Green Education Module

Republic of the Philippines
State Universities and Colleges

Guimaras State College
GRADUATE SCHOOL
INSTRUCTIONAL
MODULES
EDUC 207
GREEN EDUCATION
DR. EDWIN L. LABORDO

PROFESSOR
I. Module I
*GSC Vision, Mission, M.Ed Goals and Objectives
*Objectives of Environment Education and its Importance
*Environmental History and Philosophy
II. Module II -Environment and Education
*Meaning of Environment, Ecology, Ecosystem
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*Man and Environment

*Environmental Awareness
*Environmental Education and School Curriculum
III. Module III-Man and the Biosphere and its Totality
1.Man and Nature
2.Human Impact in the Environment/Issues/Problems
*Pollution
*Global Warming
*Overpopulation
*Natural Resources Depletion
*Waste Disposal
*Climate Change
*Loss of Biodiversity
*Deforestation
*Ocean Acidification
*Ozone Layer Depletion
*Acid Rain
*Genetic Engineering
*Effects of Technology
IV. Module IV- Natural Resources

*Resources(Mineral, Energy)
*Forests-Oceans
*Agricultural and Soil Resources
V. Module V- Environmental Laws and Regulations
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*Philippine Clean Air Act of 1999(RA 8749)

*Ecological Solid Waste Management Act of 2000(RA 9003)
*National Water & Air Pollution Control Commission Act
*Environmental Impact Statement System (PD 1586)
VI. Module VI-Culture and Environment

*Meaning of Culture
*Changes in Values
*Environmental Best Practices
VII. Module-Methodology for Environmental Studies

* Environmental Ethics
*The role of Educational Institution in Environmental Education
*Environmental Education and Mass Med
VISION AND MISSION
VISION
Helping people live productively thru cutting edge
researches in green technology generation.
MISSION
GSC Research and Development Services is
committed for the relentless pursuit of producing
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cutting edge researches for sustainable development

through green technology generation.
GOALS AND OBJECTIVE
GOAL
Well-equipped and globally competitive faculty,
staff and student producing quality research output
on education, green technology and allied toward a
healthy community.
OBJECTIVE
1. Address development requirements of Guimaras,
Western Visayas in particular and the country as
whole.
2. Add value to local produce such as vegetables,
fruits, grains, nuts and cereals.
3. Support the development of local entrepreneurs
and address the needs of the MSMe’s.
4.Food Security
5. Support environmental protection and
preservation activities, uphold and preserve
biodiversity in response to climate change.
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6.Study and contribute to the preservation of the

religion, culture, arts and history of the province,
region and the nation as a whole.
7. Address the research needs on policy and
governance of the community in particular and
the society in general.
8. Protect the intellectual property rights of the
College and its immediate community.
OBJECTIVES OF ENVIRONMENTAL EDUCATION AND ITS IMPORTANCE
One of the most glaring problems which the world faces today is the
environmental pollution. Man has exploited nature excessively at the cost of the
environment. There is an immediate need to make people aware about environmental
degradation. Education and public participation may change and improve the quality of
environment.
What is environmental education?
 Is a process by which people develop awareness, concern and knowledge of

the environment and learn to use this understanding to preserve, conserve
and utilize the environment in a sustainable manner for the benefit of present
and future generations.
 It entails the will to take personal initiatives and social participation to achieve
sustainability.
 It is intended for all types of learners, students, out-of-school youth,
community leaders, policy makers and the general public to develop
appropriate environmental- related skills.
Goals of Environmental Education
1. To improve the quality of environment .The main goal is to develop concern

and awareness among world population about the total environment and its
associated problems.
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2. To create awareness among the people on environmental problems and

conversations
3. To create an atmosphere so that people participate in decision-making and
develop the capabilities to evaluate the developmental programs.
MODULE I
ENVIRONMENTAL
HISTORY AND
PHILOSOPHY
At the end of the module, the students must have:
1. Discussed the concepts, aims, and objectives of Environmental Education

in its importance.
2. Identified the methods of Environmental History and Philosophy.
Guide Questions
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1. What are the objectives of Environmental Education?

2. What are the importance of Environmental Education to man?
3. Why does we need to study Environmental Education?
OBJECTIVES OF ENVIRONMENTAL EDUCATION
1. Awareness
To help the social groups and individuals to acquire knowledge of pollution
and environmental degradation.
2. Knowledge
To help social groups and individuals to acquire knowledge of the
environment beyond the immediate environment including distant
environment.
3. Attitudes
To help social groups and individuals to acquire a set of values for
environmental protection.
4. Skills and Capacity Building
To help social groups and individuals to develop skills required for making
discriminations in form, shape, sound, touch, habits and habitats.
5. Participation
To provide social groups and individuals with an opportunity to be actively
involved at all levels in environmental decision making.
AIMS OF ENVIRONMENTAL EDUCATION
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1. To provide different groups of people as well as graduates in a variety of

professional fields with the knowledge needed to develop a sense of
responsibilities towards the environment and the rational utilization of its
riches.
2. To make use of these knowledge and skills to preserve, conserve and utilize
the environment in a sustainable manner for the benefit of present and future
generations.
Importance of Environmental Education are as follows:
1. To clarify modern environmental concept like how to conserve biodiversity.

2. To know more sustainable way of living.
3. To use natural resources more efficiently.
4. To know the behavior of organism under natural conditions.
5. To know the interrelationship between organisms in populations and
communities.
6. To aware and educate people regarding environmental issues and problems
at local, national and international levels.
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In today’s world because of industrialization and increasing population, the

natural resources has been rapidly utilized and our environment is being increasingly
degraded by human activities, so we need to protect the environment.
It is not only the duty of the government but also the people to take active role
for protecting the environment, so protecting our environment is economically more
viable than cleaning it up once, it is damaged.
The role of mass media such as newspaper, radio, television, etc. is also very
important to make people aware regarding environment. There are various institutions,
which are playing positive role towards environment to make people aware regarding
environment. Therefore, public awareness about environment is very important
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The History and Philosophy of Environmental Education
A Brief History
The term environmental education (EE) first came into use and you will get one
answer. Ask another and you will most likely get a different response. Over the years
that EE has been a part of the educational vernacular there has been disagreement
about the first use of the term. It is not the intent of the authors to settle the matter of
when the name was first used but to shed some light on its development and its
characteristics – the unique ones as well as those shared with other disciplines and
fields, and to examine what EE means to teachers of science. For those interested in
the etymology of the term, John Disinger’s (1985) well-detailed treatment of that topic
and EE’s antecedents is highly recommended.
Authors, Awakenings, and Achievements
From Emerson’s Nature (1836), to Thoreau’s Walden (1854), to George Perkins

Marsh’s Man and Nature (1864) one can trace the developing concerns regarding
human interaction with nature expressed by the political and social commentators of a
young and, in the view of many people, a still seemingly limitless USA. The dialog
continued in the writing and public speaking of renowned naturalists and writers of the
late nineteenth and early twentieth centuries such as John Muir (1838–1914), Enos Mills
(1870–1922), Robert Marshall (1901–1939), and Aldo Leopold (1887–1948). But much
of what was being written, discussed, and actually accomplished primarily took the
forms of resource conservation and habitat preservation rather than the environmental
quality, environmental awareness, and environmental literacy that are the central
concerns of today (Gottlieb 1995; Stegner 1990). A new focus on the state of the
environment can be traced to the years immediately after the close of World War II
although this attention did not coalesce into the modern environmental movement until
the 1960s (Kline 2007). The postwar years saw a proliferation of efforts to reach
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international accords for the protection of the environment. The Conference for the
Establishment of the International Union for the Protection of Nature (IUCN) convened
at the Fontainebleau, Paris, France in October of 1948 and made its top priority the
protection of nature and habitats. Subsequent conferences were scheduled as well in
order to insure continued progress (UNESCO 1948). A flurry of related activities during
this period set the stage for a burst of effort that would begin developing in earnest in
the 1960s and spill into the 1970s with unprecedented energy. The History and
Philosophy of Environmental Education 5 although the concept of EE as practiced today
may arguably be traced back to at least 1948 and the IUCN Conference (Disinger 1985),
it is certain that 1972 was a major turning point in EE internationally. The participants
in the first United Nations Conference on the Human Environment in Stockholm,
Sweden produced a declaration containing 26 principles. Principle 19 of the Stockholm
Declaration specifically calls for “education in environmental matters, for the younger
generation as well as adults” (UNEP 1972). Environmental quality was finally gaining
some attention from the world at large, but in the USA a groundswell of awareness,
concern, and effort was already well underway
Predecessor Disciplines
Disinger (1985) identifies three antecedents to EE: nature study, conservation

education, and outdoor education. Nature study gained prominence in the USA during
the late eighteenth and early nineteenth centuries. The writing and public speaking of
John Muir and Enos Mills popularized wild nature as a source of recreation,
replenishment, and solace throughout the early 1900s (Nash 1989; Drummond 1995).
The Cornell University biologist, Liberty Hyde Bailey perpetuated that growth well into
the first half of the twentieth century (Hammerman et al. 2001). His student and
protégé, Anna Botsford Comstock became the first female faculty member at Cornell
University and her 1911 publication, Handbook of Nature Study remains a valuable
teaching resource (Chase 1985). Conservation education extended the ideas of
enjoyment, relaxation, and health embodied in nature study while emphasizing the
need to conserve natural resources so that both no consumptive and extractive pursuits
could be maintained in perpetuity. Conservation, as proposed by Aldo Leopold,
espoused sensible resource consumption balanced with maintaining habitat quality,
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even to the point of leaving some wilderness intact for its own sake (Lorbiecke 1996).
As conservation education began to grow and develop, the Dust Bowl stamped an
indelible exclamation point on the need for just such a discipline. The problems
predicted by Leopold and Marsh came to pass in a swift and highly visible manner. On
April 14, 1935, in Washington, D.C., Hugh Bennett, director of the US Soil Erosion
Service spoke to Congress about the need to end destructive farming and ranching
practices. As if on cue, the chamber was blackened by a cloud of soil that had blown in
from the Great Plains states, a distance of 2,000 miles. Bennett’s point had been made
more powerfully than any words could express. Less than 2 weeks after that episode
Congress passed the bill creating the Soil Conservation Service (Lookingbill 2001).
Conservation, and the education for its need, had finally become a cause célèbre in the
USA. Conservation education steadily gained momentum throughout the middle of the
twentieth century and remains a robust part of the educational mosaic today (Swan
1975; Roth 2008). 12 R.L. Carter and B. Simmons Whereas nature study and
conservation education are generally considered to be content areas, outdoor education
is more often viewed as a teaching method that draws from both nature study and
conservation education (Disinger 1985). Outdoor education’s underlying philosophy can
be traced back to John Amos Comenius (1592–1670) and his emphasis on sensory
learning (Hammerman 1980). In the years immediately following World War II, outdoor
education combined elements of nature study and conservation education with what at
the time was known as school camping. The links between school camping and outdoor
education were further developed throughout the postwar years as outdoor education
became a more common aspect of the regular school experience (Sharp and Partridge
1947). Outdoor education, conservation education, and nature study, remain active
fields of endeavor that continue to contribute to the knowledge base of EE while
benefiting from EE’s own products and practitioners. The links between these varied
fields of practice are both permanent and mutually beneficial.
Contributing Disciplines
EE taps into a broad range of source disciplines for its content. Science,
mathematics, language arts, social science, politics, and philosophy make up just a part
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of the mix. It also draws from a broad base for its pedagogy. As previously noted, its
historical roots can be found in nature study, conservation education, and outdoor
education, but, at its best, EE also draws from a deep well of pedagogical best practice
(Archie 2003). A major contributor to the EE knowledge base is environmental science.
But in recent years educators have often had difficulty distinguishing environmental
science from EE. In daily practice they often blend almost seamlessly, while
theoretically and conceptually they remain very different. Part of the issue is the
variability found in definitions of these terms. A major contributing factor may be the
broad topical net cast by educational materials produced for, and used in,
environmental science courses. As a case in point, in the preface to their most recent
text, Raven, Berg, and Hassenzahl state: “[It] integrates important information from
many different fields, such as biology, geography, chemistry, geology, physics,
economics, sociology, natural resources management, law, and politics.” They go on to
state: “[B]ecause environmental science is an interdisciplinary field, this book is
appropriate for use in environmental science courses offered in a variety of
departments, including (but not limited to) biology, geology, geography, and
agriculture” (2008, p. vii). While the authors are not claiming that their multidisciplinary
text on the environment is, itself, environmental science, a net cast so widely can
certainly contribute to confusion. Nonetheless, the essential characteristics of EE and
environmental science are fairly straightforward and distinct. Environmental science is
the engine of data collection and knowledge creation, while EE is the vehicle for
dissemination and application of that knowledge with environmental literacy as the
ultimate goal. In a position paper on EE adopted by The History and Philosophy of
Environmental Education 13 the National Science Teachers Association, that
organization’s Board of Directors recognizes and emphasizes the nature of EE, noting
that “environmental education [is] a way to instill environmental literacy in our nation’s
pre-K-16 students” (National Science Teachers Association 2003, p. 1). There can be no
argument that EE and environmental science are very closely intertwined and
interdependent, but to say that they are one and the same is to say that science and
education are the same.
The Focus on Environmental Literacy
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At the heart of environmental education is developing an environmentally literate

citizenry, and environmental literacy requires knowledge and skills that both build upon
and go beyond the environmental sciences. Although there are many different
definitions and descriptions of environmental literacy, the National Project for
Excellence in Environmental Education has identified four key elements of
environmental literacy (NAAEE 2004b). First, environmental literacy depends on a
willingness and ability to ask questions about the surrounding world, speculate and
hypothesize, seek and evaluate information, and develop answers to questions. Second,
environmental literacy is contingent upon understanding environmental processes and
systems, including human systems. Third, the environmentally literate citizen is able to
identify, investigate, and formulate potential solutions to environmental issues. Finally,
students are motivated, and understand that what they do as individuals and in groups
makes a difference in their world. Since environmental education begins close to home,
it encourages learners to understand and forge connections with the environment in
their own neighborhoods and communities. It is through these connections that
students gain the knowledge and skills that help them make sound decisions. Recent
variations on this theme are environment-based education and place-based education
(Broda 2007). Ultimately, the goal of environmental education is a democratic society in
which environmentally literate citizens participate actively. The challenge, of course, is
to develop an education program that fosters environmental literacy. Environmental
literacy depends on skills and knowledge drawn from the sciences, social sciences, and
humanities. This vision of environmental literacy is also reflected in the newly adopted
National Council for the Accreditation of Teacher Education (NCATE) Standards for the
Initial Preparation of Environmental Educators, wherein teachers of environmental
education are expected to be environmentally literate themselves (NAAEE 2007).
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MODULE II
ENVIRONMENT AND
EDUCATION
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1. Discussed the meaning of the Environment, Ecology, & Ecosystem.

2. Discussed the relationship between man the environment.
3. Identified the importance of environmental awareness.
Guide Questions
1. What are the meaning Environment, Ecology and Ecosystem?

2. Why do we need to study the relationship between man and environment?
3. What are the importance of Environmental Awareness?
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Environment, Ecology and Ecosystem

CONCEPTS AND MEANINGS OF ENVIRONMENT
Environment means everything around to a living being. Especially the
circumstances of life of people or society in their life conditions. It comprises the set of
natural, social and cultural values existing in a place and at a particular time, that
influence in the life of the human being and in the generations to come.
Definition of Environment
We can define environment as that space in which some kind of natural
exchange that makes possible the life takes place. The environment is not only the
space if not also different forms of life that take place in it. I.e., if we were speaking of
space only we would be referring to a spatial location. On the other hand, the concept
of environment expands this last idea to include everything that has to do with life in
that space it develops. Today, the environment is a topic very much in vogue because
of all the debate that is generated around to their care and how human activity
contributes increasingly more ratio to damage it.
The environment is not anything other than the Middle, precisely the place or
space in which different life-related processes are carried out. This life can be very
different if it takes into account not only human but also the animal and
vegetable. Each environment is characterized by particular elements that make it
special and different from the rest, so it is impossible to speak of a just environment. To
better understand what the environment is composed, should speak of three levels: the
physical, biological and, if necessary, the socio-economic. In the first, we are referring
to everything that has to do with geography, climate, geology. These elements form the
basis upon which all life forms will be established. Biological drawing is thus composed
of the human population as well as the flora and fauna that occupy this space. Finally,
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the socio-economic environment is which refers to the activity of the human being and
its effect on the environment.
The biggest problem that presents the environment today is one that has to do with
the damage that man has been causing him to it in recent centuries. In this sense we
must say that the environment may present changes or natural disturbances that have
to do with the physical space or even the actions of different plant or animal species
(such as for example when generating the phenomenon known as plague). However,
there has not been more significant changes to the environment than those that the
human being has generated with his industrial, productive and economic activities:
deforestation, pollution, urbanization, the use of elements or chemical products and,
ultimately, change climate, are some of the results that this alteration of the
environment generates, affect them all the living beings that inhabit the environment.
Concept of Environment
The environment is a system consisting of natural and artificial elements that are
interrelated and which are modified by human action. It’s the environment that affects
the way of life of the society, including natural, social and cultural values that exist in a
place and time.
Living beings, soil, water, air, physical objects made by man and the symbolic elements
(as traditions, for example) make up the environment. The conservation of this is
essential to the sustainable life of current generations and generations.
It could be said that environment includes factors physical (such as climate and
geology), biological (human population, flora, fauna, and water) and socioeconomic
(employment, urbanization, social conflicts).
Referred to as ecosystem to the set consisting of all biotic factors of an area and the
abiotic factors of the environment. The ecosystem is a community of living beings with
interrelated life processes.
Ecology
Ecology (from Greek: οἶκος, "house", or "environment"; -λογία, "study of"[A]) is

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the scientific analysis and study of interactions among organisms and their environment.
It is an interdisciplinary field that includes biology, geography, and Earth science.
Ecology includes the study of interactions organisms have with each other, other
organisms, and with abiotic components of their environment. Topics of interest to
ecologists include the diversity, distribution, amount (biomass), and number (population)
of particular organisms, as well as cooperation and competition between organisms,
both within and among ecosystems. Ecosystems are composed of dynamically
interacting parts including organisms, the communities they make up, and the non-
living components of their environment. Ecosystem processes, such as primary
production, pedogenesis, nutrient cycling, and various niche construction activities,
regulate the flux of energy and matter through an environment. These processes are
sustained by organisms with specific life history traits, and the variety of organisms is
called biodiversity. Biodiversity, which refers to the varieties of species, genes,
and ecosystems, enhances certain ecosystem services.
Ecology is not synonymous with environment, environmentalism, natural history,
or environmental science. It is closely related toevolutionary biology, genetics,
and ethology. An important focus for ecologists is to improve the understanding of how
biodiversity affects ecological function. Ecologists seek to explain:
Life processes, interactions, and adaptations
The movement of materials and energy through living communities
The successional development of ecosystems
The abundance and distribution of organisms and biodiversity in the context of
the environment.
Ecology is a human science as well. There are many practical applications of

ecology in conservation biology, wetland management, natural resource
management (agroecology, agriculture, forestry, agroforestry, fisheries), city planning
(urban ecology), community health, economics, basic and applied science, and human
social interaction (human ecology). For example, the Circles of Sustainability approach
treats ecology as more than the environment 'out there'. It is not treated as separate
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from humans. Organisms (including humans) and resources compose ecosystems which,
in turn, maintain biophysical feedback mechanisms that moderate processes acting on
living (biotic) and non-living (abiotic) components of the planet. Ecosystems sustain life-
supporting functions and produce natural capital like biomass production (food, fuel,
fiber, and medicine), the regulation of climate, globalbiogeochemical cycles, water
filtration, soil formation, erosion control, flood protection, and many other natural
features of scientific, historical, economic, or intrinsic value.
The word "ecology" ("Ökologie") was coined in 1866 by the German scientist Ernst
Haeckel (1834–1919). Ecological thought is derivative of established currents in
philosophy, particularly from ethics and politics.[1] Ancient Greek philosophers such
asHippocrates and Aristotle laid the foundations of ecology in their studies on natural
history. Modern ecology became a much more rigorous science in the late 19th
century. Evolutionary concepts relating to adaptation and natural selection became the
cornerstones of modern ecological theory
What is an Ecosystem?
An ecosystem includes all of the living things (plants, animals and organisms) in a given
area, interacting with each other, and also with their non-living environments (weather,
earth, sun, soil, climate, atmosphere).
In an ecosystem, each organism has its' own niche or role to play.

Consider a small puddle at the back of your home. In it, you may find all sorts of living
things, from microorganisms to insects and plants. These may depend on non-living
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things like water, sunlight, turbulence in the puddle, temperature, atmospheric pressure
and even nutrients in the water for life.
The Basic Needs Of Living Things
Every living organism on earth needs some basic things to survive. The amount, way,
form or kind of these needs vary from organism to organism.
For example, water is a basic need for survival. The amount of water a frog needs to
survive is not the same as the amount of water a desert cactus plant needs to survive.
They all need water, but because they are different living organisms, their water needs
will be different, even though they both need water to live.
There are five basic needs that all living things have. They are
Sunlight: This is probably the most important need for all living organisms, because
it is the source of all energy. It also provides heat for plants and animals
Water: Water is the medium in which living cells and tissue work. Water is also a living
environment for many plants and animals
Air: Air is made up of several gases, but the two most important gases are Oxygen
and Carbon dioxide. Without oxygen, animals will die, and without carbon dioxide,
plants cannot survive.
Food (nutrients): Living things need energy for function. Energy is needed to grow,
reproduce, move, and to work. Think of what will happen if you stayed for three days
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without food…
A Habitat with the Right Temperature: Too cold or too hot? Every living organism
needs the ideal temperature to survive either on land or in water.
Certain factors in a living organism's environment can prevent it from surviving there.
Those factors are called ‘limiting factors’. They include soils, temperature, water,
sunlight and physical barriers. Physical barriers may include landforms and water bodies.
They often prevent a living organism from moving to another place when conditions get
bad in their regular habitat.
Now, we shall take a close look at what each need really means and why it is extremely
important that they get their living needs.
Man and Environment

Man and environment are inter-related. The environment influences the life of
human beings and also human beings modify their environment as a result of their
growth, dispersal, activities, death and decay etc. Thus all living beings including man
and their environment are mutually reactive affecting each other in a number of ways
and a dynamic equilibrium is possible in between the two, i.e. human beings (society)
and environment are interdependent.
The different social structures like industrial, agricultural, religious, aesthetic etc.
have developed during various stages of human civilization and these structures
represent human being’s accumulated cultural resources based on natural environment.
If the natural environment helped in the development of different structures of
the society on the one hand, the existence and quality of environment now rests on the
responses of these social structures to the environment on the other hand.
The burning issues like quality of environment, disruption of earth’s natural
ecosystem, environmental degradation and pollution, ecological imbalances, depletion
of resources etc. can be approached and solved only after considering the value
judgments which may be determined by taking into account the consequences of
‘environmental improvement programme’ on the entire society and society’s response
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towards the improvement programme. Actually all these depend on the interest and
desire of the society in improving the quality of environment.
The interaction between environment and society depends largely on the social
and political system. Even the capitalistic and socialistic systems perceptions and
reactions to the environment are quite different. The differential interactions are due to
uneven distribution of natural resources, uneven economic and social development,
dissimilarity of demographic factors, varying view points of the governments and
individuals towards environment etc.
Continuous and exceedingly increasing rate of rapacious exploitation of natural
resources, industrialisation, technological growth, unplanned urbanisation and profit
oriented capitalism by the developed western world are responsible for grave
environmental crisis and ecological imbalance not confined to their own countries but to
the whole world.
The socialistic system of government gives more emphasis on the social
importance of natural resources and environmental problems and the urgent need to
tackle, these problems. Marxism preaches to organise society’s control over the
rapacious exploitation of natural resources and to develop harmony between man and
nature. The emphasis on rational exploitation of natural resources and ecological
balance was in the constitution of USSR.
The changes in the relationship between man and environment depend upon the
change in organization and attitude of society. To improve environmental standard and
to maintain ecological balance, the followings are some issues before the present
civilized society.
1. Rapid population explosion:

Puts tremendous pressure on the natural resources and environmental quality. This is
due to the fact that population growth leads to poverty which directly or indirectly
declines the environmental standard.
2. Rational use of non polluted water resources:
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The restoration of water quality of our water bodies and their optimum uses are the
challenges before the present society.
3. To sustain and increase agricultural growth:
Without damaging environment. The over cultivation of soil, results in nutrient
deficiency, lack of organic matter, soil salinity and damage to physical structure of the
soil.
4. To check soil erosion:
The soil erosion can be prevented by the restoration of land or soil resources which are
directly or indirectly related to strategies for the management of land, water and forest.
5. Restoration of forest resources:
The forest resources are depleting at a very faster rate in order to meet growing need
of timber and farmland for the increased population. Vast forest areas have been
converted into barren waste lands. So it is the need of the present society to restore
our forest resources possibly through social forestry and afforestation programmes.
6. To check pollution:
The overexploitation of natural resources, intervention of bio-geochemical cycles and
trace element cycle, extraneous release of matter and energy etc. cause serious
environmental hazards.
In addition, continuous green house gas emission, hazardous chemicals of industry and
agriculture, nuclear arsenals; radioactive wastes and biotechnological misuse lead to
global catastrophism. So the prevention of pollution is of prime importance for the
present society. Considering the above issues, it is clear that the fate of human being
depends on how he is managing and overcoming the above problems.
Some possible ways of tackling the problems and maintaining environmental
standard are:
(a) Taking effective measures for population control.
(b) Optimum use of natural resources.
(c) Conserving and protecting biodiversity.
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(d) Creating public awareness about the benefits and implications of environment.
(e) Giving top priority for environmental protection.
(f) Developing ecofriendly technological processes.
(g) Promoting sustainable agriculture which will not harm the environment.
(h) Using bio-fertiliser or ecofriendly fertilisers.
(i) Using minimum amount of pesticides and insecticides.
(j) Developing waste land by adopting afforestation programmes.
(k) Developing suitable biotechnology to clean up hazardous wastes in the environment.
(l) Choosing suitable technique to treat the pollutants before their discharge into
environment.
ENVIRONMENTAL AWARENESS
Environmental awareness is to understand the fragility of our environment and the
importance of its protection. Promoting environmental awareness is an easy way to
become an environmental steward and participate in creating a brighter future for our
children.
What is Environmental Awareness?
To define environmental awareness we must first understand the environmentalist
movement. Environmentalism is an ideology that evokes the necessity and responsibility
of humans to respect, protect, and preserve the natural world from its anthropogenic
(caused by humans) afflictions.
Environmental awareness is an integral part of the movement’s success. By teaching
our friends and family that the physical environment is fragile and indispensable we can
begin fixing the problems that threaten it.
Numerous resources are available to promote environmental awareness; group learning
(in or outside of class), informational and inspirational seminars, such as our Awakening
the Dreamer Program, and environmental books and brochures are just a few of the
tools that can get you involved in promoting the environment.
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How to Promote Environmental Awareness

When learning about the environment’s declining health it is easy to feel discouraged,
but what keeps us fighting for a healthy world is the future of our children. They should
not have to inherit our environmental problems and in order to keep their future bright,
spreading awareness is imperative.
Before you can begin promoting environmental awareness in your own community you
must first make sure that you have a thorough understanding of environmental issues.
Staying up to date on environmental news and reading comprehensive books about
environmental threats are both great resources, but if you’re the type of person who
prefers a more interactive approach, attending environmental seminars is a great option.
Make a Difference
After you have become environmentally aware you can begin teaching those around
you. The symposium acts a catalyst for you to begin your role as an environmental
steward and provides online courses and other resources to keep you on track.
A good course of action that ensures your continued participation as a global citizen is
to pick an environmental issue that strikes you as most urgent. The amount of
environmental issue seems limitless and while they are all important it is best to initially
focus on one cause. You will soon see that all environmental issues are intertwined and
will find your niche of interest.
Examples of Environmental Issues That Need Fixing
Here are several cause-and-effect problems that harm our environment:
Oil Drilling- This issue is one that causes a great deal of environmental destruction. Our
dependence on fossil fuel is a global addiction that affects every aspect of the world. Oil
spills and offshore drilling poison marine life, oil drilling (on land) suffocates the earth,
and the combustion of fossil fuels add to the increased atmospheric CO₂, which in turns
causes the progression of global warming and ocean acidification. This is a multifaceted
issue and is a good cause to get involved with because it covers such a broad spectrum
of issues.
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Deforestation- Millions of acres of forest are cut down for industrial benefit, such as
large scale farming, oil mining, and the production of paper goods. Deforestation
causes wildlife and biodiversity extinction. The International Union for Conservation of
Nature (IUCN) has a Red List of environmentally threatened species with up-to-date
information. Oftentimes, the cause for their threatened existence is listed as loss of
habitat as it is for many Amazonian species.
Production of Plastic Goods- Currently our society creates a great deal of waste and
much of that waste is comprised of plastic. According to the Environmental Protection
Agency (EPA) in 2010 alone 31 million tons of plastic waste was created. This waste
ends up all over the globe in both land and water, a good example is the Great Pacific
Garbage Patch. Not only is plastic waste an issue, but the production of plastic is also
dependent on fossil fuel combustion. According to the U.S. Energy Information
Administration (EIA) in 2010 191 million barrels of liquid petroleum gases(LPG) and
natural gas liquids (NGL) were used in the U.S. alone to produce plastic goods.
ENVIRONMENTAL EDUCATION & SCHOOL CURRICULUM
Environmental education in schools have been emerging as an important trend in

21st century education and a growing body of research and practice indicates that
green schools can save money, improve health and boost academic
achievement. .Environmental Education, develop environmental literacy among
students- the environmental knowledge, skills, attitudes and behaviors they need to
become environmental stewards.
Environmental Education (EE) refers to organized efforts to teach how natural

environments function, and particularly, how human beings can manage behavior
and ecosystems to live sustainably. It is a multi-disciplinary field integrating disciplines
such as biology, chemistry, physics, ecology, earth science, atmospheric science,
mathematics, and geography. The term often implies education within the school
system, from primary to post-secondary. However, it sometimes includes all efforts to
educate the public and other audiences, including print materials, websites, media
campaigns, etc..
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Environmental Education (EE) is the teaching of individuals, and communities, in

transitioning to a society that is knowledgeable of the environment and its associated
problems, aware of the solutions to these problems, and motivated to solve them. The
United Nations Educational, Scientific and Cultural Organisation (UNESCO) states that
EE is vital in imparting an inherent respect for nature amongst society and in enhancing
public environmental awareness. UNESCO emphasises the role of EE in safeguarding
future global developments of societal Quality Of Life (QOL), through the protection of
the environment, eradication of poverty, minimization of inequalities and insurance of
sustainable development (UNESCO, 2014).
Environmental Education focuses on:
1. Engaging with citizens of all demographics to;

2. Think critically, ethically, and creatively when evaluating environmental issues;
3. Make educated judgments about those environmental issues;
4. Develop skills and a commitment to act independently and collectively to sustain and
enhance the environment; and,
5. To enhance their appreciation of the environment; resulting in positive environmental
behavioural change (Bamberg & Moeser, 2007; Wals et al., 2014).
History of Environmental Education
The roots of environmental education can be traced back as early as the 18th
century when Jean-Jacques Rousseau stressed the importance of an education that
focuses on the environment in Emile: or, On Education. Several decades later, Louis
Agassiz, a Swiss-born naturalist, echoed Rousseau’s philosophy as he encouraged
students to “Study nature, not books. ] These two influential scholars helped lay the
foundation for a concrete environmental education program, known as nature study,
which took place in the late 19th century and early 20th century.
The nature study movement used fables and moral lessons to help students
develop an appreciation of nature and embrace the natural world.[3] Anna Botsford
Comstock, the head of the Department of Nature Study at Cornell University, was a
prominent figure in the nature study movement and wrote the Handbook for Nature
Study in 1911, which used nature to educate children on cultural values.[3] Comstock
and the other leaders of the movement, such as Liberty Hyde Bailey, helped Nature
Study garner tremendous amounts of support from community leaders, teachers, and
scientists and change the science curriculum for children across the United States.
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A new type of environmental education, Conservation Education, emerged during

1920s and 1930s. Conservation Education dealt with the natural world in a drastically
different way from Nature Study because it focused on rigorous scientific training rather
than natural history.[3] Conservation Education was a major scientific management and
planning tool that helped solve social, economic, and environmental problems during
this time period.
The modern environmental education movement, gained significant momentum

in the late 1960s and early 1970s. During this time period, many events – such as Civil
Rights, the Vietnam War, and the Cold War – placed Americans at odds with one
another and the U.S. government. However, as more people began to fear the fallout
from radiation, the chemical pesticides and the significant amounts of air pollution and
waste, the public’s concern for their health and the health of their natural environment
led to a unifying phenomenon known as environmentalism. Environmental education
was born of the realization that solving complex local and global problems cannot be
accomplished by politicians and experts alone, but requires "the support and active
participation of an informed public in their various roles as consumers, voters,
employers, and business and community leaders”
Ultimately, the first Earth Day on April 22, 1970 – a national teach-in about
environmental problems – paved the way for the modern environmental education
movement. Later that same year, President Nixon passed the National Environmental
Education Act, which was intended to incorporate environmental education into K-12
schools. Then, in 1971, the National Association for Environmental Education (now
known as the North American Association for Environmental Education) was created to
improve environmental literacy by providing resources to teachers and promoting
environmental education programs.
Internationally, environmental education gained recognition when the UN

Conference on the Human Environment held in Stockholm, Sweden, in 1972, declared
environmental education must be used as a tool to address global environmental
problems. The United Nations Education Scientific and Cultural Organization (UNESCO)
and United Nations Environment Program (UNEP) created three major declarations that
have guided the course of environmental education.
School Curriculum:
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Environmental education has been considered an additional or elective subject in

much of traditional K-12 curriculum. At the elementary school level, environmental
education can take the form of science enrichment curriculum, natural history field trips,
community service projects, and participation in outdoor science schools. Environmental
Education policies assist schools and organizations in developing and improving
environmental education programs that provide citizens with an in-depth understanding
of the environment. School related Environmental Education policies focus on three
main components: curricula, green facilities, and training.
Schools can integrate environmental education into their curricula with sufficient
funding from EE policies. This approach – known as using the “environment as an
integrating context” for learning – uses the local environment as a framework for
teaching state and district education standards. In addition to funding environmental
curricula in the classroom, environmental education policies allot the financial resources
for hands-on, outdoor learning. These activities and lessons help address and mitigate
"nature deficit disorder", as well as encourage healthier lifestyles.
`
Green schools, or green facility promotion, are another main component of
environmental education policies. Greening school facilities cost, on average, a little less
than 2 percent more than creating a traditional school, but payback from these energy
efficient buildings occur within only a few years. Environmental education policies help
reduce the relatively small burden of the initial start-up costs for green schools. Green
school policies also provide grants for modernization, renovation, or repair of older
school facilities. Additionally, healthy food options are also a central aspect of green
schools. These policies specifically focus on bringing freshly prepared food, made from
high-quality, locally grown ingredients into schools.
In secondary school, environmental curriculum can be a focused subject within

the sciences or is a part of student interest groups or clubs. At the undergraduate and
graduate level, it can be considered its own field within education, environmental
studies, environmental science and policy, ecology, or human/cultural ecology programs.
Environmental education is not restricted to in-class lesson plans. Children can

learn about the environment in many ways .Experiential lessons in the school yard, field
trips to national parks, after-school green clubs, and school-wide sustainability projects
help make the environment an easily accessible topic. Furthermore, celebration of Earth
Day or participation in EE week (run through the National Environmental Education
Foundation) can help further environmental education. Effective programs promote a
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holistic approach and lead by example, using sustainable practices in the school to
encourage students and parents to bring environmental education into their home.
The final aspect of environmental education policies involves training individuals

to thrive in a sustainable society. In addition to building a strong relationship with
nature, citizens must have the skills and knowledge to succeed in a 21st-century
workforce. Thus, environmental education policies fund both teacher training and
worker training initiatives. Teachers train to effectively teach and incorporate
environmental studies. On the other hand, the current workforce must be trained or re-
trained so they can adapt to the new green economy. Environmental education policies
that fund training programs are critical to educating citizens to prosper in a sustainable
society.
One of the current trends within environmental education seeks to move from an
approach of ideology and activism to one that allows students to make informed
decisions and take action based on experience as well as data. Within this process,
environmental curricula have progressively been integrated into governmental
education standards. Some environmental educators find this movement distressing and
a move away from the original political and activist approach to environmental
education while others find this approach more valid and accessible.
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MODULE III
MAN AND THE
BIOSPHERE AND ITS
TOTALITY
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1. Discussed the impact the issues/problems of the Environment to human

life.
2. Discussed the effect of global warming, overpopulation, climate change
and etc.
3. Identified the importance of plants in our life.
Guide Questions
1. What are the issues/problems of the Environment to human life?

2. How can we minimize the effect of global warming, overpopulation, climate
change and etc.?
3. What are the importance of plants in our life?
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Man and Nature

The unity of man and nature. Human beings live in the realm of nature, they are
constantly surrounded by it and interact with it. The most intimate part of nature in
relation to man is the biosphere, the thin envelope embracing the earth, its soil cover,
and everything else that is alive. Our environment, although outside us, has within us
not only its image, as something both actually and imaginatively reflected, but also its
material energy and information channels and processes. This presence of nature in an
ideal, materialised, energy and information form in man's Self is so organic that when
these external natural principles disappear, man himself disappears from life. If we lose
nature's image, we lose our life.
The environment- is surrounding in which people, animals and plants live and
develop. Ecology- the branch of biology investigating the relations between living
beings and their environment. - In the past nature was everywhere around us. But
nowadays we destroy it every day. It is one of the most important things because trees
give us oxygen, in soil we grow food, without water we couldn’t live. But in spite of this
we still pollute it.
- In everyday life we use many things from which waste is made. It is the biggest
problem in the world because waste is everywhere and we can’t destroy it. There can
be solid, liquid and biological waste. Solid waste is for example paper, plastic, glass,
metal or wood.
- In everyday life many of papers and plastics are thrown away. Paper can be
recycled so we should collect it.
- The biggest problem is plastic because it can’t be recycled.
- Glass bottles can be reused so we should buy bottles which can be reused.
- Biological waste is from food, gardens and fields. But we can compost it.
The most important thing for our life is air, and it is getting more and more polluted. It
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is caused by gasses from factories, cars (exhaust fumes), planes, burning of fossils fuel
(oil, gas, coal)-usually in power stations to produce electricity, burning of forests.
Another very important thing for our life, but also for life of all animals and plants
is water. There are many factors which can cause water pollution. First and the most
important is that factories use clean water but the impure one is leaked into the rivers.
Also pesticides from soil get into underground water, then to the rivers and from them
to the sea. Another factor is accidents when chemicals leak into water from an oil-
tanker. The last but not the least problem is pollution from acid rains which are
connected with air pollution and smog. Acid rains are caused when chemicals in the air
react with water vapours in air. It pollutes land and water, kill plants and animals and
destroy buildings, historical monuments. We cannot solve this problem but we can
reduce it when factories will use filters and sewage works and when in agriculture there
will be used less fertilizers and more manure.
Another big problem in these days is greenhouse effect. Because of pollution there are
more and more gases in the atmosphere and temperatures get higher. It causes that It
will get hotter and then ice on the Poles will begin to melt, level of the sea will rise and
there will be floods in flat coastal areas.
When the climate changes, there will be less food because soil will be too dry or too
wet. The soil will not be rich enough and people will not be able to produce enough
food.
We can use water from tidal waves to make energy-this is an alternative source of
energy-it is renewable. Then we can use sun to make energy but we have to build solar
power stations. And also we can use wind but it is quite expensive to build wind power.
Everyone should try to help to solve this problem. We should be friendlier to the
environment. There are many organizations like Greenpeace, Friends of the earth. They
explain people how dangerous pollution is, that they shouldn’t destroy nature. They try
to protect environment. But we also can help. For example we shouldn’t drive car too
much but rather use a bicycle, we should recycle waste, use special bulbs at home,
create national parks, and protect endangered animals and plants.
- Give the reasons of protecting the nature…
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The National Parks and natural reservations provide protection. There are also
ecological organizations such as Greenpeace, which organize campaigns and many
activities to explain people how dangerous pollution is, that they shouldn’t destroy
nature.
There are people who are interested in future of the Earth. For example in summer
there were big concerts in big cities in the world during the day of Earth. Many singers
sang here and helped to inform public about global changes and to save money for it.
- Describe various national disasters of our planet…

Catastrophes are for example earthquake, hurricane, or floods.
Earthquake: vibrations produced inside the earth. This moving of earth plates can
destroy all building and kill many people, not only in epicentre.
Hurricanes: The Greatest Storms on Earth. It’s a hot air which move with unbelievable
speed and destroy everything what is in his way.
Flood: is wild water which incepts when a lot of rains are in country. The level of water
rises and rises, then rivers get out of their way and this water can destroy houses,
gardens and everything what is near the river
- Speak about the importance of plants in our life…

The main importance of plants in our lives are that they take in Carbon Dioxide (Co2)
that we breath out and in place they let out oxygen which we breath in. Without plants
we would run out of oxygen and die very quickly. This applies not just to us humans
but to all animals as well. They are also the source of food for animals.
- Name some animals which are in danger, give reasons and your opinion…
An endangered species is a population of organisms which is at risk of
becoming extinct because it is either few in numbers, or threatened by changing
environmental or predation parameters.
Many people hunt them. But many modern hunters don't just kill for food - they kill for
profit. That's why so many rare and protected animals are still dying.
The most endangered species are rhinos, tigers, pandas, whales, turtles, chimpanzees,
gorillas, polar bears...
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- What are the positives/negatives of zoos, game reserves and safari parks?
There are also positives and negatives. Positive is that these animals are protected from
hunters. They can live longer. There are some people who take care of them. On the
other hand these animals have only few of places for living.
- Explain the system of climate, weather and seasons…

Climate- is the condition of the atmosphere, which is characteristic for a certain place
on Earth.
Weather- is a contemporary state of the atmosphere, it often changes
we can identify the following main types of climate:
tropical, dry, warm temperate, cold temperate, cold. During a year exchanges four
seasons. Spring, summer, autumn and winter.
On the plane of the historical development of man-nature relations we may define

certain stages. The first is that of the complete dependence of man on nature. Our
distant ancestors floundered amid the immensity of natural formations and lived in fear
of nature's menacing and destructive forces. Very often they were unable to obtain the
merest necessities of subsistence. However, despite their imperfect tools, they worked
together stubbornly, collectively, and were able to attain results. This process of
struggle between man and the elements was contradictory and frequently ended in
tragedy. Nature also changed its face through interaction with man. Forests were
destroyed and the area of arable land increased. Nature with its elemental forces was
regarded as something hostile to man. The forest, for example, was something wild and
menacing and people tried to force it to retreat. This was all done in the name of
civilisation, which meant the places where man had made his home, where the earth
was cultivated, where the forest had been cut down. But as time goes on the
interaction between man and nature is characterised by accelerated subjugation of
nature, the taming of its elemental forces. The subjugating power of the implements of
labour begins to approach that of natural forces. Mankind becomes increasingly
concerned with the question of where and how to obtain irreplaceable natural resources
for the needs of production. Science and man's practical transforming activity have
made humanity aware of the enormous geologic al role played by the industrial
transformation of earth.
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At present the interaction between man and nature is determined by the fact
that in addition to the two factors of change in the biosphere that have been operating
for millions of years—the biogenetic and the biogenetic—there has been added yet
another factor which is acquiring decisive significance—the techno genetic. As a result,
the previous dynamic balance between man and nature and between nature and
society as a whole has shown ominous signs of breaking down. The problem of the so-
called replaceable resources of the biosphere has become particularly acute. It is
getting more and more difficult to satisfy the needs of human beings and society even
for such a substance, for example, as fresh water. The problem of eliminating industrial
waste is also becoming increasingly complex. The threat of a global ecological crisis
hangs over humanity like the sword of Damocles. His keen awareness of this fact has
led man to pose the question of switching from the irresponsible destructive and
polluting subjugation of nature to a reasonable harmonious interaction in the
"technology-man-biosphere" system. Whereas nature once frightened us and made us
tremble with her mysterious vastness and the uncontrollable energy of its elemental
forces, it now frightens us with its limitations and a new-found fragility, the delicacy of
its plastic mechanisms. We are faced quite uncompromisingly with the problem of how
to stop, or at least moderate, the destructive effect of technology on nature. In socialist
societies the problem is being solved on a planned basis, but under capitalism
spontaneous forces still operate that despoils nature's riches.
The Marxist theory of man’s alienation from nature
When Marx wrote his Economic and Philosophical Manuscripts of 1844, he was
likewise concerned with the problem of man’s relationship to nature. It was part of the
worker’s fourfold alienation under capitalist modernity: his estrangement from nature,
from the products of his labour, from other people, and from himself. As Marx explained,
with respect to nature: “The worker can create nothing without nature, without
the sensuous external world. It is the material in which his labour realizes
itself, However, as the products of the worker’s labour are expropriated, nature is
reduced to a mere means of subsistence. “In a physical sense man lives only from
these natural products, whether in the form of nourishment, heating, clothing, shelter,
etc.…Nature is man’s inorganic body, that is to say nature in so far as it is not the
human body.”The natural world is further and further removed from the worker, and
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arrives then only in a relatively processed, mediated form. The immediacy of nature has
been lost, and nature confronts humanity as an alien, unknown entity. This alienation is
exacerbated by the shared estrangement from nature that the individual sees in other
men: “Every self-estrangement of man from himself and nature is manifested in the
relationship he sets up between other men and himself and nature.”Or, as the Marxist
theorist Max Horkheimer would later put it, echoing Marx, “The history of man’s efforts
to subjugate nature is also the history of man’s subjugation by man.”
Man's influence on nature. Man is not only a dweller in nature, he also transforms it.
From the very beginning of his existence, and with increasing intensity human society
has adapted environing nature and made all kinds of incursions into it. An enormous
amount of human labour has been spent on transforming nature. Humanity converts
nature's wealth into the means of the cultural, historical life of society. Man has
subdued and disciplined electricity and compelled it to serve the interests of society.
Not only has man transferred various species of plants and animals to different climatic
conditions; he has also changed the shape and climate of his habitation and
transformed plants and animals. If we were to strip the geographical environment of
the properties created by the labour of many generations, contemporary society would
be unable to exist in such primeval conditions.
Man and nature interact dialectically in such a way that, as society develops, man tends
to become less dependent on nature directly, while indirectly his dependence grows.
This is understandable. While he is getting to know more and more about nature, and
on this basis transforming it, man's power over nature progressively increases, but in
the same process, man comes into more and more extensive and profound contact with
nature, bringing into the sphere of his activity growing quantities of matter, energy and
information. The agents of production are then Nature’s forces, and Man’s force; man’s
force being generally most efficient when it is so applied as to control and direct
nature’s forces, rather than to counteract them. And the wealth of a country depends
upon the manner in which nature’s forces and man’s force work together in the
production of wealth. Man alone has succeeded in impressing his stamp on nature, not
only by shifting the plant and animal world from one place to another, but also by so
altering the aspect and climate of his dwelling place, and even the plants and animals
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themselves, that the consequences of his activity can disappear only with the general
extinction of the terrestrial globe.
Our environment is the “stuff” that surrounds us.

It includes the air we breathe, the water we drink, the food we eat, the soil where our
children play.
It is with us day and night, wherever we go, whatever we do. It is the most public of
public health issues.
Any consideration of this issue must include an understanding of :

• Air pollution
• Greenhouse effect
• Global warming
• Atmospheric pollution
• Water pollution
• Globalization
• Renewable energy
• Sustainable development.
Air pollution outdoors is as obvious as smog, car exhaust and smoke belching
from factory smokestacks. What is less obvious is the air pollution in our homes. For
example, many people develop allergies and asthma because of the harmful fumes
given off from cleaning products, paints, carpets with odour, and cigarette smoke. The
worst air pollution comes from burning gasoline and other fossil fuels, in cars, buses,
trucks, and factories. These emissions produce oxides of carbon, sulphur, and nitrogen
which result in acid rain production and the build up of gases in the atmosphere which
contribute to the greenhouse effect.
Greenhouse Effect. Certain gases in the earth’s atmosphere act just like
greenhouse glass: they keep heat from the sun in and make things under them hotter
than they would be otherwise. These greenhouse gasses include water vapour, carbon
dioxide, methane, nitrous oxide, ozone and a few others. The thicker the layers of gas
the hotter the earth gets. This is the greenhouse effect.
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Global warming is a condition caused by the greenhouse effect. Scientists are

concerned that a tiny change in the overall average temperature of the earth will have
an immense impact on life on our planet. Two of their greatest concerns centre on the
possibility of permanent climate change and the melting of the polar ice caps. Climate
change will upset all the natural rhythms of where and how we all live and work.
Melting of the polar ice caps will lead to a global rise in sea levels and massive flooding,
to the point of submerging entire land masses such as, Pacific islands and parts of
Florida.
Atmospheric pollution weakens the protective capabilities of the ozone layer

that circles the earth. The thinning of the ozone layer is a result of our massive use of
various chemical agents in such things as refrigerators, hair, paint and other aerosol
spays. The thinning of the ozone layer allows more ultraviolet-B radiation to reach the
surface of the earth. Higher levels of UV-B radiation dramatically increase the risk of
severe damage to all living things—including permanent genetic change. The immediate
effects on human health include increased risk of eye diseases, skin cancer and immune
system suppression.
Water pollution comes in two forms: water-borne diseases caused by poor

sanitation (microbiological contamination); and genetic and health-damaging pollutants
caused by man-made chemicals. The result is water unfit for human consumption
without treatment, as well as for aquatic life, irrigation and industrial purposes.
Globalization of the world economy is now an undeniable environmental concern.
Free trade agreements, such as the GATT and NAFTA, are essential to the process of
globalization. Such agreements inevitably weaken the ability and will of national
governments to control what big business can and cannot do in their country.
Environmental standards and controls are always weakened in and often removed from
such agreements.
Renewable energy. The earth has vast reserves of renewable energy. These
come in the form of wind, water, sun, and heat from the earth’s molten core. While
non-renewable energy (fossil fuels and nuclear power) has been in common use for
only 200 years, humans have used renewable energy sources for thousands of years.
Renewables have two major advantages over fossil fuels: their supply is essentially
limitless, and their use and application has far less impact on our environment than
non-renewable energy sources.
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Sustainable development will mark a break with our past. It will be

development that meets the needs of present generations, without compromising the
needs of future generations. This is nothing like the kind of development we have
known. We built an economy based on assumptions of limitless water and other natural
resources, along with limitless cheap energy. All our assumptions were wrong. Now we
must find ways to avoid or undo the stark consequences of these mistakes. One logical
step will be to restructure our economy on a different basis—namely, sustainability. This
means redesigning and remaking every aspect of how we live—from industrial
processes, to transportation and buildings, to patterns of consumer supply and demand.
The government must be enlisted to begin this process, in both the public and private
sectors. The costs of this program will be recovered from the tremendous savings in
energy costs, and efficiencies created through pollution abatement and other initiatives.
One of it’s main benefits will be hundreds of thousands of new jobs, from the most
basic cleanup work in watersheds to engineering and communications.
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Ozone Layer Depletion
Causes, Effects and Solutions
Ozone layer depletion is one of the most serious problems faced by our planet
earth. It is also one of the prime reasons which are leading to global warming. Ozone is
a colourless gas which is found in the stratosphere of our upper atmosphere. The layer
of ozone gas is what which protects us from the harmful ultraviolet radiations of the
sun. The ozone layer absorbs these harmful radiations and thus prevents these rays
from entering the earth’s atmosphere. Ultraviolet radiations are high energy
electromagnetic waves emitted by the sun which if enters the earth’s atmosphere can
lead to various environmental issues including global warming, and also a number of
health related issues for all living organisms. Thanks to the ozone layer which protects
us from these harmful rays.
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Causes of ozone layer depletion
Low temperatures, increase in the level of chlorine and bromine gases in the upper
stratosphere are some of the reasons that leads to ozone layer depletion. But the one
and the most important reason for ozone layer depletion is the production and emission
of chlorofluorocarbons (CFCs). This is what which leads to almost 80 percent of the
total ozone layer depletion.
There are many other substances that lead to ozone layer depletion such as hydro
chlorofluorocarbons (HCFCs) and volatile organic compounds (VOCs). Such substances
are found in vehicular emissions, by-products of industrial processes, aerosols and
refrigerants. All these ozone depleting substances remain stable in the lower
atmospheric region, but as they reach the stratosphere, they get exposed to the ultra
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violet rays. This leads to their breakdown and releasing of free chlorine atoms which
reacts with the ozone gas, thus leading to the depletion of the ozone layer.
Effects of ozone layer depletion
Skin Cancer: exposure to UV rays from sun can lead to increased risk for developing of
several types of skin cancers. Malignant melanoma, basal and squamous cell carcinoma
are the most common cancers caused by exposure to UV rays.
Eye Damage: UV rays are harmful for our eyes too. Direct exposure to UV rays can lead
to Cataract problems, and also Photokeratitis or snow blindness.
Damage to Immune system: our immune system is also highly vulnerable to UV rays.
Increased exposure to UV rays can lead to weakening of the response of immune
system and even impairment of the immune system in extreme cases.
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Aging of skin: exposure to UV rays can lead to acceleration of the aging process of your
skin. This will result in you looking older than what you actually are. It can also lead to
photo allergy that result in outbreak of rashes in fair skinned people
In humans, exposure to UV rays can also lead to difficulty in breathing, chest pain, and
throat irritation and can even lead to hampering of lung function
UV rays affect other life forms too. It adversely affects the different species of
amphibians and is one of the prime reasons for the declining numbers of the amphibian
species. It affects them inevery stage of their life cycle; from hampering the growth and
development in the larvae stage, deformities and decreases immunities in some species
and to even retinal damage and blindness in some species.
UV rays also have adverse effect on the marine ecosystem. It adversely affects the
planktons which plays a vital role in the food chain and oceanic carbon cycle. Affecting
phytoplankton will in turn affect the whole ocean ecosystem.
UV rays will also affect the plants. UV radiations can alter the time of flowering in some
plant species. It can also directly affect the plant growth by altering the physiological
and developmental processes of the plants.
Effect of ozone depletion on environment
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Ozone layer depletion leads to decrease in ozone in the stratosphere and increase in
ozone present in the lower atmosphere. Presence of ozone in the lower atmosphere is
considered as a pollutant and a greenhouse gas. Ozone in the lower atmosphere
contributes to global warming and climate change. The depletion of ozone layer has
trickle down effects in the form of global warming, which in turn leads to melting of
polar ice, which will lead to rising sea levels and climatic changes around the world.
Ways to bring down ozone layer depletion
Ozone layer depletion is not something that affects any specific country or region.
The whole world is vulnerable to its after effects. That makes it important for each and
every one of us to take actions to reduce ozone layer depletion. International
agreements such as Montreal protocol in 1987 have helped in reducing and controlling
industrial emission of Chlofluorocarbons. More and more of such international
agreements between countries is necessary to bring down ozone layer depletion. At
individual level each and everyone also can contribute towards reducing ozone layer
depletion. Buying and using recycled products, saving of energy, using of public
transport can do a lot in combating ozone layer depletion. The most important thing
that we can do is spreading awareness. Our individual efforts will go a long way in
saving the earth’s blanket and keep our planet earth liveable for us and our future
generations.
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Ocean Acidification: Causes and Possible Consequences Description The ozone layer is
what saves the Earth and the living organisms from the harmful radiations of the sun. It
is necessary to understand its importance and work to control the depletion of this layer.
The increase in CO2 concentration causes ocean acidification.

Research shows that the oceans are more acidic than expected. The study was
performed at the University of Georgia, studying the acidity of coastal waters impacted
by nutrient-rich large rivers in the Gulf of Mexico and the East China Sea. Results
showed a level of acidity higher than predicted, due to the combined effect of
atmospheric and eutrophication-generated carbon dioxide.
Carbon dioxide: an acidic gas
Carbon dioxide (CO2) is a natural gaseous component of the atmosphere; in recent
years, however, its concentration increased, due to human activity. CO2, in fact, is a
product of the combustion of fossil fuels, such as gas, coal or oil.
There is concern over the CO2 emissions in the atmosphere, as it is a greenhouse gas,
it is widely believed, that higher CO2 concentrations could be one of the causes of
global warming
CO2 however causes worries because of its acid nature in fact it can react with water to
form carbonic acid. H2 O + CO2 H2 CO2
Ocean Acidification
Part of the CO2 present in the atmosphere gets dissolved in the waters of the ocean
due to the relatively high solubility of the gas in water – 1.45g/L at 25 oC. An increase
of the concentration of CO2 in the atmosphere leads to a corresponding increase in the
waters of the ocean.
This phenomenon has reduced the concentration of CO2 in the atmosphere; without
this dissolutions in the oceans today the CO2 amount in the atmosphere would be even
higher and could have an even bigger impact on the climate. The increase in the CO2
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concentration in the oceans can have a negative impact on its ecosystem as there is a
marked increase in the acidity of the waters.
Today the acidity of the oceans is about 29% higher compared with the value of 200
years ago.
EFFECTS ON CORALS AND OTHER MARINE SPECIES

Oceans already contain some carbonate ion CO2 therefore when is dissolved in them
the reactions can take place to form bicarbonate ion HCO2. This means that there is
less free carbonate in the water w/c can have a negative impact on some marine
species such as coral. Their skeletons are made of calcium carbonate, C aCO3
Acid rain
Processes involved in acid deposition (note that only SO2and NOx play a significant role
in acid rain).
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Acid clouds can grow on SO2 emissions from refineries, as seen here in Curaçao.
Acid rain is a rain or any other form of precipitation that is unusually acidic, meaning
that it possesses elevated levels of hydrogen ions (low pH). It can have harmful
effects on plants, aquatic animals and infrastructure. Acid rain is caused by
emissions of sulfur dioxide and nitrogen oxide, which react with the water
molecules in the atmosphere to produce acids. Some governments have made
efforts since the 1970s to reduce the release of sulfur dioxide and nitrogen oxide
into the atmosphere with positive results. Nitrogen oxides can also be produced
naturally by lightning strikes, and sulfur dioxide is produced by volcanic eruptions.
Acid rain has been shown to have adverse impacts on forests, freshwaters and
soils, killing insect and aquatic life-forms, causing paint to peel, corrosion of steel
structures such as bridges, and weathering of stone buildings and statues as well
as having impacts on human health.
Definition
"Acid rain" is a popular term referring to the deposition of a mixture from wet (rain,
snow, sleet, fog, cloud water, and dew) and dry (acidifying particles and gases)
acidic components. Distilled water, once carbon dioxide is removed, has a neutral
pH of 7. Liquids with a pH less than 7 are acidic, and those with a pH greater
than 7 are alkaline. "Clean" or unpolluted rain has an acidic pH, but usually no
lower than 5.7, because carbon dioxide and water in the air react together to
form carbonic acid, a weak acid according to the following reaction:
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H2O (l) + CO2 (g) ⇌ H2CO3 (aq)
Carbonic acid then can ionize in water forming low concentrations

of hydronium and carbonate ions:
H2O (l) + H2CO3 (aq) ⇌ HCO3− (aq) + H3O+ (aq)
However, unpolluted rain can also contain other chemicals which affect its pH (acidity
level). A common example is nitric acid produced by electric discharge in the
atmosphere such as lightning. Acid deposition as an environmental
issue (discussed later in the article) would include additional acids other
than H2CO3.
History
The corrosive effect of polluted, acidic city air on limestone and marble was noted in
the 17th century by John Evelyn, who remarked upon the poor condition of
the Arundel marbles. Since the Industrial Revolution, emissions of sulfur dioxide
and nitrogen oxides into the atmosphere have increased. In 1852, Robert Angus
Smith was the first to show the relationship between acid rain and atmospheric
pollution in Manchester, England.
Though acidic rain was discovered in 1853, it was not until the late 1960s that scientists
began widely observing and studying the phenomenon. The term "acid rain" was
coined in 1872 by Robert Angus Smith. Canadian Harold Harvey was among the
first to research a "dead" lake. Public awareness of acid rain in the U.S increased
in the 1970s after The New York Times published reports from the Hubbard
Brook Experimental Forest in New Hampshire of the myriad deleterious
environmental effects shown to result from it.
Occasional pH readings in rain and fog water of well below 2.4 have been reported in
industrialized areas. Industrial acid rain is a substantial problem
in China and Russia and areas downwind from them. These areas all burn sulfur-
containing coal to generate heat and electricity.
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The problem of acid rain has not only increased with population and industrial growth,
but has become more widespread. The use of tall smokestacks to reduce
local pollution has contributed to the spread of acid rain by releasing gases into
regional atmospheric circulation. Often deposition occurs a considerable distance
downwind of the emissions, with mountainous regions tending to receive the
greatest deposition (simply because of their higher rainfall). An example of this
effect is the low pH of rain which falls in Scandinavia.
GENETIC ENGINEERING
Genetic Engineering is the branch of biology dealing with the splicing and
recombining of specific genetic units from the DNA of living organisms in order to
produce new species or biochemical.
Genetic Engineering is any process by which genetic material is changed
in such a way as to make possible the production of new substances or new
functions. As an example, biologists have now learned how to transplant the
gene that produces light in a firefly into tobacco plants. The function of that
gene - the production of light – has been added to the normal lists of functions
of the tobacco plants. Genetic engineering is also called genetic modification, the
direct modification of an organism genome using biotechnology. It is a set of
technologies used to change the genetic make up of the cells, including the
transfer of genes within and across species, boundaries, to produce improved or
novel organisms.
Genetic engineering is deliberately altering /selecting the characteristics a
person or animal will have by manipulating the DNA. Ex. Choosing an egg with
specific DNA and using that egg to have a baby is an example of genetic
engineering.
THE CHEMICAL STRUCTURE OF GENES
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Genetic engineering became possible only when scientists had discovered

exactly what a gene is. Prior to the 1950s, the term gene was used to stand for
a unit by which some genetic characteristics was transmitted from one
generation to the next. Biologists talked about a “gene” for hair color, although
they really had no idea as to what that gene was or what it looked like. The
situation changed dramatically in 1953 when Francis Crick and James Watson
determined the chemical explanation for a gene. Crick and Watson discovered
the chemical
Structure for large, complex molecules that occur in the nuclei of all living cells
known as deoxyribonucleric acid (DNA). Amino acid , an organic compound from
which proteins are made.
DEFINITION OF TERMS
1. Gene: a segment of a DNA molecule that acts as a kind of code for the
production of some specific protein . Genes carry instructions for the formation,
functioning and transmission of specific traits from one generation to another.
2. DNA (deoxyribonucleric acid): a large complex chemical compound that makes
up the core of a chromosome and whose segments consists of genes. Gene a
segment of a DNA molecule that acts as a kind of code for the production of
some specific protein. Genes carry instruction for the formation, functioning and
transmission of specific traits from one generation to another.
3. Gene Splicing: the process by which genes are cut apart and put back together
to provide them with some new function.
4. Genetic code: a set of nitrogen base combinations that act as a code for the
production of certain amino acids.
5. Host cell: the cell into which a new gene is transplanted in genetic engineering.
6. Human gene therapy: the application of genetic engineering technology for the
cure of genetic disorders.
7. Nitrogen base: an organic compound consisting of carbon, hydrogen, oxygen,
and nitrogen arranged in a ring, that plays an essential role in the structure of
DNA molecules.
8. Plasmid: a circular form of DNA often used as vector in genetic engineering.
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9. Protein: large molecules that are essential to the structure and functioning of all
living cells.
10. Recombinant DNA research (rDNA research): a technique for adding new
instructions to the DNA of a host cell by combining genes from two different
sources.
11. Vector: an organism or chemical used to transport a gene into a new host cell.
GENETIC ENGINEERING PROCEDURE

Genetic engineering requires 3 elements: a) the gene to be transferred
b) a host cell into which the gene is inserted c) a vector to
bring about the transfer
For example, that one wishes to insert the gene for making insulin into a
bacterial cell. Insulin is a naturally occurring protein made by cells in the
pancreas in humans and other mammals. It controls the breakdown of complex
carbohydrates in the blood to glucose. People whose bodies have lost the ability
to make insulin become diabetic.
STEPS IN THE GENETIC ENGINEERING PROCEDURE

1) to obtain a copy of the insulin gene , from a natural source
2) to insert the insulin gene into the vector. The term vector means any
organism that will carry the gene from one place to another. The goal is to
make sure that the insulin gene attaches itself to the plasmid before the
plasmid is reclosed.
The hybrid plasmid now contains the gene whose product (insulin) is
desired. It can be inserted into the host cell, where it begins to function just
like all the other genes that MAKE UP THE CELL. In this case, in addition to
normal bacterial functions, the host cell is also producing insulin, as directed
by the inserted gene.
Notice that the process described here involves nothing more in concept
than taking DNA molecules apart and recombining them in a different
arrangement. For that reason, the process also is referred to as recombinant
(DNA) research.
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APPLICATIONS OF GENETIC ENGINEERING
The possible applications of genetic engineering are virtually limitless. For

example, rDNA methods now enable scientists to produce a number of
products that were previously available only in limited quantities. Until the
1980s, the only source of insulin available to diabetics was from animals
slaughtered for meat and other purposes. The supply was never large
enough to provide sufficient amount of affordable insulin for everyone who
needed insulin. In 1982, the US Food and Drug Administration approved
insulin produced by genetically altered organisms, the first such product to
become available.
Among the number of additional products produced by rDNA techniques
are:
1. human growth hormone (for children w/insufficient growth due to genetic
problems)
2. alpha interferon (for the treatment of diseases)
3. interleukin -2 (for the treatment of cancer)
4. factor VIII (needed for haemophiliacs for blood clotting)
5. erythropoietin (for the treatment of anemia)
6. tumor necrosis factor ( for the treatment of tumors)
7. tissue plasminogen activator (used to dissolve blood clots)
rDNA methods now enable scientists to produce a number of products
that were previously available only in limited quantities. If scientists can
cure genetic disorders they can also design individuals in accordance with
the cultural and intellectual fashions of the day.
HUMAN GENETIC ENGINEERING
Science is about to solve some worst problems that can happen to

people. According to Bruno Bowden, a programmer turned inventor, said
that before genetic engineering technology arrives in full force, the public
should be informed or educated. For him, theres always the fear that
science will enable us to go too far creating a race. . . homogenized
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beauties . . . on the other hand theres also the possibility that we wont
go far enough . If we don’t understand genetic engineering technology,
we would panic, cut off the potential to save the lives of millions and
improve the lives of billions.
According to Ricardo Sabatini, a little that human genome is used to
predict a persons height to 2 inches, body mass index to within 17.5 lbs.
and also the shades on persons’ eye color, skin color and also a persons’
facial features with DNA. Furthermore, he said that the more we learn,
the more that we will be confronted with decisions that we have never
had to make before about life, death and parenting. The decisions we
make in the next years will change the course of history forever. For
Bowden, we should be very cautious about CHANGE. Anything you do will
probably make the system worse not better. We should accept the
concept that there isn’t a perfect person. He said further that genetics
are trade offs and strength in one area could be weakness in another.
GENETIC ENGINEERING IN AGRICULTURE
Genetic engineering has been hailed by some as an indispensable tool for

solving the worlds’ agricultural problems and denounce by others as an
example of human over reaching fraught with unknown, potentially
catastrophic dangers.
2 main process:
1. Crop breeding: produces traits through organisms reproductive
process . . .
2. Agro ecological farm management: optimizes the performance of the
entire system of biophysical components in contrast to the industrial
strategy of optimizing the output of a crop, one system component, by
intensive use of purchased inputs. Genetic engineering is a
complement of breeding but markets their seed on the strength of its
genetic engineering traits.
Genetic engineering also promises a revolution in agriculture.
Recombinant DNA techniques enable scientists to produced plants that are
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resistant to herbicides and freezing temperatures, that will take longer to

ripen and that will manufacture a resistance to pests among other
characteristics. Today, scientists have tested more than two dozen kinds
of plants engineered to have special properties such as these. As with
other aspects of genetic engineering, these advances have been
controversial. The development of herbicide-resistant plants means that
farmers are likely to use still larger quantities of herbicides. This trend is
not a particularly desirable one according to some critics.
The science and art of animal breeding are likely to be
revolutionized by genetic engineering. For example, scientists have
discovered that a gene in domestic cows is responsible for the production
of milk. Genetic engineering makes it possible to extract that gene from
cows who produce large volumes of milk or manufacture that gene in the
laboratory. The gene can then be inserted into other cows whose milk
production may increase by dramatic amounts because of the presence of
the new gene. Over the years, genetic engineering has become more
common in agriculture.
Scientists are now capable of creating new species of animals by
taking genetic material from one or more plants or animals and genetically
engineering them into the genes of another animal. This allows scientists
to create animals that are completely foreign to the earth and specially
tailored to possess only the traits that humans desire in animals.
There is a wide variety of genetic engineering used in agriculture.
One of the most common types of genetic engineering is to insert the
genes for bacteria into the crop. This type of genetic engineering works
like an insecticide, which is a pesticide that targets unwanted insects
because when the insects consume the crop, they will be infected by the
bacteria and will get sick and eventually die.
Another common type of genetic engineering is when genes for
herbicide resistance are inserted into crops. When herbicides, which are
pesticides that target unwanted plants, are sprayed on the field, the
weeds will be killed while the crops survive due to the insertion of the
resistant genes.
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BENEFITS OF GENETIC ENGINEERING

 that genetic engineering has made it possible to produce more
crops in a shorter time period.
 crops have been modified to tolerate salty soils, be more drought
resistant and increase their rate of photosynthesis to take
advantage of limited sunlight.
 due to the modifications that make crops resistant to diseases, less
chemical pesticides have to be used to combat diseases and pests;
if crops arfe genetically modified to include components of
fertilizers, less chemical fertilizers have to be placed on the fields.
 Increase over all yields.
 less harm done to the environment.
 Possible to produce new varieties of crops by making genes from
multiple species.
PROBLEMS WITH GENETIC ENGINEERING

 pests experience constant exposure to the pesticide or herbicide
that is genetically inserted into the crops will develop genetic
resistance to the chemical.
 long term effects on human health and environment.
 Contain harmful toxins if the cells mutate, that produce may be
lower in mutation and that the creation of novel varieties of crops
could lead to the development of new and unknown food allergies.
 Once genetically modified organisms are released into the wild,
they cannot be controlled and they could cause harm to the natural
ecosystem.
Positive Effects of Technology on Our Lives

There are so many advantages with improved technology in our daily life. With the help
of mobile technology we are able to talk to our friends and relatives who are living far
from us. With the help of internet, we are able to learn new things and online courses
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etc. With the help of aviation technology we are able to reach distant places within
hours which took years of time to reach in olden days. We are using the all natural
resources available for making our life better. With the help of social networking we are
able to find our childhood friends, relatives etc. and important events in their life. With
the help of information technology we are able to share information to any part of the
world with in milliseconds. With progressive technology in the agriculture field, we are
able to meet food requirements of people all over the world.
Five Positive Effects of Technology on Education
The prevalence of technology drastically affects many areas of society in positive ways,
including education. Modern-day students not only have computers to help them with
their schoolwork, they also use the Internet for research while teachers use technology
to enhance their lessons.
Research
If a school's library is outdated or lacking in a selection of titles, a student might find it
difficult to compile the necessary research for an essay or research paper. As long as
the school has a computer lab, students are able to use the Internet and digital
encyclopedias to obtain the research they need. While students should be wary of the
legitimacy of some of the content they read online, many schools use software like the
Encyclopedia Britannica to help students do research.
Globalization
When schools in different parts of the state, country or world connect, students can
"meet" their counterparts through video conferencing without leaving the classroom.
Some sites, such as Glovico, are used to help students learn foreign languages online
by pairing a group of students with a teacher from another country.
Educational Games
In younger grades, teachers expose children to computers through educational games.
Instead of playing board games that focus on education, students can learn the basics
of spelling, counting and other early educational lessons through computer games that
make learning fun. Because many schools have at least one computer in each
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classroom, the teacher can make that computer a vital part of learning for young
students.
Distance Education
In the past, students could take distance or continuing education classes, also called
"correspondence courses," at community colleges and universities. After enrolling in a
course of this style, a student would receive course documents in the mail and would
be required to mail assignments to his teacher at the educational institution. The
process could be long and complicated. Thanks to technology, continuing education
students can take courses over the Internet at their convenience.
Web Seminars
Not every school has the resources and budget to send its students on field trips related
to the course of study. When this is the case, the students' education can suffer. But
thanks to technology, students can use the Internet to virtually attend Web seminars
put on by museums and other educational institutions. NASA, for instance, offers a
program that allows students to talk to astronauts in space.
Negative Effects of Technology On Our Lives
On the other hand, there are instances which show the problems with improved and
advanced technology or the solution for one problem with the help of technology is
giving rise to another problem. Instead of taking care personally we are sending sms or
giving a call on important occasions which were attended personally in olden days. With
the use of same internet children are getting addicted to online games and their
physical activities and exercises are becoming considerably less. The same social
networks are creating rivalry between best friends and couples are getting divorced.
The same aviation technology is giving health problems for their workers and creating
serious environmental threats. With the heavy usage of fertilizers soil is losing its
natural fertility and several varieties of plants became extinct.
Technology's Negative Influence on Education
Technology continues to become more and more a part of everyday life for humanity.
Technology both comes with positives and negative. In the classroom, negatives out
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way the positive effects. Technology does help with making fundamental things quicker
such as: white boards instead of chalkboards and organizing grades; but technology
has a greater negative effect. From a negative aspect technology has become a
scapegoat for many students. Technology has made it so that virtually any student can
be a good student without any effort at all. In our day and age, the key to success
within the classroom has become being able to search Google or download the right
apps. Now, with the right apps a C student can easily become an A student without
becoming any smarter. The idea of getting away with doing just enough is now adopted
by the majority of our youth and is being condoned by equipping students with more
and more technology. Schools are equipping students with technology in hopes off it
aiding them to learn quicker and more efficiently; but it has been the total opposite
with technology becoming the victim of humans natural instinct to find a short cut.
Pros and Cons
Technology is still a wonderful thing.
While technology obviously brings society much joy and has become the answer to
many problems in our age; technology's negative effects may just out way its positives.
Technology has a list of positive contributions towards society including: entertainment,
communication, making everyday tasks easier; but like everything else every positive
effect has a negative effect. The negative effects of entertainment, communication, and
ability to make life more manageable are evident in every classroom. The entertainment
of mobile devices distracts nearly every student in the classroom whether it be texting,
playing games, or surfing the net. Mobile devices also play a big role in communication
by making it possible for students to easily communicate with each other when they
should not be. The power to communicate with virtually anyone is a major distraction
and directly makes their educational life easier. Technology makes good grades
effortless by providing students with the ability to search numerous search engines for
any problem they come across. These positive effects become negative because of the
environment they are in; in schools technology is too powerful to go uncontrolled and
until we correctly establish guidelines for technology in schools technology will continue
to hinder students success.
Teachers
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Teachers both have positive and negative feelings towards technology in the classroom
and uring my research, it was discovered that not only have students become
dependent on technology; but teachers also for the advantages it provides them.
Teachers love technological devices that assist them in doing everyday tasks in the
classroom such as: whiteboards, projectors, and numerous software programs. While
the teachers use of technology is being used for the good, it is also causing somewhat
a problem seeing that most of the devices they receive can be retrieved by students
and strengthens students desire for that product.For more, see Teachers.
Students
Technology has already integrated its negative effects into classroom and convinced
students that technology is taking no toll on their education. According to Maureen
Ebben, Ph.D., "Many students mistakenly believe that technology allows them to do
several things at once and do them well" (Bouchard). For more, see Students.
Cell phones
Cell phones are a major distraction within the classroom and this is known to be a true
fact. While there are major distractions, cell phones are the number one distraction
because of how hard they are to regulate. For more, see Cell phones.
Technology is like a coin which has both positive and negative sides. We are the
deciders and we have to choose how to use it. The usage of technology for over
exploitation of resources should be always avoided. If we use it for positive things, it
will have positive effect of our lives and vice versa. Nobody would oppose the
development of technologies in any sector but the developments should be in a positive
way and they should not have any negative impact on present or future generations.
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MODULE IV
NATURAL RESOURCES
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1. Discussed the different kinds of natural resources.

2. Discussed the importance of agricultural and soil resources.
Guide Questions
1. What are the different kinds of natural resources?

2. How can we conserve our natural resources?
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MINERALS AND ENERGY RESOURCES
“The energy of the mind is the essence of life”.

MINERALS
Homogenous naturally occurring substance with a definable internal structure.
Minerals are found in varied forms in nature ranging from the hardest diamond to the
softest tale. They are usually found in “ores”.
ROCKS
Rocks are combination of homogenous substances called minerals. Some rocks
for instance, limestone consist of a single mineral only but majority of the rock consist
of several minerals in varying proportions.
CLASSIFICATION OF MINERALS
A. Metallic Mineral
Metallic minerals are those which can be melted to obtain new products.
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1.Ferrous Mineral - Ferrous metal primarily contains iron and steel.
Example: Iron , ore, manganese
2. Non-Ferrous Mineral – contains litte iron or steel
Example: Copper, Bauxite
B. Non – Metallic Minerals
Non – metallic Minerals are those which do not yield new products on
melting.
Conservation of Minerals
Mining companies can profitably extract most minerals from only where
they occur in large deposits. Industries first develop the highest grade and most
easily minable ores. When they are depleted, mining companies turn to lower grade
and harder to mine ores. Many such deposits require advance technology and large
amount of energy to mine. Some take so much energy that they cannot be profitably
developed. Deposits of minerals are unevenly distributed around the world. This
uneven distribution of minerals has played a major role in history.
Hazards of Mining
Mining can result in a number od adverse effects on the environment. Surface
mining of coal completely eliminates existing vegetation, destroys the genetic soil
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profile, displaces or destroys wildlife and habitat, degrades air quality, alters current
land uses and tosome extent permanently changes the general topography of the
area mined.
Higher energy always wins and the light

energy always drowns out the darkness…
-Lada Ray
Energy Resources
Energy is the fundamental component to our daily lives and
everyday we use energy or power in some form or another. The law of
conservation states that energy can neither be created or destroyed. It
means that as energy is being used, it does not disappear, but rather
is converted into another form of energy.
Conventional Sources of Energy
The sources of energy which have been in use for a long time are
exhaustible except water. They cause pollutionwhen used as they emit
smoke and ash. They are very expensive to be maintained, stored and
transmitted as they are carried over a long distance through transmission
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grid and lines.
Non-Coventional Sources of Energy
The resources which are yet in the process of development over
The past few years. Example: Solar, wind Tidal, Biogas, Biomass and
Geothermal. They are inexhaustible. They are generally pollution free. Less
expensive due to local sue and easy to maintain.
Let Us Save Our Mother Earth…

A.OCEAN
The ocean is one of the earth’s most valuable natural resources. It provides
food for us in the form of fish and selfish- about 200 billion pounds are caught
each year. It is used for transportation-both travel and shipping. It provides a
treasured source of recreation for humans. It is mined for minerals (salt, sand,
gravel and some manganese, copper, nickel, iron and cobalt can be found in the
deep sea) and drilled for crude oil. It plays critical role in removing carbon from
the atmosphere and providing oxygen. It regulates Earth’s climate. It is an
increasing important source of biochemical organisms with enormous potential
for fighting disease.
Fishing Facts:
The oceans have been fished for thousands of years and an integral part of
human society. Fish have been important to the world economy for all of these
years. Fisheries of today provide about 16% total world’s protein with higher
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percentage occurring in developing nations. The world fisheries refer to all of the
fishing activities in the ocean; whether they are to obtain fish for the commercial
fishing industry, for recreation to obtain environmental fish or fish oil.
Shipping:
The world shipping refers to the activity of moving cargo with ships in
between seaport. Naval ships are usually responsible for transporting most of
trade from one country to another and are called merchant navies. In theory,
shipping can have a low impact on the environment. It is safe and profitable for
economies around the world. However, serious problems occur with shipping of
oil, dumping of waste water in the ocean, chemical accidents at sea, inevitable air
and water pollution.
Tourism:
Tourism is the fastest growing division of the world economy and is

responsible for more than 200 million jobs all over the world. Tourism industry is
based on natural resources present in each country and usually negatively affect
ecosystem because it is often left unmanaged. However, sustainable tourism can
actually promote conservation of the environment.
Mining:
Humans began to mine the ocean floor for diamonds, gold, silver,
manganese, gravel, sands and gas hydrates. Mining the ocean can be devastating
to the natural ecosystem. Dredging of any kind pulls up the ocean floor resulting
in wide spread destruction of marine animal habitats, as well as wiping out vast
numbers of fishes and invertebrates.
Climate Buffer
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The ocean is an integral component of the world’s climate due to its

capacity to collect, drive and mix water, heat and carbon dioxide. The ocean can
hold and circulate more water, heat and carbon dioxide than the atmosphere
although the components of the earth’s climate are constantly exchanged.
Oxygen Production:
Gases in the atmosphere like carbon, nitrogen, sulfur and oxygen are
dissolved through the water cycle. The gases that are now crucial to all ecosystem
and biological processes originally came from the inside layers of the earth during
the period when the earth was first formed. The rate of flow for oxygen as well as
other gases is controlled by biological processes, especially metabolism of
organisms like prokaryotes and bacteria.
B. Forest
A forest is a large area dominated by trees. It is an extremely important

natural resource that can potentially be sustainably harvested and managed to
yield a diversity of commodities of economic importance. These resources
continue to be used for subsistence as well as commercial recreational purposes.
Wood is far the most important products harvested from forests. The wood
is commonly manufactured into paper, lumber, plywood and other products. In
addition, in most of forested regions of the less developed world firewood is the
most important source of energy used for cooking and other purposes. Plants and
berries are harvested on regular bases for personal consumption and economic
purposes. Many other plant products can also be collected from forests, such as
fruits, nuts, mushrooms, and latex for manufacturing rubber. In addition, many
species of animals are hunted in forests, for recreation or for subsistence.
Potentially, all of these forest products can be sustainably harvested.
Unfortunately, in most cases forests have been unsustainably over harvested,
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resulting in the mining of forest resource and wide spread ecological degradation.
It is critical that in the future all forest harvesting is conducted in a manner that is
responsible in terms of sustaining the resource.
The global forest area is at least one-third smaller than it was prior to the
extensive deforestation caused by human activities. Most of the deforested land
has been converted to permanent agricultural use, but some has been
ecologically degraded into semi-desert or desert. This global deforestation, which
is continuing apace, is one of the most serious environmental crisis.
Agricultural and Soil Resources
Agricultural soil science is a branch of soil science that deals with the study
of edaphic conditions as they relate to the production of food and fiber. In this context,
it is also a constituent of the field of agronomy and is thus also described as soil
agronomy
History
Prior to the development of pedology in the 19th century, agricultural soil science
(or edaphology) was the only branch of soil science. The bias of early soil science
toward viewing soils only in terms of their agricultural potential continues to define the
soil science profession in both academic and popular settings as of 2006. (Baveye, 2006)
Current status
Agricultural soil science follows the holistic method. Soil is investigated in relation to
and as integral part of terrestrial ecosystems but is also recognized as
a manageable natural resource.
Agricultural soil science studies the chemical, physical, biological, and mineralogical
composition of soils as they relate to agriculture. Agricultural soil scientists develop
methods that will improve the use of soil and increase the production of food and fiber
crops. Emphasis continues to grow on the importance of soil sustainability. Soil
degradation such as erosion, compaction, lowered fertility, and contamination continue
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to be serious concerns.[1] They conduct research in irrigation and drainage, tillage, soil
classification, plant nutrition, soil fertility, and other areas.
Although maximizing plant (and thus animal) production is a valid goal, sometimes it
may come at high cost which can be readily evident (e.g. massive crop
disease stemming from monoculture) or long-term (e.g. impact of chemical fertilizers
and pesticides on human health). An agricultural soil scientist may come up with a plan
that can maximize production using sustainable methods and solutions, and in order to
do that he must look into a number of science fields including agricultural
science, physics, chemistry, biology, meteorology and geology.
Soil variables
Some soil variables of special interest to agricultural soil science are:
Soil texture or soil composition: Soils are composed of solid particles of various sizes. In
decreasing order, these particles are sand, silt and clay. Every soil can be classified
according to the relative percentage of sand, silt and clay it contains.
Aeration and porosity: Atmospheric air contains elements such
as oxygen, nitrogen, carbon and others. These elements are prerequisites for life on
Earth. Particularly, all cells (including root cells) require oxygen to function and if
conditions become anaerobic they fail to respire and metabolize. Aeration in this context
refers to the mechanisms by which air is delivered to the soil. In natural ecosystems soil
aeration is chiefly accomplished through the vibrant activity of the biota. Humans
commonly aerate the soil by tilling and plowing, yet such practice may
cause degradation. Porosity refers to the air-holding capacity of the soil. See
also characterization of pore space in soil.
Drainage: In soils of bad drainage the water delivered through rain or irrigation may
pool and stagnate. As a result, prevail anaerobic conditions and plant roots suffocate.
Stagnant water also favors plant-attacking water molds. In soils of excess drainage, on
the other hand, plants don't get to absorb adequate water and nutrients are
washed from the porous medium to end up in groundwater reserves.
Water content: Without soil moisture there is no transpiration, no growth and
plants wilt. Technically, plant cells loose their pressure (see osmotic pressure and turgor
pressure). Plants contribute directly to soil moisture. For instance, they create a leafy
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cover that minimizes the evaporative effects of solar radiation. But even when plants or
parts of plants die, the decaying plant matter produces a thick organic cover that
protects the soil from evaporation, erosion and compaction. For more on this subject
see mulch.
Water potential: Water potential describes the tendency of the water to flow from one
area of the soil to another. While water delivered to the soil surface normally flows
downward due to gravity, at some point it meets increased pressure which causes a
reverse upward flow. This effect is known as water suction.
Horizonation: Typically found in advanced and mature soils, horizonation refers to the
creation of soil layers with differing characteristics. It affects almost all soil variables.
Fertility: A fertile soil is one rich in nutrients and organic matter. Modern agricultural
methods have rendered much of the arable land infertile. In such cases, soil can no
longer support on its own plants with high nutritional demand and thus needs an
external source of nutrients. However, there are cases where human activity is thought
to be responsible for transforming rather normal soils into super-fertile ones (see terra
preta).
Biota and soil biota: Organisms interact with the soil and contribute to its quality in
innumerable ways. Sometimes the nature of interaction may be unclear, yet a rule is
becoming evident: The amount and diversity of the biota is "proportional" to the quality
of the soil. Clades of interest
include bacteria, fungi, nematodes, annelids and arthropods.
Soil acidity or soil pH and cation-exchange capacity: Root cells act as hydrogen
pumps and the surrounding concentration of hydrogen ions affects their ability to
absorb nutrients. pH is a measure of this concentration. Each plant species achieves
maximum growth in a particular pH range, yet the vast majority of edible plants can
grow in soil pH between 5.0 and 7.5.
Soil Fertility
Agricultural soil scientists study ways to make soils more productive. They classify soils
and test them to determine whether they contain nutrients vital to plant growth. Such
nutritional substances include compounds of nitrogen, phosphorus, and potassium. If a
certain soil is deficient in these substances, fertilizers may provide them. Agricultural
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soil scientists investigate the movement of nutrients through the soil, and the amount
of nutrients absorbed by a plant's roots. Agricultural soil scientists also examine the
development of roots and their relation to the soil. Some agricultural soil scientists try
to understand the structure and function of soils in relation to soil fertility. They grasp
the structure of soil as porous solid. The solid frames of soil consist of mineral derived
from the rocks and organic matter originated from the dead bodies of various
organisms. The pore space of the soil is essential for the soil to become productive.
Small pores serve as water reservoir supplying water to plants and other organisms in
the soil during the rain-less period. The water in the small pores of soils is not pure
water; they call it soil solution. In soil solution, various plant nutrients derived from
minerals and organic matters in the soil are there. This is measured through the cation
exchange capacity. Large pores serve as water drainage pipe to allow the excessive
water pass through the soil, during the heavy rains. They also serve as air tank to
supply oxygen to plant roots and other living beings in the soil. In short, agricultural soil
scientists see the soil as a vessel, the most precious one for us, containing all of the
substances needed by the plants and other living beings on earth.
Soil Preservation
In addition, agricultural soil scientists develop methods to preserve the agricultural
productivity of soil and to decrease the effects on productivity of erosion by wind and
water. For example, a technique called contour plowing may be used to prevent soil
erosion and conserve rainfall. Researchers in agricultural soil science also seek ways to
use the soil more effectively in addressing associated challenges. Such
challengesinclude the beneficial reuse of human and animal wastes using agricultural
crops; agricultural soil management aspects of preventing water pollution and the build-
up in agricultural soil of chemical pesticides
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MODULE V
ENVIRONMENTAL LAWS
AND REGULATIONS
Reporters:
Mr. Alex Bendol

Mrs. Hazel Soque
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1. Discussed Philippine Clean Air Act of 1999.

2. Discussed the Ecological Solid Waste Management Act of 2000.
3. Discussed the P.D. 1586.
Guide Questions
1. What are the provisions in Philippine Clean Air Act of 1999?

2. Why do we need to recycle our waste materials?
3. What are the specific functions of government personnel as stated in P.D.
1586?
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REPUBLIC ACT No. 8749 also known as Philippine Clean Air Act of 1999
Subject: AN ACT PROVIDING FOR A COMPREHENSIVE AIR POLLUTION

CONTROL POLICY AND FOR OTHER PURPOSES
Be it enacted by the Senate and House of Representatives of the Philippines in

Congress assembled: Chapter 1. General Provisions Article 1 Basic Air
Quality Policies
Section 1. Short Title - This Act shall be known as the "Philippine Clean Air Act of
1999."
Section 2. Declaration of Principles. - 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. The State shall promote and protect the global environment to
attain sustainable development while recognizing the primary responsibility of local
government units to deal with environmental problems. The State recognizes that the
responsibility of cleaning the habitat and environment is primarily area-based. The State
also recognizes the principle that "polluters must pay". Finally, the State recognizes that
a clean and healthy environment is for the good of all and should therefore be the
concern of all.
Section 3. Declaration of Policies. - The State shall pursue a policy of balancing

development and environmental protection. To achieve this end, the framework for
sustainable development shall be pursued. It shall be the policy of the State to:
a) Formulate a holistic national program of air pollution management that shall be

implemented by the government through proper delegation and effective coordination
of functions and activities;
b) Encourage cooperation and self-regulation among citizens and industries though the
application of market-based instruments;
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c) Focus primarily on pollution prevention rather than on control and provide for a
comprehensive management program for air pollution;
d) Promote public information and education to encourage the participation of an

informed and active public in air quality planning and monitoring; and
e) Formulate and enforce a system of accountability for short and long-term adverse
environmental impact of a project, program or activity. This shall include the setting up
of a funding or guarantee mechanism for clean-up and environmental rehabilitation and
compensation for personal damages.
Section 4. Recognition of Rights. - Pursuant to the above-declared principles, the

following rights of citizens are hereby sought to be recognized and the State shall seek
to guarantee their enjoyment:
a) The right to breathe clean air;
b) The right to utilize and enjoy all natural resources according to the principle of
sustainable development;
c) The right to participate in the formulation, planning, implementation and monitoring

of environmental policies and programs and in the decisionmaking process;
d) The right to participate in the decision-making process concerning development

policies, plans and programs projects or activities that may have adverse impact on the
environment and public health;
e) The right to be informed of the nature and extent of the potential hazard of any
activity, undertaking or project and to be served timely notice of any significant rise in
the level of pollution and the accidental or deliberate release into the atmosphere of
harmful or hazardous substances;
f) The right of access to public records which a citizen may need to exercise his or her
rights effectively under this Act;
g) The right to bring action in court or quasi- judicial bodies to enjoin all activities in
violation of environmental laws and regulations, to compel the rehabilitation and
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cleanup of affected area, and to seek the imposition of penal sanctions against violators
of environmental laws; and
h) The right to bring action in court for compensation of personal damages resulting
from the adverse environmental and public health impact of a project or activity.
Article 2 Definition Of Terms
Section 5. Definitions - As used in this Act:
a) "Air pollutant" means any matter found in the atmosphere other than oxygen,
nitrogen, water vapor, carbon dioxide, and the inert gases in their natural or normal
concentrations, that is detrimental to health or the environment, which includes but not
limited to smoke, dust, soot, cinders, fly ash, solid particles of any kind, gases, fumes,
chemical mists, steam and radio-active substances;
b) "Air pollution" means any alteration of the physical, chemical and biological
properties of the atmospheric air, or any discharge thereto of any liquid, gaseous or
solid substances that will or is likely to create or to render the air resources of the
country harmful, detrimental, or injurious to public health, safety or welfare or which
will adversely affect their utilization for domestic, commercial, industrial, agricultural,
recreational, or other legitimate purposes;
c) "Ambient air quality guideline values" mean the concentration of air over
specified periods classified as short-term and long-term which are intended to serve as
goals or objectives for the protection of health and/or public welfare. These values shall
be used for air quality management purposes such as determining time trends,
evaluating stages of deterioration or enhancement of the air quality, and in general,
used as basis for taking positive action in preventing, controlling, or abating air pollution;
d) "Ambient air quality" means the general amount of pollution present in a broad
area; and refers to the atmosphere's average purity as distinguished from discharge
measurements taken at the source of pollution;
e) "Certificate of Conformity" means a certificate issued by the Department of

Environment and Natural Resources to a vehicle manufacturer/assembler or importer
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certifying that a particular new vehicle or vehicle type meets the requirements provided
under this Act and its rules and regulations;
f) "Department" means the Department of Environment and Natural Resources;
g) "Eco-profile" means the geographical-based instrument for planners and decision-

makers which present an evaluation of the environmental quality and carrying capacity
of an area. It is the result of the integration of primary and secondary data and
information on natural resources and anthropogenic activities on the land which are
evaluated by various environmental risk assessment and forecasting methodologies that
enable the Department to anticipate the type of development control necessary in the
planning area;
h) "Emission" means any air contaminant, pollutant, gas stream or unwanted sound
from a known source which is passed into the atmosphere;
i) "Greenhouse gases" mean those gases that can potentially or can reasonably be
expected to induce global warming, which include carbon dioxide, methane, oxides of
nitrogen, chorofluorocarbons, and the like;
j) "Hazardous substances" mean those substances which present either:
(1) short-term acute hazards such as acute toxicity by ingestion, inhalation, or

skin absorption, corrosivity or other skin or eye contact hazard or the risk of fire
explosion; or
(2) long-term toxicity upon repeated exposure, carcinogenicity (which in some cases
result in acute exposure but with a long latent period), resistance to detoxification
process such as biodegradation, the potential to pollute underground or surface waters
k) "Infectious waste" means that portion of medical waste that could transmit an
infectious disease;
l) "Medical waste" means the materials generated as a result of patient diagnosis,

treatment, or immunization of human beings or animals;
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m) "Mobile source" means any vehicle propelled by or through combustion of carbon-

based or other fuel, constructed and operated principally for the conveyance of persons
or the transportation of property or goods;
n) "Motor vehicle" mean any vehicle propelled by a gasoline or diesel engine or by

any other than human or animal power, constructed and operated principally for the
conveyance of persons or the transportation of property or goods in a public highway or
street open to public use;
o) "Municipal waste" means the waste materials generated from communities within
a specific locality; p) "New vehicle" means a vehicle constructed entirely from new parts
that has never been sold or registered with the DOTC or with the appropriate agency or
authority, and operated on the highways of the Philippines, any foreign state or country;
q) "Octane Rating or the Anti-Knock Index (AKI)" means the rating of the
antiknock characteristics of a grade or type of automotive gasoline as determined by
dividing by two (2) the sum of the Research Octane Number (RON), plus the Motor
Octane Number (MON); the octane requirement, with respect to automotive gasoline
for use in a motor vehicle or a class thereof, whether imported, manufactured, or
assembled by a manufacturer, shall refer to the minimum octane rating of such
automotive gasoline which such manufacturer recommends for the efficient operation of
such motor vehicle, or a substantial portion of such class, without knocking;
r) "Ozone Depleting Substances (ODS)" mean those substances that significantly

deplete or otherwise modify the ozone layer in a manner that is likely to result in
adverse effects on human health and the environment such as, but not limited to,
chlorofluorocarbons, halons, and the like;
s) "Persistent Organic Pollutants (POPs)" mean the organic compounds that

persist in the environment, bioaccumulate through the food web, and pose a risk of
causing adverse effects to human health and the environment. These compounds resist
photolytic, chemical and biological degradation, which shall include but not be limited to
dioxin, furan, Polychlorinated Biphenyls (PCBs), organochlorine pesticides, such as
aldrin, dieldrin, DDT, hexachlorobenzene, lindane, toxaphere and chlordane;
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t) "Poisonous and toxic fumes"mean any emissions and fumes which are beyond
internationally-accepted standards, including but not limited to World Health
Organization (WHO) guideline values;
u) "Pollution control device" means any device or apparatus used to prevent,
control or abate the pollution of air caused by emissions from identified pollution
sources at levels within the air pollution control standard established by the Department;
v) "Pollution control technology" means the pollution control devices, production
processes, fuel combustion processes or other means that effectively prevent or reduce
emissions or effluent;
w) "Standard of performance" means a standard for emissions of air pollutant
which reflects the degree of emission limitation achievable through the application of
the best system of emission reduction, taking into account the cost of achieving such
reduction and any non-air quality health and environmental impact and energy
requirement which the Department determines, and adequately demonstrates; and
x) "Stationary source" means any building or immobile structure, facility or
installation which emits or may emit any air pollutant. Chapter 2 Air Quality
Management System Article 1 General Provisions
Section 6. Air Quality Monitoring and Information Network. - The Department

shall prepare an annual National Air Quality Status Report which shall be used as the
basis in formulating the Integrated Air Quality Improvement Framework. The said
report shall include, but shall not be limited to the following:
a) Extent of pollution in the country, per type of pollutant and per type of source, based
on reports of the Department's monitoring stations;
b) Analysis and evaluation of the current state, trends and projections of air pollution
at the various levels provided herein;
c) Identification of critical areas, activities, or projects which will need closer monitoring
or regulation;
d) Recommendations for necessary executive and legislative action; and
e) Other pertinent qualitative and quantitative information concerning the extent of air
pollution and the air quality performance rating of industries in the country. The
Department, in cooperation with the National Statistical Coordination Board (NSCB),
shall design and develop an information network for data storage, retrieval and
exchange. The Department shall serve as the central depository of all data and
information related to air quality.
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ECOLOGICAL SOLID WASTE MANAGEMENT ACT OF 2000 (RA. 9003)
Waste mismanagement has serious environmental effects making the passage of

the Republic Act (RA) 9003 or the Ecological Solid Waste Management Act of 2000 a
landmark environmental legislation in the Philippines. The law was crafted in response
to the looming garbage problems in the country. RA 9003 declares the policy of the
state in adopting a systematic, comprehensive and ecological solid waste management
program that ensures the protection of public health and the environment and the
proper segregation, collection, transport, storage, treatment and disposal of solid waste
through the formulation and adoption of best environmental practices. Moreover, it
illustrates the potentials and benefits of recycling not only in addressing waste
management problems but also in alleviating poverty.
RA 9003 was passed by the Philippine Congress on December 20, 2000 and was
subsequently approved by the Office of the President on January 26, 2001. It contains
seven (7) chapters sub-divided into 66 sections setting out policy direction for an
effective solid waste management program in the country.
Ecological Solid Waste Management Act of 2000
RA 9003 describes solid waste management as a discipline associated with the control
of generation, storage, collection, transfer and transport, processing, and disposal of
solid wastes. The manner by which these activities are conducted shall be in accord
with the best principles of public health, economics, engineering, conservation,
aesthetics, other environmental considerations, and public attitudes. The Act provides
for a comprehensive ecological solid waste management program by creating the
necessary institutional mechanisms and incentives, appropriating funds, declaring
certain acts prohibited, and providing penalties.
Institutional Mechanism
The establishment of a National Solid Waste Management Commission (NSWMC) and

Solid Waste Management Board (SWMB) in each local government unit (LGU) is
mandated by RA 9003 to be represented by public officials, in their ex-officio capacity,
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and the private sector. The Commission shall serve as the coordinating body and
likewise develop and implement the National Solid Waste Management Framework. The
SWMB, on the other hand, is directed to formulate a 10-year local Ecological Solid
Waste Management Plans instituting an effective and sustainable solid waste
management plan with primary emphasis on implementation of all feasible re-use,
recycling and composting programs. This is pursuant to relevant provisions under RA
7160 or the Local Government Code.
Comprehensive Solid Waste Management
Waste Characterization and Segregation. The solid waste generated within the
area of jurisdiction shall be characterized for initial source reduction and recycling
element of the local waste management plan. A separate container is required for each
type of waste for on-site collection properly marked as “compostable”, “non-recyclable”,
“recyclable” or “special waste”. Waste segregation shall primarily be conducted at the
source including household, commercial, industrial and agricultural sources.
Source Reduction. This refers to the methods by which the LGUs can reduce a
sufficient amount of solid waste disposed within five (5) years. LGUs are expected to
divert at least 25% of all solid waste from waste disposal facilities through re-use,
recycling and composting activities. The rate of waste diversion is set to increase every
three (3) years.
Collection and Transport of Solid Waste. The geographic subdivisions are taken
into account in the coverage of the solid waste collection area in every barangay
ensuring 100% collection efficiency within 24 hours from all sources. The plan shall
define and identify specific strategies and activities taking into account the availability
and provision of properly designed containers in selected collection points while
awaiting collection and transfer, segregation of different types of waste, hauling and
transfer of solid waste from collection points to final disposal sites, issuance and
enforcement of ordinances for effective implementation, and provision of properly
trained officers and workers. All personnel directly dealing with collection of solid waste
must be equipped with personal protective gears for their protection.
Recycling Program. The Department of Trade and Industry (DTI), in coordination

with other concerned agencies, is directed to publish an inventory of existing markets
for recyclable materials, product standards for recyclable and recycled materials, and a
proposal to stimulate demand for the production of recycled materials and products.
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Moreover, a coding system for eco-labeling is expected from DTI. Non-environmentally

acceptable products shall be allowed within one (1) year after public notice as
alternatives available to consumers but at cost not exceeding ten (10) percent of the
disposable product. The use of non-environmentally acceptable packaging is strictly
prohibited by the Act.
LGUs are mandated to establish Materials Recovery Facility (MRF) in each barangay or
cluster of barangays designed to receive, sort, process and store compostable and
recyclable materials efficiently. The residual wastes shall then be transferred to a long-
term storage or disposal facility or sanitary landfill. All solid waste disposal facilities or
sites in the country shall be published by the Department of Natural Environment and
Natural Resources (DENR). No open dumps nor any practice or disposal of solid waste
that constitutes open dumps for solid waste shall be allowed. The Act further provides
for conversion of existing open dumps to controlled dumps within three (3) years.
Composting. The Department of Agriculture (DA) shall publish an inventory of existing

markets and demands for composts that is updated annually. These composts intended
for commercial distribution should conform to the standards set by the DA for organic
fertilizers.
Local Government Solid Waste Management
To encourage and facilitate the development of local plans, NSWMC is mandated to

publish guidelines for identification of areas with common waste management problems
and appropriate units for clustering solid waste management services. This is to
reinforce provisions of the Local Government Code for all provinces, cities,
municipalities and barangays to consolidate or coordinate efforts, services and
resources to establish common waste treatment and disposal facilities.
Incentive Scheme
An incentive scheme, pursuant to Omnibus Investment Code, is provided by the Act to

encourage participation of individuals, private organizations and entities, including non-
government organizations,in developing outstanding and innovative projects,
technologies, processes and techniques or activities in re-use, recycling and reduction.
This includes 10-year tax and duty exemption on imported capital equipment, vehicles,
legacies, gifts and donations used for collection of solid waste and tax credit equivalent
to 50% of the national internal revenue taxes and custom duties. Non-fiscal incentives
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are granted to businesses and industries engaged in recycling of waste in the form of
simplified procedures for importation of equipment, spare parts, new materials and
supplies, and for the export of processed products.
Other forms of incentives include extension of financial services to individuals,

enterprises or private entities engaged in solid waste management and grant
entitlement to outstanding LGUs. Those LGUs who host common waste management
facilities can likewise receive incentives.
Penal Provisions
Chapter 6 provides a comprehensive list of prohibited acts including: (1) littering,

throwing, dumping of waste matters in public places; (2) undertaking activities in
violation of sanitation operation; (3) open burning of solid waste; (4) causing non-
segregated waste; (5) squatting in open dumps and landfills; (6) open dumping,
burying of biodegradable materials in flood-prone areas; (7) unauthorized removal of
recyclable material; (8) mixing of source-separated recyclable material with other solid
waste; (9) establishment or operation of open-dumps; (10) manufacturing, distributing,
using, and importing consumer products that are non-environmentally-friendly materials;
(11) importing toxic wastes misrepresented as “recyclable” or “with recyclable content”;
(12) transporting and dumping in bulk in areas other than facility centers; (13) site
preparation, construction, expansion or operation of waste management facilities
without an Environmental Compliance Certificate and not conforming with the land use
plan of LGUs; (14) construction of establishment within 200 meters from dump sites or
sanitary landfills; and (15) operation of waste disposal facility on any aquifer,
groundwater reservoir or watershed area.
Financing Solid Waste Management
The Act provided a special account in the National Treasury called the Solid Waste
Management Fund. This will be sourced from fines and penalties imposed, proceeds of
permits and licenses, donations, endowments, grants and contributions and amount
allocated under the annual General Appropriations Act. The Fund will be utilized to
finance products, facilities, technologies, and processes that would enhance proper solid
waste management; awards and incentives; research programs; information, education,
communication and monitoring activities; technical assistance; and capability building
activities.
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Human activities contribute significantly in waste management. Recognizing the effects

of improper management, garbage crisis can be prevented by practicing waste
characterization and segregation at source, proper collection and transfer, recycling,
and composting as mandated by the law.
[1] A short policy paper submitted to the Food and Fertilizer Technology Center (FFTC)
for the project titled “Asia-Pacific Information Platform in Agricultural Policy”. Short
policy papers, as corollary outputs of the project, describe pertinent Philippine laws and
regulations on agriculture, aquatic and natural resources.
[2] Philippine Point Person to the FFTC Project on Asia-Pacific Information Platform in
Agricultural Policy and Director, Science Research Specialist, and Science Research
Analyst, respectively of the Socio-Economics Research Division-Philippine Council for
Agriculture, Aquatic and Natural Resources Research and Development (SERD-
PCAARRD) of the Department of Science and Technology (DOST), Los Baños, Laguna,
the Philippines.
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REPUBLIC ACT No. 3931

AN ACT CREATING THE NATIONAL WATER AND AIR POLLUTION
CONTROL COMMISSION.
Section 1. Statement of Policy. It is hereby declared a national policy to maintain
reasonable standards of purity for the waters and air of this country with their
utilization for domestic, agricultural, industrial and other legitimate purposes.
Section 2. Definitions. As used in this Act:
(a) "Pollution" means such alteration of the physical, chemical and/or biological
properties of any water and/or atmospheric air of the Philippines, or any such discharge
of any liquid, gaseous or solid substance into any of the waters and/or atmospheric air
of the country as will or is likely to create or render such waters and/or atmospheric air
harmful or detrimental or injurious to public health, safety or welfare, or to domestic,
commercial, industrial, agricultural, recreational or other legitimate uses, or to livestock,
wild animals, birds, fish or other aquatic life.
(b) "Sewage" means the water-carried human or animal wastes from residences,
buildings, industrial establishments, or other places, together with such water
infiltration and surface water as may be present. The admixture of sewage as above
defined and industrial wastes or other wastes as hereafter defined, shall be considered
"sewage".
(c) "Industrial waste" means any liquid, gaseous or solid matter, or other waste
substance or a combination thereof resulting from any process of industry,
manufacturing trade or business or from the development, processing or recovery of
any natural resources.
(d) "Other waste" means garbage, refuse, wood residues, sand, lime, cinders, ashes,
offal, night-oil, tar, dye stuffs, acids, chemicals, and other substances not sewage or
industrial waste which may cause or tend to cause pollution, or contribute to the
pollution of the waters and/or atmospheric air of the Philippines.
(e) "Sewage system or sewerage system" means pipe lines or conduits, pumping
stations, force mains, constructed drainage ditches, and all other construction, devices,
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and appurtenances used for collecting or conducting sewage, and industrial waste or
other wastes to a point of ultimate disposal or discharge.
(f) "Treatment works" means any methods, construction, device or appliances
appurtenant thereto, installed for the purpose of treating neutralizing, stabilizing,
disinfecting, or disposing of sewage, industrial waste or other wastes, or for the
recovery of by-product from such sewage, industrial waste or other wastes.
(g) "Sewage works" means individually or collectively those constructions or devices
used for collecting pumping, treating, and disposing of sewage, industrial waste or
other wastes, or for the recovery of by-products from such sewage, industrial waste or
other wastes.
(h) "Outlet" means the terminus of a sewage works or point of emergence into the
waters and/or atmospheric air of the Philippines of any sewage, industrial waste or
other wastes.
(i) "Waters of the Philippines" means all accumulations of water, surface and
underground water, natural or artificial, public or private or parts thereof, which are
within the Philippines or within its jurisdiction.
(j) "Atmospheric air of the Philippines" means the air within the Philippines or within its
jurisdiction.
(k) "Person" or "Persons" means any individual public or Private Corporation, political
subdivision, government agency, municipality, public or private institution, industry, co-
partnership, association, firms, trust, or any other entity whatsoever.
(l) "Stream standard" or stream standards" means such measure of purity or quality for
any waters in the Philippines in relation to their reasonable and necessary use.
(m) "Commission" means the National Water and Air Pollution Control Commission.
Section 3. Creation of the National Water and Air Pollution Control Commission;
members; compensation; advisory council. There is hereby created and established in
the Office of the President of the Philippines, the National Water and Air Pollution
Control Commission, with permanent office in the City of Manila.
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Section 4. Organization of the Commission; its offices; cooperation with other agencies;
acceptance of donations. The President of the Philippines shall organize the Commission
within thirty days after the approval of this Act.
Section 5. Meeting of the Commission, quorum. The Commission shall meet as often as
necessary to carry into effect the provisions of this Act and at times and places to be
designated by the Chairman of the Commission, and shall keep a complete record of
the meetings which shall be kept on file in the office of the Technical Secretary, and
shall determine the rules of its own proceedings. Meetings may be called by the
chairman upon his own initiative or upon the written request of two or more members
of the Commission. Written notice of the time and place of such meetings shall be
delivered to the office of each member of the Commission and the Technical Secretary.
Four members of the Commission shall constitute a quorum to transact the business of
the Commission: Provided, however, That the concurrence of the majority of all the
members of the Commission shall be necessary to exercise the powers and duties
enumerated in Section six of this Act and to render any order, judgment or decision in
the proceedings referred to in section seven and eight hereof.
Section 6. Powers and duties. (a) The commission is hereby authorized to:
1. Determine if pollution exists in any of the waters and/or atmospheric air of the
Philippines.
2. Adopt, prescribe, and promulgate rules and regulations governing the procedures of
the Commission with respect to hearings; the methods and manner under which plans,
specifications, designs, or other data relative thereto shall be submitted for sewage
works and industrial wastes disposal systems or for addition or change to or extensions
of such work; the filing of reports; the issuance of permits; and such other reasonable
rules and regulations as may be necessary from time to time in the proper
implementation and enforcement of this Act.
3. Hold public hearings, receive pertinent and relevant proofs from any party in interest
who appear before the Commission, make findings of facts and determinations, all with
respect to the violations of this Act or orders issued by the Commission.
4. Make, alter or modify orders requiring the discontinuance of pollution of the waters
and/or atmospheric air of the Philippines due to the discharge of sewage, industrial
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wastes or other wastes and specifying the conditions and the time within which such
discontinuance must be accomplished.
5. Institute or cause to be instituted in a court of competent jurisdiction legal
proceedings to compel compliance with the provisions of this Act.
6. Issue, renew, or deny permits, under such conditions as it may determine to be
reasonable, for the prevention and abatement of pollution, for the discharge of sewage,
industrial wastes or other wastes, or for the installation or operation of sewage works
and industrial disposal systems, or parts thereof, except that no permits shall be
required of any new sewage, works or changes to or extensions of existing works that
discharge only domestic or sanitary wastes from a single residential building housing or
occupied by twenty pesos or less: Provided, however, That applications for the issuance
or renewal of permits required under this Act shall be filed with and decided by the city
engineer or district engineer of the city or province from which the discharge of
industrial or other wastes shall originate, in accordance with rules, regulations and
standards to be issued by the Commission. In case of doubt, the city or district engineer
shall consult with the Commission before issuing, renewing, or denying the permit
applied for; and any decision of the city or district engineer may be appealed by the
applicant or by any resident of the place who may be affected by the discharge of
waste to the Commission, under such rules and regulations as the Commission shall
issue for such appeals.
7. After due notice and hearing, revoke suspend or modify any permit issued under this
Act, whenever modifications are necessary to prevent or abate pollution of any water
and/or atmospheric air of the Philippines.
8. Cause such investigation to be made as it may deem advisable and necessary for the
discharge of its duties under this Act.
9. Settle or compromise any dispute arising out of the implementation and enforcement
of the second paragraph of Section ten of this Act as it may seem advantageous to the
public interest.
10. Perform such other duties as may be necessary to carry out effectively the duties
and responsibilities prescribed in this Act.
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(b) The Commission shall have the following duties and responsibilities:
1. To encourage voluntary cooperation by the people, municipalities, industries,
associations, agriculture and representatives of other pursuits in the proper utilization
and conservation of the waters and/or atmospheric air of the Philippines.
2. To encourage the formation and organization of cooperative groups or associations in
municipalities, industries, enterprises and other users of the waters who severally and
jointly are or may be the source of pollution of the same waters, the purpose of which
shall be to provide a medium to discuss and formulate plans for the prevention and
abatement of pollution.
3. To serve as arbitrator for the determination of reparations involved in the damages
and losses resulting from the pollution of the waters and/or air in the Philippines.
4. To devise, consult, participate, cooperate and enter into agreements with other
agencies of the government, and with affected political groups, political subdivisions,
and enterprises in the furtherance of the purpose of this Act. This particularly refers to
such cooperative agreements with the various provincial and municipal governments in
securing their assistance in carrying out the provisions of this Act.
5. To prepare and develop a comprehensive plan for the abatement of existing pollution
and prevention of new and/or imminent pollution of the waters and/or atmospheric air
of the Philippines.
6. To issue standards, rules and regulations to govern city and district engineers in the
approval of plans and specifications for sewage works and industrial wastes disposal
systems and in the issuance of permits in accordance with the provisions of this Act,
and to inspect the construction and maintenance of sewage works and industrial wastes
disposal system for compliance of the approved plans.
7. To collect and disseminate information relating to water and atmosphere pollution
and the prevention, abatement and control thereof.
8. To authorize its representatives to enter at all reasonable times in or upon any
property of the public dominion and private property devoted to industrial,
manufacturing, processing or commercial use without doing damages, for the purpose
of inspecting and investigating conditions relating to pollution or the possible or
imminent pollution of any waters or atmospheric air of the Philippines.
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Section 7. Public Hearings. Public hearings shall be conducted by the Commission in

connection with and prior to action by the said Commission on the following cases:
(a) Any order or findings of the Commission requiring the discontinuance of discharge
of sewage, industrial wastes or other wastes into the waters or atmospheric air of the
Philippines as provided for in this Act.
(b) Any order denying, revoking or modifying a permit as provided by this Act.
Section 8. Proceedings before the Commission. The Commission may, on its own
motion, or upon the request of any person, investigate or may inquire, in a manner to
be determined by it, as to any alleged act of pollution or the omission or failure to
comply with any provisions of this Act or any order of this Commission.
Section 9. Prohibitions. No person shall throw, run, drain, or otherwise dispose into any
of the water and/or atmospheric air of the Philippines, or cause, permit, suffer to be
thrown, run, drain, allow to see or otherwise dispose into such waters or atmospheric
air, any organic or inorganic matter or any substance in gaseous or liquid form that
shall cause pollution of such waters or atmospheric air.
Section 10. Penalties. Any person who shall violate any of the provisions of Section nine
of this Act or who violates any order of the Commission, shall be liable to a penalty of
not to exceed fifty pesos for each day during which the violation continues, or by
imprisonment of from two years to six years, or by both fine and imprisonment and in
addition such person may be required or enjoined from continuing such violation as
Section 11. Jurisdiction. The Commission shall have no jurisdiction over waterworks or
sewage systems operated by the NAWASA but rules and regulations issued by the
Commission for the protection and prevention of pollution of the atmospheric air and
water of the Philippines under the authority herein granted shall supersede and prevail
over any rules or regulations as may heretofore have been issued by the NAWASA or by
the Department of Health on the same subject matter.
Section 12. Appropriation. The sum of one million five hundred thousand pesos or so
much thereof as may be necessary is hereby authorized to be appropriated yearly for
the operating expenses of the Commission as additional appropriation to the yearly
budget of the Office of the President of the Philippines.
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Section 13. Repealing clause. Any Act or parts of Acts inconsistent with the provisions of
this Act are hereby repealed, without prejudice to the provisions of Republic Act
Numbered Thirteen hundred seventy-eight.
Section 14. Effectivity. This Act shall take effect upon its approval.
Approved: June 18, 1964
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MODULE VI
CULTURE AND
ENVIRONMENT
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1. Discussed the meaning of culture.

2. Discussed the changes in values.
3. Discussed the environmental best practices.
Guide Questions
1. What is culture?
2. Identify the values that help improve our environment?
3. What are the environmental best practices in your locality?
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CULTURE
* CULTURE -The word "culture" derives from a French term, which in turn derives
from the Latin "colere," which means to tend to the earth and grow, or
cultivation and nurture.
* Culture is the characteristics and knowledge of a particular group of
people, defined by everything from language, religion, cuisine, social
habits, music and arts.
* CULTURE is greatly affected by environment
* “CULTURE LEANS MOST HEAVILY UPON ENVIRONMENT”
* Agree or Dis Agree?
* Three parts of the environment that affects culture:
* CLIMATE -
* Ex. A group of people live in a cold place would likely wear thicker clothes,
opposed to the thin clothes worn by people in warmer places.
* Climate affects crops that can be grown , animals living in an area, the
structure of houses.
* TOPOGRAPHY
* Ex. People living near lakes will be more into trading and fishing than
peole living in prairie who will be more dependent in farming and hunting.
* Population Rate
* Literacy Rate
Raw materials – materials available in a certain area used as basic components of their
finished product
Ex. In an area where there are trees, boat are made of tree barks while Eskimos since
there are no available trees in their area they have used animal skin in making boats or
their canoes.Materials use in building houses also depends on the material available to
their environment. The kind of job and food depends on the available raw materials in
their environment.
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Ex.
* Lifestyle is the result of choices about how to allocate resources.

Lifestyles leads to activity and activity system, the specifics of which begin to explain
the diversity of environment and hence their links with culture.
Together, lifestyle and activities are extremely useful in analyzing and designing
environments.
VALUE
* Important and lasting beliefs or ideals shared by the members of a culture

about what is good or bad and desirable or undesirable. Values have
major influence on a person's behavior and attitude and serve as broad
guidelines in all situations. Some common values are
fairness, innovation and community involvement.
Changes in values depends on the changes in environment because we have capability

to adjust, adopt and retract
Wants and Like would greatly affect the changes of values.
Value is weighing what would be the best choic
ENVIRONMENTAL BEST PRACTICES

* Changes in values depends on the changes in environment because we have
capability to adjust, adopt and retract
* Wants and Like would greatly affect the changes of values.
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* Value is weighing what would be the best choice.
THE BEST PRACTICES PERTAINS TO 3 issues

* 1. ENERGY
* LIGHT
* OBVIOUS ACTIONS INCLUDE:
* Turn off lights, electronics, computers and machines when
not in use.
* Maximize the use of natural lights and skylights whenever
possible.
* Use energy efficient light bulbs.
NOT SO OBVIOUS ACTIONS INCLUDES:
. Install motion detectors to automate the on/ off switches.
Skylights and high “insulating” windows can save energy by
reducing the need for using lights without losing heat energy.
• Did you know ?
• ONLY ABOUT 10% OF THE ENERGY USED BY A BULB
CREATES LIGHT; THE OTHER 90% ONLY GENERATES HEAT.
HEATING, VENTILATION, AIR CONDITIONING

* Obvious actions include:
* Adjust room temperatures.
* Avoid heating and air conditioning vacant spaces.
Not so obvious actions include
Adjust air dumpers and ducts
Seal dock doors and entryways to decrease heating and/or cooling loss
Use window covers such as blinds or shades.
Evaluate your insulation requirements.
*Did you know?
One of the most important factors in being able to minimize energy use in a
facility is to thoroughly understand how the facility uses and when and where
it is used.
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EMMISSIONS
* Obvious action included:
* Do not leave vehicles idling.
* Encourage carpooling and public transportation
* Consider hybrid vehicles
* Did you know?
* A 10% reduction of energy use from cars, trucks and buses would
result in displacing nearly 1 million barrels of petroleum per day and
would reduce premature deaths from air pollution.
RECYCLE RE USE RECOVER
* Obvious action include:

* Recycle everyday papers, plastics, glass and aluminun.
* Use reusable ceramic coffee versus papers or foam cups.
* Not so obvious action include:
* Use scanners not copiers.
* Establish an electronic faxing system.
*Enter orders electronically and avoid spiral notebooks.
4 BASIC PRACTICES IMPLEMENTED IN THE PHILIPPINES
* 1. Implementing laws and ordinances for the environment.

* Many laws have been passed in the Philippines to promote environmental
protection.
*
In the recent years, the national government has enacted laws to address the
decline of the environment. For air and water protection, there is the Clean Air
Act of 1999 and the Philippine Water Act of 2004. To improve the way people
dispose their waste, the Philippine Ecological Solid Waste Management Act of
2000 was put into place. Meanwhile, the RA 9729 or Climate Act of 2009 was
enacted to create solutions to help mitigate the harmful effects of climate change.
* Aside from these regulations, LGUs are also pushing for sustainable solutions in
their localities. Many areas in Metro Manila have already banned or reduced the
use of plastic bags and other materials made of plastic. Food establishments,
grocery stores and supermarkets, and retail establishments use paper bags
instead, which significantly minimizes the use of plastic.
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*
2. Having an efficient waste management system.
Recycling is a common way of practicing proper waste management.
Solid waste is one of the worsening problems that continue to plague Metro
Manila. Studies conducted by the National Solid Waste Management
Commission Secretariat estimated that the waste produced daily in Metro
Manila by a single person is 0.5 kilogram. Multiply that with around 10.5
million individuals living in the metropolis, and the total waste generated daily
reaches up to 4,762,720 kilograms per day.
To alleviate this concern, many cities have come up with a proper waste
management system. In local barangays, they put up a materials recovery
facility (MRF) where collected garbage are sorted properly into organic waste,
non-biodegradable, biodegradable, and residual trash. Residents are also
encouraged to practice the 3Rs (Reduce, Reuse, and Recycle), to carry out
proper waste segregation, and to participate in cleaning drives and other
related cleanup activities.
3. Creating sustainable public transportation system.

COMET e-jeep changes the way people travel the streets.
(Image source: GET Philippines Facebook Page)
Vehicles are the biggest source of pollution in Metro Manila, as reported in an
article in ABS-CBN news. According to the Department of Environment and
Natural Resources (DENR), 80% of air pollution is caused by mobile sources
(i.e. transportation/motor vehicles). The remaining 20% come from stationary
sources including factories, industrial establishments, and road dusts to name
a few.
The national government, LGUs, and private organizations have already
started acting on the problem through different initiatives (i.e. law ordinances,
campaigns). One of the most popular is the creation of eco-friendly public
transportation that will replace old and clunky jeepneys and buses. Some
green public transport systems that are in place in select cities include e-
jeepneys, e-shuttles, and e-tricycles.
* 4. Devoting more areas for green public space.

Burgos Circle has lush greens where friends and families can play and have
fun.Many new developments in Metro Manila are allocating more public space for
their residents. Property developers have expanded their amenities to add more
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exotic ones including resort-like swimming pool areas, football fields,

emergency clinics, place of worship, and even learning centers.
* Although going to malls remains a popular activity for Filipinos, many are also
now choosing to explore the different and improved public spaces available
around Metro Manila including parks and mixed-use developments.
*
* Did you know?

* Production of recycled paper uses 80% less water, 60% less energy and
produces 95% less air pollution than producing paper from new trees.
Recycling one glass bottle saves enough energy to light a 100 watt bulb
for four hours.
EVERYONE CAN’T DO EVERYTHING

BUT EVERYONE CAN DO SOMETHING
MODULE VII
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METHODOLOGY FOR
ENVIRONMENTAL
STUDIES
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1. Discussed the environmental ethics.

2. Discussed the role of educational institution in environmental education.
3. Discussed the relationship between environmental education and mass
media.
Guide Questions
1. What are the environmental ethics?

2. Identify the role of educational institution with regards to environmental
education.
3. What are the environmental education and mass media?
Environmental Ethics
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Environmental ethics is the part of environmental philosophy which considers extending

the traditional boundaries of ethics from solely including humans to including the non-
human world. It exerts influence on a large range of disciplines including environmental
law, environmental sociology, ecotheology, ecological
economics, ecology and environmental geography.
There are many ethical decisions that human beings make with respect to the
environment. For example:
Should humans continue to clear cut forests for the sake of human consumption?
Why should humans continue to propagate its species, and life itself?
Should humans continue to make gasoline-powered vehicles?
What environmental obligations do humans need to keep for future generations?
Is it right for humans to knowingly cause the extinction of a species for the convenience
of humanity?
How should humans best use and conserve the space environment to secure and
expand life?
The academic field of environmental ethics grew up in response to the work of
scientists such as Rachel Carson and events such as the first Earth Day in 1970, when
environmentalists started urging philosophers to consider the philosophical aspects of
environmental problems. Two papers published in Science had a crucial impact: Lynn
White's "The Historical Roots of our Ecologic Crisis" (March 1967) and Garrett Hardin's
"The Tragedy of the Commons" (December 1968). Also influential was Garett Hardin's
later essay called "Exploring New Ethics for Survival", as well as an essay by Aldo
Leopold in his A Sand County Almanac, called "The Land Ethic," in which Leopold
explicitly claimed that the roots of the ecological crisis were philosophical (1949).
The first international academic journals in this field emerged from North America in the
late 1970s and early 1980s – the US-based journal Environmental Ethics in 1979 and
the Canadian-based journal The Trumpeter: Journal of Ecosophy in 1983. The first
British based journal of this kind, Environmental Values, was launched in 1992.
Marshall's categories
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Some scholars have tried to categorise the various ways the natural environment is
valued. Alan Marshall and Michael Smith are two examples of this, as cited by Peter
Vardy in "The Puzzle of Ethics". According to Marshall, three general ethical approaches
have emerged over the last 40 years: Libertarian Extension, the Ecologic Extension and
Conservation Ethics.
Libertarian extension
Marshall’s Libertarian extension echoes a civil liberty approach (i.e. a commitment to
extend equal rights to all members of a community). In environmentalism, though, the
community is generally thought to consist of non-humans as well as humans.
Andrew Brennan was an advocate of ecologic humanism (eco-humanism), the
argument that all ontological entities, animate and in-animate, can be given ethical
worth purely on the basis that they exist. The work of Arne Næss and his collaborator
Sessions also falls under the libertarian extension, although they preferred the term
"deep ecology". Deep ecology is the argument for the intrinsic value or inherent worth
of the environment – the view that it is valuable in itself. Their argument, incidentally,
falls under both the libertarian extension and the ecologic extension.
Peter Singer's work can be categorized under Marshall's 'libertarian extension'. He
reasoned that the "expanding circle of moral worth" should be redrawn to include the
rights of non-human animals, and to not do so would be guilty of speciesism. Singer
found it difficult to accept the argument from intrinsic worth of a-biotic or "non-
sentient" (non-conscious) entities, and concluded in his first edition of "Practical Ethics"
that they should not be included in the expanding circle of moral worth.[10] This
approach is essentially then, bio-centric. However, in a later edition of "Practical Ethics"
after the work of Næss and Sessions, Singer admits that, although unconvinced by
deep ecology, the argument from intrinsic value of non-sentient entities is plausible, but
at best problematic. Singer advocated a humanist ethics.
Ecologic extension
Alan Marshall's category of ecologic extension places emphasis not on human rights but
on the recognition of the fundamental interdependence of all biological (and some
abiological) entities and their essential diversity. Whereas Libertarian Extension can be
thought of as flowing from a political reflection of the natural world, ecologic extension
is best thought of as a scientific reflection of the natural world. Ecological Extension is
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roughly the same classification of Smith's eco-holism, and it argues for the intrinsic
value inherent in collective ecological entities like ecosystems or the global environment
as a whole entity. Holmes Rolston, among others, has taken this approach.
This category might include James Lovelock's Gaia hypothesis; the theory that the
planet earth alters its geo-physiological structure over time in order to ensure the
continuation of an equilibrium of evolving organic and inorganic matter. The planet is
characterized as a unified, holistic entity with ethical worth of which the human race is
of no particular significance in the long run.
Conservation ethics
Marshall's category of 'conservation ethics' is an extension of use-value into the non-
human biological world. It focuses only on the worth of the environment in terms of its
utility or usefulness to humans. It contrasts the intrinsic value ideas of 'deep ecology',
hence is often referred to as 'shallow ecology', and generally argues for the
preservation of the environment on the basis that it has extrinsic value – instrumental
to the welfare of human beings. Conservation is therefore a means to an end and
purely concerned with mankind and inter-generational considerations. It could be
argued that it is this ethic that formed the underlying arguments proposed by
Governments at the Kyoto summit in 1997 and three agreements reached in Rio in
1992.
THE ROLE OF EDUCATIONAL INSTITUTION IN ENVIRONMENTAL EDUCATION
Environmental education (EE) refers to organized efforts to teach how

natural environments function, and particularly, how human beings can manage
behavior and ecosystems to live sustainably. It is a multi-disciplinary field integrating
disciplines such as biology, chemistry, physics, ecology, earth science, atmospheric
science, mathematics, and geography. The term often implies education within the
school system, from primary to post-secondary. However, it sometimes includes all
efforts to educate the public and other audiences, including print materials, websites,
media campaigns, etc.
Environmental Education (EE) is the teaching of individuals, and

communities, in transitioning to a society that is knowledgeable of the environment and
its associated problems, aware of the solutions to these problems, and motivated to
solve them. The United Nations Educational, Scientific and Cultural Organization
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(UNESCO) states that EE is vital in imparting an inherent respect for nature amongst
society and in enhancing public environmental awareness. UNESCO emphasizes the role
of EE in safeguarding future global developments of societal quality of life (QOL),
through the protection of the environment, eradication of poverty, minimization of
inequalities and insurance of sustainable development (UNESCO, 2014a).
Environmental education has been considered an additional or elective

subject in much of traditional K-12curriculum. At the elementary school level,
environmental education can take the form of science enrichment curriculum, natural
history field trips, community service projects, and participation in outdoor science
schools. EE policies assist schools and organizations in developing and improving
environmental education programs that provide citizens with an in-depth understanding
of the environment. School related EE policies focus on three main components:
curricula, green facilities, and training.
Schools can integrate environmental education into their curricula with

sufficient funding from EE policies. This approach – known as using the “environment
as an integrating context” for learning – uses the local environment as a framework for
teaching state and district education standards. In addition to funding environmental
curricula in the classroom, environmental education policies allot the financial resources
for hands-on, outdoor learning. These activities and lessons help address and mitigate
"nature deficit disorder", as well as encourage healthier lifestyles.
Green schools, or green facility promotion, are another main component

of environmental education policies. Greening school facilities cost, on average, a little
less than 2 percent more than creating a traditional school, but payback from these
energy efficient buildings occur within only a few years.[9] Environmental education
policies help reduce the relatively small burden of the initial start-up costs for green
schools. Green school policies also provide grants for modernization, renovation, or
repair of older school facilities. Additionally, healthy food options are also a central
aspect of green schools. These policies specifically focus on bringing freshly prepared
food, made from high-quality, locally grown ingredients into schools.
In secondary school, environmental curriculum can be a focused subject

within the sciences or is a part of student interest groups or clubs. At the
undergraduate and graduate level, it can be considered its own field within education,
environmental studies, environmental science and policy, ecology, or human/cultural
ecology programs.
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Environmental education is not restricted to in-class lesson plans. Children

can learn about the environment in many ways. Experiential lessons in the school yard,
field trips to national parks, after-school green clubs, and school-wide sustainability
projects help make the environment an easily accessible topic. Furthermore, celebration
of Earth Day or participation in EE week (run through the National Environmental
Education Foundation) can help further environmental education. Effective programs
promote a holistic approach and lead by example, using sustainable practices in the
school to encourage students and parents to bring environmental education into their
home.
The final aspect of environmental education policies involves training

individuals to thrive in a sustainable society. In addition to building a strong relationship
with nature, citizens must have the skills and knowledge to succeed in a 21st-century
workforce. Thus, environmental education policies fund both teacher training and
worker training initiatives. Teachers train to effectively teach and incorporate
environmental studies. On the other hand, the current workforce must be trained or re-
trained so they can adapt to the new green economy. Environmental education policies
that fund training programs are critical to educating citizens to prosper in a sustainable
society.
ENVIRONMENT EDUCATION AND MASS MEDIA
Media has a greater role in promoting environmental education. Today, as

environmental problems are escalating with the ever increasing rise in population, there
is an urgent need to preserve the environment and improve it qualitatively not only for
the future generations. The growing concern for the environmental issues is also
evident from the fact that many national and international reports, conferences,
campaigns, organizations had frequently come up for protecting and banning activities
that endanger environment.
According to the International Commission on Education for the

Twenty-first Century of UNESCO, 1996, there are six underlying universal principles
concerned with education:
1. Education is a basic human right and a universal human value and should be
made available over the entire lifetime of each individual.
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2. Education, both formal and non-formal, must serve society as in instrument

for fostering the creation, advance and dissemination of knowledge.
3. The triple goals of equity, relevance and excellence must prevail in policy-
making, planning and practice.
4. Renewal and reform of education must be based on a good understanding of
successful practices and proceed from specific local contexts.
5. All approaches to education development, however different, must take into
account basic and agreed-upon values and concerns of the international community and
the United Nations system.
6. Education is the responsibility of the whole of society.
At this juncture, the role of mass media becomes pertinent in spreading

environmental awareness. The approach to entertainment- education can be a very
promising one in creating environmental awareness via the usage of media such as,
newspapers and magazines, radio, television and Internet.
NEWSPAPERS & MAGAZINES
Newspapers have always been the perfect accompaniment with the morning,
cup of tea. They act as a motivational source, for example, when they enlighten the
farmers on the negative consequences of the use of pesticides, ways of introducing
organic farming, new agricultural technologies, etc. As a result of these exposures and
subsequent public pressures, local authorities, governments, industries and other units
are forced to change their plans and practices, to strongly enforce laws and regulation,
and to abandon those development projects whose environmental and social costs
outweighs any benefits. Similarly, the environmental magazine like “Down to Earth” had
been found to cover a broad variety of environment related topics (ranking from policy
to science, from local to global level) and their scientific background,
RADIO
Radio is cheap, most easily accessible and its signals cover almost whole of
the country. It has been noted that Delhi FM was broadcasting two weekly programs on
environment, “KinareKinare” and “Ao Dilli Savaren”on being motivated by the Ministry
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of Environment & Forests. At the national level, the news on environmental aspects are
very scarce and if they are broadcast they are most often at the regional level.
TELEVISION Mass media, especially TV, for promotion Government is now increasing
interested in allocating prime TV slots to environmental program on TV regarding
environmental issues. Most environmental documentaries shown on TV today attract
few viewers because of the academic or obscure manner in which they are presented.
There are some channels like, Discovery Channel, National Geographic Channel and
Animal Planet Channel which are broadcasting exclusively on endangered species,
wildlife, sea life, etc. The programs like “Virasat” , “Race to Save the Plant”, quiz show
named “Terraquiz” , “Earth” was telecast by the Ministry of Environment & Forest in
cooperation with Doordashan. In addition to that BBC’s “Earth Report” offered exclusive
information on environment and with the daily broadcast of “The New Adventures of
Captain Plant” on Cartoon Network there was at least one program on environmental
issues especially designed for children.
INTERNET
The Internet’s huge reach and accessibility make it one of the best
resources for people all over the world to find information about climate change,
environmentalism, and how to be green. Internet is nowadays used more frequently to
encourage environmental awareness as it provides opportunity to the people to respond
and participate immediately. Social media sites such as “Twitter”, “Face book”, etc. are
very good for sharing news, information, and articles and thus, most useful for staying
up-to-date on environmental topics. The Internet has converged traditional media with
new media, which has produced on eclectic and multifaceted resource for users to get
content about environmentalism.
Media play an important role in forming the positive attitudes of the public
towards the environment. Media’s role in increasing environmental awareness of the
population is an enormous one as it reaches a vast percentage of India’s complex
society. There is now a question whether modern education as provided would
adequately equip the young generation to take up the future challenges of the
technology-driven, environmentally-degraded globalized world.
References:
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Archie, M. (2003). Advancing education through environmental literacy. Alexandria, VA:

Association for Supervision and Curriculum Development. Broda, H. (2007). Schoolyard-
enhanced learning: Using the outdoors as an instructional tool, K-8. Portland, ME:
Stenhouse. Carson, R., Darling, L., & Darling, L. (1962). Silent spring. Boston:
Houghton Mifflin. Carter, R. (2006). Listening to the soloists in the choir: A study of the
life experience of exemplary K-12 environmental educators. Doctoral dissertation,
Northern Illinois University, DeKalb, IL. Chase, C. (1985). A chronology of
environmental education: Please throw stones at this author. Nature Study, 38(2–3),
21–22, 25. Chase, A. (1988, November). Scientific breakdown: The cultural weakness
behind our ecological failures. Outside, pp. 45–47. Chawla, L. (2003). Bonding with the
natural world: The roots of environmental awareness. NAMTA Journal, 28(1), 133–154.
Christofferson, B. (2004). The man from Clear Lake: Earth Day founder Gaylord Nelson.
Madison, WI: University of Wisconsin Press. Disinger, J. F. (1985). What research says:
Environmental education’s definitional problem. School Science and Mathematics, 85(1),
59–68. Disinger, J. (2001). K-12 education and the environment: Perspectives,
expectations, and practice. The Journal of Environmental Education, 33(1), 4 –11.
Drummond, A. (1995). Enos Mills: Citizen of nature. Boulder, CO: University of Colorado
Press. Environmental Education Act. (1970). P.L. No. 91-516, 84 Stat. 1312. Finch, L. B.
(2008). Legacies of Camelot: Stewart and Lee Udall, American culture, and the arts.
Norman, OK: University of Oklahoma Press. Gottlieb, R. (1995). Beyond NEPA and Earth
Day: Reconstructing the past and envisioning a future for environmentalism.
Environmental History Review, 19(4), 1–14.
https://en.wikipedia.org/wiki/environmental_education
http://granthaalayah.com/Articles/Vol3Iss9SE/71_IJRG15_S09_118.pdf
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http://www.zones.sk/studentske-prace/anglictina/6064-man-and-nature/
https://www.marxists.org/reference/archive/spirkin/works/dialectical-materialism/ch05-
s03.html
https://thecharnelhouse.org/2011/04/22/man-and-nature-revised-complete/
https://ww.elaw.org....../content/philippines-w-w-
act199https://docs.google.com/file/d/OBX713TPE-K4SB3NE6WXBAM5JZWM
https://en.wikipedia.org/wiki/Environmentaleducation
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Republic of the Philippines

State Universities and Colleges

DR. EDWIN L. LABORDO

*Man and Environment

IV. Module IV- Natural Resources

V. Module V- Environmental Laws and Regulations

*Philippine Clean Air Act of 1999(RA 8749)

VI. Module VI-Culture and Environment

VII. Module-Methodology for Environmental Studies

VISION AND MISSION

cutting edge researches for sustainable development

GOALS AND OBJECTIVE

6.Study and contribute to the preservation of the

What is environmental education?

 Is a process by which people develop awareness, concern and knowledge of

Goals of Environmental Education

1. To improve the quality of environment .The main goal is to develop concern

2. To create awareness among the people on environmental problems and

1. Discussed the concepts, aims, and objectives of Environmental Education

1. What are the objectives of Environmental Education?

AIMS OF ENVIRONMENTAL EDUCATION

1. To provide different groups of people as well as graduates in a variety of

Importance of Environmental Education are as follows:

1. To clarify modern environmental concept like how to conserve biodiversity.

In today’s world because of industrialization and increasing population, the

The History and Philosophy of Environmental Education

Authors, Awakenings, and Achievements

From Emerson’s Nature (1836), to Thoreau’s Walden (1854), to George Perkins

Disinger (1985) identifies three antecedents to EE: nature study, conservation

The Focus on Environmental Literacy

At the heart of environmental education is developing an environmentally literate

At the end of the module, the students must have:

1. Discussed the meaning of the Environment, Ecology, & Ecosystem.

1. What are the meaning Environment, Ecology and Ecosystem?

Environment, Ecology and Ecosystem

Ecology (from Greek: οἶκος, "house", or "environment"; -λογία, "study of"[A]) is

Ecology is a human science as well. There are many practical applications of

In an ecosystem, each organism has its' own niche or role to play.

The Basic Needs Of Living Things

Man and Environment

1. Rapid population explosion:

How to Promote Environmental Awareness

ENVIRONMENTAL EDUCATION & SCHOOL CURRICULUM

Environmental education in schools have been emerging as an important trend in

Environmental Education (EE) refers to organized efforts to teach how natural

Environmental Education (EE) is the teaching of individuals, and communities, in

Environmental Education focuses on:

1. Engaging with citizens of all demographics to;

History of Environmental Education

A new type of environmental education, Conservation Education, emerged during

The modern environmental education movement, gained significant momentum

Internationally, environmental education gained recognition when the UN

Environmental education has been considered an additional or elective subject in

In secondary school, environmental curriculum can be a focused subject within

Environmental education is not restricted to in-class lesson plans. Children can

The final aspect of environmental education policies involves training individuals

At the end of the module, the students must have:

1. Discussed the impact the issues/problems of the Environment to human

1. What are the issues/problems of the Environment to human life?

Man and Nature

- Give the reasons of protecting the nature…

- Describe various national disasters of our planet…

- Speak about the importance of plants in our life…