CARMELITE COLLEGE OF SIQUIJOR, INC.

Tinago, Siquijor, Siquijor

6225 Philippines

NSTP - CWTS 2

First Year
Second Semester
A.Y. 2022 – 2023

Prepared by:

JOHN LOIS VAN PEREW PEREW, LPT

Subject Teacher
Subject Title: National Service Training Program (NSTP)
Term: Second Semester
No. of Hours/Week: 3 hours/week
No. of Hours/ Semester: 54 hours/ semester
Year Level: First Year
A.Y.: 2022 - 2023

Course Description:
The National Service Training Program (NSTP) is designed to encourage youth to contribute
to the improvement of the general welfare and quality of life nos. These will require the students to
carry out projects and activities contribute the general welfare and the betterment of life of
community members or the enhancement of its facilities, especially those devoted to improving
health, education livelihood, environment, entrepreneurship, recreation, moral, patriotism, and
nationalism of the citizenry, and other social welfare services.
The NSTP Curricular Program consists of lectures and participatory discussions, team
building and bonding activities that are designed to highlight values and skill formation, especially
that of teamwork, leadership, communication and risk-taking in the context of community
organization and Development, Management Empowerment and Social Mobilization.

General Learning Objectives:

Graduates are expected to:
1. Demonstrate virtues such as the foundation of leadership, and their application on an
individual, team, and institutional level vis-à -vis national development in the context of the
self-awareness and values integration, and promotion of a framework for understanding
human nature.
2. Interpret the basic concepts of development management and social mobilization.
3. Apply the concepts learned, and design civic welfare projects/activities to be
implemented as a team in their assigned community, barangay, or government agency.
4. Document team activities in their assigned barangay or government agency and provide a
summary of lessons learned in carrying out LTS/CWTS projects and activities.
5. Produce an individual output on the CWTS/LTS experience, focusing on the core values
learned. Students must present their individual output either written or visual form.

Topic Outline:
Prelim
Module 1 – Environmental Education
Module 2 – People-centered Development Management and Empowerment
Midterm
Module 3 – Entrepreneurs and Social Entrepreneurship
Module 4 – Grass-roots fundraising
Prefinals
Module 5 – Social Mobilization and Responsibility
Finals
Module 6 – Community Organization and Development
MODULE 1 – ENVIRONMENTAL EDUCATION
Objectives:
At the end of this module, the learner should be able to:
1. describe what environmental education is all about
2. discuss the strategies and guiding principles of the ecological waste management
programs that will be implemented in school-community
3. assess the implementation of environmental education and the Green Philippines
advocacy at the community level

Environmental education and the Green Philippines Programs have been introduced in the
Philippine educational system many years ago, but they have never been properly and strongly
implemented to ensure functional environmental application and significance.

A. The Goal of Environmental Education

The goal of environmental education is to mold an environmentally literate and responsible
citizenry who will ensure the protection and the improvement of the environment and bring about
sustainability, social equity, and economic efficiency in the use of the country's natural resources.
People must develop a sympathetic attitude towards the diversity and sustainability of resources
on earth for the survival and stability of life.
B. Definition of Environmental Education
Environmental education is contextualizing environmental issues within the physical,
biological, social, economic, historical, and cultural imperatives of the Philippines.
It is a process of teaching, learning, and helping people to acquire understanding, skills and
values that make them active and informed citizens for the development and maintenance of an
ecological, sustainable, and socially just society.

C. Environmental Education Objectives

The specific objectives of environmental education can be attained in terms of the learners'
awareness, knowledge, attitudes, skills, and participation in the resolution of environmental
problems, issues, and concerns. The learners must consider the environment in its totality--natural
and built, technological, social, economic, political, cultural, historical, moral, and aesthetic.
Environmental education must be:
1. action-oriented. It should involve finding solutions to real environmental problems and
issues.
2. experiential. It should use a variety of approaches and environments.
3. future-oriented. It must be concerned with the present and future generations.
4. globally oriented. It must consider the whole earth as one ecosystem.
5. holistic. It must deal with the natural and man-made aspects of the environment.
6. interdisciplinary. It must relate to all disciplines.
7. issue-oriented. It must deal with local, regional, national, and global perspectives.

D. Environmental Problems, Issues, and Concerns in the Community

Environmental problems in developed and developing countries worldwide are among the
most important concerns facing people and their governments. These problems include population
growth; poverty; deforestation; pollution of water, air, and soil; waste disposal; and loss of species,
There are risks associated with all of these problems that affect almost every activity in life.
There are risks of environmental degradation and overexploitation of natural resources brought
about by the ever increasing human and animal populations. The risk that “Mother Earth" is facing
is not only a local problem but also a global one.
These environmental problems have become issues for all of us to solve and be concerned
about.
E. Classification and Sources of Pollution
Pollution is defined as the alteration of our surroundings, wholly or largely as a product of
man's actions, through direct or indirect effects that change every pattern of chemical and physical
constituents of organisms.

AIR POLLUTION
Air pollution is the physical and chemical alteration of the properties of air which renders
the air harmful to human health, vegetation, and animals.
The problem of air pollution has become a worldwide phenomenon. If left unabated, it can
be a major health problem and even cause death. In Metro Manila, air pollution has reached an
alarming level with total suspended particles (TSP) five times greater than the 10 microns of
particulate matter (PM-10) and more than twice the lead levels prescribed in the standards and
guidelines of the World Health Organization (WHO).

Major Types of Air Pollution

1. Outdoor pollution is a type of pollution derived from the mixture or collection of
additional loads of chemicals produced by natural events and human activities which react with the
natural components of the atmosphere thereby producing harmful effects on living systems.
The following are the major sources of outdoor pollution:
• burning of fossil fuels for power consumption
• photochemical and industrial smog
• volcanic eruption that emits sulfur dioxide and suspended particulates
• forest fire, “kaingin,” the St. Elmo's fire, and lightning
• evaporation of volatile organic compounds from decaying organic matters
• natural radioactive 222-gas from uranium deposits
Chemical substances from varieties of sources contribute to air pollution. These are nitrogen
oxides, carbon monoxide and organic compounds that can evaporate and enter the atmosphere.
Table 2.1 shows the different classes of pollutants with their corresponding common members.

2. Indoor air pollution is a type of pollution derived from the accumulation or build-up of
chemicals, SPM, and VOCs inside offices, buildings, houses, schools, and commercial establishments.
This chemical build-up is harmful to health.
Effects of Air Pollution
Air pollution is responsible for major health problems. It has ruined or endangered the
health of countless people. o Damage to human health includes
 over loading and degrading of body's defense mechanisms
 chronic bronchitis;
 emphysema (rupture of lung air sacs); and
 lung cancer
 Damage to plants includes dehydration and inhibition of
photosynthesis
 Damage to materials includes discoloration of clothing items, cars
and objects
  Depletion of ozone layer leads to increase global warming caused by
the "greenhouse effect.”

Air Pollution Control

The disastrous effects of air pollution need to be curbed. Thus, governments, scientists, and
environmentalists use and test various methods to reduce pollution. There are two main types of
air pollution control:
1. Input control involves the prevention of a problem before its occurrence, or at least
limiting the effects the problem will produce. There are five major input control methods that are
useful: 1) restriction of population growth, 2) use of less energy, 3) augmenting energy deficiency,
4) waste reduction, and 5) production of non-polluting, renewable forms of energy.

2. Output control means cleaning up an area that has been damaged by pollution. This is
more expensive than input control.
Air pollution has indeed become a serious problem. In an effort to address this problem, the
“Clean Air Act” was passed in 1999 to provide comprehensive and integrated policy for air quality
management. The law sets the national standards for the protection of the environment and the
improvement of the quality of the air we breathe.
The national ambient air quality values are routinely reviewed by the Department of
Environment and Natural Resources (DENR) through the Environmental Management Bureau
(EMB), in coordination with other concerned agencies and sectors.

The Clean Air Act (taken from the Primer on the Clean Air Act of DENR)
Republic Act No. 8749, otherwise known as the Philippine Clean Air Act, is a comprehensive
air quality management policy and program that aims to achieve and maintain healthy air for all
Filipinos. The guiding principles of the Clean Air Act (CAA) provides that the state shall:
• protect and advance the right of the people to a balanced and healthful ecology in accord
with the rhythm and harmony of nature;
• promote and protect the global environment while recognizing the primary responsibility
of local government units to deal with environmental problems;
• recognize that the responsibility of cleaning the habitat and environment in primarily area-
based; and recognize that a clean and healthy environment is for the good of all and should
therefore be the concern of all.
Coverage of the Clean Air Act
• All potential sources of air pollution (mobile, point, and area sources) must comply with the
provisions of the law. All emissions must be within the air quality standards.
• Mobile sources refer to vehicles like cars, trucks, buses, jeepneys, tricycles, motorcycles,
and vans.
• Point sources refer to stationary sources such as industrial firms and the smokestacks of
power plants, hotels, and other establishments.
• Area sources refer to sources of emission other than those mentioned above. These include
smoking, burning of garbage, and dust from construction, unpaved ground, and so forth.

CWTS/LTS students can conduct information campaign on how the communities can help
clean the air. They can help educate the people in the community by relaying to them the following
suggestions to help clean the air.
1. For vehicle owners/motorists:
• Maintain vehicle by changing oil regularly (every 5,000 kilometer mileage).
• Keep the engine well-tuned based on the owner's manual. Keep tires properly inflated.
 • Plan trips and observe proper driving habits.
• Remove unnecessary things from the trunk. Don't overload and travel only at the speed
required by traffic regulations and road conditions.
2. For commuters:
• Try talking to the jeep/bus/ tricycle drivers about the high health risks of poor vehicle
maintenance.
• Patronize mass transit such as buses and trains (MRT, LRT).  Share a ride, if
possible
3. For office workers:
• Reduce use of air-conditioning units.
• Make sure that lights are energy-efficient.
• Use company vehicles wisely.
• Use natural lighting by opening windows and curtains at daytime.
4. At home:
• Use low-watt bulbs or energy saving light.
• Limit the use of air-conditioning units.
• Do not burn garbage. Avoid using aerosols.
• Properly dispose of refrigerant, refrigeration equipment and used coolant.
5. For everyone:
• Talk to people on what they can do about air pollution.
• Report smoke-belchers to LTO, MMDA, and/or to the appropriate local government units.
• Walk or ride the bike.
• Take the bus or mass transit for long-distance travel.
• Do not burn garbage in the community. Plant trees.
• Do not smoke in public places.

Water Pollution
Water pollution is defined as the physical or chemical changes in the surface and ground
water caused by pollutants and which can adversely affect living organisms. Every year, 14 billion
pounds of sewage, sludge, and garbage are dumped into the world's oceans. The problem of ocean
pollution affects every nation around the world. This is true because water is able to transport
pollution from one location to another. With industrialization and rapid population growth, the
problem of water pollution has intensified.

Major Sources of Water Pollution

• Point sources refer to sources of discharges, pollutants or any effluent, such as wastewater,
through pipes, ditches, and sewers into bodies of water at specific location.
Sources: Sewage treatment plants of factories, electric power plants, active and abandoned
underground coal mine, oil tanker, and offshore oil wells
• Non-point sources are widely scattered and they discharge pollutants over a large area.
Sources: Run-off into surface water, seepage into ground water in urban and suburban
lands, and construction areas and roadways.

Common Types of Water Pollutants and Their Sources

• Disease-causing organisms (bacteria, viruses, protozoa, and parasites)
• Oxygen-demanding wastes (domestic sewage, animal manure, and other biodegradable
organic wastes that deplete water of dissolved oxygen)
• Water soluble inorganic chemicals (acids, salts, toxic metals, etc.)
• Inorganic plant nutrients (water soluble nitrate and phosphate salt)
 • Organic chemicals (insoluble and water-soluble oil, gasoline, plastics pesticides, solvents,
etc.)
• Sediments of suspended matter (insoluble pesticide of soil, salt and other inorganic and
organic materials that can remain suspended in water)
• Radioactive substances (Radon 222 and Uranium)

Causes of Water Pollution

One of the reasons for the severity of the water pollution problem is the unmonitored
dumping of pollutants into bodies of water. Sewage, sludge, garbage, and even toxic pollutants are
all dumped into the water. Across the world, about half of all sewage is dumped into bodies of water
in its original form. No efforts are made to disinfect the sewage or to remove especially the harmful
pollutants.
Even if sewage is treated, problems still arise. Treated sewage form sludge which is sent out
into the sea. Many cities and countries dump sewage into the sea. Often, they place it near the
coastlines, thereby killing all the marine life in the dumping area.
In addition to sewage, chemicals dumped by industries and governments are another major
source of water pollution.
Oil, such as that spilled by transport ships, has been dumped into the water since the
American Civil War. Every year, between one and 10 billion tons of oil are spilled, killing many
species and destroying the marine ecosystem.

Effects of Water Pollution

The effects of water pollution vary, depending upon the chemicals dumped and the location
where these chemicals are dumped. Pasig River is a classic example of how pollution can badly
damage bodies of water. This body of water is filled with toxic waste and sewage, and routinely
receives more waste when rainfall pushes it into the harbor.
Bodies of water near urban areas are highly polluted with garbage dumped by individuals
and dangerous chemicals legally or illegally dumped by industries. The main problem caused by
water pollution is the destruction of water-based ecosystems. Dead fishes and many other marine
life often wind up on beaches, killed by pollutants in their habitat.
Pollution disrupts the natural food chain as well. Pollutants such as lead and cadmium are
eaten by tiny aquatic animals. Later, these tiny aquatic animals are consumed by fish and shellfish,
and the food chain continues at all higher levels.
Eventually, humans are affected by this process as well. People can get diseases such as
hepatitis by eating seafood that has been poisoned. Death may result by eating seafoods infected by
red tide, for example.

Solutions to Water Pollution

Many laws have been created to restrict industries from dumping harmful materials into
the water. However, these laws remain weak, and many countries do not restrict water pollution. In
the U.S., the “Clean Water Act was promulgated to completely put an end to the dumping of
pollutants into the water. However, the law has been effective only in some areas.
Many non-governmental projects are also being carried out in an effort to clean up the
water. Industries are beginning to reduce the amount of chemicals they dump into the water by
making their products degradable. However, many environmentalists think that these efforts are
not enough.
Solid Wastes/Land Pollution
Land pollution refers to the presence of any solid waste in land in such quantity, of such
nature and duration, and under such conditions that are injurious to human health and to the
existence of plants and animals.
Solid waste disposal is an issue in all countries. Most countries produce millions of tons of
household wastes and industrial toxic wastes from factories, industries, and hospitals. These wastes
pollute the air, soil, and water because most countries and communities do not have safe means of
disposing them. When solid wastes are burned, toxic gases spread into the air, causing air pollution.
Some wastes are dangerous to public health because acids and non-decomposable organic
materials seep through the soil, thus contaminating the drinking water and polluting farmlands.
Solid wastes take up space and produce unpleasant smell.
Waste or garbage can be divided into four categories: (1) combustibles, (2) non-
combustibles, (3) recyclable, and (4) hazardous wastes.

Sources of Garbage (Solid Wastes)

• “Throw-away and disposable society”
• Overpopulation of the earth
• Over-production of packaging materials, bottles, diapers and other nondegradable materials
• Over-production of newspapers, plastic bags and containers made from styrofoam or
polystyrene foam which are difficult to recycle
• Lawn clipping which makes up about a fifth of all garbage in landfills
• Medical wastes or infectious waste (“red bag”) Tires that are designed to last their
durability; burning tires that create harmful fumes
• Household wastes, both degradable and non-biodegradable, thrown everywhere

Solid Waste and Its Disposal

Wastes end up in only three places on the ground, in the air, and in the following places:
• Landfills which are sanitarily designed to reduce the amount of waste that leaks out into
the environment. It protects the environment from pollution and uses the methane
produced in the landfill to generate electricity. Water dissolves pollutants out of the garbage
forming a solution known as  leachate.
• Incinerators which reduce solid waste by burning; however, this is the source of flies,
ashes, gases, and particulate matter emitted into the air.
• Oceans where about 50 million tons of waste a year are discharged 300 kilometers off-
shore. However, disease-causing organisms and heavy metals have destroyed numerous
fish varieties.

Garbology: Garbage Management and Disposal Activities

CWTS students can help in the proper management and disposal of wastes by doing the following:
• Reuse items whenever possible
• Encourage source reduction
• Compost the natural degradable organic wastes
• Reuse and recycle plastics
• Reuse returnable and refillable glass bottles
• Wash and reuse plastic and silverware plates. Use paper plates instead of styrofoam
containers.
• Save paper whenever possible-reuse paper bags, use scrap paper for notes
• Reuse paper or plastic bags
• Share newspapers, magazines and other reading materials with others
 • Conduct garage sale or charity pick-ups
• Carry your own clean cups, forks, knives, spoons, plastic straw
• Do not use the incinerator
• Save magazines, styrofoam, and the like for children's arts

F. Effective Ways of Recycling and Reducing Non-biodegradable and Biodegradable Wastes

The production of the majority of commercial products (prime commodities and others)
basically utilizes materials that are essentially non-biodegradable. This is a major contributing
factor to the growing volume of environmental wastes (e.g., about 3,300 metric tons of solid waste
per day in the metropolis). In Metro Manila alone, the interrelated problems of population growth,
proliferation of slum and squatter areas, industrial development, and inadequate sewage and waste
management system have imposed tremendous strain/stress on the already overburdened or sick
environment. Over the years, almost about 55% to 60% of the so-called environmental wastes are
non-biodegradable materials and only about 15% to 18% are biodegradable products. The
remaining percentage can be considered hazardous or toxic wastes which result from the
mismanagement of domestic activities.
The school and community-based Ecological Waste Management (EWM), through its zero-
waste concept is primarily concerned with maximizing, optimizing, and mobilizing school resources
—both material and human. It aims to achieve its vision and goals and to make college and
universities "Ecology Learning Centers of Excellence" to meet the objectives of sustainable earth
and Society through the low-technology approach concepts.

Nature of Biodegradable and Non-biodegradable Wastes

Biodegradable wastes or organic wastes such as food wastes, lawn clippings, plant and
animal wastes, and the like are usually compostable, and can be reused as feeds, fermentable fuel
and fertilizers. Nonbiodegradable wastes (such as metals, plastics, glass, and so on) are factory
returnable and can serve as potential sources of livelihood projects ranging from basketry to
woodcraft.
Commonly, recycling, reusing, and reducing these biodegradable and nonbiodegradable
wastes are effective ways to reduce the waste disposal problem. These ways utilize less of the
earth's already depleted natural resources. Through recycling and reusing of materials, less energy
is used, thus resulting in less pollution than extracting and processing raw materials. Making cans
from recycled aluminum, for example, takes about 96% less energy than making them from raw
bauxite ore.
The Four Rs of Waste Management: A Guiding Principle for CWTS/LTS Students (Lee & Añes,
2008)
The most cost-effective way to manage waste is to do something at the source of generation.
The sources of generation are the households, offices, or institutions. Waste management activities
such as sorting of waste and recovery can be best done at these points. The following are practical
tips that should be at the core of any ecological waste management.
REDUCE – Avoid wasteful consumption of goods. Begin by asking the question: "Do I really
need it?' In doing so, waste can be minimized and our natural resources can be conserved.
Conservation is like charity that begins at home.
REUSE – Whenever practicable, reuse useful items instead of throwing them away. It would
greatly help if reusable goods are patronized.
RECYCLE - Waste can be a valuable resource. Items that are useless or of very little value to
someone who wants to dispose of them may have significant value to others. The process of
sorting out and using these wastes into something beneficial is called recycling.
 REPAIR - Have items repaired to make them functional and reusable. Avoid throwing them.
Simple and Effective Ways of Practicing the 4Rs (Personal Waste Management)
 Avoid over-packed goods.
 Avoid disposable goods such as throw-away razors, pens, diapers, and even disposable
cameras.
 Buy food in bulk. Patronize products whose contents are refillable.
 Buy durable products.
 Practice composting (e.g., yard clippings and leaves).
 Patronize recycled and recyclable goods. There are different kinds of plastics. Avoid
polyvinyl chloride (PVC) containers, often used as cooking oil and salad dressing bottles.
Avoid containers made from multiple layers of plastics such as squeezable bottles. These
are virtually non-recyclable. Chlorinated polyethylene (CPE) plastics are highly
recommended instead.
 Patronize products that are made from renewable, rather than non-renewable resources.
 When buying products, such as shampoos and other toiletries, choose those with as little
packaging as possible. Avoid products that use numerous and unnecessary layers of
plastics, cardboard and styrofoam as they will only add to the garbage you throw out.
Choose products with reusable or recyclable containers. Jars and tin cans can be reused at
home instead of being thrown away as garbage.
 Choose products with cardboard packaging which comes in brown, gray, or those that
specify that they are made from recycled materials. Avoid white ones, which are almost
always not recycled. Recycle paper. It is one way of saving the trees. Use the reverse side of
used paper as scratch pad. Used papers can be sent to recycling centers. There may be one
in your neighborhood. Share your magazines, newspapers and comic books with your
friends.
 Each one's efforts, no matter how small, will add up to something that will make a big
difference.

G. The 4Rs of Ecology: Strategy in Attaining Ecological Sustainability in a School's

Community-based Projects
The school or community can suffer from the same pollution problems as homes. A school
or community administrator has many needs to attend to but inspite of these, he must be able to
“green up” the environment by sponsoring and supporting the cleaning, greening, and
beautification program in compliance with the Green Philippines Programs.
When it comes to attaining ecological sustainability, the “Four Rs” - reduce, reuse, recycle
and repair have to be learned and practiced in the communities and schools by the community
officials, residents, students, teachers, as well as concerned parents in solving the "garbage
overload."
To reduce means to reasonably limit or conserve the use of materials for more important
projects.
To reuse is to “use again” the materials that are reusable, recyclable, and non-
biodegradable.
To recycle is to reuse the materials after they were reprocessed either new products or
similar functional products.
To repair is to reconstruct/restructure and reinstall equipment/appliances/ gadgets that
are still repairable to its functional state.
The school community can spend as much money disposing its trash as it does on buying
textbooks. The amount of trash created in the community has grown steadily as marts and canteens
have switched to serving more and more meals and snacks on paper and throw-away plastics,
styrofoam plates and cups instead of reusable conventional tablewares, glass, forks, and spoons.

H. Few Ways to Reduce Garbage Overload In Schools/Universities

1. Take lunch to school in reusable containers; use lunch boxes and heavy duty plastic
containers. These containers are better than disposable bags, plastic wrap, and waxed
paper.
2. Work with the Parent-Teacher Association, student-accredited organizations, and
the student council to identify ways by which your school can reduce the amount of garbage
it produces.
• Stop using disposable throw-away dishes, cups, and utensils for regular school
meals. Use paper products and not plastics.
• Prefer fresh-cooked foods and meals to “fast-food”-type meals.
• Put separate garbage cans in the cafeteria/canteen for organic degradable waste
like leftover food, paper, and for non-degradable waste materials.
• Set up a paper recycling operation to collect used paper and old newspapers from
classrooms and offices.
• Repair and resell broken desks, chairs, and other equipment to salvagers and
charities.
3. Undertake class projects like information dissemination about the amount of
garbage the school produces and the ways of reducing and minimizing them.
4. Get involved in PTA and school board meetings to air your ideas and lobby support
for sound environmental management.
5. Urge your local newspaper to run editorials that encourage greater school
commitment to the environment. 6. Network with other parents, students and teachers
concerned about environmental issues.
7. Conduct a campus-wide environmental audit.
8. Urge student government or council to pass environmentalism.
9. Create a coalition of campus groups to address environmental issues.
10. Organize a teach-in project during Earth Day.
11. Hold a film festival related to environmental issues.

In the Office: What you can do

1. Use less paper. Utilize your computer and word processor more.
2. Recycle your own waste paper into message pads and internal memos.
3. Encourage your company/school to buy recycled stationery and envelopes.
4. Set up an inter-office arrangement with paper recycler for the easy and regular pick-up of
paper to be recycled.
5. Recycle newspapers.
6. Avoid throw-away containers.
7. Network with other recycling companies; educate using the media; write letters to the
editors; and solicit support from the local government.

In your Community: How communities can promote recycling through a five-point plan
1. Organize neighborhood associations into a strong coalition of recycling advocates, and
take your concerns to community council meetings.
2. Ask the city council to appoint a task force to determine how much money the community
can save in recycling instead of dumping.
 3. Publicize the results of the task force findings in local newspapers and on radio and
television.
4. Urge the community to create a recycling program.
5. Implement the recycling program immediately.

The community-school administrators can initiate and enforce a recycling program.

1. Hire a full-time recycling coordinator.
2. Help create a market for recycled products.
3. Make recycling mandatory.
4. Ban the disposal of specific recyclable materials and adjust disposal fees.
5. Provide separate containers for different recyclable materials and give clear instructions
on how to recycle.
6. Have recyclable materials picked up on the same day as the regular garbage.
7. Educate the community about the importance of recycling.
8. Recycle the university's and community's own garbage.

Shop Talk-10 Golden Rules

1. Buy local products.
2. Always take your own shopping bag.
3. Avoid “disposable” items.
4. Buy organically grown fruits and vegetables.
5. Look for minimum packaging
6. Avoid aerosol sprays.
7. Buy products in reusable or returnable containers.
8. Avoid plastic packaging.
9. Support shops that offer products friendly to the environment.
10. Buy both recycled and recyclable products.

Down-to-Earth Home Hints—The Ten Rules

1. Make or buy non-toxic cleaner.
2. Avoid using pesticide in the home.
3. Read labels carefully.
4. Use all cleaners moderately.
5. Keep your toiletries simple.
6. Avoid over-packaged cosmetics and cleaners.
7. Learn which additives are harmful and avoid them.
8. Choose biodegradable products.
9. Avoid aerosol cleaners.
10. Do not buy products that have not been tested on animals.

Use it Again, Recycle: The Ten Golden Rules

1. Separate your garbage for recycling.
2. Compost your food scraps.
3. Use things until they are really worn out.
4. Buy milk in glass bottles instead of cartoons.
5. Be wary of the disposable tag on products-how can you dispose of them.
6. Avoid plastic.
7. Buy recycled paper.
8. Reuse envelopes, plastic bags and containers.
Why recycle?
1. It saves energy
2. It saves resources.
3. It saves money.
4. It saves space.
5. It creates jobs.
6. It reduces pollution.

Preparing to Recycle
To make the most of your wastes for recycling, separate and treat them in the following ways:
1. Food Scraps-Separate food scraps in a container with lid and deposit them regularly into
your compost heap for organic fertilizer production.
2. Glass - Return bottles or glass containers to manufacturers of the products. Glass can
effectively be recycled forever. Reuse the glasses or bottles depending on your needs.
3. Paper-Newspapers and other paper products are suitable for recycling and reusing.
4. Steel cans–Rinse cans to remove food scraps and squash them flat or reuse them as
containers or flowerpots.
5. Metal-Keep all forms of scrap metal - it's worth money. You can sell them to scrap
merchants.
6. Aluminum cans—These are worth money! Squash cans flat for collection and sell them
for extra money.
7. Car oil -Collect waste oil in a container. Many service stations collect this for recycling.
8. Car tires–Use worn-out tires for anything else-like swing in the garden and flower or
plant boxes or containers.
9. Plastic-Plastic has a very little recycling potential. Reuse plastics as much as possible.

Reducing the Use of Plastics

1. Avoid buying meat and vegetables pre-packaged in a plastic container.
2. Take your own bag or trolley when you go shopping.
3. Avoid using plastic bags.
4. Prefer 100 percent recyclable alternatives to goods packaged in plastic
5. Avoid man-made fibers in clothing. 6. Avoid disposable plates, cups and food utensils.
7. Don't buy disposable razors. 8. Invest in a good pen that will last for years and require
refills, or use a fountain pen.
9. Buy margarine and butter in paper wrappers.
10. Buy soft drinks in glass bottles which are preferably reusable.

Save Water - Ten Golden Rules

1. Fix dripping taps promptly.
2. Choose phosphate-free detergent.
3. Use recycled, unbleached toilet paper.
4. Never dispose of toxic waste down the drain.
5. Shower instead of using a water dipper.
6. Turn taps off properly.
7. Observe water bans.
8. Reuse the water used in the kitchen to water the plants.
9. Water your garden early in the morning or late in the evening.
10. Do not do your laundry until you have a full load.
Golden Rules to Save Energy: It's Easy to Save Energy!
1. Insulate your home.
2. Install a 'solar system' to generate energy.
3. Heat or cool only the room you use.
4. Wear thick clothing during cold weather and wear light clothing during warm season.
5. Switch off lights in areas not used.
6. Ensure that your oven and fridge are sealed properly.
7. Choose energy-efficient appliances.
8. Turn everything off when you go on vacation/holidays.
9. Keep air-conditioned rooms closed.
10. Plug up drafts.

10 Golden Rules to Save Fuel

1. Use public transport whenever convenient.
2. Buy locally produced and packaged goods.
3. Adopt fuel-saving driving techniques.
4. Cut down on car trips.
5. Avoid energy-consuming extras on your car.
6. Buy a small, lightweight car that runs on lead-free petroleum.
7. Car pool with fellow commuters.
8. Walk if you only have a short distance to travel.
9. Shop locally.
10. Keep your car properly maintained.

I. The Green Philippines Programs

The National Youth Commission (NYC) in cooperation with the Commission on Higher
Education (CHED) aims to address environmental youth advocacy through the promotion of
Philippine President Gloria Macapagal Arroyo's Executive Order (EO) No. 579. The EO encourages
the formation and implementation of the Green Philippines Programs through the National Service
Training Program (NSTP) for the development of sound policies in advancing the role of the youth
in environment protection and preservation.

Activity 1
1. Of the different environmental problems that the community faces, what are the two most
common ones that are the concern of all? What could be the problem solutions to these
problems?
2. What is the role of the people in the community in the enforcement of the RA No. 8749,
otherwise known as the Clean Air Act? Write a resolution on how you can help reinforce the
Act.
3. In school campuses, practice/ apply the 4Rs of waste management as a guiding principle.
Explain the step-by-step process of recycling biodegradable and non-biodegradable wastes
or materials.
4. In your community, how will you promote a recycling project? Explain what is meant by
”May Pera Sa Basura.” Why is there a need to explain recycle?
5. What is your role as a CWTS student in undertaking and promoting the schools’ “Clean
and Green Project.”
6. How will you implement a Green Philippines program? Select one suggested activity and
make a proposal in how it can be implemented at the school and community levels.