Module

Environmental
2 Education
Overview
Environment Education is a process which is very useful to human
beings in order to manage well their environment and instill the right behavior
that serves as key to sustainable development current.
This module discusses the environmental situation in the Philippines. It
describes the environmental pressures brought about by a rapidly increasing
Filipino population. As you realize the stressful effects of people's environment,
we hope that you will also realize that environmental degradation has become a
major social concern. Likewise, we hope that such realization will help you to
be more aware of our responsibilities in protecting and enhancing the
Philippine environment. And that with such new awareness is the emergence of
another Filipino youth who is committed to take an active stewardship role in
“saving the present for the future."
General Objectives
At the end of the chapter, you are expected to:
1. Realize the importance of environmental education, protection and
management to development.
2. Enhance and promote environmental protection through proper solid
waste disposal and management
 Environmental
Lesson 1
Education

At the end of the lesson, you are expected to:

Objectives
1. Identify the concepts and principles of environmental education;
2. Give the value and importance of Environment Education as a way of
developing the youth to be good citizens; and
3. Come-up with an action plan that shall address environmental
concerns.

Instruction: Reflect on the question below. After which, write your

reflection on the space provided.

1. Are you concerned about the environment? If so, what do you think is
the biggest issue? What is the biggest environment issue in our country?

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2. What are the effects of Global warming? How can you help in preventing
Global warming?
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 Basic Concepts and Laws Governing Environmental
Education
Environmental Education refers to organized
efforts to teach about how natural environments
function and, particularly, how human beings can
manage their behavior and ecosystems in order to live
sustainably. The term is
often used to imply
education within the school
system, from primary to
post-secondary. However, it
is sometimes used more
broadly to include all
efforts to educate the
public and other
audiences, including print
materials, websites, media
campaigns, etc. Related
disciplines include outdoor
education and experiential
education.
Environmental education is a learning process that increases people's
knowledge and awareness about the environment and associated challenges,
develops the necessary skills and expertise to address the challenges, and
fosters attitudes, motivations, and commitments to make informed decisions
and take responsible action (UNESCO, Tbilisi Declaration, 1978).
Importance of Environment Education
1. All major natural resources in the country are in grave danger of
irreparable damage.

2. A society cannot survive if its natural resources are rendered unfit for
use by its people.

3. The only hope of salvaging this grave situation is by making the young
aware that they need to proactively begin to protect the environment they
will inherit.

4. Science and Technology can help in a limited way but cannot deliver it.

5. It is a moral and ethical education for changing people's attitude.

 6. To protect children living in polluted regions, environmental education
represents a relevant means of prevention.

7. It is a need of the time to propose environmental education delivered with

moral concept.

8. It is conceived to sustain participation of the citizens especially the youth

particularly in combating ill effects of climate change.

Related Laws in Promoting Environment Education-Republic Act No. 9512

An act to promote environmental

awareness through environmental education and
for other purposes
This Act is known as the "National
Environmental Awareness and Education Act
of 2008”
Specifically, Sec. 2. Declaration of Policy states that:
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.
Republic Act 9003: January 26, 2001
This is an act providing for an ecological solid waste management
program, creating the necessary institutional mechanisms and incentives,
declaring certain acts prohibited and providing penalties, appropriating funds
thereof, and for other purposes.
Republic Act No. 9275: March 22, 2004
An act providing for a comprehensive water quality management and for
other purposes.
SECTION 2. Declaration of Policy. - The State shall pursue a policy of
economic growth in a manner consistent with the protection, preservation and
revival of the quality of our fresh, brackish and marine waters.
Republic Act 8749: June 23, 1999
"Philippines Clean Air Act of 1999" an act providing for a comprehensive
air pollution control policy and for other purposes
Republic Act No. 9147
An act providing for the conservation and protection of wildlife resources
and their habitats, appropriating funds therefor and for other purposes.
Republic Act No. 9175
An act regulating the ownership, possession, sale, importation and use of
chainsaws, penalizing violations thereof and for other purposes.
CHED Memorandum Order No. 33 Series of 2009
Subject: Integration of Environmental Education in the Tertiary
Education Curriculum particularly the Civic Welfare and Training Service
Component of the National Service Training Program.
Definition of Terms
1. Biodegradable. Any material that can be broken down by naturally
occurring organisms such as bacteria and fungi in air water and soil.

2. Composting. Biological degradation under controlled conditions.

3. Domestic Waste. Refuse from households, as distinguished from

industrial waste, hospital waste, etc, which maybe classified as a
biodegradable or non-biodegradable.

4. Food Materials. Includes certain kind of seeds, pulp, peelings, pickles,

sweets or snacks.

5. Hazardous Waste. Special types of waste containing the chemical

biological and radioactive elements which are harmful to human health.

6. Incineration. The controlled process by which combustible materials are

burned and changed into gases and residues that contain little or no
combustible materials.

7. Non-biodegradable. Any material that cannot be degraded or

decomposed by naturally occurring organisms such as bacteria and fungi
in air, water and soil.
 8. Putrescible. A substance that decomposes at certain temperature in
contact with air and moisture; generally containing nitrogen.

9. Recycling. The re-use, retrieval, recommission of element/matter for any

and all purposes necessary to healthful and productive living; the
process by which waste materials are transformed into new products in
such a manner that the original products may lose their identity.

10. Solid waste. Include anything thrown away such as garbage,

rubbish, trash, litter, junk and refuse of any source
The Seven Environmental Principles
The key to understanding the environmental problems that we encounter today
is to learn about our ecosystem. This section highlights the basic
environmental principles, varied types of ecosystem, current environmental
issues, anthropogenic activities that threaten the environment and the role of
youth in protecting our environment.
1. Nature knows best. This principle is the most basic and in fact
encompasses all the others. Humans have to understand nature and
have to abide by the rules nature dictates. In essence, one must not go
against the natural processes if one would like to ensure a continuous
and steady supply of resources.

One natural process that needs serious attention is nutrient

cycling In nature, nutrients pass from the environment to the organisms
and back to the environment. Any disruption in the cycle can bring
about imbalance.

For example, burning of farm wastes instead of allowing them to

decompose naturally disrupts the cycle. In burning, most of the organic
compounds are lost. The combustion products bring greater havoc as in
the case of carbon dioxide build-up, which results in the warming-up of
the earth, or the so-called "greenhouse" effect.

Nature has also its built-in mechanisms to maintain balance of

homeostasis - the availability of nutrients, conduciveness of the
environment for growth and reproduction, and the feeding relationships
that exist between and among organisms which serve as population
controls. For example, therat population is controlled by the presence
and number of its predators, e.g., snakes.
The use of chemical pesticides and fertilizer disrupts check and
balance in the ecosystem. Pesticides can either kill vital organisms
 directly or induce genetic changes that result in resistant pests or
organisms. Chemical fertilizers increase the acidity of the soil through
time making a number of nutrients unavailable and thus, unfit for the
survival of plants and other organisms.

History and our experiences are full of examples to prove the

validity of this principle. In fact, this principle only surfaced when many
of the detrimental effects of technology were recognized and coined
thereon as "ecological backlash."

2. All forms of life are important. Each organism plays a fundamental

role in nature. Since such occupational or functional position, otherwise
known as niche, cannot be simultaneously occupied by more than one
specie, it is apparent that all living things must be considered as
invaluable in the maintenance of homeostasis in the ecosystem.

It is easy to appreciate the beautiful butterflies, especially knowing

their important role in pollination. The giant beasts - the elephants, the
whales, the alligators - are objects of awe and the products they yield -
ivory, oil, leather, respectively - are highly prized. But when it comes to
unlovely, wriggly, and troublesome creatures, this principle is unusually
overlooked.

For instance, it has been customary for many to step on any

wriggling creature (eg. earthworms) without even considering why God
made them in the first place. People also react adversely to the presence
of snakes. At home, spiders are looked at with disdain. Awareness of the
snakes' role in limiting the rat population and of the spiders' role in
checking the population of mosquitoes and flies may, however, change
this attitude.

3. Everything is connected to everything else. This principle is best

exemplified by the concept of the ecosystem. In an ecosystem, all biotic
and amniotic components interact with each other to ensure that the
system is perpetuated. Any outside interference may result in an
imbalance and the deterioration of the system.

In a lake ecosystem, the organisms are linked to one another

through their feeding habit/level and are also dependent on other
physico-chemical factors in the lake (eg. amount of nutrients, amounts
and types of gases, temperature, PH, etc.). At the same time, the physico-
chemical factors in the lake are influenced by the terrestrial environment
 that surrounds it. The fertilizers that reach the lake cause a faster
growth of phytoplankton, which may lead to algae bloom, red tide, or
other such phenomena.

This principle may be discussed in local, regional, or global

perspective. Deforestation in the mountains may affect the lowlands
through floods, drought, and erosion. Whatever happens to one country
may affect other countries. An example of this is the Chernobyl accident,
which affected a lot of countries through the transfer of radioactive
substances by natural agents such as wind and water, as well as human
activities like the export of contaminated food.
4. Everything changes. It is said that the only permanent thing is change.
As a general classification, change may be linear, cyclical or random. As
example of linear change is evolution of species, which has brought
about higher and more complex types of organisms. Cyclical change may
be exemplified by seasons and the rhythms in floral and faunal life
stages that go with the seasons. An example of random change is the
eruption of Mt. Pinatubo, which brought about great upheaval in many
parts of Luzon and changes in the topography of the land.

The environment is constantly changing. Organisms also evolve

through time. However, human technology has affected these natural
changes often to a problematic extent. Although mutation is natural
change, pesticides have induced insect’s mutations which are not
matched by natural checks and balances.

Humans should think their relationship with the environment

Changes that they think may be beneficial to the environment often turn
out to be disastrous. Environmental technologies should be given priority
if humans would want more positive changes in the environment.

5. Everything must go somewhere. When a piece of paper is thrown away,

it disappears from sight but it does not cease to exist. It ends up
elsewhere. Gases released in smokestacks may disperse but it will end
up a component of the atmosphere or brought down by rains. What a
particular type of waste does to the earth's repository should be of
concern to us. It may be a pollutant or a resource depending on certain
factors.

Since wastes are not lost to oblivion, and even goes back to one’s
own backyard in some other forms, it is important that one becomes
aware of the different types of wastes whether they are hazardous or not.
 Classification of wastes facilitates their proper disposal and minimizes, if
not prevents, the entry of toxic wastes in vital ecosystems and ensures
reconversion into useful forms.

6. Ours is a finite earth. The earth's resources can be classified as either

renewable or non-renewable. Renewable resources are those that can
easily be replenished by natural cycles (eg, water, air plants, and
animals) while non-renewable resources are those that cannot be
replenished through natural cycles (eg.ores of various metals, oil. coal).
Although renewable resources can be replenished, it is important
to note that these are renewable only as long as they are not overused
nor destroyed from such factors such as pollution. To ensure that these
resources will be continually replenished, it is essential to know how
much of a resource can be consumed at a given time to balance the rate
of exploitation with the rate of replenishment.
Just how long would the earth be able to sustain demands on its
resources? This is a question that needs serious reflection. Unless the
factors of population growth, lifestyles, and polluting technologies are
checked, the collapse of the earth might be inevitable.

Awareness of the earth's limited resources leads to a conscious

effort to change one's consumerist attitude as well as to develop
processes and technology that would bring about effective recycling of a
great number of resources.

7. Nature is beautiful and we are stewards of God's creation. Among all

creatures, humans are the only ones made in God's image and have been
given the right to have dominion over all His creations. Being the most
intelligent and gifted with reason, humans are capable of manipulating
creation to their own advantage. Yet, creation exists not to be ravaged or
abused but to be taken care of. Humans cannot exist without nature.
They are co-natural with the environment they live in. If the environment
they live in is destroyed, with it will go Homo Sapiens.

This principle is inherent in all religious and tribal beliefs.

Teachings of Christianity, Buddhism, and Islam enjoin everyone to
respect all life and the order of nature. Words of Chief Seattle, Macli-ing
Dulag, and Chito Mendez point to our duty to discern the true worth of
modern systems and techniques to reject those that degrade and
promote those that elevate the human condition.
Synthesis
The world's environmental condition has deteriorated due to excessive
abuse by the people. Air and water are polluted. Forests are denuded by legal
and illegal logging activities causing so much soil erosion that eventually
results in the silting of rivers and oceans. Coral reefs are destroyed affecting
negatively the marine resources that supply a big proportion of the population
with protein in their diet.
Over consumption of resources and over-population threaten the
existence and survival of many environmental products. Worse is the
development aggression in many areas where natural resources have not been
maximally exploited.
Paying attention to environmental care has global implications.
Environmental impact of a nation's action cannot be limited to its own country
only. It affects other countries outside of its own boundaries and beyond its
territory.
The global concern of the environment is the attention over to educate
the people on the preservation and protection of the existing resources and
prevent it from ever exploitation. Also, the global environmental movements
encourage and promote proper zero waste management to protect the world
from pollution.
Environmental care adheres to the principle of sustainable development
where the interest of future generation to develop should not be compromised
by the desire of the present generation to develop asing the resources in the
environment. This can be done through living simply so that others may simply
live (Ledesma, 1996).
According to Pun-19ang Na (2002), the concept of sustainable
development has some inner contradictions from the start, due to its global
level challenges to balance economic growth with resource sustainability and a
healthy environment. After the World Summit on environment and
development in 1992, there were many definitions given to sustainable
development based on their own interpretations.
The World Council of Churches' Study Document (2002) gave their own
view not only on sustainable development but the efforts at working toward the
formation of sustainable communities. Sustainable communities require a just
and moral economy where people are empowered to participate in decisions
affecting their lives, where public and private institutions are held accountable
for the social environmental consequences of their operations and where the
Earth is nurtured rather than exploited or degraded. It is sustainable
communities because it implies the nurturing of equitable relationship both
within the human family and also between humans and the rest of the
ecological community.

Activity 1: Do the following.

1. Based on the given lecture, what does Environmental Education mean to
you? Present this through a concept map. Use the space provided.
 2. Differentiate the environment before and the environment today by the
help of the arrows. The direction of the arrows suggests that they differ.

Climate Change
What is climate change?
Climate Change is any change in
climate over time whether due to natural
processes or as a result of human activity.
It is a change of climate which is
attributed directly or indirectly to human
activity that alters the composition of the
global atmosphere and which is, in addition
to natural climate variability, observed over
comparable time periods (United Nations
Framework Convention on Climate Change).
How does it occur?
The Fourth Assessment Report of the Intergovernmental Panel on
Climate Change (IPCC , 4AR 2007) concludes that climate change is already
occurring and that further acceleration will result in a two (2) degree increase
in global temperature and of extreme weather conditions.
Climate Change is caused by the increasing volume of Greenhouse Gases
(GHG) in the atmosphere. Greenhouse gases are gases that absorb and re-emit
infrared radiation, warming the earth's surface and contributing to climate
change (UNEP 1988). These gases are water vapor, methane, carbon dioxide,
nitrous oxide, ozone, hydrofluorocarbon, perfluorocarbon, and sulfur
hexafluoride. When these gases increase in volume, more solar heat will be
trapped resulting to a warmer atmospheric condition. This phenomenon is
known as the "greenhouse effect". Global warming is the increase in the
average temperature of the earth's near-surface air and oceans that is
associated with the increased concentration of greenhouse gases in the
atmosphere.
Humans are responsible for the accelerated warming of the earth. Before
the advent of humans, climate changes were naturally caused. Many
greenhouse gases occur naturally like methane, carbon dioxide, nitrous oxide,
ozone and even water vapor. Other greenhouse gases like hydroflurocarbons
(HFC), perfluorocarbon (PFC), and sulfur hexafluoride (SF6) which absorb and
hold greater heat are human-made. These are produced through industrial
processes. However, human activities also add to the increase of the naturally
occurring greenhouse gases in the atmosphere. The burning of wood and wood
products, and the production and use of fossil fuels such as oil, coal and
natural gas release carbon dioxide, methane and nitrous oxide into the
atmosphere. The rapid growth of human population increases consumption of
earth's resources, threatening the earth's carrying capacity to support life. It
also increases the amount of decomposing organic wastes that releases carbon
and methane into the air. Massive deforestation, mining and other forms of
land conversion make the situation worse.
What are the effects of climate change or global warming?
The warming of the Earth's atmosphere results in the melting of snow
covers and glaciers, the rise of sea level, shorter winters, early springs, hotter
summers and delayed coming of autumns, altered forest productivity and
composition, habitat shifts of some animals, changes in the behavior patterns
of flora and fauna, spread of diseases, stronger and more frequent typhoons,
more floods, severe droughts, stronger heat waves and heavier rains and more.
 These changes in the environment as a result of climate change have
already made their impact on human population in a global scale. Socio-
economic problems and difficulties will be amplified compounding the already
heavy burden of the poor sectors, Agriculture become less or non-productive
due to droughts and flooding, Mounting social pressure on the damaging
effects of climate change will influence political priorities and direction.
The Philippines is ranked 4th in the Global Climate Risk Index. Being
archipelagic, fifteen (15) of its regions are vulnerable to sea level rise. A meter
rise in sea level will affect 64 out of 81 provinces in the Philippines; sea water
would cover at least 703 of 1,610 towns and close to 700 million square meters
of land could displace at least 1.5 million Filipinos. The country is in the path
of typhoons which in recent years have become stronger and more destructive
and frequent. The Philippines is also located in an earthquake prone region.
Under these circumstances, life, properties, food, health and livelihood are
threatened severely affecting the most vulnerable sector of Philippine society-
the poor.
What can be done locally?
The following can be done:
1. Reduce the sources of green house gas emissions or enhance their sink
or capture (Mitigation), What activities in your locality release carbon
dioxide and similar greenhouse gases in the air these activities must be
curtailed. In what concrete way can we help capture carbon dioxide in
the air?
2. Moderate the harmful effects of climate change and exploit its beneficial
opportunities (Adaptation) what activities or projects are being done in
your communities to lessen the harmful effects of global warming or
offset its potential damages? What opportunities associated with global
warming did you take advantage of?

3. Support or join awareness raising of people in your locality/community

about climate change. While it is a very important and urgent concern to
this generation, it is however, a relatively new issue that needs to be
disseminated and linked to potential hazard and risks. It is important to
discuss this subject in a dialect local people can understand and learn.
Learning is gleamed in the changes in local practices and behavior. What
practices and behavior of people in your locality need to be changed?

4. Carry out concrete disaster prevention, mitigation and management

activities (Capacity Building). If your community is high risk to flooding,
stormy conditions, earthquakes or landslides, training the local people in
 damage/need assessment, shelter management, first aid, risk mapping,
fire prevention, tree planting and early warning among other things
should be done. You reduce the level of risk if you develop in individuals
and group these skills and install infrastructures within the community
for this purpose. Equally important in this task is good organizing of
community stakeholders for coordination.

5. Suggest or advocate the integration of climate change mitigation and

adaptation into organizational/institutional plans to mainstream this
consciousness. Are your campus clubs aware of the global warming
issue? Have they included activities to address this concern in their
respective action plans?

6. Lobby for and/or support climate change responsive policies and

ordinances (Policy Development). Is your barangay one of those who have
ordinances that is proactive in favor of reducing the risk of climate
change and strengthening the coping capacity of the community
residents?

7. Synergize efforts with other enlightened individual or group stakeholders.

To reduce vulnerability to climate change hazards and risks. Adaptation,
Risk Reduction, Development Planning and Humanitarian action need to
come together. Do you have local initiatives where individuals and
groups unite to combine efforts to reduce local vulnerability and risks?
Do you observe movements to synchronize local activities with that of the
top and the nations?

8. Develop a stable resource mobilization mechanisms or system to ensure

and facilitate the flow of financial and technical support to local
implementers. Without an adequate and sustainable financial and
technical backing, plans will remain good only in writing
 Ecological Solid Waste Management

Much had been written about the worsening problem of solid waste
especially in urban centers in the country.
Based on studies made by the National Solid Waste Management
Commission Secretariat based at the Environmental Management Bureau
(EMB), it is estimated that the per capita waste production daily is 0.5 kg. This
means that for every person living in the metropolis, he or she generates half a
kilo of waste a day. With an estimated population of 10.5 million, total waste
generated in Metro Manila alone could run up to 5,250 metric tons per day; or,
162,750 metric tons per month; or, 1.95 million metric tons per year.
Definitely, that's a lot of waste to speak of.
Only about 73% of the 5,250 metric tons of waste generated daily are
collected by dump trucks hired by our respective local government units. That
is assuming our LGUs are faithful to their duties to us, taxpayers. The
remaining 27% of our daily waste or about 1,417.5 metric tons end up in
canals, vacant spaces, street corners, market places, rivers and other places
where, ironically, there's a sign that reads "huwag magtapon ng basura dito
ang mahuli, bugbog sarado!"
That explains why We need to act. As part of the problem, because we
produce garbage ourselves, we can also be part of the solution by reducing our
contribution to the waste problem.
Because at the rate we are producing waste, we will soon find ourselves
buried in our own trash. Or, shall we say, we will soon be having more of our
human-made mountains of garbage amidst us?
The tragedy that has befallen the residents of Payatas dump site in
Quezon City, when its mountain of garbage slid down, burying in its course not
a few garbage pickers, should strengthen our resolve to do something about
our wasteful lifestyles.
 Second, talks about landfill, as an alternative engineering solution to the
garbage problem for the so-called residual waste, is fine. But where to site the
landfill is another thing. For years, negotiations for landfill for Metro Manila's
garbage had elicited not only long debates among our political leaders but also
emotional outbursts from prospective host communities.
Perhaps the most important reason why we have to act now on the
worsening solid waste problem is their impact on human health. Health is a
basic human right. We all deserve to live in a cleaner environment. We all
desire for a healthy family... a healthy neighborhood... a healthy nation. And,
the only way to satisfy these desires is to do away with garbage that breeds
flies, roaches, rodents and harmful bacteria that can spread diseases in our
homes and in our communities.
While there were already efforts in the past to address the problem head-
on, the passage of Republic AG (RA) Na 9003, otherwise known as the
"Ecological Solid Waste Management Act of 2000", marked the turning point in
the national development agenda for improved solid waste management and
resource conservation
1. What is R.A. No. 90031 improper solid waste disposal is probably the
most important environmental concern facing local governments
(Laplante 2003). This is particularly true in the Philippines (World Bank
2001). In response to a garbage crisis, the first ball that the Philippine
President Gloria Macapagal Arroyo signed into law in 2001 was Republic
Act No 9003 (RA 9003) or the Ecological Solid Waste Management
(ECOSWAM) Act which requires municipalities to dispose of waste in a
unitary and environmentally friendly manner.
The Act created the National Solid Waste Management (SWM)
Common and prescribed the establishment of an SWM board in each
local government wit (LCU), (le, province, municipality, city and
barangay) 1) and the formulation of ten year local ECOSWAM plans. The
Act states that the LOUA shall be primarily responsible for the
implementation of ECOSWAM services. It authorizes the local SWM
Board to impose lees on the SWM series that the LGU or any authorized
organization provides and pool these fees into solid waste management
fund.
Republic Act No. 9003 provides the legal framework for the
country's systematic, comprehensive and ecological solid waste
management program that shall ensure protection of public health and
the environment. It underscores, among other things the need to create
the necessary institutional mechanisms and incentives, as well as
imposes penalties for acts in violation of any of its provisions.
 The implementing rules and regulations of RA NO 2003 ate
contained in DENR Administrative Order Ns 2001-34.
2. What are the salient features of RA No 9003?

a. Creation of the National Solid Waste Management Commission

(NSWMC), the National Ecology Center (NEC) and the Solid Waste
Management Board in every province, City and municipality in the
country The NSWMC shall be responsible in the formulation of the
National Solid Waste Management Framework and other policies on
solid waste, in overseeing the implementation of solid waste
management plans and the management of the solid waste
management fund. The NEC, on the other hand, shall be responsible
for consulting, information, training and networking services relative
to the implementation of R.A. No. 9003. The Solid Waste Management
Board of provinces, cities and municipalities shall be responsible for
the development of their respective solid waste management plans.

b. Formulation of the National Solid Waste Management Framework; 10

year solid management plans by local government units consistent
with the National Solid Waste Management Framework;

c. Mandatory segregation of solid waste to be conducted primarily at the

source such as household, institutional, industrial, commercial and
agricultural sources;

d. Setting of minimum requirements to ensure systematic collection and

transport of wastes and the proper protection of the health of garbage
collectors;

e. Establishment of reclamation programs and buy-back centers for

recyclable and toxic materials;

f. Promotion of eco-labeling in local products and services;

g. Prohibition on non-environmentally acceptable products and

packaging:
h. Establishment of Materials Recovery Facility in every barangay or
cluster of barangays;

i. Prohibition against the use of open dumps;

 j. Setting of guidelines/criteria for the establishment of controlled
dumps and sanitary landfills;

k. Provision of rewards, incentives both fiscal and non-fiscal, financial

assistance, grants and the like to encourage LGUs and the general
public to undertake effective solid waste management; and

l. Promotion of research on solid waste management and environmental

education in the formal and non-formal sectors.

3. How can we help solve the solid waste problern? There are many ways to
do it. A highly recommended formula is to adopt the 3Rs of Ecological
Waste Management: REDUCE, REUSE, AND RECYCLE.

In addition to that, let us refrain from doing what have been

prohibited under the law, to include but are not limited to the following:

a. littering, throwing, dumping of waste materials in public places like

roads, sidewalks, canals, esteros, parks and establishments;
b. open burning of solid waste;
c. allowing the collection of non-segregated or unsorted waste;
d. squatting in open dumps and landfills;
e. open dumping or burying of biodegradable and non-biodegradable
materials in flood-prone areas;
f. unauthorized removal of recyclable material intended for collection by
authorized persons;
g. mixing of source-separated recyclable material with other solid waste
in any vehicle, box, container or receptacle used in solid waste
collection or disposal;
h. manufacture, distribution or use of non-environmentally acceptable
packaging materials;
i. establishment or operation of open dumps; and
j. Importation of consumer products packaged in non-environmentally
acceptable materials.
Classification of Solid Wastes
Table 1. Sources and Types of Solid Wastes
Source Facility Type of Waste
Domestic Single family dwelling, multi- Food, paper, packaging,
Food, low and medium and high glass, metals, ashes, bulky
rise apartments. household waste, hazardous
waste
Commercial Shops, restaurants, markets, Food, paper packaging, glass
office buildings, hotels and metals, ashes, bulky
motels, institutions household waste, hazardous
household waste
Industrial Fabrication, light and heavy Industrial process waste,
manufacturing refineries metals, lumbers, plastic,
chemical plants, mining, power oils, hazardous waste
waste
generation
Construction and Solid, concrete, timber, steel,
Demolition plastic, glass, vegetation

Agricultural Waste Pesticides, farm wastes

Table 2. Physical Composition of Solid Waste

General Typical Composition Detailed Composition
Composition
Food putrescibles Food, vegetables
Paper and cardboard Paper, cardboard
Polyethelyne terephitalate
(PETE)
High-density Polyethelyne
(HDPE)
Polyvinyl chloride (PVC)
Plastic
Organic Low density polyethylene
(LDPE)
Polypropelene (PP)
Polystyrene (PS)
Other multi-player plastics
Clothing/Fabric Textiles, carpets, rubber,
leather
Yard waste Garden trimmings
Wood Wood
Metals Tin cans, ferrous metals,
aluminum, non-ferrous metals
Inorganic Glass Colorless, colored
Dirt, ash, etc. Dirt screening, ashes, stone,
bricks
Unclassified Bulky items
 Table 3. Refuse Materials by Kinds, Compositions and Sources
Kind Composition Sources
Garbage Waste from preparation, cooking and Households, restaurants,
serving of food, market wastes from institutions, stores and
handling, storage and sale of produce markets
Rubbish Combustible: paper, cartons, boxes, Households, restaurants,
wood tree branches, yard trimmings, institutions, stores and
wood, furniture, beddings markets

Non-combustible: metals,
tin cans, metal furniture, dirt glass
minerals
Ashes Residue from fires used for Households, restaurants,
cooking and heating and from on-site institutions, stores and
incineration markets
Street refuse Sweeping, dirt, leaves, catch basin Streets, sidewalks, alleys
dirt, contents of litter receptacles
Dead animals Cats, dogs, horses, cows Streets, sidewalks, alleys

Industrial waste Food processing waste, boiler house, Factories, power plants
cinders, lumber scraps, metal scraps,
shavings
Construction waste Scrap lumber, pipe, construction New construction,
materials remodeling

Hazardous Wastes
These are solid wastes or a combination of solid waste which identify
concentration or physical, chemical or infectious characteristics may do the
following:
1. cause or significantly contribute to the increase in mortality or an
increase inserious irreversible or incapacitating reversible illness; and
2. cause a substantial present or potential hazard to human health or the
environment when improperly treated, stored or transported.
Hazardous Waste Management
A comprehensive and integrated management of toxic substances and
hazardous wastes which adheres to the waste management hierarchy of source
reduction, recycling, treatment and safe disposal for the protection of
personnel, environment and property.
Four Characteristics of Hazardous Wastes
1. Ignitable - the substance causes or enhances fires
2. Corrosive-the substance destroys tissues or metals
3. Reactive-the substance reacts with others and may explode
4. Toxic-the substance is a danger to health, water food and air
The Three Main Goals of Hazardous Waste Management
1. Protection of the environment
2. Improvement of Public Health
3. Conservation of Energy
Integrated Solid Waste Management (ISWM)
It is the selection of combination of techniques, technologies and
management programs to achieve waste management objectives,
Hierarchy of ISWM

Source Reduction and Minimization

Recycling and Reuse

Transformation

Landfill

Zero Waste Management

Zero Waste Management is an ecological
method of handling wastes that does not
degrade the environment nor pollute air,
water, soil and facilitate their sanitary
retrieval, reuse or recycling. This is one of the
most friendly, economical tools of contributing
ecological welfare for human beings and the
community
Modern waste reduction consists of three (3)
components namely:
1. Reuse. Means re-utilization of materials for particular purpose.
2. Reduce. The process of lessening the fresh raw materials that affects air
water and land pollution through proper waste disposal.
3. Recycling. Involves processing used, unwanted materials (waste) into
new products to prevent waste of potentially useful materials.
 It involves processing used, unwanted materials (waste) into new products
to prevent waste of potentially useful materials, reduce the consumption of
fresh raw materials, reduce energy usage, reduce air pollution (from
incineration) and water pollution (from land filling) by reducing the need for
"conventional waste disposal, and lower greenhouse gas emissions as
compared to virgin production. Recycling is a key component of modern waste
reduction and is the third component of the "Reduce, Reuse, and Recycle waste
hierarchy.
Air Pollution Awareness and Prevention
This section discusses the nature, types, sources and effects of air
pollution. It gives the general status of air pollution in the country, and
summarizes the salient features of the Clean Air Act and suggests ways by
which to prevent pollution.
Stationary sources of pollutants are factories, crematorium, incinerators,
power plants, garbage dumps, and construction sites. These emit particulates,
nitrates, sulfur oxides and ammonia. They contribute 88% of the total airborne
sulfur oxides and 68% of nitrogen oxides.
Accumulation in the atmosphere of gases from industrial solvents such
as nitrous oxides and carbon tetrachloride’s and carbon dioxide from burning
of fossil fuels and deforestation have possible effects on climate and human
health.
Anthropogenic sources of air pollution have been increasing vehicles that
ply the road of Metro Manila are smoke belchers.
Among the different air pollutants, 6 "criteria" pollutants such as ozone,
carbon monoxide, lead, sulfur oxides, nitrogen oxides and particulates
determine air quality standards.
Ozone is the major ingredient in smog. In the stratosphere it occurs
naturally and acts as a filtering mechanism for the harmful ultraviolet rays
from the sun but in the lower atmosphere comprise what mainly we see as grey
smog suspended on air. Ozone is formed by a series of complex reactions
involving nitrogen oxides, volatile organic compounds and sunlight. Smog or
ground level ozone may cause lung inflammation, decreased ability to breathe
and susceptibility to respiratory diseases such as pneumonia, bronchitis,
fibrosis and premature lung aging. Children are susceptible to ozone exposure.
Carbon monoxide is a toxic, odorless, colorless gas produced during
fossil fuel or biomass burning. Carbon monoxide exposure can block oxygen to
the brain and cause poor concentration, fatigue and death. Lead is one of the
most toxic substances. Lead in gasoline remain by far the single largest source
of lead exposure in urban areas and poses the greatest threat to the public. A
special hazard for young children, several studies have shown that lead
exposures can significantly reduce the IQ of school-aged children. It has also
been associated with aggressive behavior, delinquency and attention diseases
in boys, between 7-11 years of age. In adults, lead exposure has been related to
increased blood pressure and hypertension. In a 6-month study in 1992, lead
dust reached an average of 3.3 micrograms per cubic meter. Controlling the
high lead pollution levels in our ambient air should thus be given top priority.
Sulfur oxides are gases formed by combustion. Industries and electric
power plants account for 88% of sulfur dioxide emissions totaling 88, 458 tons
in 1990, causing bronchitis and impairment of preliminary functions. They are
also active ingredients in the formation of acid rain.
Nitrogen oxides are gases produces from high temperature combustion in
the air. It can cause respiratory ailments like asthma and eye irritation. They
are also an active ingredient in the formation of smog.
Particulates (also called soots) are minute, microscopic particles
suspended in the air. They range in size from 10 to less than 2.5 microns in
diameter (one micron is roughly equivalent to 1/70 the width of human hair).
Annual average TSP (total suspended particulates) concentrations in Metro
Manila are 5x higher than the World Health Organization Air Quality
guidelines. Particulates of the coarse and fine varieties are so small that they
can enter deepest regions of the lungs where they can enter the bloodstream or
become trapped in the lung tissue. Continuous exposure to particulate can
induce wheezing, chest pain, coughing and phlegm, as well as more severe
diseases like Pneumonia, bronchitis, asthma, emphysema and cardiovascular
diseases.
Air pollution is the presence of substances in the air in amounts harmful
to humans, other animals and/or plants. There are over 100 identified air
pollutants.
The main categories of pollutants are:
1. particulates are very fine solids, collectively referred to as total
suspended particulates (TSP);
2. carbon monoxide and oxides of nitrogen and sulfur;
3. volatile organic compounds (VOCs); and
4. ozone.
These substances are associated mostly with fossil-fuel burning.
Particulates are unburned hydrocarbons and soot or carbon. They result from
incomplete burning of fuels. So does carbon monoxide. VOCs are benzene and
other aromatics that are formed from the production of gasoline in order to
improve its performance as fuel for vehicles. Ozone is formed from the reaction
of VOCs and nitrogen oxides (NOs). Oxides of sulfur are released because
sulfur is naturally found in petroleum and coal.
Oxides of nitrogen are released as the high temperature of combustion
catalyzes reaction between the nitrogen in the fuel and air oxygen of the air.
Sources of Air Pollution
1. Mobile Sources. 3.9 million vehicles are registered in the whole country.
Around 80% use gasoline and 30% use diesel. Only a small percentage of
Filipinos own cars, 20% in Metro Manila. The rest take public
transportation.

2. Stationary Sources. Stationary sources that account for most of the air
pollution are emissions from power plants, cement plants and oil
refineries.
Effects of Air Pollution from Fossil Fuels
Sulfur and nitrogen oxides, particulate matter and soot irritate the
mucous membranes of the respiratory system. If irritation is prolonged, it can
lead to respiratory disease - persistent cough, emphysema, asthma, and other
allergies, and worst cancer. Carbon monoxide is hazardous because it bonds
strongly with hemoglobin of the blood, replacing oxygen. As a result, the
tissues and organs of the body are deprived of the vital gas, oxygen. Ozone
causes a range of acute effects including eyes, nose and throat irritation. It also
impairs respiratory functions. Ozone is a highly oxidizing gas that causes
damage to materials so do sulfuric and nitric acid from sulfur and nitrogen
oxide, respectively.
Benzene the most toxic VOC is highly linked to leukemia. It is also an
agent in ozone formation.
Another by-product of combustion of carbonaceous fuels is carbon
dioxide. It does not directly harm people or other organisms and is thus not a
pollutant in the usual sense of the word. However, too much of it in the
atmosphere destroys ecological balance.
Increased temperatures will negatively affect agriculture, ecology of
microorganisms and thus incidence of diseases.
The Philippines is a signatory to the United Nations Convention on
Climate Change and has ratified the Kyoto Protocol. Under the latter, all
signatory countries are committed to exert all efforts to lower their greenhouse
gas emissions. The Protocol invokes a special commitment from developed
countries to reduce their emissions to 5% less than their 1990 levels between
2008 and 2012. The Protocol will go into effect when it is ratified by 55
countries which should include developed countries responsible for 55% of the
emissions worldwide. Another class of substances that must be regulated is
what is collectively known as chlorofluorocarbons (CFCs). CFCs are unreactive
for mattresses, styrofoam and insulation.
A group of substances that are common in our everyday lives but are
extremely toxic are known as persistent organic pollutants (POPs). These are
either human made substances or products of combustion or other processes
undergone by human- made products.
Radioactivity is the most lethal form of pollution because it can readily
destroy cells and tissues. No more nuclear radiation should be introduced into
our environment in addition to that which naturally occurs in the background
environment.
Radioactive emissions come from nuclear power plants even in routine
operations.
The Clean Air Act
1. Principles which state the over-all mandate of the State
2. Recognition of rights of citizens which the State shall guarantee
3. The noteworthy features of the Air Quality Management Systems are the
provisions regarding air sheds and non-attainment areas,
4. The Act gives an initial list of hazardous air pollutants and guidelines for
ambient air quality.
5. Prohibition and regulation of other substances

a. Ozone-depleting substances. Consistent with the Montreal Protocol of

which the Philippines is a signatory. ODS shall be phased out.
b. Fluorinated Greenhouse Gases identified in Kyoto Protocol to the
United Nations Framework on Climate Change.
c. Framework convention on Climate Change, the DENR shall prepare a
plan to reduce greenhouse gas emissions.
d. Persistent Organic Pollutants. The DENR shall prepare an inventory of
POPs in the Country and a program for elimination of these
substances.
e. Radioactive Substances. The Philippine Nuclear Research Institute,
DENR and related agencies shall regulate all projects that involve
release of radioactive substances.
f. Pollution from Smoking, Smoking in any enclosed public space
including public vehicles and private spaces outside of one's residence
 is strictly prohibited. This probation shall be implemented by the
LGU.
g. Leaded Gasoline. The manufacture, importation, sale, disposal of
leaded gasoline and engines and components requiring leaded
gasoline is prohibited.
NAME: ____________________________________ DATE: ___________
SECTION AND COURSE: __________________

Multiple Choice. Identify what is being described or answer the given

question. Encircle the correct answer.
1. It is an alteration of the atmospheric condition over time due to natural and
human-made factors.
a. Global Warming c. Storm
b. Climate Change d. Cyclone
2. Which of these gases absorbs and holds heat?
a. Oxygen c. Nitrogen
b. Helium d. Carbon Dioxide
3. It is a process by which the absorption of infrared radiation by the
atmosphere warms the Earth.
a. Global Warming c. Greenhouse Effect
b. Ozone Depletion d. Precipitation
4. Reducing the sources of greenhouse gas emissions into the atmosphere or
enhance their capture is.
a. Mitigation c. Radiation
b. Litigation d. Evaporation
5. If a community is unable to cope with the adverse effects of climate change,
it is said to be
a. Weak c. Unstable
b. Vulnerable d. Invincible
6. An adjustment made to moderate the harm climate change brings
a. Adoption c. Protection
b. Prevention d. Adaptation
7. When you develop human skills or build structures to reduce risks you are
doing
a. Capacity Building c. Facility Constructing
b. Training d. Skills Honing
8. Which of the words in the series below captures the meaning of the term
"Anthropogenic"?
a. Humanity c. Human-made
b. Human-centered d. Humanoid
9. One of these is a hydro meteorological event.
a. Rise in sea level c. Landslide
b. Earthquake d. volcanic eruption
10. One of these greenhouse gases is anthropogenic.
a. Methane c. Carbon Dioxide
b. Nitrous oxide d. Hydrofluorocarbon
II. Enumeration. Give what are asked in the following:
A. Three (3) Rs of Ecological Solid Waste Management
1.___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
B. Four (4) Characteristics of Hazardous Wastes
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
4. ___________________________________________________________________
C. Three (3) Main Goals of Hazardous Waste Management
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
II. Multiple Choice. Identify what is being described or answer the given
question. Encircle the letter of the best answer:
1. This is caused by airborne acidic pollutants and has highly destructive
result.
a. Acid rain c. volcanic eruption
b. Sulfur rain d. None of these
2. Which of the following would not cause acid rain?
a. SO c. CO2
b. SO2 d. NO2
3. Causes the environmental problem which are induced by humans
a. Anthropogenic sources c. Material sources
b. Natural causes d. None of these
4. The following would be the effects of acid rain, except
a. Deforestation c. Destruction of statues
b. Rusting of iron d. None of these
5. It is also called greenhouse effect ____________________________.
a. Global warming b. Acid rain
c. Deforestation d. none of the above
6. Primary greenhouse gas emitted from burning coal
a. NO2 c. CO2
b. Ozone d. CO
7. The following are causes of global warming, except
a. Overpopulation c. Burning of coal
b. Volcanic eruption d. Climate changes
8. The following are effects of global warming, except
a. Rising of sea level c. Overpopulation
b. Climate change d. Melting of ice
9. The following are examples of hazardous wastes, except
a. Mercury c. Radioactive wastes
 b. Lead d. Nuclear power plant
10. It is a bluish gas that is formed by 3 atoms of Oxygen
a. Ozone c. Stratosphere
b. Oxygen gas d. None of these
11. Main causative agent of ozone depletion
a. CFCs c. SO2
b. NO2 d. So
12. Ozone is the protection of living organisms against
a. Infrared c. Radio wave
b. Microwave d. Ultraviolent
13. Forest type present in the Philippines
a. Rain forest c. Deciduous forest
b. Coniferous forest d. None of these
14. The following are causes of forest destruction, except
a. Illegal logging c. Kaingin system
b. Acid rain d. None of these
15. The Ecological Solid Waste Management Act of 2001
a. RA 9003 c. RA 7707
b. RA 9163 d. RA 7610
Extension tasks
a. Make a poster slogan promoting and protecting the environment. Use ¼
illustration board.
Points Creativity/Originality
The student explored several
choices before Selecting one,
generated many ideas, tried
5 unusual combinations or
changes, and used problem-
solving skills.
The student tried a few
ideas before selecting one or
4 based his/her work on
someone else’s idea, made
decision after referring to
one source.
The student tried an idea
but it lacked originality,
3 might have copied work,
substituted “symbols” for
personal expression.
The student fulfilled the
requirements of the
2 assignment, but gave no
evidence of trying anything
unusual
The student showed no
evidence of original thought
1 laziness
Art Rubrics
Effort/Perseverance
The project was continued
until it was complete as the
student could make it; gave
it effort far beyond that
required.
The student worked hard
and completed the project,
but with a bit more effort it
might have been
outstanding.
The student finished the
project, but it could have
been improved with more
effort, chose an easy project
and did it indifferently.
The project was completed
with minimum effort
The student did not finish
the work adequately
Craftsmanship/Skill
The artwork was beautiful
and patiently done; it was
as good as hard work could
make it.
With a little more effort, the
work could have been
outstanding; lacks
finishing touches.
the
The student showed average
craftsmanship; adequate,
but not as good as it could
have been, a bit careless.
The student showed average
craftsmanship, lack of pride
in finished work
The student showed poor
craftsmanship; evidence of
or
understanding
lack of
Cooperation/Attitude
The student willingly
participated in necessary
preparation or work for
classroom, was sensitive to
the feelings and knowledge
of others, and exhibited a
positive attitude toward
assignment.
The student participated
enthusiastically, performed
more than adequately,
assisted in preparation and
cleanup.
The student was apathetic
toward the assignment,
complained, and assisted in
preparation and cleanup
when asked.
The student allowed others
to do most of his/her work,
participated minimally,
exhibited no interest in the
project
The student did almost
nothing toward completing
the assignment,
minimum or no amount of
did
preparation or cleanup, and
distracted others.
b. Make an action plan on the different environmental issues. Follow the
sample format below.

Environment Success Time

Objectives Tasks Resources
Issue Criteria Frame

Be guided on the following:

 Environmental Issues – Identify 3-5 environmental issues
 Objectives – list of expected output/target
 Tasks – what you need to do to achieve your objectives
 Success Criteria – How you can identify your success
 Time Frame – By when you need to achieve the tasks
 Resources – what resources you need for each tasks.
c. Accomplish the learning rank below.
Deposits Dividend/s
(What I Learned) (How I use what I learned in my life)
References
1987 Philippine Constitution
Adger, Neil W. (2006). Vulnerability. Global Environmental Change.
Agoncillo, Teodoro (1970). History of the Filipino people (8"ed.). Manila: Malaya
Books.
Disquisitions on the 1987 Constitution of the Philippines (2008 edition)
Global Humanitarian Forum 2009. (2009, May). Climate change - the anatomy
of a silent crisis.
Goffman, Erving. (1959). The presentation of self in everyday life. New York:
Doubleday Anchor Books.
http://www.accordplan.net
Science and Health: Matrix and modules on environmental management
The 1987 Philippine Constitution annotated by De Leon, Hector