Table of Contents

ENVIRONMENTAL

PROTECTION

Topic 1: ENVIRONMENTAL EDUCATION

Title Pages

I. Introduction 4 II. Pollution 5 III. Solid Waste 11 IV. Recycle 17

V. References 19 VI. Activities 20

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Republic of the Philippines
Aklan State University
NATIONAL SERVICE TRAINING PROGRAM
Kalibo, Aklan

MODULE TOPIC 4:
ENVIRONMENTAL PROTECTION
 a. Environmental Protection and Management
Introduction
Module Topic 4. Environmental Protection

Number of Hours 6 hrs

b. Seven Principles of Environment and Environmental

Laws
c. Forest Protection Conservation and Development d.
Water Sanitation and Conservation
e. The Role of the Youth in the Environmental Protection and
Management
 Topic 1: ENVIRONMENTAL EDUCATION

CLASS : NSTP (ROTC/CWTS/LTS)

COMPILED BY: PROF. RICHARD E.DIONISIO

ASU, NSTP DIRECTOR

SUBJECT CONTENTS:

I. Introduction
II. Pollution
III. Solid Waste
IV. Recycle
V. References
VI. Activities

OBJECTIVES:
At the end of modular unit, students must:

1. Understand basic concepts and laws governing environmental education.

2. Familiarize the seven environmental principles, and the role of the youth in protecting our
environment.
3. Discuss forest protection conservation and how it can be implemented and its effect and what to be
done.
4. Explain and internalize the vital importance of clean water and water conservation.
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ENVIRONMENTAL PROTECTION

“. . . Waste is resource that can be recovered”,

“RA 9003 poses a challenge.

Solid waste management in the curricula of schools would
Enhance awareness and promote the right attitudes of the youth”.

I. Introduction

Environmental Education had been introduced in the Philippine Educational System for many years, but
it was never been properly and strongly addressed to all to ensure functional environmental programs.
Our country is in the stage of trying to find out solutions to problems. Primarily on the environmental
issues concern all over the Archipelago, logically speaking technology is growing. Resources are utilized
to the fullest that are being feedback to the community; without sustainable measures to prevent the
issues and concern on Environment that becomes problem not only of certain individual’s nor of any
group organizations but it becomes the concern of everybody.

II. Learning Objectives

Environmental Education can be attained in terms of the learners’ awareness, knowledge,
attitudes, skills and participation to the resolution of environmental problems, issues and
 concerns. The learners must consider the environment in its totality-natural and built,
technological and social (economic, political, cultural, historical, moral and aesthetic).
Environmental education must be: a) Action Oriented. It should involve finding solutions to real
environmental problems and issues, b) Experiential. It should use variety of approaches and
environments, c) Future –Oriented. It must be concerned with the present and future
generations, d) Globally Oriented. It must consider the whole earth as one ecosystem, e) Holistic.
It must deal with the natural and man-made aspect of the environment, f) Interdisciplinary. It
must relate to all disciplines, g) Issue-Oriented. It must deal with local, regional, national and
global perspective.
Specifically, at the end of the topic, the students are expected to:

1. Clarify some concepts, practices and legal issues that relates to environmental and ecological
issues and concerns;
2. Gain awareness on RA 9003, Clean Air Act and other statute relative to environmental and
ecological problems;
3. Gain fundamental knowledge on ecological and solid waste management;
4. Provide examples of initiatives that demonstrate individual response and responsibility for their
actions and practices;
5. Stimulate students interest in acquiring skills for efficient management of garbage / wastes in an
individual capacity or institutional level; and
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6. Relate ecological solid waste management with human and ecological security.

III. Scope:

The holistic concept of environmental management embraces not only the protection of the
environment per se, but more importantly, the management of human activities which has
significant impact on the environment. This concept enlarges the notion of development to
include the enhancement of environmental quality alongside development on a sustainable basis.
This is the perspective from where the environment-development nexus must be reviewed
The goal of Environmental Education is to have 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. The people must develop a sympathetic attitude towards the diversity and
sustainability of resources on earth for the survival and stability of life.

I
| INTRODUCTION

Environmental Educational
 Contextualizing environmental issues within the physical, biological, social, economic, historical
and imperatives of the Philippines.
A process of teaching and learning, helping people to acquire understanding, skills and values that
makes them active and informed citizens in the development and maintenance of an ecological,
sustainable and socially just society.
Worldwide in developed and developing countries environmental problems are among the most
important concerns facing people and their governments. The problems include population
growth, poverty, deforestation, pollution of water and soils, waste disposal and loss of species.
There are risks associated with all of these problems that are affecting almost every activity in life.
Living is always polluting especially when one fails to manage it, and there is no escape from it.
The ever-increasing human and animal population can caused environmental degradation and
over exploitation of the natural resources. Thus, our “Mother Earth” is facing problems that are
not only locally but most of it becomes a global problems. These environmental problems become
issues for all of us to solve. The concerns in solving such problems are so limited. It seems that not
all are really doing some help to save our planet earth, as the only planet we have that can support
life. With Philippine progress in industry and technology at this point in time, the people are
threatened with increasing awareness about the air, water, land, noise pollution.

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II
| POLLUTION

Pollution is defined as the alternation of our

surroundings, wholly or largely as a product of
man’s actions, through direct or indirect effects of changes in every pattern of chemical and physical
constituents of organisms.

The problem of air pollution has become a worldwide phenomenon. If left unabated it can
cause major health problem and even death. In Metro Manila air pollution had reached the
alarming levels with a total suspended particles (TSP) as much as five times greater that the
World Health Organization (WHO) guidelines of particulate matters of 10 microns (PM 10) and
the lead levels even higher as two times the guidelines.

A. Air pollution is defined as physical and chemical alternation of the properties of air, which is
harmful to human health, vegetation and animals.
1.1 Outdoor Pollution is a type of pollution derived from the mixture or collection of additional
loads of chemical produced by natural events and human activities with the natural
components of the atmosphere thereby producing harmful effects to living system.
The following are the major sources of Outdoor Pollution:
Burning of fossils fuels for power consumption
Photochemical and industrial smog
Volcanic eruption to emit sulfur dioxide and suspended particulates
Forest Fire, “ Kaingin” or the St.Elmo Fire and Lightning
Evaporation of volatile organic compounds from decaying organic matters
Natural Radioactive 222-gas from Uranium deposits

The 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 1. Classes of Air Pollutants

POLLUTANTS COMMON MEMBERS

Carbon Oxide (CO) Carbon monoxide (CO)

Carbon dioxide (CO2)
Sulfur dioxide (SO2)
Sulfur trioxide (SO3)

Nitrogen Oxide (NO) Nitric oxide (NO)

Nitrogen Oxide (NO2)
Nitrous oxide (N2 O)

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VOC’s (Volatile Organic Compound) Methane (CH4)
Butane (C4 H10)

SPM (Suspended Particulars Matter) Dust, Soot (Carbon)

Asbestos, Lead (Pb)
Chromium (Cr)
Arsenic (As)

Liquid droplets Sulfuric Acid (H2 SO4)

Nitric Acid (HNO3)

Photochemical oxidants DDT, Malathion, etc.

Ozone (O3)

1.2 Indoor Air Pollution- a type of pollution derived from the accumulation or build up of chemical,
SPM, VOC’s inside the office, building, houses, school, commercial store that are harmful to health. Table 2
shows the sources, types of indoor pollutants and its health threat.

Table 2. Sources, Classes of Indoor Pollutants and its Health Threats

SOURCES CLASS/TYPE HEALTH THREAT
 Aerosol sprays Trichloroethane Breathing difficulty

Chlorine treated water Chloroform Cancer

Air freshener crystal and Par-chlorobenzene Cancer

moth balls

Tobacco and cigarettes Nicotine Lung cancer, heart disease

Carpets and Plastic Products Styrene Liver and kidney damage

Paint stripper and thinner Methylene chloride Diabetes and nerve disorder

Gas stove, kerosene, heater, Nitrogen oxide Respiratory disorder

wood stone

Dry cleaning fluids Tetrachloroethylene Nerve, liver, and kidney

damage

Effects of Air Pollution

Air pollution is responsible for major health effects. Every year, the health of countless people is
ruined or endangered by air pollution.
Damage of Human Health
Overloading and degrading of body’s defense mechanisms
Chronic bronchitis
Emphysema (rapture of lung air sacs)
Lung cancer

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Damage of plants that lead to dehydration and inhibition of photosynthesis
Damage to materials e. g. discoloration of clothing materials and cars
Depletion of ozone layer
Increase global warming caused by “greenhouse effect”

Air Pollution – Solutions

Air pollution because of disastrous effects need to be curbed. In order to accomplish this,
government, scientist and environmentalists are using or testing a variety of methods aimed at reducing
pollution. There are two main types of air pollution control:

♥ Input control – involves preventing a problem before it occurs, or at least limiting the effects the
process will produce. There are five major input control methods that are useful. People may try
to 1) restrict population growth, 2) use less energy, 3) improve energy deficiency, 4) reduce
waste and 5) move to non-polluting renewable forms of energy production.
 ♥ Output control – this method of control seeks to fix the problems caused by air pollution. This
means cleaning up an area that has been damaged by pollution. This is more expensive than the
input control.

Air pollution has indeed become a serious problem. With the efforts to address this problem, the
passage of the “Clear Air Act” in 1999 makes it milestone to provide comprehensive and integrated policy
for air quality management. The National Ambient Air Quality Values had been set in the law to protect
health, safety and the general welfare. These are routinely reviewed by the DENR through the
Environmental Management Bureau (EMB), in coordination with the other concerned agencies and
sectors. (Presentation 1 Cleaning the Air)

The Clear Air Act

(Excerpts from the Primer on the Clear 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 principle 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 is primarily area-based;
Recognize that a clean and healthy environment is for the good of all and should therefore be the
concern of all.

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Coverage of the CAA

All potential source 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 the smoke stacks of power plants,
hotels and other establishments.
Area sources – refers to sources of emissions other than the above mentioned. These include
smoking, burning of garbage, and dust form construction, unpaved ground, etc.

What can CWTS trainee do to help clean the air?

The CWTS students can conduct information campaign related to the “Clean Air Act” informing the
people in the community on how to help clean the air.

For vehicle owners/motorists:

⮚ Maintain vehicle by changing oil regularly (every 5,000 kilometer)
 ⮚ Keep the engine well-turned 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 speed required by
traffic regulations and road conditions

For commuters:
⮚ Try talking to the jeep/bus/tricycle driver about the high health risks of poor vehicle maintenance

and improve driving practices

⮚ Patronize the mass transit such as bus, train (MRT, LRT)

For Office Workers:

⮚ Reduce use of air conditioners

⮚ Make sure that lights are energy efficient

⮚ Use company vehicles wisely
⮚ Use natural lighting by opening window curtains at daytime

At Home:
⮚ Use low watt bulbs or energy saving light

⮚ Limit the use of air-conditioning units a few degree higher

⮚ Don’t burn garbage
⮚ Avoid using aerosols
⮚ Properly dispose refrigerant, refrigeration, equipment and used coolant

For everyone:
⮚ Talk to people on what they can do about air pollution

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⮚ Report smoke-belchers to LTO.MMDA, and/or the appropriate local government units ⮚

Walk or ride your bike to places

⮚ Take the bus or ride mass transit transportation

⮚ Stop burning of garbage in community

⮚ Plant trees
⮚ Don’t smoke in public places

B. Water Pollution

Water pollution is defined as the physical or chemical changes in the surface and ground water
caused by pollutants that 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. As the world has industrialized and its population has grown, the
problem of water pollution has intensified.
 Major Sources of Water Pollution

1. Point Source – a source of pollution that discharges pollutants or any affluent, such as water,
through pipes, ditches, and sewers into bodies of water specific location.(Sources: sewage
treatment plants of factories, electric power plants, abandoned underground coal mine, oil
tanker and offshore oil wells).

2. Non-point source – sources of pollution that are widely scattered and discharges Pollutants over
a large area. (Sources: run off into surface water, seepage into ground water in urban and
suburban lands, construction areas and roadways etc).

Common Types of Water Pollutants and its sources

Disease causing organism (bacteria, viruses, protozoa and parasites)

Oxygen demanding wastes (domestic sewage, animal manure and other biodegradable organic
wastes y\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, pesticides, solvents, etc.) Sediments of
suspended matter (insoluble pesticide of soil, salt and other inorganic materials that can remain
suspended in water.
Radioactive substances (Radon 222 and Uranium)

Water Pollution - Causes

One of the reasons that the water pollution problem is so severe is that is not actually illegal to damp
pollutants into water bodies. Sewage, sludge, garbage and even toxic pollutants are all dumped into
the water. Often, governments either do not care or simply look the other way. Across

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the world, about half of all sewage is dumped into water bodies in its original form. No efforts are
made too distinct the sewage or to remove especially harmful pollutants. Even if sewage is treated,
problems still arise. Treated sewage from sludge, are sent out into the sea and dumped. Many cities
and countries dump sewage out at sea. Often, they place it not far from their own coastline, often
killing all the sea wildlife 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 US Civil War. Every year, between one and 10 billion tons of oil are split, killing many species
and destroying the ecosystem in the area.

Water Pollution – Effects

The effects of water pollution are varied and depend on what chemicals are dumped and in what
locations. Pasig River is a strong example of how badly pollution can damage bodies of water. The
water is filled with toxic waste and sewage, and routinely receives more waste when rainfall
 pushes it into the harbor.

Many bodies of water near urban areas are highly polluted. This is the result of both garbage are
dumped by individuals and dangerous chemicals legally or illegally dumped by industries. The
main problem caused by water pollution is that it kills life that inhabits water-based ecosystems.
Dead fish, birds and many other animals often wind up on beaches, killed by pollutants in their
habitat.

Pollution disrupts the natural food chain as well. Tiny animals eat pollutants such as lead and
cadmium. Later fish and shellfish consume these animals, and the food chain continues to be
disrupted at all higher levels.

Eventually, this process affects humans as well. People can get diseases such as hepatitis by eating
seafood that has been poisoned and death may result by eating red-tide infected seafood’s.

Ecosystems can be severely changed or destroyed by water pollution. Many areas are now being
affected by careless human pollution, and this pollution is coming to hurt humans.

Water Pollution – Solution

Many laws have been created to restrict industries from dumping materials into the water.
However, many laws remain weak, and many countries do not restrict water pollution. In the
United States, the “Clean Water Act” was written to completely put an end to all dumping of
pollutants into the water. The law has not been effective in many areas, but in other locations, it
has achieved goals.

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Many non-governmental projects are also being carried out in an effort to clean up water. Industries
are beginning to reduce the amount of chemicals they dump into the water, is making its products
degradable. However, many environmentalists think this is hardly enough. (Presentation 2 Success
Stories)

C. Solid Wastes / Land Pollution

This type of pollution is refers to the presence in land of any solid waste in such quality, of such
nature and duration, and under such conditions that would injurious to human health or
welfare, animal or plantlike or property. Solid waste disposal is an issue for all countries.
Most countries produce millions of tons of household wastes and industrial toxic wastes from
factories, industries and hospitals. These wastes are polluting the air, soil and water because
most countries and communities do not have a means of safety disposing it. When solid
wastes are burned, toxic gases spread into the air, causing air pollution.
The dumping of some waste can be dangerous for public health because acids and non
decomposable organic materials seep through the soil and contaminate the drinking water
and pollute farming land. As a result waste or garbage causes dangers to public health. Solid
waste takes up space and produces unpleasant smells.
Citizens divide their waste, garbage into four categories:
Combustibles,
non-combustibles,
recyclable,
hazardous wastes

III
| SOLID WASTE

Causes of Garbage (Solid Wastes)

Effects of “Throw-away and disposable society”

Overpopulation of people on earth
Over production of packaging materials, bottles, diapers and other non-degradable materials Over
production of newspapers, plastic bags and containers made up of styrofoam or polystyrene foam,
which are difficult to recycle
Lawn clipping make-up about a fifth of all garbage in landfills
Medical waste or infectious waste (“red bag”) is a growing problem
Tires are designed to last to their durability. Burning tires create fumes
Household waste both the degradable and non-degradable are thrown everywhere in Metro Manila
and other major cities in the Philippines.

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Solid Waste and its Disposal

There are only three places for wastes to end up: in the ground, in the air, some of our waste ends
up in each place.

⮚ Landfills – sanitary landfill is 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.

⮚ Incineration – reducing solid waste by burning it first and this causes fly ash, gases and particulate
matter to the air

⮚ Ocean dumping – about 50 million tons of waste a year are discharge into the ocean 300 kilometers
off – shore. Disease causing organisms and heavy metals has destroyed numerous fisheries.
(Presentation 3 ESWM)
 Garbology: Garbage Management and disposal activities, what the CWTS trainee can do:

Individual Action
Reuse item 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 plate instead of Styrofoam
Save paper whenever possible, reuse paper bags, scrap paper for notes
Reuse paper or plastic bags
Share newspapers, magazines with others
Conduct garage sale or charity pick-ups
Carry your own clean cups, forks, knives, spoons, and plastic straw
Do not use incinerator
Save magazines, Styrofoam etc. for children’s arts

Effective Ways of Recycling and Reducing the Non-Degradable and Degradable Wastes

1 The production of the vast majority of commercial products (prime commodities and others) in our
market is basically utilizing materials that are essentially non-biodegradable products and hence,
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 inter-related
problems of population growth, proliferation of slum and squatter areas, industrial development
and inadequate sewage and waste management system have imposed tremendous strain/stress
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on our already overburdened or sick environment. Over the years almost about 55-60% of the so
called environmental wastes are non-biodegradable materials and about 15-18% are
biodegradable products, while considering the remaining percentage to be hazardous or toxic
wastes resulting from the mismanagement of domestic activities.

2 The school and community based Ecological Waste Management (EWM through Zero-Waste
concept) is primarily concern on maximizing, optimizing, mobilizing school resources-both
materials and human to achieve the vision and goals of EWM and to make this University an
“Ecology Learning Center of Excellence” helping to achieve the goals of Sustainable Earth and
Society through the Low-Technology approach concepts.

Nature of Biodegradable and Non-Biodegradable Wastes:

Biodegradable wastes (organic waste) example are food wastes, lawn clippings, plant and animal
wastes, etc. are usually compostable, and can be re-used as feeds, fermentable, fuel and fertilizers
while the non-biodegradable wastes (e.g. metals, plastics, glass etc) are factory returnable and can
serve as a potential sources of livelihood projects-ranging from basketry to woodcraft.
In the most contexts, the recycling, reusing and reducing of these biodegradable and non
 biodegradable wastes are effective ways to slow down the waste disposal problem. It also means,
we use less of the earth’s already depleted natural resources, while making products recycled and
reused materials uses considerably less energy and causes less pollution than extracting and
processing raw materials. Making cans from recycled aluminum, for example, take about 96% less
energy than making them from raw bauxite ore.

The Four R’s of Waste Management – a Guiding Principle

Common sense tells us the most cost-effective way to manage waste is to do some things at the
source of generation. That is at the household, offices or institutional level. Activities such as
sorting of waste and eventually recovery can be best done at this point. The following are practical
tips and should be at the core of any Ecological Waste Management.

1 Reduce – avoid wasteful consumption of goods. Begin by asking the question: “Do I really need it?”
in so doing, we minimize waste and conserve our natural resources. Conservation like charity
begins at home.
2 Reuse – whenever practicable reuse items that is useful instead of throwing them away. It would
greatly help if we patronize goods that are reusable, rather than throw away types. 3 Recycle – waste
can be valuable resource. Items that are useless or of very little value to someone who wants to
dispose of them are very often significant value to others at another setting and/or time. The process
whereby portions of these wastes are sorted out and used for something of benefit is called recycling.
4 Repair – whenever items that are reusable and need for a repair to make it functional instead of
throwing it.

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Simple and Effective Ways of 4 R’s (Personal Waste Management)

Avoid over-packed goods

Avoid disposable goods such as throw-away razors, pens, diapers, and lately, 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 which 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.
In cases of cardboard packaging, choose products, which come in brown, gray, or those that specify
that they be. Made from recycled materials. Avoid white ones, which are almost always not
 recycled.
Recycle paper. It is one way of saving over trees. Use backsides of used paper to recycling centers.
You may have 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.

The 4R’s of Ecology: Strategy in attaining Ecological Sustainability at School-Community Based

Projects

School-community can suffer from the same pollution problems as homes. A school/community
administrator has many needs to attend but inspite of these, he must be able to ‘green up’ environment
by sponsoring and supporting to Cleaning, Greening and Beautifying Program. When it comes to attaining
Ecological Sustainability, the “Four R’s” –reduce, reuse, recycle and repair as strategies 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 about 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 non-degradable, reusable and recyclable. ⮚ To recycle
is to reuse after the materials had been reprocessed either to new products or similar functional
products.
⮚ To repair is to reconstruct/restructure and reinstall equipment/appliances/gadgets that are

repairable to its functional state.

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⮚ The school-community can spend as much money disposing its trash as it does on buying textbooks.

The amount of trash created in 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 table wares, glass, forks and spoons.

Ways to reduce garbage overload:

School/Universities-based:

⮚ Takelunch to school in reusable containers, use lunch boxes and heavy-duty plastic containers.
These are better than throwaway bags, plastic wrap and waxed paper.
⮚ Work with Parent Teacher Association, student-accredited organizations, student council to

identify ways that your school could reduce the amount of garbage it produces. ⮚ Stop using
throwaway dishes, cups and utensils for regular school meals. Use paper products not plastics.
⮚ Replace the “fast food” approach with fresh cooked foods and meals.

⮚ Put separate garbage cans in the cafeteria/canteen for organic degradable, uneaten foods,
papers, etc. and for non-biodegradable waste materials.
⮚ Set up a paper recycling operation to collect used papers, old newspapers from classrooms and

offices.
⮚ Repair and resell broken desks, chairs and other equipment to salvagers and charities ⮚ Turn

class projects into demonstrations about the amount of garbage your school produces. ⮚ Involve in
 PTA and school board meeting to support sound environmental management ⮚ Urge your local
newspaper to editorialize in favor of a greater school commitment to the environment
⮚ Network with other parents, students and teachers concerned about environmental issues ⮚

Conduct a campus-wide environmental audit.

⮚ Urge student government to pass resolutions supporting environmentalism. ⮚

Create a coalition of campus group to promote environmental issues.

⮚ Organize a teach-in on Earth Day.

⮚ Hold a film festival related to environmental issues.

At the Office: What you can do?

⮚ Use less paper.

⮚ Use your computer or word processor more.

⮚ Recycle your own waste paper home to use as scratch pads.
⮚ Encourage your company/school to buy recycled paper for use as stationary and envelopes. ⮚ Set
up an easy system to encourage in-office recycling arranges with a paper recycle to pack up the
waste paper on a regular basis.
⮚ Recycle Newspapers.

⮚ Avoid throwaway lunch containers.

⮚ Networkwith other recycling companies, educate the media, write letters to editors, and get
support from local government.

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At your Community-Based: How Communities can promote Recycling, Five-Point plan?

⮚ Organize neighborhood association into a strong coalition of recycling advocates, and take your
concerns to community council meeting.
⮚ Ask the city council to appoint a task force to determinate how much money the community can

save in recycling instead dumping.

⮚ Publicize the results of the task force findings in local newspaper and on radio and television. ⮚

Urge the community to create a recycling program.

⮚ Implement the recycling program immediately.

⮚ The Community School Administrators can initiate and enforce the Recycling Program. ⮚
Hire a full-time recycling coordinator.
⮚ Help create a market for recycling mandatory.

⮚ Ban the disposal of specific recyclable materials and adjust disposal fees.
⮚ Provide separate containers for different recyclable and clear instructions on how to recycle. ⮚
Have recycled materials picked up the same day as regular garbage.
⮚ Educate the community about the importance of recycling.

⮚ Recycle the university’s own garbage.

Shop Talk-10 Golden Rules:

1. Buy local products
 2. Always take your own shopping bag
3. Avoid “disposal” items
4. Buy organically grown fruits and vegetables
5. Look for minimum packaging
6. Avoid aerosol sprays
7. Buy products in reusable 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 – 10 Rules:

⮚ Make or buy non-toxic cleaner

⮚ Avoid pesticide use in the home

⮚ Read labels carefully
⮚ Use all cleaners moderately
⮚ Keep your toiletries simple

Why Recycle
⮚ Save energy
⮚ Save space
⮚ Save resources
⮚ Save money
⮚ Create jobs

16 | E n v i r o n m e n t a l P r o t e c t i o n
⮚ Reduce pollution
⮚ Avoid over-packaged cosmetics and cleaners
⮚ Learn which additives are harmful and avoid them
⮚ Choose biodegradable products.
⮚ Avoid aerosol cleaners
⮚ Buy products that have not been tested on animals.

Use it again: Recycle, 10 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
9. Take your own shopping bag or basket
10. Choose biodegradable packaging
IV
| RECYCLE

Preparing to recycle

To make the most of your waste for recycling, separate and treat it in the following ways:

Food Scraps – keep it separate in a container with lid and deposit regularly unto your compost
heap- for organic fertilizer production.
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. Paper – newspaper
and other paper products are suitable for recycling and reusing. Steel cans – rinse cans to food
scraps and squash then flat or reuse it as container or flowerpot.
Metal – keep all forms of scrap metal – it’s worth money. You can sell it to scrap merchant
Aluminum cans – these are worth money! Squash can flat for collection and sell it for extra
money.
Car oil – collect waste oil in the container. Many service stations collect this for recycling.
Car tires – use worn-out tires for anything else – like swing in garden and planter.
Plastic – plastic has a very little recycling potential – reuse plastics as much as possible.

Plastics: Reducing the use of plastics

Avoid buying meat and vegetables pre-packaged in plastic
Take your own bag or trolley when you go shopping
Avoid using plastic bags

17 | E n v i r o n m e n t a l P r o t e c t i o n
Buy 100 percent recyclable alternatives to good packaged in plastic
Avoid man-made fibers in clothing.
Avoid disposable plates, cups and food utensils
Don’t buy disposable razors
Invest in a good pen that will last for years and require or use fountain pen.
Buy margarine and butter in paper wrappers
Buy soft drink in glass bottles preferable reusable

Save Water – 10 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 bathing
6. Turn taps of properly
7. Observe water bans
8. Reuse washing water in the garden
9. Water your garden in the early morning or early evening
10.Don’t do your laundry until you have a full load.

Save energy: It’s easy to Save Energy! (10 Golden Rules)

 1 Insulate you home
2 Install a ‘solar system’ to generate energy
3 Heat or cool only the room you use
4 Wear more clothing, instead of turning up the heat or light clothing in warm season
5 Switch off lights in areas not being used
6 Ensure your oven and fridge seal properly
7 Choose energy – efficient appliances
8 Turn everything off when you go on vacation/holidays
9 Keep doors to heated/air conditioned room closed
10 Plug up draughts

Save Fuel – Undreamt of Mobility (10 Golden Rules)

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 run on lead-free petrol
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

18 | E n v i r o n m e n t a l P r o t e c t i o n

V
| REFERENCES:

∙ https://www.epa.gov/education/what-environmental-education

∙ https://www.plt.org/educator-tips/top-ten-benefits-environmental-education/

∙ https://www.nationalgeographic.org/encyclopedia/pollution/

∙ https://www.nrdc.org/stories/air-pollution-everything-you-need-know

∙ https://www.who.int/health-topics/air-pollution#tab=tab_1

∙ https://www.nrdc.org/stories/water-pollution-everything-you-need-know
∙ https://www.sciencedirect.com/science/article/pii/S1110062118301375

∙ https://www.greenpak.com.mt/effective-ways-recycling-reducing-non-biodegradable-waste ∙

https://fnqlsdi.ca/wp-content/uploads/2015/09/Guide-3RV-ANG-complet-FINAL.pdf ∙

https://earthjournalism.net/stories/beyond-lockdown-can-the-philippines-sustain-low-air-pollution-levels ∙

https://www.iamat.org/country/philippines/risk/air-pollution

∙ https://www.epa.gov/recycle/recycling-basics

∙ https://www.wm.com/us/en/recycle-right/recycling-101

19 | E n v i r o n m e n t a l P r o t e c t i o n

ACTIVITY NO. 1

Name: _______________________________ Course,Yr&Section:___________________ Date: ____________

Instructor: ____________________________
 Rating: ________________________

AIR POLLUTION

Direction: Complete the Table describing the sights and smell observed when you encounter air pollution, at the
same time suggest possible action you could do to decreased or avoid this kind of air pollution.
3. Burning rice straws
Scenario Observation when threshing is done
in a rice
field.
1. Traffic Air Pollution

4. Burning tons of garbage

in the garbage dump area.

2. Factories Smokestacks

5. Livestock and Poultry Farm

Possible Action to be taken to decreased/avoid this

kind of air pollution.
 20 | E n v i r o n m e n t a l P r o t e c t i o n

ACTIVITY NO. 2

Name: _______________________________ Course,Yr&Section:___________________ Date: ____________

Instructor: ____________________________
Rating: ________________________

WATER POLLUTION

Direction: Observe the pictures below and answer the following questions.

QUESTIONS FOR EACH PICTURE:

1. What is the cause of this water pollution?

2. What could be the harmful effect of this?
3. What possible action you could do to decreased or avoids this particular water pollution?

1.
Orange Water

2.
Industrial Waste
 21 | E n v i r o n m e n t a l P r o t e c t i o n
3. 6. 4. 7. Dirty Port
Acid Mine
Drainage

Dirty
River Dirty Lake

5. Dirty Drainage
 22 | E n v i r o n m e n t a l P r o t e c t i o n

ACTIVITY NO. 3

Name: _______________________________ Course,Yr&Section:___________________ Date: ____________

Instructor: ____________________________
Rating: ________________________

OUR ENVIRONMENT IN THE YOUTH’S PERSPECTIVE

Direction: Create an ILLUSTRATION/POSTER showing how you see our Environment 25 YEARS from
now, providing an ESSAY with a title that describes your work and explain why you choose that particular
scenario.

RUBRICS:

Illustration/Poster – 50%

Creativity and Presentation 25 %

Originality 25 %

ACTIVITY NO. 4

25 % 25 %
 Name: _______________________________ Course,Yr&Section:___________________ Date: ____________
Instructor: ____________________________
Rating: ________________________

REFLECTION PAPER

Direction: Write a REFLECTION PAPER based on the photos provided below.

23 | E n v i r o n m e n t a l P r o t e c t i o n
RUBRICS for REFLECTION PAPER
Criteria/Scale 4 3 2 1

Focus & Details There is a well- Some discussion Discussions and The topic and
focused discussion. are well-focused. main main ideas are
Main ideas are clear Main ideas are ideas are not clear.
and are clear but are somewhat clear.
well supported by not well
detailed and supported by
accurate information. detailed
information.

Organization The introduction is The The There is no clear

inviting, states the introduction introduction introduction,
main topic, and states the main states the main structure,
provides an overview topic and topic. A or conclusion
of the paper. provides an conclusion is
Information is overview of included.
relevant and the paper. A
presented in a conclusion is
logical order. The included.
conclusion is strong.
Voice The author’s purpose The author’s The author’s The author’s
of writing is very purpose of writing purpose of purpose of
clear, and there is is somewhat clear, writing is writing is unclear.
strong and there is some somewhat clear,
evidence of attention evidence of and there is
to the reader. attention to the evidence of
The author’s reader. attention to the
extensive The author’s reader. The
knowledge and/or knowledge author’s
experience with and/or knowledge and/or
the topic experience with experience with
is/are evident. the topic is/are the topic is/are
evident. limited.

Word Choice The author uses vivid The author uses The author uses The writer uses
words and phrases. vivid words and words that a limited
The choice and phrases. The communicate vocabulary.
placement of words choice and clearly, but the Jargon or clichés
seems placement of writing lacks may be present
accurate, natural, words is variety. and detract from
and not forced. inaccurate at the
times meaning.
and/or seems
overdone.

Sentence All sentences are Most sentences Most sentences Sentences sound
Structure, well constructed are well are well awkward, are
Grammar, and have varied constructed constructed, but distractingly
Mechanics, & structure and and have varied they have a repetitive,
Spelling length. structure and similar structure or are difficult to
The author makes length. and/or understand. The
no errors in The author makes length. The author
grammar, a few errors in author makes makes
mechanics, and/or grammar, several numerous
spelling. mechanics, errors in errors
and/or spelling, grammar, in grammar,
but they do not mechanics, mechanics,
interfere with and/or spelling and/or spelling
understanding. that interfere that interfere
with with
understanding. understanding.

Source: https://www.scribd.com/document/360677017/Rubric-Scoring-for-Reflection-
Paper Uploaded by: Diana Muaña on Oct
04, 2017
24 | E n v i r o n m e n t a l P r o t e c t i o n

ACTIVITY NO. 5
 Name:
_______________________________
Course,Yr&Section:_____________
______ Date: ____________
Instructor:

____________________________
Rating:
______
__________________

DO IT YOURSELF RECYCLED ITEM

Unleashed your creative side, and make some

old stuffs turn into a stunning and useful
recycled material!

Direction:
1. Look for any feasible (safe and available)
recycled materials at your home. Such as:
∙ Old CDs

∙ Plastic Bottles

∙ Cans

∙ Old Clothes

2. Make a DIY Recycled Item out of it. In

case of using sharp objects and hot tools,
“Ugaliing magpatulong sa mga nakatatanda ☺” Pia Arcanghel, Art Angel
AS YOUR OUTPUT

1. Create a Power Point Presentation showing the procedural instructions on how you make your DIY
Recycled Item with pictures.

2. In your last part, explain why you choose that particular DIY Recycled Item to make. State its usage
and its benefit/s to our environment.

RUBRICS:

∙ Effective use of recycled/reused materials – 25 %

∙ Originality, Innovation and Creativity – 25 %

∙ Presentation – 50 %

25 | E n v i r o n m e n t a l P r o t e c t i o n