.
community, and can result in financial savings
for the school. ❖ Ecological living means to live in a way that it:
7. It improves daily attendance. It reduces 1. Respects and replenishes the carrying capacity of
absenteeism by 15%. our planet;
8. It provides a unique educational opportunity. 2. Honors our interrelatedness with all expressions
Schools can become teaching tools and important of life;
features of science, math, and environmental 3. Enhances the qualitative aspects of our
curriculum when green features, advanced relationships; and
technology and design in schools are used to 4. Brings forth the best of our human capacities for
motivate students about learning real world the co-creation of an ecologically sustainable and
applications of green technologies and using caring world.
schools and schoolyards as living laboratories.
9. It creates green jobs. Investing in creating green ❖ The following are inner and outer ecological
schools is an investment in green jobs, including perspectives:
green construction, building product
manufacturing, and green architecture. o Inner Ecology:
10. It improves equity. Greening public schools 1. Become a catalyst of change to help co-create a
creates an opportunity to improve the health and better world and future.
educational settings for all students amidst 2. Care for and relate with non-human beings while
diverse identities and needs. spending time with nature.
3. Make the most of sustainability crisis that forces
Dark Green School (DGS) us to learn, dream, think, design, act and relate in
- A school that delivers Environmental Education new ways.
through assimilation of the environmental 4. Join the rest around the world in becoming agents
philosophy by the students in formal lessons, as of sustainability.
well as in activities outside the classroom. 5. Nurture nature by taking care of our body and
become aware of our natural body rhythms.
❖ Schools must: 6. Become more energy efficient and learn to
a. Be clean and neat as evidence of good recycle our own energy.
management and housekeeping. 7. Learn to compost our own waste and no need to
b. Call for green spaces, appropriate land use, dump this unto others.
planning, conservation of materials and energy 8. Become aware of rights, needs and well-being of
proper waste management, segregation, use of future generations and explore how we can
appropriate materials and avoidance of harmful support this in our actions.
ones and respect to others' right to a smoke-free
air. o Outer Ecology:
c. Have management policies and guidelines that 1. Educate ourselves about the resources that we,
would create a healthful and ecological campus. our family and/or organizations utilize to fulfill
d. Have a well-planned environmental curriculum and sustain our needs.
for all levels, adequately oriented and trained 2. Reduce, reuse, repurpose and recycle.
faculty, and administrative, library and financial 3. Be aware of the real price of goods and services
support. that we use. Cheap products often have hidden
e. Have faculty and students who are aware of and costs (e.g., the cost of child- labor, animal
appreciate the environmental program of the cruelty, or degradation of ecosystems).
school. 4. Find out any child labor practices or natural
f. Reach out to an outside community to spread resources that were sacrificed in the process of
concern for Mother Earth and facilitate projects producing products and services.
and programs that improve the environment. 5. Recycle grey-water.
g. Engage in research that adds knowledge in the 6. Collect and use rainwater.
ways of nature and the impact of human 7. Create an organic vegetable garden
activities. 8. Compost organic waste and use the compost in
the garden.
❖ To assess the impact of our choices and 9. Create a garden (with a balance of
actions, we need criteria from studying the endemic/indigenous plants) to support local
basic facts of life as follows (Capra, 2003): wildlife (animals, insects, trees and plants).
1. Matter cycles continually through the web of life; 10. Create a roof garden (green roof) as a natural air-
2. Most of the energy that drives the ecological conditioning alternative to increase garden space.
cycles flow from the sun; Buy organic and local products as much as
3. Diversity assures resilience; possible.
11. Support local businesses and organizations that Impacts:
care for our planet. (1) Students reveal their beliefs, misconceptions
and values and eventually, clarify their
❖ Integrating Ecological Literacy into the thoughts related to the topic being discussed.
Curriculum: (2) Students became more adept in critical
1. Place-based Learning - it is an experiential thinking.
learning that engages students in their own (3) Students improve their listening skills and
environments and a strategy that captures their learn to better articulate their thoughts and
imagination and advances environmental ideas and became more tolerant of diverse
stewardship and civic engagement. Activities opinions.
include mapping the local environment to learn 4. Experiential Learning - It promotes students'
key ecological and cultural principles, studying involvement in the real world and defines the
the interplay between local society and the teacher's role as a facilitator of learning. The
environment, supporting habitat restoration process of learning leads to behavioral outcomes.
projects, and working with local citizens to It is based on the premise that learning is an
improve the quality of life in their communities. active and a continuous process, with experience
Learning takes students out of the classroom and at its foundation.
into the community and natural environment. It goes along with principles of learning
It adheres to the following: associated with environmental literacy.
1.1 Place-based projects – are integrated back 4.1 Experiential learning is vital to schooling for
into classroom lessons. sustainability.
1.2 Students want to learn in order to apply their 4.2 Only through direct contact with the natural
knowledge to solving real problems. world will students develop an in-depth
1.3 Students play an active role in redefining and understanding of fundamental ecological
recreating projects. principles.
1.4 Students collaborate with local citizens, 4.3 By working with others to solve real-world
organizations, agencies, businesses and problems, they also develop skills at the heart
government. of sustainable living.
1.5 Students help make plans that shape the 4.4 When students participate in experiential
future of their social, physical and economic learning, they frequently follow the learning
environments. cycle.
1.6 Students are encouraged to view their 4.5 This is a process that starts with unstructured
community as an ecosystem and to exploration, followed by concept formation
understand the relationships and processes and application.
necessary to support healthy living. 5. Interdisciplinary Learning – it emphasizes
Research reveals the benefits of place- connections between traditionally discrete
based learning, such as: disciplines, such as math, science, history, and
(1) higher test scores; language arts, rather than limiting learning to one
(2) better grade-point averages; content area at a time.
(3). improved classroom behavior; The following are advantages of
(4) increased self-esteem and problem- interdisciplinary learning:
solving abilities; and 5.1 When teaching and learning are organized
(5) higher-level thinking skills around themes, problems, or issues, students
2. Project-based Learning - It is a strategy that seek knowledge and skills from a variety of
involves students in projects that use a variety of disciplines to provide an expanded and more
resources, including the community, technology, complex understanding of the topics
outside experts, written resources, and the Web, 5.2 When done well, interdisciplinary approach
while the teacher usually serves as facilitator of eliminates fragmentation and learning of
learning. isolated skills.
Using this strategy, research shows its impact 5.3 It allows students to access a particular theme
on learners, such as: from different entry points as they work with
(1) Increased critical thinking skills of students; a range of sources of information and
(2) Fostered positive attitudes toward subjects perspectives.
and exemplary performance with conceptual 5.4 It also allows teachers to better differentiate
questions and applied problems; and instruction and create more interesting and
(3) Improved positive study and work habits, rich methods of assessment.
problem-solving capabilities and self-esteem. 5.5 It increases students' motivation for learning,
3. Socratic Inquiry – teachers encourage students as well as their level of active engagement.
to ask questions about their assumptions, values 5.6 Students recognize the value of their learning
and preconceptions. 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 learning
adhere to the principles that help define
sustainable living.