UNIVERSITY OF SAINT LOUIS

Tuguegarao City

NATIONAL SERVICE TRAINING PROGRAM

Short Term
A.Y. 2021-2022

CORRESPONDENCE LEARNING MODULE

NSTP 1013 – NATIONAL SERVICE TRAINING PROGRAM
(Civil Welfare Training Service & Literacy Training Service)

Prepared by:

NSTP-1 Course Instructors

Reviewed and Recommended by:

RAY T. OBISPO, Ph.D

NSTP Coordinator

Approved by:

EMMANUEL JAMES PATTAGUAN, Ph.D.

Vice President for Academics

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 NSTP 1013 – NATIONAL SERVICE TRAINING PROGRAM 1
CORRESPONDENCE LEARNING MODULE
(Civil Welfare Training Service)

GENERAL INTRODUCTION

VISION
USL is a center of 21st century education advancing in MISSIO ET
EXCELLENTIA through relevant instruction, dynamic research, responsive
community engagement, global partnership, sustainable operation, and
jubilating faith.

MISSION
Inspired by the wisdom of God, USL as a CICM academic community is
committed to integral human formation for the building of the Church and the
Society.

EDUCATIONAL PHILOSOPHY AND CORE VALUES

The University of Saint Louis upholds the philosophy that education is for
building of self and persons for the Church and the Society. Wisdom builds.
To these ends, the following are University of Saint Louis’s core values integral
in the formation of every member of the Louisian community.

 Christian Living. We are witnesses to the Gospel values as taught and

lived by Christ thus making God’s love known and experienced by all.
 Excellence. We seek and maintain uncompromising standard of quality in
teaching, learning, service, and stewardship of school resources.
 Professional Responsibility. We are committed to efficiently and
responsibly apply the learned principles, values and skills in the chosen
field of discipline, taking initiative and command responsibility in one’s
professional advancement.
 Social Awareness and Involvement. We engage ourselves with society
by listening to the prevailing issues and concerns in the society, thereby
initiating and participating in constructive and relevant social activities for
the promotion of justice, peace and integrity of creation and for people’s
wellness and development consistent with the CICM charism.
 Innovation, Creativity and Agility. We keep ourselves relevant and
responsive to the changing needs of our stakeholders by being flexible,
solution oriented, and having cutting-edge decisions and practices.

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GENERAL EDUCATIONAL OBJECTIVES

1. To form an educational community of administrators, faculty, students, personnel

and parents who are conscious that their knowledge, skills and attitudes should be
geared as a sign of the kingdom and that by this they realize their highest human
dignity.
2. To bring about a new Christian outlook on God, life, culture, world, neighbor,
society and personal human dignity.
3. To give the educational community an adequate exposure to the Catholic faith, in
catechesis as well as in liturgy and practice, to enable Catholics to grow to maturity
and faith, and to be inviting and open to non-Catholics and non-Christians through
sound ecumenism and mutual respect.
4. To animate the lay people in our institutions through the Church and CICM vision
on education, in promoting the teaching profession, in whatever field, as a special
charismatic service to God’s people.
5. To reflect continually, in the light of the Catholic faith, on the growing treasure of
human knowledge and to transmit it through teaching, research and various
services to our communities.
6. To be committed to the service of the people of God and human society in general:
to study contemporary problems such as the dignity of human life, promotion of
justice and peace, and a just sharing in the world’s resources.
7. To look for ways and means to give the same chances to the children of as many
disadvantaged families as possible.
8. To serve as a dynamic base for the CICM Institute by which it creates awareness
for the missionary task of the universal church and engages in vocation animation.
9. To cooperate with the local church by striving for a common vision while respecting
the authority of the local church and the CICM orientation.
10. To integrate and promote the life-giving aspect of the cultural and moral values of
the people; and,
11. To maintain an academic standard which allows the faculty and students to work
on a level needed for their professional competency.

SPECIFIC EDUCATIONAL OBJECTIVES

1. Concern for the poor and handicapped

The school is aware of the many factors under the present conditions, which tend
to keep the disadvantaged outside the school community; positive steps are
taken to counteract these obstacles. This concern is expressed by such means
as:

 scholarship programs for the poor

 involvement in non-formal education
 service programs
 support for efforts to uplift the disadvantaged in society
 simplicity of life-style in the schools

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 2. Concern for the non-Christians and non-Catholics
3. Service to the local church in a subordinate role
4. Integration
5. Dynamic Base

GRADING SYSTEM

CRITERIA IN GRADING MIDTERM/FINAL

Learning Task 25%
Quiz 15%
Participation/Recitation 10%
Major Examination 50%
TOTAL 100%

Remember:

Expect to do a lot of reading and writing. Varied assessments or activities will be given.
At the outset, I am strictly warning you against plagiarism especially for essay type
activities. Plagscan is used to verify authenticity of your work. Any plagiarized material
will be automatically given zero. (This includes copy paste from internet and from your
classmates)

Academic Intellectual Property Rights: Materials posted over NEO-LMS are the properties
of USL and the Facilitators. Students are not allowed to share it to any third-party
individuals not part of the class without any permission from the owners.

I hope you find this flexible approach helpful. Continue to learn amidst this pandemic.
Stay safe while learning.

Course Goals:

 To establish an NSTP framework anchored to the university’s values of honor

and excellence in the service of the people

 To instill civic consciousness and defense preparedness among Louisan

students, developing an understanding of the vital role of the youth in public
service and nation building

 To impart basic competencies required in the conduct of the NSTP component

courses (CWTS, LTS).

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 NSTP 1013 – NATIONAL SERVICE TRAINING PROGRAM 1
CORRESPONDENCE LEARNING MODULE
(Civil Welfare Training Service)

MODULE 4
THE ENVIRONMENT AND SOCIETY:
The Push towards Environmental Education

Topics: a. Importance of Environmental Education

b. The Philippines and the Environment
c. The Effect and Impact of Climate Change
d. Environmental Protection: Individual and Nationwide
Initiative

Learning
At the end of this module, you are expected to:
Outcomes:

1. Appreciate the importance of Environmental Education

2. Increase public awareness and knowledge of environmental issues
3. Contribute to the preservation of the environment

LEARNING CONTENT

MOTIVATION:

What to do…

Read and reflect on this short story.

The Red Moon

There was once a little grey planet that was very sad. The people living there had not
looked after it, despite them having all the inventions and spaceships you could ever
need. They had contaminated the whole countryside so much with rubbish and pollution
that there were no plants or animals left.

One day, a little boy was walking on the planet, when he passed a cave and noticed a
small red flower inside. The flower was very sick - almost dying - so the boy carefully dug
up the flower, with roots, soil, and everything. Then, he started looking for a place where
he could look after it. He searched all over the planet, but everywhere was so
contaminated that there was no place the flower could possibly live in. Then he looked up
at the sky and noticed the moon. It seemed to the boy that maybe the plant could survive
there.

So, the little boy put on his astronaut suit, and climbed into a spaceship. He put the little
red flower in the back, and off they went to the moon.

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Far away from all that pollution - and with the boy visiting it every day to tend it - the flower
started to grow. The flower was so well cared for, that it had soon germinated, giving birth
to others, and these other flowers spread onto other flowers. Before long, the whole moon
was completely covered with flowers.

That is why, whenever the little boy's flowers open up, for a few minutes the moon takes
on a soft red sheen, like a warning light. Maybe it's telling us that if you don't look after
your planet, a day will come when flowers will only be able to grow on the moon.

PROCESS:

Why do you think the boy give up on looking for an area where the flower could
live? Justify.

Lesson Proper:

Why is the Environment Important?

 Interconnectedness/ Interdependence. Our life-support system's health is

maintained by all the species that make-up the biosphere—from the smallest to
the largest (our biodiversity). The survival of all these species is interconnected
and dependent on each other. Bacteria and insects break down organic material
to produce soil and nutrients so plants can grow. Plants provide oxygen and food
for animals and many other benefits. Bees, other insects, and animals pollinate the
plants so they can reproduce and keep the cycle going. They also maintain the
health of plants and spread their seeds. The actual processes that take place
between species and the environment are extremely complex and vulnerable. If
humanity causes the extinction of one species—it's really the extinction of many
species and the decline of our life-support system for ourselves and future
generation.

 Source of raw materials. Technically, what man consumes and uses to survive and
live depend highly its raw materials from the natural environment.

 Aesthetic value. Nature provides a sense of recreation for family and friends. Going
to the park, outing in a beach, climbing to the mountain provide aesthetic value to
human beings.

 Environmental Rage/ Destruction. These refer to the recent atrocities experienced

by countless humans as a result of denuded mountains, logging, slash and burn.
These are indeed alarming and posit the thought whether we are secured from any
potential harms/ threats when natural disasters take place. We may be safe from
any military warfare but the rage of the environment seems so inevitable and we

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 don’t know whether we are capable of protecting ourselves when the environment
turns its back from humanity.

The Need for Environmental Education

Environmental education increases public awareness and knowledge about

environmental issues or problems. In doing so, it provides the public with the necessary
skills to make informed decisions and take responsible action.

It refers to organized efforts to teach about how natural environments function and,
particularly, how human beings can manage their behavior and ecosystems in order to
live sustainably. The term is often used to imply education within the school system, from
primary to tertiary level. However, it is sometimes used more broadly to include all efforts
to educate the public and other audiences, including print materials, websites, media
campaigns, etc.

Environmental education is a learning process that increases people’s knowledge

and awareness about the environment and associated challenges, develops the
necessary skills and expertise to address the challenges, and fosters attitudes,
motivations, and commitments to make informed decisions and take responsible action
(UNESCO, Tbilisi Declaration, 1978).

Environmental education enhances critical thinking, problem-solving, and effective

decision-making skills, and teaches individuals to weigh various sides of an
environmental issue to make informed and responsible decisions. Environmental
education does not advocate a particular viewpoint or course of action.

The Component of Environmental Education

1. Awareness. To help social groups and individuals acquire an awareness of and

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

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Basic Concepts of Environmental Education

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

ENVIRONMENTAL AWARENESS

According to Frontiers 2018/19: Emerging Issues of Environmental Concern (UN

Environment 2019), there is an alarming concern with respect to balancing the
need for advancement and environmental preservation.

In today’s era of globalization, we are faced with a lot of societal upheavals

including dilemmas pertaining to the environment. Rogayan (2019) reiterated that
the earth is now suffering from innumerable afflictions at present caused by
egregious human activities that relentlessly denuding the environment. The
challenge for everybody is to take the wheel of action and move towards a common
cause in preserving life on earth.

The Education for Sustainable Development of the United Nations Educational,

Scientific, and Cultural Organization (UNESCO) reiterates that education is an
indispensable tool towards sustainable development. Environmental education is
a process aimed at developing a world population that is aware of and concerned
about the total environment and its associated problems and which has the
knowledge, attitudes, commitments and skills to work individually and collectively
towards the solution of current problems and prevention of new ones (Jain &
Raghunathan as cited in Puri & Joshi, 2017).

Different countries in the world continue to develop active environmentalism

among the students and among the people in general. India, for one, has become

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 one of the fastest progressing countries in the world, in addressing its
environmental issues and improving its environmental quality.
The environmental problems have become issues of great concern to many
parties. However, many people in Ethiopia seem to have low level of knowledge
about environmental problems (Hailu, 2016). In Turkey, the level of high school
students’ environmental awareness is high as revealed by one study (Anilan,
2014). The level of environmental awareness and practices on recycling of solid
wastes in one university campus in Malaysia was likewise gauged.

In the Philippines, the Department of Education (DepEd), the Commission on

Higher Education (CHED), and the Technical Education and Skills Development
Authority (TESDA), in coordination with the Department of Environment and
Natural Resources (DENR), the Department of Science and Technology (DOST)
and other relevant agencies, in consultation with experts on the environment and
the academe, lead the implementation of public education and awareness
programs on environmental protection and conservation through collaborative
interagency and multi-sectoral effort at all levels (RA 9512, 2008).

Furthermore, one of the objectives of the Science education in the Philippines is

to develop students who are environmentally-conscious and ecological-friendly.
The month of June of each year is declared as the Philippine Environment Month
by virtue of Presidential Proclamation No. 237 signed in 1998 by then President
Corazon C. Aquino. During the celebration, various important events are being
celebrated such as the World Environment Day on June 5, Philippine Eagle Week
on June 4-10 and Philippine Arbor Day on June 25 (Department of Environment
and Natural Resources, 2016). People’s awareness has been recognized as a
powerful tool in environmental sphere. Information through education has an
important impact to alter behavior.

PHILIPPINES AND THE ENVIRONMENT

As cited in the Philippine Climate Change Commission Report, major institutions have
provided their projections about the country’s environmental condition; here are some.

1. Major Rainfall changes in patterns and distribution

2. Threats to natural ecosystem
3. Dying corals
4. More intense droughts
5. Higher sea level rise
6. Water scarcity

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CLIMATE CHANGE

Climate change is a change in the statistical distribution of weather over periods of time
that range from decades to millions of years. It can be a change in the average weather
or a change in the distribution of weather events around an average (for example, greater
or fewer extreme weather events). Climate change may be limited to a specific region, or
may occur across the whole Earth.

WHAT MAKES THE CLIMATE CHANGE?

The Earth‘s climate is influenced by many factors, mainly by the amount of energy coming
from the sun, but also by factors such as the amount of greenhouse gases and aerosols
in the atmosphere, and the properties of the Earth‘s surface, which determine how much
of this solar energy is retained or reflected back to space.

HUMAN CONTRIBUTION TO CLIMATE CHANGE

All of us in our daily lives contribute our bit to this change in the climate. Give these points
a good, serious thought:

 Electricity is the main source of power in urban areas. All our gadgets run on
electricity generated mainly from thermal power plants. These thermal power plants
are run on fossil fuels (mostly coal) and are responsible for the emission of huge
amounts of greenhouse gases and other pollutants.

 Cars, buses, and trucks are the principal ways by which goods and people are
transported in most of our cities. These are run mainly on petrol or diesel, both fossil
fuels.

 We generate large quantities of waste in the form of plastics that remain in the
environment for many years and cause damage.

 We use a huge quantity of paper in our work at schools and in offices.

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  Timber is used in large quantities for construction of houses, which means that
large areas of forest have to be cut down. A growing population has meant more
and more mouths to feed. Because the land area available for agriculture is limited
(and in fact, is actually shrinking as a result of ecological degradation!), high-
yielding varieties of crop are being grown to increase the agricultural output from a
given area of land. However, such high-yielding varieties of crops require large
quantities of fertilizers; and more fertilizer means more emissions of nitrous oxide,
both from the field into which it is put and the fertilizer industry that makes it.
Pollution also results from the run-off of fertilizer into water bodies.

WHAT IMPACTS OF CLIMATE CHANGE HAVE ALREADY BEEN OBSERVED?

Regional climate change is already affecting many natural systems. For instance, it is
increasingly being observed that snow and ice are melting and frozen ground is thawing,
hydrological and biological systems are changing and in some cases being disrupted,
migrations are starting earlier, and species' geographic ranges are shifting towards the
poles.

Despite remaining gaps in knowledge, it is likely that these effects are linked to human
influence on climate. At the regional level, however, responses to natural variability are
difficult to separate from the effects of climate change. Some previously unanticipated
impacts of regional climate change are just starting to become apparent. For instance,
melting glaciers can threaten mountain settlements and water resources, and damage
associated with coastal flooding are increasing.

HOW DO PEOPLE ADAPT TO CLIMATE CHANGE?

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

SEVEN ENVIRONMENTAL PRINCIPLES

1. Everything is connected to everything else. (Ang lahat ng bagay ay

magkakaugnay.) Human interaction with nature oftentimes alters the ecosystems. The
waste we improperly dispose of brings about the deterioration of land and water quality.
This may in turn reduce their capacity to provide life for other organisms. Deforestation
causes soil erosion and the earth deposited on the water bodies covers the coral reefs

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resulting to fishery loss. Suspended particulates from vehicular and stationary sources
may cause lung problems among city residents. War causes destruction of wildlife and
habitats. There is a cause and effect chain, even when it is neither always visible nor
observable.

2. All forms of life are important. (Ang lahat na may buhay ay mahalaga.) All living
organisms were created for a purpose in relation to humans, other species on earth and
global ecosystem in general. Thus, when a species becomes extinct, it is like removing a
piece of a jigsaw puzzle from the web of life. The variety of life forms, manifested by the
different levels of biological diversity – community, species, and genes – contributes to
the stability of the environment. Food webs, food chains and ecological relationships link
plants and animals together in the web of life. Even bacteria, insects, snakes, and rats
have ecological functions even though humans perceive them as parasites or pests. The
composition of biological diversity naturally changes slowly but the rate of transition has
become faster due to factors such as habitat destruction. Deforestation may diminish
forest species such as birds that are vulnerable to modification of their home. Pollution of
waters reduces the quantity of fishes, shells, algae and other aquatic life. Over harvesting
of natural products likewise contributes to the unsustainable use of food and material
resources. To maintain ecological balance, therefore, the conservation of genes, species
and ecosystems becomes essential to keep life together. Biodiversity conservation
strategies commence with the protection of both terrestrial and aquatic ecosystems. Land
uses, such as protected areas, ensure that the natural state of these habitats continue to
exist in designated areas. Community-based approaches in conservation maximize
citizens’ participation in protected areas. Integrity of natural ecosystems can likewise be
guarded through the preservation of indigenous species.

3. Everything must go somewhere. (Ang lahat ng bagay ay may patutunguhan.) By-

products of consumption go back to the environment. Everything that we throw away –
pieces of paper, left-over food, peelings of fruits, plastic wrappers, used containers – have
to go somewhere. Even plants and animals have their own wastes – feces, urine, dead
leaves, and branches. It is the law of nature that the by-products of metabolism return to
the soil, acted upon first by worms, bacteria, and fungi, and then converted into minerals,
to be again absorbed by plants and eaten by animals. In short, they enter into a material
cycle that is an integral part of the ecosystem. But what happens if what we throw is an
artificial product such as plastic? Then natural bacteria can not recognize them and may
not be capable of breaking them apart. These non-biodegradable products must enter
another material cycle – the one that goes to the factory to be manufactured into a new
product. Thus, the retrieval, collection and recycling of these materials become necessary
so that they do not pollute land and water habitats.

4. Ours is a finite earth. (Ang kalikasan ay may hangganan.) Everything that we need is
provided by nature in abundance – food, water, energy, minerals, and air. However, some
resources that we depend upon nowadays are extracted excessively but are slow to
replace. These non-renewable resources experience limits of supply. For instance, fossil
fuels produced over thousands of years may be exhausted in a hundred years. Some
energy sources like water, and wood may be replaced easier but have become

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inaccessible due to pollution and excessive extraction. Diminishing forest cover have
resulted from logging, ineffective reforestation, and continued land conversion. However,
food scarcity and poverty may have resulted from failed distribution systems rather than
inability of the land and water bodies to yield food. It can be argued that increasing
population decreases the amount of resources available to each person. Carrying
capacity, or the ability of the ecosystem to support a number of people, may be influenced
by limit of resources due to an increasing population. Competition increases as the
carrying capacity is reached. Per capita consumption must also be considered because
people in Northern countries generally consume more food, energy and resources than
people in the developing Southern countries. Carrying capacity may be addressed two
ways: increase resources and reduce population growth. Agricultural productivity for
instance may be increased with better availability of water and farm inputs. Pollution
reduces the absorbing capacity of air and water. Pollution likewise reduces the availability
of land and water to produce food for human consumption. A river classified a Class IV
means that it becomes fit only for only for navigation and can no longer sustain life forms.
Likewise, oil spills from accidents or war destroy bays and rivers. Waterways that have
become cesspool of domestic wastes cannot contain fishes and shells or if they do might
transmit toxins and harmful bacteria to consumers.

5. Nature knows best. (Ang kalikasan ang mas nakakaalam.) Nature manifests certain
processes that enable it to maintain balance and remain in a state of equilibrium. The
nutrient cycling of nitrogen, carbon, sulfur and phosphorous in the air, water and land
indicates that minerals are utilized within the confines of the earth. The flow of energy
from the sun enables light to be converted into sugar in plants through photosynthesis,
and later for consumer organisms to obtain energy from plant starch. Food chains and
food webs allow transfer of energy from producers and consumers and provide the means
for all living organisms to acquire nutrition. Population control also occurs naturally
through predator – prey relationships. The equilibrium in the ecosystem is maintained,
thus if humans intervene, unforeseen negative impacts known as ecological backlash,
may arise. Floods are often times backlashes of excessive felling of trees. The importation
of golden kuhol, that became a pest, reminds us that biological organisms may not
acclimatize in a new environment or may cause harm to indigenous species.

6. Nature is beautiful and we are stewards of God’s creation. (Ang kalikasan ay

maganda at tayo ang tagapangasiwa ng lahat na nilikha ng Diyos.) Different religions
from Islam to Buddhism to Judeo-Christian to indigenous people’s animism express the
belief of caring for the earth, including all creatures. Thus it is the goal of environmental
education and biodiversity conservation education to motivate target audiences towards
developing an eco-spirituality that moves them into a more meaningful relationship with
nature and a greater participation in the biophysical economic processes that make this
world a better place to live in.

7. Everything changes. (Ang lahat ay nagbabago.) Changes in the biophysical world

occur naturally. As they say, there is nothing more permanent in this world than change.
Consider the following examples. Metamorphosis of caterpillars to butterflies illustrates
morphological changes that occur in living forms. The increase of vegetation on earth

NSTP 1013 | 13
augmented the amount of oxygen in the atmosphere through time. Seasons are cyclic
changes that contribute to the diversity of flowers, fruits, vegetables and other crops
during the year. Random changes manifested by natural catastrophe such as typhoons
destroy forests, coral reefs and mangroves. Volcanic eruptions annihilate surface flora
and submerge rivers. Human-induced alteration such as climate change may cause more
massive repercussions. Land use change – from forests to agricultural land to human
settlements – change the composition of vegetation and animals. Human-induced
changes can be managed so that the negative impacts are minimized and positive
changes accentuated. Environmental impact assessment (EIA) provides a tool for the
projection, planning and management of change brought about by industrialization and
human settlement expansion. Effluents can be managed through policy and pollution
control techniques by both industry and government to achieve clean air and water
Sustainable development presents a paradigm of change for the 21st Century.
Sustainable development promotes ecological integrity, equitable sharing of resources
and people empowerment as pillars of growth. Biodiversity conservation contributes to
ecological integrity, through both in-situ and ex-situ techniques. Biodiversity conservation
becomes successful only if coupled with poverty alleviation, improving equity of access
to resources, and instituting social change. Environmental education facilitates social
transformation by modifying attitudes and behavior of people towards an ecological ethic.

ENVIRONMENTAL PROTECTION: INDIVIDUAL INITIATIVE

A. House & Garden

1. Grow your own food.
2. Redecorate with Eco-products.
3. Buy energy-efficient appliances.
4. Reduce your electricity use.

B. Water Conservation
1. Take short showers and share bathwater.
2. Pollute less.
3. Turn off taps properly.
4. Fix dripping taps.
5. Use appliances efficiently.

C. Transportation
1. Use a bike.
2. Walk short distances rather than drive.
3. Use public transportation or carpool for long trips.
4. Consolidate your trips
5. Research biodiesel.
6. Research energy efficient, electric, hybrid and diesel engines when buying a
new car, motorbike, or scooter.

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D. Community
1. Knowledge is power.
2. E-mail relevant articles to your friends and family to get them up to speed about
global warming.
3. Write to your local council to ask for environmentally minded services such as
recycling collection.
4. Educate yourself, you family, your friends, and everyone you meet.

ENVIRONMENTAL PROTECTION: NATIONWIDE INITIATIVE (GOODPRACTICES)

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NSTP 1013 | 16
*** END of LESSON 2***

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Learning Task

LEARNING TASK/S – 20 points

POSTER MAKING

1. Come up with a creative poster depicting one of the following

(just to give an idea)

a. Fond memories with the environment when you where kids

(enjoying swimming in the river, climbing in the mountains and
others), and how this environment has changed through time.
b. Their perceptions of the environment: The value (aesthetic,
recreation, and others) they get out of it
c. What others say about the environment?
d. Importance of environment to you.
e. What kind of environment the future generation would have?

2. The poster-making should be placed in a one (1) whole sheet

of bond paper and be submitted as a picture file.
3. Make a short explanation about your poster.

Rubric:
5 points – craftsmanship (work is neat, well organized, and not messy)
5 points – creativity
5 points – originality (use of new ideas)
5 points – explanation (2 points – content; 2 points – organization (arrangement
of ideas) 1 point grammar)

RECITATION – 15 points

Reflect on the module – Who do you think has the most impact on destroying the
environment? Justify in 3-5 sentences.

Rubric:
8 – content of the answer
5 – organization of thought
2 – mechanics (grammar, spelling and usage)

REFERENCES
https://www.niccdies.ph/storage/cms/CC_Executive%20Brief_V30.pdf
https://freestoriesforkids.com/children/stories-and-tales/red-moon
https://www.mapua.edu.ph/Campus%20Life/SOCIP/Assets/CWTS/NSTP%202019%20
Module.pdf

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

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