CWTS Module 4-6

CWTS-11
CIVIC WELFARE TRAINING SERVICE

LEARNING GUIDE
TP-IMD-02 v0 No. CWTS-001-IM
Raymund Igcasama
Loreme S. Cagande
John Felix T. Amestoso
Mark Matteo A. Auguis
Joy A. Bellen
Marlon V. Dampios
NATIONAL SERVICE
TRAINING PROGRAM
CIVIC WELFARE
TRAINING SERVICE 2020
ii
CWTS 11: Civic Welfare Training Services
About the Author/s
RAYMUND IGCASAMA
Training Staff, CWTS
Instructor
Department of Mathematics and Physics
College of Arts and Sciences
Visayas State University
LOREME S. CAGANDE
Instructor
Department of Agronomy
College of Agriculture and Food Sciences
FELIX JOHN T. AMESTOSO

Instructor
Department of Biological Sciences
College of Arts and Sciences
MARK MATTHEW A. AUGUIS

Instructor, Department of Forestry
College of Forestry and Environmental Sciences
JOY A. BELLEN
Coordinator, CWTS
Assistant Professor
Department of Teacher Education
College of Education
MARLON V. DAMPIOS
Clerk/ Training Staff, CWTS
National Service Training Program
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Vision: A globally competitive university for science, technology, and environmental conservation.
Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge TP-IMD-02
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and innovative technologies for sustainable communities and environment.
No. CWTS-001-IM
Module 4: Disaster Risk
Reduction and
Management
Module Overview
According to the International Red Cross and Red Cross Societies, the Philip-
pines was the fourth most accident-prone country in the world in 2015. Accord-
ingly, 31,835 Filipinos and 94,369,462 others were affected by natural disasters
and calamities in a span of 20 years. It is for the reasons above that this module
is focused on disaster risk reduction and management.
Module Pretest
True or False: Write T if the statement is correct and F if otherwise.
_____1. The Philippines is prone to various natural hazards because of its ge-
ographic and geologic setting.
_____2. Toxic wastes, dam failures, transport, industrial or technological acci-
dents are examples of natural hazards.
_____3. Preparedness helps reduce the severity of the impact of an absolute
disaster, particularly slow-onset disaster.
_____4. Republic Act No. 10121 is known as the Philippine Disaster Risk Re-
duction and Management Act of 2010.
_____5. The NDRRMC recommends to the President the declaration of the
state of calamity and the release of the national calamity fund as
needed.
_____6. A disaster is an unforeseen and often sudden event that causes dam-
age, destruction, and human suffering.
_____7. In a disaster equation, H stands for Human.
_____8. Land, water, and air pollution, climate change, sea-level rise, and
ozone depletion are examples of environmental degradation.
_____9. A situation that poses a level of threat to life, health, property, or envi-
ronment is termed as Hazards.
_____10. The Office of Civil Defense is the implementing arm of the NDRRMC.
Motivation Question
Think of scenarios where your locality or the Philippines experience a disaster.
How the community people responded to it?
2
Lesson 4.1: Overview of the Philippines

Disaster Management System
Lesson Summary
This lesson talks about the disaster management system in the Philippines.
Students are also given information on the different Republic Acts established
and mandated.
Learning Outcomes
1. Update knowledge on Disaster Risk Reduction and Management
2. Enumerate and discuss the different Republic Acts
Motivation Question
Point of view: Can you describe the Philippines Disaster Management System?
Discussion
Since the establishment of the Office of Civil Defense and National Disaster
Risk Reduction and Management Council, the basic law that guides the disas-
ter management systems, initiatives, and strategies implemented in the coun-
try has been PD 1566 of 1978. However, coupled with lessons learned and
discrepancies explored, it has been found and recognized from previous ex-
periences that the legislation that establishes the Council is more learning
and puts more focus on response action, thereby making implementers reac-
tive to future disasters rather than taking a proactive role in disaster risk man-
agement. Recently, OCD-NDCC initiated the shift on disaster management ap-
proaches and strategies from reactive to proactive (from disaster response
and preparedness to disaster risk reduction/management – a paradigm shift
from the prevalent ‘culture of reaction’ to a ‘culture of prevention’.
Republic Act 10121 (Philippine Disaster Risk Reduction and Management Act
of 2010) was signed by President Arroyo on May 27, 2010. The Act provides
for the establishment of policies and strategies and the implementation of
acts and measures relating to all aspects of disaster risk reduction, manage-
ment and recovery, including good governance , risk assessment and early
warning, the creation of information and understanding, the reduction of un-
derlying risk factors, and preparation for effective response and early recov-
ery.
The framework and plan for national disaster risk reduction, management,
and recovery has been developed, formulated, and implemented. A holistic,
all-hazard, multi-sectoral, inter-agency, and community-based approach to
disaster risk mitigation, management, and recovery is provided by the system.
In accordance with the National Disaster Risk Reduction, Management and
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Recovery Framework (NDRRMRF), it serves as the key guide to disaster risk

reduction, management, and recovery efforts in the region.
I. Republic Act No. 10121, known as the “Philippine Disaster Risk Reduction
and Management (PDRRM) Act of 2010.”
Section 2. Declaration of Policy
1. Upholding people’s right to life and property and adherence to interna-
tionally accepted principles, norms, and standards for capacity build-
ing in DRRM and humanitarian assistance;
2. Adoption of holistic, comprehensive, integrated proactive and
multi0sector approach in addressing the impacts of disasters, includ-
ing climate change;
3. Development, promotion, and implementation of a comprehensive Na-
tional Disaster Risk Reduction and Management Plan (NDRRMP);
4. Mainstreaming DRR and Climate Change in national and local devel-
opment plans and development processes (e.g. policy formulations,
socio-economic development planning, budgeting, and governance);
5. Mainstreaming DRR into the peace process and conflict resolution.
6. Ensuring DRR and CC- Gender-responsive measures, sensitive to in-
digenous knowledge and respect for human rights.
7. Strengthening capacity building of Local Government Units on DRR
(e.g. decentralization powers, responsibilities, resources) and vulner-
able and marginalized groups;
8. Engaging the participation of Civil Society Organizations or CSO, pri-
vate sectors and volunteers in DRR;
9. Promotion of breastfeeding before and during a disaster or emer-
gency; and
10. Ensuring maximum care, assistance, and services to affected individ-
uals and families.
Salient Features of PDRRM Act of 2010 R.A. NO. 10121
1. Policy statements and terminolo- Philippine Disaster Risk
gies on DRRM (Secs. 2 & 3) Reduction and Management
2. Institutional mechanisms (Secs. (PDRRM) Act of 2010
5-12)
 21 years in the making
a. DRRMCs (National, Regional,
 7 Congresses
Provincial, City and Municipal
Levels and Barangay Develop-  4 Administrations
ment Council at the barangay  Signed into Law on May
level); 27, 2010
b. Office of Civil Defense
c. Permanent Office o DRRM at the LGU Level; Barangay DRRM Com-
mittee
d. Disaster Volunteers
3. Operational Mechanisms (Secs. 15-18) R.A. NO. 10121 provides for:
a. Coordination during emergencies
 Strategies/ Approaches
b. Declaration of a state of calamity
 Policies Administration
c. Remedial measures
d. The mechanism for the interna-  Institutions
tional humanitarian assistance  Actors
network.  Financial Sustainability
4. Participation, accreditation, mobilization,
protection, and development of disaster volunteers
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5. Training and Education in DRR

a. Establishment of DRRM training institutes
b. Mandatory training on DRR for public sector employees
c. Integration of DRR in school curricula, training for the out-of-
school youth, Sangguniang Kabataan, and informal training.
II. The National Disaster Risk Reduction Management Council (NDRRMC)
leads joint efforts in the preparation and prevention of disaster prepared-
ness, as well as disaster recovery and reconstruction operations in both
the public and private sectors of the NDRRMC. It is the highest national-
level policy-making, planning, and supervisory body headed by the Secre-
tary of National Defense through the Executive Director of the OCD, with
14 departments and 39 agencies as members.
It is also the responsibility of NDRRMC to advise the President of the Re-
public of the Philippines on the status of all stakeholders' national disaster
preparedness programs and management plans, disaster operations, and
recovery efforts. It also advises the President to declare the state of ca-
lamity and, if necessary, to release the national calamity fund.
III. The Office of Civil Defense (OCD), as the implementing arm of the National
Disaster Risk Reduction and Management Council, its primary mission of
is to oversee a comprehensive national civil defense and disaster risk re-
duction and management policy by providing guidance in the ongoing de-
velopment of strategic and systemic approaches and initiatives to mitigate
vulnerabilities and hazards. Its mission is to provide integrated national
civil defense and disaster risk reduction and management program lead-
ership and administration.
IV. Organizational Network

The Philippine Disaster Management System (PDMS), as embodied in P.D.
1566 and R.A. 10121, is carried out at various political subdivisions and
administrative regions of the country through the NDRRMC; 17 Regional
Disaster Risk Reduction and Management Councils; 80 Provincial Disaster
Risk Reduction and Management Councils, 113 City Disaster Risk Reduc-
tion and Management Council; 1,496 Municipal Disaster Risk Reduction
and Management Council; and 41, 956 Barangay Risk Reduction and Man-
agement Councils respectively.
1. Local Disaster Risk Reduction and Management Office (LDRRMO)
a. It is established in every Province, City, Municipality, and Baran-
gay Disaster Risk Reduction and Management Committee in
every barangay.
b. Responsibility – setting the direction, development, implemen-
tation, and coordination of disaster risk management programs
within their territorial jurisdiction.
c. LDRRMO shall be under the office of the governor, city or munic-
ipal mayor, and the barangay captain in case of the BDRRMC.
The LDRRMO’s initially organized and is composed of a DRRMO,
assisted by three staffs responsible for:
 Administrative and training;
 Research and planning; and
 Operations and warning. The LDRRMOs and the BDRRMCs
shall organize, train, and directly supervise the local emer-
gency response teams and the Accredited Community Disas-
ter Volunteers.
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2. Accreditation, Mobilization, and Protection of Disaster Volunteers and

National Service Reserve Corps, Civil Society Organizations and the Pri-
vate Sector (Section 13, PDRRM Act)
a. The government agencies, CSOs, private sectors, and LGUs,
may mobilize individuals or organized volunteers to augment
their respective personnel complement and logistical require-
ments in the delivery of disaster risk reduction programs and
activities.
b. The agencies, CSOs, private sectors, and LGUs concerned shall
take full responsibility for the enhancement, welfare, and protec-
tion of volunteers, and shall submit the list of volunteers to the
OCD, through the LDRRMOs, for accreditation and inclusion in
the database of community disaster volunteers.
3. Integration of DRR Education into the School Curricula and SK Program
and Mandatory Training for the Public Sector Employees (Section 14,
PDRRM Act). The DepEd, CHED, TESDA in coordination with OCD, NYC,
DOST, DENR, DILG-BFP, DOH, DSWD, and other agencies, shall integrate
DRRM education, including NSTP, whether private or public, including
formal and non-formal, technical-vocational, indigenous learning, and
out-of-school youth courses and programs.
The NDRRMC, RDRRMCs, LDRRMCs, LDRRMOs, BDRRMCs, and SK
councils shall encourage community, specifically the youth, participa-
tion in DRRM activities.
V. Operational Structure (PDRMS)

Link: https://images.app.goo.gl/YYscdtuu9Wq6Vezx5.
VI. Typical organization of disaster coordinating council

Link: https://images.app.goo.gl/tmfTTwpfTiQ94GXi8.
Learning Tasks/Activities
Create an essay of 200-250 words about how our country is implementing the
DRRM program.
Assessment
Read each item carefully. Choose the best letter. Write your answer on the
space provided.
____ 1. The basic law that guides the disaster management programs,
projects, and strategies implemented in the country.
a. Presidential Decree 1566 c. Presidential Decree 1956
b. Presidential Decree 1800 d. Presidential Degree 2000
____ 2. Presidential Gloria Macapagal-Arroyo signed on May 27, 2000,
Republic Act 10121 known as
a. Philippine Charity organization Act of 1956
b. Philippine Risk Management Act of 2000
c. Philippine Disaster Risk Reduction and Management Act of 2010
d. Philippine National Service Training Program Act of 2001
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____ 3. “An act strengthening the Philippine disaster risk reduction and
management system, providing for the national disaster risk reduction
and management framework and institutionalizing the national
disaster risk reduction and management plan, appropriating funds
therefore and for other purposes.”
a. Republic Act No. 9165 c. Republic Act No. 10354
b. Republic Act No. 9163 d. Republic Act No. 10121
____ 4. An implementing arm of the NDRRMC, provides leadership in the
continuous development of strategic and systematic approaches as
well as measures to reduce the vulnerabilities and risks to hazards
and manage the consequences of disasters.
a. Office on the Commission of Election (COMELEC)
b. Office of the Civil Aviation Authority (CVA)
c. Office of the Solicitor General (SG)
d. Office of Civil Defense (OCD)
____ 5. Integration of disaster risk reduction education into the school
curricula and SK program and mandatory training for the public sector
employees must include these agencies.
a. The DepEd, CHED, TESDA in coordination with Office Civil De-
fense, National Youth Commission, Department of Science Tech-
nology.
b. Department of Environment Natural Resources, Department of In-
terior Local Government, Department of Health, and Department
of Social Welfare and Development and other relevant agencies,
shall integrate DRRM education
c. Secondary and tertiary levels of education, including NSTP,
whether private or public, including formal and non-formal, tech-
nical-vocational, indigenous learning, and out-of-school youth
courses and programs.
d. Private organization are exempted in the integration of Disaster
Risk Reduction Education due to their modern equipment’s
____ 6. All of the following are TRUE about disasters except for one.
a. A disaster may be domestic or international.
b. A disaster may be a known and gradual onset.
c. A disaster may be caused by nature or has human origins.
d. A disaster always receives widespread media coverage.
____ 7. Disasters frequently result in all of the following except for one.
a. Damage to the ecological environment
b. Displacement of populations
c. Destructions of a population’s homeland
d. Sustained public attention during the recovery phase
____ 8. The National Disaster Coordinating Council under the Office of the
President during the Marcos era was established as the highest
policy-making body in responding to natural disasters. Fast forward
two decades and decentralization movements had taken over the
country. What presidential decree was institutionalized?
a. Presidential Decree 1566 c. Presidential Decree 9165
b. Presidential Decree 9163 D. Presidential Decree 2016
____ 9. There are tasks in disaster management. All of the following are tasks
except one.
a. Assess secondary social problems such as health epidemics, dis-
placed persons.
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b. Provide security; prevent looting, protect person and property.

c. Counsel those who have suffered trauma and grief on a calamity.
d. Control rumors, provide accurate information.
____ 10. Conditions for the delivery of tangible goods and services at disaster
sites include all of the following except for one.
a. Crowded and cramped conditions for living and working
b. A clear demarcation of being on or off duty
c. Extreme climates: hot-cold, wet, etc.
d. Lack of privacy, a threat to safety.
Lesson 4.2: Disaster Risk Reduction and

Management Concepts
Lesson Summary
This lesson involves risk assessment, prevention and mitigation of disasters,
and preparedness for disasters. The modern trend of taking a proactive ap-
proach to dangers posed by extreme natural phenomena is used to underscore
responsible actions.
Learning Outcomes
At the end of this lesson, the students will be able to:
1. Acquire skills in responding on disaster incidence with their capacity.
2. Appreciate the impact of disaster by building sustainable and resilient
communities.
Motivation Question
Can you cite some disaster experienced in your community? How the LGU re-
sponded to it?
Discussion
The definition of disaster risk reduction and management (DRRM) recognizes
that there will be certain hazards occurring, but aims to reduce the effect by
enhancing the ability of the community to handle the effect with minimal harm
and destruction. Reducing and managing the risk of disasters is a set of ac-
tions and instruments primarily aimed at reducing the risk of disasters in en-
dangered regions and at minimizing the magnitude of disasters.
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Definition of Disaster Management Terms

1. Hazards. A situation that poses a level of threat to life, health, property,
or environment.
2. Risks. A probability or threat of damage, A disaster can be defined as:
injury, liability, loss, or another negative
occurrence that is caused by external or “…a situation or event,
internal vulnerabilities, and that may be which overwhelms local
neutralized through preemptive actions. capacity, necessitating a
3. Vulnerability. The level of susceptibility request to national or
or resiliency of the people and commu-
international level for external
nities against the impact of the prevail-
ing hazards based on the state of physi-
assistance; an unforeseen and
cal, social, economic conditions in a often sudden event that causes
given area. great damage, destruction and
4. Disasters. Severe disruption of the func- human suffering.”
tioning of a community or a society in-
volving widespread human, material, Center for the Epidemiology
economic or environmental losses and impacts, which exceed
Of Disasters, Brusselsthe
ability of the affected community or society to cope using its re-
sources.
The Disaster Equations
 Hazards (H). Physical impact of disturbance
 Risk ®. Likelihood of harm, loss, disaster
 People or Community (Exposure). Elements affected by hazards
 Vulnerability (V). Susceptibility and capacity to prepare, absorb and re-
cover from hazard
H x R + V = Disaster
Where:
 Hazards (H)
 Risk (R)
 People or Community
 Vulnerability (V)
 Exposure. Elements affected by hazard
Disaster Risk Management: What and Who

Disaster risk reduction and management (DRRM) includes
administrative decisions and operational activities that involve:
1. Prevention
2. Mitigation
3. Preparedness
4. Response
5. Recovery
6. Rehabilitation
 Disaster risk management involves all levels of government –
decision-makers and local government.
 Non-government and community-based organizations play a vi-
tal role in the process.
Communities themselves are the first responders.
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Disaster Risk Management Cycle
The disaster life cycle describes the process through which emergency
managers prepare for emergencies and disasters, respond to them when they
occur, help people and institutions recover from them, mitigate their effects,
reduce risks of loss, and prevent disasters from occurring.
Traditional Model – DM cycle. The traditional approach to disaster
management is to regard it as many phased sequences of actions or a
continuum. This can be represented as a cycle, as shown in Figure 4.1.
Phase
Pre-Disaster Risk Reduction
Post-Disaster Recovery Phase

DISASTER
PREPAREDNESS RESPONSE
DEVELOPMENT
REHABILITATION
MITIGATION RECOVERY
Figure 4.1 Disaster Management Cycle
Disaster management refers to the efficient and effective utilization of

resources and the application of measures that will mitigate the impact of
unfortunate events and facilitate a return to normalcy and redevelopment.
1. Disaster management occurs before, during, and after a disaster.
2. Disaster management consists of the DRM component as well as relief
response, early and long-term recovery, including rehabilitation, and re-
constructions.
a. Disaster response, including relief activities, is conducted im-
mediately after a disaster occurred primarily to save lives and
for humanitarian purposes.
b. Recovery occurs over the short, medium and long term in the
aftermath of a disaster, rehabilitation, and reconstruction, on
the other hand, are long-term activities necessary to restore
public infrastructures, services, and critical facilities.
c. Building back better during this process means not generating

new risks and mitigating existing ones.
The rationale for Risk Management

1. A comprehensive risk management process has the potential to
break the cycle of damage and reconstruction when a commu-
nity is subjected to repeated natural hazards.
2. To be effective, a strategy must be in place and ready for imme-
diate implementation when necessary.
3. This can only be done through preparation and planning.
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Table 1. Evolving DM concepts and paradigms.
Traditional/Reactive Risk Management/ Proactive

Disaster as "Acts of God" and "Acts of
Disasters as "Acts of Man"
Nature"
From a humanitarian approach, relief To a development approach, where
and response approach in which disaster is a development concern and
intervention was provided only during may arise as a result of unsustainable
or immediately after a disaster. development practices
From a technocratic approach, where To the promotion of non-structural and
engineering and technological non-engineering measures such as
solutions were used including community- based disaster preparedness
prediction and modifying the hazards and early warning, indigenous
knowledge, and land use planning,
emphasizing the need to modify
vulnerabilities (and capacities) instead of
hazards.
Single hazard approach Multi or all-hazard approach
Inter-sectoral, inter-agency, all-of-
Sectoral
government effort
All-of-society approach, participatory,
Public sector led
inclusive, transparent, gender-fair
Disaster Risk Management Objectives

1. Reduce vulnerabilities in the community.
2. When sustained over the long term, reduce unacceptable risk to
acceptable levels, and make the community disaster-re-
sistant/resilient.
Disaster risk management refers to a range of:
1. Policies
2. Legislative mandates
3. Professional practices
4. Social, structural, and non-structural adjustments
5. Risk transfer mechanisms to prevent, reduce or minimize the ef-
fects of hazards on a community
Range of Risk Management Measures
1. Engineering measures (keep hazard away from people)
2. Land use planning and management measures (keep people away from
hazard)
3. Control and protection work (modifying the hazard)
4. Early warning (predicting hazard)
5. Preparedness planning (prepare in anticipation of a hazard event)
6. Reconstruction planning after a disaster to reduce the vulnerability.
7. Mainstreaming risk management in development practice and institu-
tionalization
Comprehensive Disaster Risk Management Framework
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The government is pursuing a holistic system for disaster management that

supports pre-event disaster risk reduction, prevention, and preparedness, and
post-event disaster response, reconstruction, and recovery. A framework that
has evolved and adapted to the lessons of past disaster events as well as
emerging issues and rooted with the five (5) thematic areas/priorities, as
follows:
1. Governance. Ensure that disaster risk reduction is a national and local
priority with a strong institutional basis for implementation.
2. Risk Assessment and Early Warning. Identify, assess, and monitor dis-
aster risk and enhance early warning.
3. Knowledge Management and Education. Use knowledge, innovation,
and education to build a culture of safety and resilience at all levels.
4. Risk Management and Vulnerability Reduction. Reduce the underlying
factors.
5. Disaster Preparedness. Strength disaster preparedness for effective re-
sponse at all levels.
Create a poster depicting how DRRM is being implemented in our country.
Assessment
Answer the following questions. Write your answer on a separate paper.
1. What DRR activities can take place in school?

2. What needs to be done to support these activities?
3. Who needs to support this process?
4. How will the communities be involved?
Lesson 4.3: Geographic Hazards and

Disaster Risks Profiles of the Philippines
Lesson Summary
The Philippines is one of the world's most vulnerable to natural hazards. Owing
to population growth, shifts in domestic use habits, migration, unplanned ur-
banization, environmental degradation, and global climate change, the social
and economic costs of natural disasters in the world are rising. The secret to
achieving the Philippines' development goals would be to reduce the likelihood
of disasters.
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Learning Outcomes
At the end of this lesson, the students will be able to:
1. Update knowledge on Disaster Risk Reduction and Management
2. Acquire skills in responding on disaster incidence with their capacity.
3. Appreciate the impact of disaster by building sustainable and resilient
communities.
Motivation Question
What do you know about the ring of fire?
Discussion
Philippine Disaster Risk Profile
Because of its geographical position, the Philippines is vulnerable to
almost all kinds of natural hazards.
1. The Philippines is located within the Circum-Pacific belt of fires and
along the path of the typhoon, vulnerable to natural disasters such as
earthquakes, volcanic eruptions, typhoons, and their consequent ef-
fects such as tsunamis, landslides, floods, and flash floods.
2. As an archipelago with 7,641 islands, the threat of tsunami affecting
the country’s coastal areas is not far-fetched.
3. The Moro Gulf Earthquake with 7.6 intensity triggered a tsunami that
affected the Southern Philippines and resulted in the death of around
3,800 persons and destruction of properties
(www.phivolcs.dost.gov.ph).
4. Yearly, the country experiences an average of 20 typhoons, half of
these are destructive; is a host of 200 volcanoes, 22 of which are ac-
tive, as well as active faults and trenches that are potential sources of
the earthquake.
5. The nation also has its episodes of man-made catastrophes such as
urban fires, air, land, and sea disasters, and complicated emergencies,
mainly due to the secessionist movement in the Southern Philippines,
coupled with its vulnerability to floods and other natural hazards.
Hazard Classification
1. Natural Hazards are natural processes or phenomena occurring in the bio-
sphere that may constitute a damaging event. It can be classified by origin:
geographical, hydro-meteorological, and biological.
a. Geographical Hazards. Natural earth processes or phenomena in the bi-
osphere, which include geological, neo-tectonic, geophysical, geomor-
phological, geotechnical, and hydro-geological nature. Examples: earth-
quakes, tsunamis, volcanic activity, and emissions; Mass movements,
i.e. landslides, rockslides, rockfall, liquefaction, submarine slides, sub-
sidence, surface collapse, geological fault activity.
b. Hydro-Meteorological Hazards. Natural processes or phenomena of at-
mospheric, hydrological, or oceanographic nature. Examples: floods,
debris and mudflows, tropical cyclone, storm surge, thunder/ hail-
storms, rain and wind storms. The super typhoon Yolanda hit Visayas
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region on November 8, 2013 with estimated 10B cost of damages (Her-

nandez et al., 2015).
c. Biological Hazards. Processes of organic of those conveyed by biologi-
cal vectors, including exposure to the pathogenic micro-organism, tox-
ins, and bioactive substances. Examples: outbreak or epidemic dis-
eases, plant or animal contagion, and extensive infestations.
2. Technological Hazards (Anthropogenic Hazards). Danger originating from
technological or industrial accidents, dangerous procedures, infrastructure
failures, or specific human activities, which may cause the loss of life or in-
jury, property damage, social and economic disruption, or environmental
degradation. Examples:
a. Industrial pollution, nuclear activities, and radioactivity
b. Toxic wastes, dam failures, transport, industrial or technological acci-
dents (explosions, fires, spills)
3. Environmental Degradation processes induced by human behavior and
activities (sometimes combined with natural hazards) that damage the
natural resource base or adversely alter natural processes or ecosystems.
Examples:
a. Land degradation, deforestation, and desertification. Wildland fires, loss
of biodiversity.
b. Land, water, and air pollution, climate change, sea-level rise, ozone de-
pletion.
The Philippines Hazard Scope

The Philippines is the strategic geographical position in the Ring of Fire (Source:
oem.bmj.com).
Destructive Historical Earthquake of the Philippines (Source:

https://www.google.com/)
The Philippines is vulnerable to almost all types of natural hazards
because of its geographical location. Source: visit the official website of
PHIVOLCS
Learning Task/Activity
1. Identify and make a list of hazards in your barangay.
Assessment
Cite examples or incidents in your area or locality on geographic hazards and
disasters. Explain how to minimize or lessen its effects on the community.
Take photos of your cited examples.
Module Posttest
True or False: Write T if the statement is correct and F if otherwise.
_____1. The Philippines is prone to various natural hazards because of its ge-
ographic and geologic setting.
_____2. Toxic wastes, dam failures, transport, industrial or technological ac-
cidents are examples of natural hazards.
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_____3. Preparedness helps reduce the severity of the impact of a particular

disaster, particularly slow-onset disaster.
_____4. Republic Act No. 10121 is known as the Philippine Disaster Risk Re-
duction and Management Act of 2010.
_____5. The NDRRMC recommends to the President the declaration of the
state of calamity and the release of the national calamity fund as
needed.
_____6. A disaster is an unforeseen and often sudden event that
causes damage, destruction, and human suffering.
_____7. In a disaster equation, H stands for Human.
_____8. Land, water, and air pollution, climate change, sea-level rise, and
ozone depletion are examples of environmental degradation.
_____9. A situation that poses a level of threat to life, health, property, or envi-
ronment is termed as Hazards.
_____10. The Office of Civil Defense is the implementing arm of the
NDRRMC.
References and Additional Resources

Labuguen, F. C., Vidal, C. J., Ramos, A. I., Moralde, R. P., Placer, R. B., & Renderio, E. V.
(2018). NSTP: Understanding the National Service Training Program. Malabon
City: Mutya Publishing House, Inc.
Gonzales, B. (2020). NSTP Module 2 Good Citizenship Values .Docx. Retrieved from
Scribed.com: https://www.scribd.com/document/376011964/Nstp-Module-2-
Good-Citizenship-Values-Docx.
Hernandez Jr, J. Y., Aquino, R. E. R., Pacheco, B. M., & Cruz, E. C. (2015). Damage
Caused by Typhoon Haiyan in the Philippines, Review of Structural Regulations
and Practice, and Research Developments in Wind Engineering. Wind Engineers,
JAWE, 40(3), 270-274.
https://images.app.goo.gl/YYscdtuu9Wq6Vezx5
https://images.app.goo.gl/tmfTTwpfTiQ94GXi8
CRED 1998 Comprehensive Disaster Risk Management
oem.bmj.com
Destructive Historical Earthquake of the Philippines
1976 August 17 Ms8.1 Moro Gulf Earthquake. Retrieved from
https://www.phivolcs.dost.gov.ph/index.php/earthquake/destructive-
earthquake-of-the-philippines/2-uncategorised/208-1976-august-17-ms7-9-
moro-gulf-earthquake.
Answers to the Pretest

1. T 2. F 3. T 4. T 5. T 6. T 7. F 8. T 9. T 10. T
Answer to the Posttest

1. T 2. F 3. T 4. T 5. T 6. T 7. F 8. T 9. T 10. T
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Module 5: Environmental
Awareness and Protection
Module Overview
As ecologically diverse as it is, the Philippines has been facing a number of
environmental issues and crises. In this module, you will be introduced to the
major environmental laws in the Philippines as a means of maintaining the
balance among its natural environment, economy, and its people. You will
also be dealing with the cause and effects of climate change as well as the
adaptation and mitigation measures you can apply in response to the
changing climate. You will be exposed to the topics of ecological solid waste
management, and threats to marine ecosystems with which your role as
students, in addressing these issues is very crucial.
Motivation Question
What do you think is the best way students can contribute in addressing
environmental issues in the country?
Module Pretest
For items 1-8, write true if the statement is correct; false if it is wrong. For
items 9-10, choose the letter of the best answer.
________1. Environmental education provides essential information that can

lead to environmental literacy and a more sustainable future.
________2. Republic Act No. 9003 or the Philippine Clean Water Act of 2004 is
an Act providing for a comprehensive water quality management
and for other purposes.
________3. According to RA 8749, there are three primary sources of air
pollution: area, mobile, and stationary sources.
________4. Oil is one of the slowest sources of ocean deterioration because oil
is less dense than water.
________5. Philippine fishery production has been increasing since 2010.
________6. The main cause of climate change is enhanced greenhouse effect
as a result from man-made activities.
________7. Agricultural waste refers to waste generated from planting or
harvesting of crops, trimming or pruning of plants and wastes or
run-off materials from farms or fields.
________8. Collection refers to the act of removing solid waste from the
source or from a communal storage point.
16
________9. Which of the following is a true statement about the energy

balance in the ecosystem?
a. Chemical energy is transformed into radiant energy, which is
then transformed into chemical energy at the next trophic level.
b. Smaller species require less energy per gram of body weight
than larger organisms.
c. Energy conversion between species typically includes the
storage of heat energy.
d. The energy transfer between trophic levels is not efficient.
________10. All of the following are expected to increase following the
reduction of large areas of tropical rainforests EXCEPT
a. The extent of nutritional depletion from the areas.
b. The diversity of species in the areas.
c. Erosion by rivers running through the areas.
d. Average surface temperature of the soil in the area.
Lesson 5.1: Basic Concepts and Laws

Governing Environmental Education
Lesson Summary
Through environmental education, people can understand and further explore
environmental problems, identify and participate in/solve environmental
issues, and to improve the environment. This results in people having an in-
depth understanding of environmental issues and are skilled in making
informed and responsible actions.
The State recognizes the role of environmental education in protecting natural

resources, including it in the curriculum plan. Also, they promote
supplementary environmental information provided by other groups.
Learning Outcomes
At the end of the lesson, you will be able to:
1. Define environmental education and understand its essence.
2. Understand the laws and directives that promote environmental
education.
Motivation Question
Do you have to be in an environment-related field before you can educate
others about the environment?
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Discussion
Environmental education refers to organized efforts that empower and inspire
people and communities to collaborate for a more sustainable future. The
idea is to educate people about how the natural environment functions and
how humans can be responsible for their actions to live sustainably.
Environmental education provides essential information that can lead to
environmental literacy and a more sustainable future.
The strategies to promote environmental education include curricular and

non-curricular programs. Sharing knowledge has proven to be the reason for
the success of humans through time. Sharing the understanding of the
importance of the environment creates knowledgeable people who desire a
more secure future. Below are a few points that show why environmental
education is essential:
1. All natural resources in the country are at a great risk of suffering

irreparable damage.
2. A society cannot sustain itself if its natural resources are already
insufficient or depleted.
3. The youth should be aware of the need to start protecting the
environment and carry out activities to help solve or reduce the current
environmental problems.
4. Promotes the ethical relationship between humans and the
environment, especially the decisions humans make, affecting the
environment.
Because of the importance of environmental education, the country has laws
to promote it to maintain our natural resources in the future. The following
are relevant laws and regulations to promote environmental education:
1. CHED Memorandum Order No. 33 Series of 2009. The focus is on

Integration of Environmental Education in the Tertiary Education
Curriculum particularly in the Civic Welfare Training Service (CWTS)
Component of the National Service Training Program (NSTP).
2. Republic Act No. 9512 or the National Environmental Awareness and
Education Act of 2008. This is an Act to promote environmental
awareness through environmental education and for other purposes.
3. Executive Order No. 579 (Encouraging the formulation and
implementation of green Philippines programs through the national
service training program (NSTP)). The law encourages the NSTP to
endeavor to build a new quality of life that will keep the nation young
and beautiful. In order to ensure its realization, all students under
NSTP -ROTC, LTS, and CWTS - shall be involved in Green Philippines
Activities which include among others: a) Taking back our forests and
replenishing fallen trees with new, protected forests; b.) Beautifying
our barangay and cities; c) Building more urban parks and recreation
areas; d) Purifying our water; e) Cleaning up industrial sites.
4. Republic Act No. 9275 or the Philippine Clean Water Act of 2004. This
is an Act providing for a comprehensive water quality management
and for other purposes.
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5. Republic Act No. 9175 or the Chainsaw Act of 2002. It is an Act

regulating the ownership, possession, sale, importation, and use of
chainsaws, penalizing violations thereof, and for other purposes.
6. Republic Act No. 9147 or the Wildlife Resources Conservation and
Protection Act of 2001. It is an Act providing for the conservation and
protection of wildlife resources and their habitats, appropriating funds
thereof, and for other purposes.
7. Republic Act 9003 or the Ecological Solid Waste Management Act of
2000. This Law provides for an ecological solid waste management
program, creating is the necessary institutional mechanisms and
incentives, declaring certain acts prohibited and providing penalties,
appropriating funds thereof, and for other purposes.
8. Republic Act 8749 or the Philippines Clean Air Act of 1999. This is an
Act providing for a comprehensive air pollution control policy and other
purposes.
The State policies intend to protect our environment; what do you think are
some things you can do to help? In line with environmental education, you
could help spread environmental awareness through social media. Facebook
has a series of pages related to environmental education advocacy. The
student organizations in VSU have their own Facebook pages; some of them
are environmentally inclined, e.g. TARSIER Philippines, OBioS, HOMES, and
others. Most of the time, they share information about the environment and
its issues. Now and then, they post their upcoming environmental-related
activities e.g., clean-up drives, forums, among others where anyone can join.
There are many ways where we can help preserve the environment. Generally,
you can uphold sustainable living, zero-waste living, or be a role model of them!
The link below provides some examples of living a sustainable life/zero waste
life - https://oceanservice.noaa.gov/ocean/earthday.html.
Instruction: Answer the following questions. Your answer must be more than
three sentences,
1. Watch the following Youtube videos on a) Department of Environment

and Natural Resources (Link here: https://youtu.be/GWtDLHAvegY),
and b) Manila Bay Accomplishment MBCO (Link here:
https://youtu.be/TVvHgGXHoaA).
2. After watching, write a reaction paper on the topic. You can watch tips
on writing reaction paper here: https://youtu.be/_obGyQkzXcI. Use the
rubrics in page 6.
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Assessment
Essay: Answer the following question/s briefly.
1. Explain the relevance of environmental education to your chosen

degree. Use the rubrics in page 6.
Matching Type: Match the descriptive titles with their respective Republic
Act. Write the letter of the correct answer at the space provided.
_____ 1. Ecological Solid Waste Management

a. RA 9003
Act of 2000
_____ 2. Philippines Clean Air
b. RA 9175
Act of 2000
3. Wildlife Resources Conservation and
c. RA 9147
Protection Act of 2001
_____ 4. National Environmental Awareness
d. RA 8749
and Education Act of 2008
_____ e. RA 9512
5. Chainsaw Act of 2000
f. RA 9275
Lesson 5.2: Climate Change
Lesson Summary
Anthropogenic activities have become the major driver of climate change
over the past century. Generally caused by global warming, which resulted
from an enhanced greenhouse effect due to the high concentration of
greenhouse gases. Climate change has consequences for the planet and the
people living in it.
Learning Outcomes
At the end of the lesson, you will:
1. Discuss the causes and effect of climate change.
2. Determine how to mitigate the effects of climate change.
Motivation Question
As we slowly progress through this crisis (Covid-19 Pandemic), do you think
the humanity has enough time to solve the changing climate?
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Discussion
What is Climate Change?

It is a change of climate which is attributed directly or indirectly to human
activity that alters the composition of the global atmosphere and which is in
addition to natural climate variability observed over comparable time periods.
(United Nations Framework Convention on Climate Change).
From deforestation to overpopulation, human activities are pushing up the

temperature of the earth and radically transforming the world around us.
Atmospheric gases such as water vapor, carbon dioxide, methane, nitrous
oxide, sulfur hexafluoride, perfluorocarbons, hydrofluorocarbons, and
chlorofluorocarbons allow the light of the sun to penetrate, but prevent some
of the heat from escaping, like the greenhouse glass walls. The more
greenhouse gases in the atmosphere, the more heat is lost enhancing the
greenhouse effect and rising the earth’s temperature.
(https://www.youtube.com/watch?v=G4H1N_yXBiA)
After the Industrial Revolution, human activities like burning fossil fuels have
elevated the level of CO2 in the atmosphere by more than a third. At an
unprecedented pace, the exponential rise in greenhouse gases in the
atmosphere has warmed the earth. While Although the Earth's atmosphere
has already been changing in the past, in hundreds of thousands of years,
atmospheric carbon dioxide has not surpassed the rate of today.
What are the effects of climate change?

Climate change has repercussions for our waters, our atmosphere, our
supplies of food and our health. Ice sheets are melting, such as in Greenland
as well as the Antarctic. The excess water deposited in glaciers triggers sea
levels to rise, flooding coastal regions. Hotter temperatures give rise to more
extreme weather. This could result to prolonged and more recurrent droughts,
more serious typhoons, flooding, and heavy snowfall. These abrupt
fluctuations in weather pose threats and challenges to all sectors, most
especially the agricultural sector. Sustaining crops is becoming more
demanding, the area where flora and fauna shift and sources of water are
depleted.
In addition to creating new agricultural challenges, climate change can

directly affect people’s physical health. Watch YouTube video here:
https://youtu.be/fN-ZnY61_C8. The warmer atmosphere in urban areas
generates an environment that traps and raises the volume of smog. This is
because smog accommodates ozone particles that quickly escalates at
elevated temperatures. Exposure to elevated levels of smog can stimulate
health issues, such as asthma, heart disease and lung cancer.
Mitigation and adaptation in responding to climate change
The effects of climate change are getting more and more serious, and even if
climate change is not affecting your society today, it will soon. But how and
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when you respond though, is up to you. Adaptation involves pinpointing and

planning for the consequences of climate change. It could help in saving
property, money, lives and even wildlife. But in the long run, if we are to slow
climate change, we have to curb emissions of carbon dioxide and other heat-
trapping gases to reduce global warming. This is called mitigation. Small
steps like driving and flying less, decreasing energy use, or reducing
consumption are all examples of mitigation. In order for mitigation of climate
change to be effective, it has to be on a large scale. In other words, the
majority has to reduce harmful emissions as individuals, as communities, as
states, as countries, and collectively, as a world.
1. Watch the YouTube video on climate change. Link here:
https://youtu.be/4dThZb-jtxk.
2. Answer the following questions.
a. An archipelago country like ours, based on the video, what are
suggested approaches to cope with climate change?
b. How is climate change attributed to greenhouse effect?
3. As a student, in what small ways can you do to mitigate the impacts of

climate change?
Lesson 5.3: Ecological Solid Waste

Management
Lesson Summary
In order to effectively and efficiently regulate the solid waste in the country,
the Philippine government formulated the R.A. 9003 otherwise known as the
Philippine Ecological Solid Waste Management Act of 2000. The goal of this
law is to implement a systematic and comprehensive ecological solid waste
management program that shall protect the environment and health of the
public. Furthermore, it ensures proper segregation, collection, storage,
composting, treatment, and disposal of solid waste through the formulation
and adaptation of eco-waste products (Dacera et al., 2019).
Learning Outcomes
At the end of the lesson, you will discuss the 5R’s of ecological solid waste
management for a responsive community towards solving solid waste
problems.
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Motivation Question
In this Covid-19 pandemic, how can a student like you contribute to the
community regarding solid waste management?
Discussion
Why is there a need to manage solid wastes?
Solid wastes come in different forms. Agricultural waste is known as waste

from the growing or harvesting of crops, from the trimming or pruning of
plants, and from wastewater from farms or fields. Bulky waste refers
discarded materials that, because of their bulky size, form or other physical
features, cannot be properly placed in different containers. Specific waste,
which involves worn-out, damaged, and other discarded materials such as
radios, stereos, and TV sets, refers to consumer electronics. Under R.A.
9003, thrown away homestead materials, commercial waste, non-hazardous
institutional and industrial waste, rubbish collection, structural waste,
agricultural waste and other non-hazardous / non-toxic solid waste are
referred to as solid waste.
Improper solid waste disposal can trigger flooding which in turn can paralyze
the populace, economy and environment of affected areas. Furthermore,
waste generation poses threats to human health. Perhaps, this could be most
crucial reason why is there a need to manage solid wastes. Laplante (2003)
stressed that improper solid waste disposal is probably the most important
environmental concern facing local governments.
What is Ecological Solid Waste Management?
Solid waste management refers to the directed processing of waste material

from generation at origin by way of the recovery processes to disposal, from
generation to source. It is a discipline connected to the management of solid
waste generation, storage, collection, transfer and transport, processing and
disposal in a system that is compliant with the best standards of public
health, economics, engineering, conservation, aesthetics and other
environmental concerns, and which is also open to social attitudes.
The Environmental Management Bureau (EMB) of the DENR spearheads the

implementation of programs and projects that are in congruence with the
Environment and Natural Resources (ENR) thrusts under the Philippine
Development Plan (PDP) 2017-2022, which is to improve environmental
quality for a cleaner and healthier environment. For this reason, EMB will
continue to pursue a sound agenda of environmental reform, manage wastes
and contribute to the enhancement of the development process thru
formulation of new policies and frameworks.
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What are the salient features of R.A. 9003?
a. Creation of the National Solid Waste Management Commission, the

National Ecology Center, and the Solid Waste Management Board in
every province, city and municipality. The NSWMC is responsible for
coordinating the practice of solid waste management strategies and
the management of the solid waste management fund. Formulating
the National Solid Waste Management System and other solid waste
policies is also covered by its function. Mandatory segregation of
solid waste to be conducted primarily at the source such as
household, institutional, industrial, commercial, and agricultural
sources;
b. Establishment of reclamation programs and buy-back centers for
recyclable and toxic materials;
c. Promotion of eco-labeling in local products and services;
d. Establishment of Material Recovery Facility (MRF) in every barangay.
e. Provision of rewards, incentives both fiscal and non-fiscal, financial
assistance, grants, and the like to encourage LGU’s and the general
public to undertake effective solid waste management;
f. Promotion of research on solid waste management and
environmental education in the formal and non-formal sectors; and
among others.
In what ways can you do to help solve the solid waste problem?
You can contribute in many different ways. One way is to adopt the 5Rs of
Ecological Waste Management: Reduce, Reuse, Recycle, Repair, and Recover.
To add, refrain from doing what is against the law, which include the following
but are not limited to:
a. Littering, throwing, dumping of waste materials in public areas like
roads, sidewalks, canals, esteros, parks, and establishments;
b. Open burning of solid wastes;
c. Unauthorized removal of recyclable material intended for collection
by authorized persons;
d. Mixing of source-separated recyclable material with other solid
waste in any vehicle, box, container or receptacle used in solid waste
collection or disposal;
e. Limit or ban the use of single-use plastics; and among others.
Make a slogan poster with the following criteria:
1. Language. You can use mother tongue, English or Filipino.

2. Medium. Make use of a recycled A4 size bond paper. No margin
needed.
3. Be creative. Use of coloring materials are highly recommended.
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4. Inspiration. Make sure the 5R’s of ecological waste management

are incorporated.
Lesson 5.4: Threats to Marine Ecosystems
Lesson Summary
This section discusses a brief background of our country’s marine resources
and the significant threats to our marine ecosystems. These threats are (1)
overfishing, (2) coastal pollution, (3) habitat destruction, (4) warming of the
oceans, and (5) ocean acidification.
Learning Outcomes
At the end of the lesson, you will identify the major threats to marine
ecosystems and learn to appreciate our marine resources.
Motivation Question
During this pandemic, do you think that the marine environment is recovering
from the damage caused by human activities?
Discussion
The Philippines, as the world’s second-largest archipelago, has a 2.2 million
square kilometers of marine-water area. The Philippine waters are rich in
seagrasses, mangroves, and coral reefs. Seagrasses beds, mangrove forests,
and coral reefs are all productive and essential ecosystems since they
provide refuge for many species. This advantage gives the Philippines an
abundance of marine resources. The Philippines is a part of a region known
as the Coral Triangle which is found in the Western Pacific Ocean; it
possesses the world’s highest levels of marine biodiversity. Also, the
Philippines is part of the heart of the coral triangle, where more than 500
species of coral and 2000 species of fish reside. The Coral Triangle is a
biodiversity hotspot - a region with high biodiversity and, at the same time,
threatened with destruction.
All of these threats (presented below) contribute to habitat destruction.

However, coastal development projects, i.e. reclamation projects, are a more
direct contribution to habitat destruction. Fortunately, there is an Executive
Order to address this matter, which will be stated as we move through this
lesson.
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Overfishing
Philippine fishery production has decreased between 2010 and 2017, the
contribution of the fishery sector to agriculture growth has been negative
since 2010. A recent publication by PSA (January 2020 – March 2020) shows
that the overall fisheries production has declined by 3.2%.
Coastal Pollution
Coastal pollution or marine pollution is a combination of chemicals and trash,
which mostly comes from land sources. Thousands of tons of trash and
waste are dumped into seas and oceans daily. The major causes of coastal
pollution are plastic debris, sewage and effluents, oil spills, and non-point
source.
Habitat Destruction
The destruction of habitats kills the species responsible for the habitat’s
ecological functions. Marine habitats usually affected are intertidal habitats,
which include mangrove forests, seagrass beds, and coral reefs. Soft bottom
habitats include areas of the seabed, which consist of fine substrates, like
mud and sand. Hard bottom habitats include exposed rocks and corals;
human-made structures like artificial reefs can also refer to as part of a hard
bottom habitat. Intertidal habitats are located between low and high tide lines
and can either be the soft or hard bottom, mangrove forests, rocky shores,
and salt marshes are in this category. All the threats mentioned in this unit
cause habitat destruction; for this section, we will focus on “direct” marine
habitat destruction done by human activities. Coastal reclamation projects
such as infrastructure, human settlements, aquaculture farms, and other
coastal development projects contribute to habitat destruction. Infrastructure
is a necessary part of development associated with the increasing human
population, but it can also negatively impact the environment.
Section 4 of Executive Order No. 74, S. 2018, states that “No reclamation
project shall be approved by the Philippine Reclamation Authority (PRA)
without the required Area Clearance and Environmental Compliance Certificate
(ECC) to be issued by the DENR. The DENR shall ensure transparency and
inclusivity in the conduct of the Environmental Impact Assessment (EIA)
which shall include public disclosure and multi-stakeholder engagement. If
the development project causes substantial damage to the environment, then
DENR will not give the ECC.
Warming of the Oceans

The world’s oceans absorb most of the excess heat from greenhouse gas
emissions leading to rising ocean temperatures. Increasing ocean
temperatures can negatively affect marine species and ecosystems; it can
cause coral bleaching and the loss of breeding/nursery grounds. The loss of
breeding grounds can also affect humans – threatening food security,
increasing the prevalence of diseases, extreme weather events, and the loss of
coastal protection (rising sea level). Presently, ocean warming is raising the
global sea level mainly because of 2 reasons: (1) water expands when it warms
and (2) the melting of glaciers and the polar icecaps.
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Ocean Acidification
Ocean acidification refers to the reducing of the ocean’s pH over an extended
period, primarily caused by the uptake of carbon dioxide from the
atmosphere. Atmospheric carbon dioxide enters the surface waters of the
ocean - the ocean typically absorbs about 30% of the carbon dioxide in the
atmosphere. As the concentration of atmospheric carbon dioxide increases,
the levels of carbon dioxide in the ocean also increases. Some species use
carbonate from the water to build shells and skeletons (Snails, clams, corals,
and others). As more carbon dioxide enters the oceans, more carbonate is
lost since it is transformed into bicarbonate because of the increasing acidity.
Carbonate becomes less available for specific species to build shells and
skeletons. Under severe conditions, their shells and skeleton can dissolve.
The discussion centers on the various threats to marine ecosystems that can
contribute to habitat destruction. Apparently, you are enjoined to intensify the
government and non-government organizations to minimize habitat
destruction and develop resilient communities. Create a campaign material
(can be a poster, song, blog, or vlog) that can help minimize these threats in
the marine ecosystems. If it is a recorded material, you can send the link to
your instructor.
Assessment
Instruction: Determine the marine ecosystems threat based on the given
keywords.
____ 1. Coastal reclamation and ___ 6. Reduced fish stocks

dredging
___ 2. Rising sea level ___ 7. Bioaccumulation
____ 3. Melting of the polar ____ 8. Land runoff
icecaps
____ 4. Carbonic acid ___ 9. Heat
_____ 5. Oil spills ____ 10. Carbonate
Instructions on how to submit student output

For students with a stable internet connection:
1) Submit all outputs through email that is provided by the instructor.
Note: All documents must be in letter-sized (short) bond paper.
2) For students with an unstable internet connection:
For written outputs, write it on a short bond paper. Submit outputs through a
courier such as L.B.C., J&T, J.R.S., etc., addressing to Civic Welfare Training
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Service, National Service Training Program Office, Visayas State University,

Visca, Baybay City, Leyte, or hand it to the nearest L.G.U. Kiosk.
Module Post-test:
For items 1-2, identify the environmental law. For items 3-10, choose the letter
of the best answer. Write your answer in the space provided.
_____1. This refers to organized efforts that empower and inspire people and
communities to collaborate for a more sustainable future.
_____2. The purpose of this Act is to promote environmental awareness
through environmental education (and for other purposes).
_____3. Select some direct indicators of climate change that are likely to
escalate in the warming world:
a) The level of the sea d. Temperature over field
b) Ocean heat content e. Seawater surface temperature
c) All of the above
_____4. Too much greenhouse gasses in the atmosphere will block heat from
escaping into space and trap too much heat close to the Earth's
surface causing:
a) An extinction. c. A global warming.
b) Another ice age. d. A tidal wave.
_____5. Waste incineration (burning) is not an appropriate method for the
disposal of solid waste since
a) It needs new technology. c. It takes a lot of space.
b) This is very expensive. d. It poses a host of environmental concerns.
_____6. Which of these approaches is a reasonable way to deal with the issue
of solid waste?
a) Recycle c. Landfill
b) Burn d. None of the above
_____7. Why is plastic toxic to sea life?
a) They can get tangled into it, which hinders their ability to dive.
b) It's not harmful because plastic waste is used by ecosystems
c) They mistake it for food, and they can't digest it
d) both A and C
_____8. Oil spills, wastewater, pesticides and silt runoff have been related to
extensive degradation of what kind of aquatic ecosystems?
a) Coastal wetlands. c. The coral reefs.
b) Mangrove marshes. d. Salt marshes.
_____9. The most powerful step you can take to reduce your carbon footprint is:
a) Switch the lights off more often than not
b) Drive an electric vehicle
c) Eat a vegetarian diet
d) Hang your clothes to dry.
_____10. What are the special facilities for sorting recyclables from multiple
streams?
a) Shredding up c. Compacting
b) Mechanical separator d. All of the above are
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Answers to pretest
1. True 2. False 3. True 4. False 5. False 6. True 7. True 8. True 9. d 10. b
Answers to posttest
1. Environmental education 2. RA 9512 3. c 4. c 5. d 6. A 7. d 8. C 9. c 10. d
References
bellpepperify. (2013, Jun 8). Guide to Writing Reaction Paper. [Video]. Youtube.
https://youtu.be/_obGyQkzXcI
Coastal Conservation and Education Foundation. (2020). Three is better than one:
Mangroves, Seagrass, and Coral Reefs. Retrieved from:
https://www.coast.ph/ccef-news/. Retrieved on: September 7, 2020.
Dacera, D. P., Ramada, D. P., Salangsang, A. P., Yap, C. A. C., Cerna, J. B., & Bellen, J. A.
(2019). Design and evaluation of pedal-operated composter. Innovative
Technology & Management Journal, 2.
DENROfficial. (2020, Feb 3). Manila Bay Accomplishment MBCO. [Video]. Youtube.
https://youtu.be/TVvHgGXHoaA.
Dy, R. T. (2018). Philippine fisheries dying. Business World. Retrieved from:
https://www.bworldonline.com/philippine-fisheries-
dying/?fbclid=IwAR0RReOwk_jkw0427u6iTgStIum34IX8cLMcXNlHYT-
tS5NfVvFMTcULC_4#/. Retrieved on: August 31, 2020.
Franzen R. L. (2018). Environmental education in teacher education programs:
Incorporation and use of professional guidelines. The Journal of Sustainability
Education.
Greenpeace Philippines. (2020). Air pollution from fossil fuels a major cause of
premature deaths. Retrieved from: https://www.greenpeace.org/philippines/
on: August 26, 2020.
National Oceanic and Atmospheric Administration. 2020). What is ocean acidification?
Retrieved from: https://oceanservice.noaa.gov/ on: September 7, 2020.
OxfamAustralia. (2015, Oct 8). Climate Change: The Philippines. [Video]. YouTube.
https://youtu.be/fN-ZnY61_C8.
Philippine Statistics Authority. (2020). Fisheries Situation Report, April to June 2020.
Retrieved from: https://psa.gov.ph/ on August 31, 2020.
UNTV Sport. (2019, Nov 30). Department of Environment and Natural Resources.
[Video]. YouTube. https://youtu.be/GWtDLHAvegY.
Vila, A. (2018). Philippines plastic pollution: Why so much waste ends up in oceans.
Lifestyle/Health. Retrieved from: https://www.scmp.com/ on: September 1,
2020.
World Wildlife Organization. (2020). Coral Triangle. Retrieved from:
https://www.worldwildlife.org/places/ on: September 1, 2020.
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Module 6: National
Security Concerns
Module Overview
National Security is "a state or condition wherein the people's welfare,
wellbeing, ways of life; government and its institutions; territorial integrity;
sovereignty; and core values are enhanced and protected (National Security
Policy 2017-2022). In NSTP, the aim is to transform the youth into responsible
citizens with an orientation on the concept and mechanisms of national
security focus on community development.
This module focuses on the following theme: 1) the concept of national
security; and creating a culture of peace.
Module Pretest
Instructions.
_____1. All of the following are pillars of National Security Policy of 2017-
2022, except one. Which is the exception?
a. Safeguarding the Philippines’ national unity, its democracy, and its
social institutions.
b. Protection of properties, infrastructures, and keeping the people
safe from all forms of threats.
c. Curb crime rate that posed a significant deterrent to investment.
d. Ensuring the security of the State and preserving and protecting
its sovereignty, territorial integrity, and its institutions.
_____2. The following National Security Interests refers to the government's
enhanced its ability to execute the mandate by strengthening the five
pillars of the criminal justice system – law enforcement, the courts,
prosecution, penology, and the community.
a. Socio-political stability.
b. Public safety, law and order, and justice.
c. Ecological Balance.
d. Territorial integrity
_____3. The following National Security Interests refers to the government's
effort to build an economy that is strong and capable of supporting
and sustaining human livelihoods and national efforts in the
framework of the Philippines' development plans and objectives.
a. Socio-political stability.
b. Public safety, law and order, and justice.
c. Ecological Balance.
d. Economic solidarity
_____4. A culture of peace refers to the values, attitudes, traditions, modes of
behavior, and ways of life that reflect and inspire.
a. True
b. False
30
_____5. Which of the following promotes a culture of peace?
a. Rejection of violence in all its forms and commitment to the

prevention of violent conflict by tackling their root causes through
dialogue and negotiation.
b. Promotion of the equal rights and opportunities of women and

men.
c. Recognition of the right of everyone to freedom of expression,

opinion, and information.
d. Devotion to principles of freedom, justice, democracy, tolerance,

solidarity, cooperation, pluralism, cultural diversity, and dialogue.
e. All of the above.
Motivation Question
How do you contribute to a lasting peace?
Lesson 6.1: Concept of National Security
Lesson Summary
It is well-stated in the National Security Policy 2017-2022 that National
Security is "a state or condition wherein the people's welfare, wellbeing, ways
of life; government and its institutions; territorial integrity; sovereignty; and
core values are enhanced and protected.
The security threats are 1) any action or sequence of events that threatens to
drastically and quickly degrade the quality of life of the people, and 2) any
development that has the potential to narrow significantly the range of policy
choices available to the government or non-government entities within the
state.
Learning Outcomes
At the end of the lesson, the learner will discuss the concept of national
security.
Motivation Question
Do you enjoy a stable and comfortable lifestyle, secure of the daily needs and
unexpected expenses?
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Discussion
Pillars of National Security Policy 2017-2022
The first pillar is anchored on safeguarding the Philippines’ national unity, its
democracy, and its social institutions. The most essential foundation of
national unity is that all citizens share one national identity, i.e., being Filipinos
regardless of their ethnic, religious, cultural, and ideological orientations.
The second pillar is ensuring the security of the State and preserving and
protecting its sovereignty, territorial integrity, and its institutions.
The third pillar is the protection of properties, infrastructures, and keeping the
people safe from all forms of threats, both here and abroad, and to the extent
possible, creating jobs to bring back home overseas Filipino workers where
their physical safety can be fully guaranteed by our Government.
National Security Council
National Security Council primarily functions to advise the President with

respect on the integration of domestic, foreign, and military policy.
Department of National Defense (DND) is a national government agency
mandated for “guarding against external and internal threats to national
peace and security, promote the welfare of soldiers and veterans, and provide
support for social and economic development” (www.dnd.gov.ph) Link here:
https://www.dnd.gov.ph/ transparency/ about-dnd/mandate-mission-
vision.html.
DND Secretary – advises the president on defense matters and developing
National Security Interests
Public safety, law and order and justice. The government seeks to enhance
its ability to execute the mandate by strengthening the five pillars of the
criminal justice system – law enforcement, the courts, prosecution, penology,
and the community. Participatory governance is the core concept.
Socio-political stability. This is a condition where peace prevails even in
diversity and where cooperation and support exists between the government
and the people.
Economic solidarity and sustainable development. Building an economy
that is strong and capable of supporting and sustaining human livelihoods
and national efforts in the framework of the Philippines' development plans
and objectives.
Territorial integrity ensures that the territory of the country is intact and
inviolable, and under the effective control and jurisdiction of the Philippine
government.
Ecological Balance. Rapid economic growth and industrialization are
transforming and improving the lives of many Filipinos. The Philippines must
be able to reap the benefits of its abundant natural resources while at the
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32
same time sustaining and maintaining these limited resources for the sake of
the future generation.
Cultural cohesiveness is an essential cornerstone of nationhood and
national survival. Without national unity, there is no future for the country.
Filipinos must continue to embrace the values and belief systems, the moral
and ethical standards, the traditions, and cultural heritage which us truly
distinct and earned a respected place in the community of nations.
Moral and spiritual consensus focuses on the wisdom and righteousness
of the national vision. Trust and confidence inspire and motivate the citizens
to participate vigorously in the implementation of governmental programs
that promote peace and development.
International peace and cooperation. The Philippines commits to promote
global peace, development, and humanitarianism. The country pursue cordial
and constructive relations with all peoples but remain free from the threat of
aggression.
Threats to National Security
The National Security Policy identified several major internal and external
issues and challenges confronting the Philippine society.
Internal Environment
Law and order and administration of justice. The national crime rate has
posed a significant deterrent to investment as it constrained the country’s
overall development potential. The illegal drug problem needs a proactive
solution. One of the main tasks of governance is to ensure public stability and
uphold the rule of law.
Internal armed conflicts. Communist rebellion by Communist Party of the
Philippines – New People’s Army (CPP-NPA) continues to pose severe peace
and order problems in the country. The Muslim separatist struggle (e.g.,
MILF) contributes to instability in the impoverished parts of Mindanao.
Terrorism and transnational crimes pose a direct threat to the security of
international peace and prosperity. The Philippines strengthens and enhances
already existing cooperation with international partners to develop an
appropriate measures.
Economic and social threats. Poverty remains a priority concern. In 2015,
PSA showed that poverty incidence remains unacceptably high at 21.6%.
Almost one-fourth of the 100 million population is hungry.
External Environment
Overlapping territorial claims and maritime domains issues. The Philippines

should address disputes concerning maritime boundaries. Particularly,
maritime interests in Philippine Rise and Batanes Islands in the north, and the
ZambaSulTa and Bongao islands in the Southern Philippines. West Philippine
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Sea remains the foremost security challenge. The country explores

diplomatic negotiations among our neighboring countries.
Global and regional geopolitical issues. In addition to WPS, interstates and
intrastate conflicts are an immediate concern to the Philippines, e.g., tension
in the Korean Peninsula, unsettled Sabah issue, China-Taiwan conflict, power
rivalries with the United States of America. Read more in NSP 2017-2022
here: https://www.nsc.gov.ph/attachments/article/NSP/NSP-2017-2022.pdf.
Global uncertainties and proliferation of weapons of mass destruction. This
includes an increased global economic uncertainties, welfare of OFWs, and
the proliferation of weapons of mass destruction. The Philippines continues
to strongly support global call for greater collaboration.
Other strategic issues and challenges. This includes the rising threat of
cybercrime and climate change. Collaborative efforts with the academe and
business community should be part of the national campaign.
Institutional concerns. Reforms in the security and judicial sectors are
urgent. The Government emphasizes on modernizing and professionalizing
the armed services,, strengthening the judicial system, strengthening
legislative oversight on security agencies, and improving the national security
and intelligence community.
1. One national security interest shown in National Security Policy is
ecological balance, do you think using dolomite sand in beach
enhancement project of DENR in some parts of Manila Bay contribute
to such interest? Why or Why not? Provide evidence such as
standards of using dolomite in beaches and articles on ecological
balance.
2. Describe types of the national security threats the Philippines is
facing. How did the Government address such threats?
National security threats Government solutions
Internal threats
External threats
Assessment
1. If given a chance to be the overall in-charge of the National Security
Council, what will be your top three priority security programs for your
countrymen? Explain. To help you accomplish this task, use the rubric
in page 6 of module 1.
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Lesson 6.2: Creating Culture of Peace
Lesson Summary
Peace education is the most effective way to foster a culture of peace. Peace
education must be recognized as an integral factor in establishing a culture
of peace in all parts of the world, in all cultures, and nations.
To echo the words of Navarro-Castro and Nario-Galce (2008), this lesson is
“firmly rooted in the belief that deliberate and sustained peace education,
both in our schools and in our communities, is an important force and
pathway towards a culture of peace.”
Learning Outcomes
At the end of the lesson, the learner will identify the elements creates a
culture of peace.
Motivation Question
What are your opinion on UNESCO’s (United Nations Educational Scientific
and Cultural Organization) assertion that, “since wars begin in the minds of
men, it is in the minds of men that the defenses of peace must be
constructed”?
Discussion
What is a culture of peace?
In two decades ago, the UN Declaration (1998) states that “a culture of peace
is a set of beliefs, behaviors, customs, behavioral habits and forms of life that
embody and inspire:
o respect for life and for all human rights;
o rejection of violence in all its forms and commitment to the prevention
of violent conflict by tackling their root causes through dialogue and
negotiation;
o commitment to full participation in the process of equitably meeting the
needs of present and future generations;
o promotion of the equal rights and opportunities of women and men;
o recognition of the right of everyone to freedom of expression, opinion
and information;
o devotion to principles of freedom, justice, democracy, tolerance,
solidarity, cooperation, pluralism, cultural diversity, dialogue ,and
understanding between nations, between ethnic, religious, cultural and
other groups, and between individuals.
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Typology of Violence
Violence according to the World Report on Violence and Health (Violence

prevention alliance, n.d.), is the “intentional use of physical force or power,
threatened or actual, against oneself, another person, or against a group or
community, that either result in or has a high likelihood of resulting in injury,
death, psychological harm, maldevelopment, or deprivation."
Table 2. Typology of violence.
Level
Forms of Personal Interpersonal/ National Global
Violence Community
Direct/Physical oSuicide oDomestic oCivil war oConventional war
oDrug abuse violence oviolent crimes onuclear war
oviolent crimes ohuman rights ohuman rights
abuses abuses
Structural, oPowerless-ness oLocal oNational oGlobal inequalities
economic, inequalities inequalities opoverty, hunger
political opoverty, hunger
Sociopolitical oAlienation oprejudice oprejudice oprejudice
Psychological olow self-esteem ocultural ocultural domination ocultural
oanxiety domination oracism domination
oracism osexism oracism
osexism oreligious osexism
oreligious intolerance oreligious
intolerance intolerance
Ecological oOverconsumption oOvercon- oOverconsumption oOverconsumption
sumption opollution opollution
opollution ochemical and ochemical and
biological warfare biological warfare
onuclear power onuclear power
radiation radiation
Holistic Concept of Peace and Violence.
The diagram below summarizes the foregoing discussion of a comprehensive

concept of peace.
Figure 1. Comprehensive concept of peace (Navarro-Castro & Nario-Galce, 2008).
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A Philippine Framework toward a Culture of Peace
Shown in figure 3 is the Philippine framework toward a culture of peace with

six dimensions and six values. The categories are not exhaustive, but they
represent the major concerns and the needed values for the building of a
culture of peace in the Philippines. To move closer to the goal of establishing
a peace culture, it is absolutely important that personal and family integrity
are protected and promoted.
Refer to the book of Navarro-Castro and Nario-Galce (2008) for the
comprehensive discussion of the knowledge areas, skills, and
attitudes/values relevant in education for peace.
Figure 2. Philippine framework toward a culture of peace.
1. Listed in the table are the dimensions of Philippine framework toward
a culture of peace. Your task is to provide your intervention to promote
culture of peace in the school or workplace.
Dimensions of Philippine Intervention to promote culture of peace in

Framework toward a Culture the school or workplace
of Peace
Personal and family integrity
Human rights & democracy
Poverty eradication
Intercultural understanding &

solidarity
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37
Disarmament & cessation of

hostilities
Environmental protection
Assessment
1. Create a campaign material (can be a poster, song, blog, or vlog) that
can create the culture of peace in the school community. If it is a
recorded material, you can send the link to your instructor.
Instructions on how to submit student output

For students with a stable internet connection:
1) Submit all outputs through email that is provided by the instructor.
Note: All documents must be in letter-sized (short) bond paper.
For students with an unstable internet connection:
1) For written outputs, write it on a short bond paper. Submit outputs
through a courier such as L.B.C., J&T, J.R.S., etc., addressing to Civic
Welfare Training Service, National Service Training Program Office,
Visayas State University, Visca, Baybay City, Leyte, or hand it to the
nearest L.G.U. Kiosk.
Module Posttest
1. Which of the following National Security Interests s an essential

cornerstone of nationhood and national survival.
a. Socio-political stability. c. Ecological Balance.
b. Cultural cohesiveness d. Economic solidarity.
2. Which of the threats to national security refers to the
a. National crime rate (e.g., illegal drug problem) that posed a
significant deterrent to investment constraining the country’s
overall development potential.
b. Terrorism and transnational crimes.
c. Law and order and administration of justice.
d. Internal armed conflicts.
e. Global and regional geopolitical issues.
3. What is education for peace?
a. To foster a culture of goodwill focused on human rights.
b. Read about the negotiating processes of modern culture.
c. Think about military war.
4. Is there a role for young people in conflict prevention?
a. Youth is a central player in the successful avoidance of violence.
b. There may be a function, but it may be marginal.
c. There is no place for the youth in this respect.
d. They are too young to participate.
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5. What does the word 'peace' mean by that?

a. The denial of weapons of mass destruction.
b. You can sleep sound at night worry-free
c. The lack of a confrontation.
d. The absence of conflict and the presence of dialogue,
understanding and collaboration.
References and Additional Resources
Department of National Defense [DND] (n.d.) Mandate, mission, and vision. Available at:
https://www.dnd.gov.ph/transparency/about-dnd/mandate-mission-vision.html
National security strategy: security and development for transformational change and
well-being of the Filipino people.
https://www.officialgazette.gov.ph/downloads/2018/08aug/20180802-
national-security-strategy.pdf
Nario-Galace, J. (2020). Peace Education in the Philippines: Measuring Impact. The
Journal of Social Encounters, 4(2), 96-102.
Navarro-Castro, L., & Nario-Galace, J. (2010). Peace education: a pathway to the
culture of peace. Center for Peace Education, Miriam College.
Oppenheimer, L., & Kuipers, I. (2003). Filipino children's understanding of peace,
war, and strategies to attain peace. Peace and Conflict, 9(3), 235-257.
Answers to the Pretest
1. c 2. b 3. d 4. a 5. e
Answer to the Posttest
1. b 2. c 3. a 4. a 5. D
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CIVIC WELFARE
TRAINING SERVICE
National Service Training Program
For inquiries, contact:
JOY A. BELLEN
joy.bellen@vsu.edu.ph
Use this code when referring to this material:

TP-IMD-02 v0 07-15-20 • No. CWTS-001-IM
Visca, Baybay City, Leyte

Philippines 6521
information@vsu.edu.ph
+63 53 565 0600

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CWTS-11

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FELIX JOHN T. AMESTOSO

MARK MATTHEW A. AUGUIS

Lesson 4.1: Overview of the Philippines

Recovery Framework (NDRRMRF), it serves as the key guide to disaster risk

5. Training and Education in DRR

IV. Organizational Network

2. Accreditation, Mobilization, and Protection of Disaster Volunteers and

V. Operational Structure (PDRMS)

VI. Typical organization of disaster coordinating council

b. Provide security; prevent looting, protect person and property.

Lesson 4.2: Disaster Risk Reduction and

Definition of Disaster Management Terms

Disaster Risk Management: What and Who

Disaster Risk Management Cycle

Post-Disaster Recovery Phase

Figure 4.1 Disaster Management Cycle

Disaster management refers to the efficient and effective utilization of

c. Building back better during this process means not generating

The rationale for Risk Management

Table 1. Evolving DM concepts and paradigms.

Traditional/Reactive Risk Management/ Proactive

Disaster Risk Management Objectives

The government is pursuing a holistic system for disaster management that

Answer the following questions. Write your answer on a separate paper.

1. What DRR activities can take place in school?

Lesson 4.3: Geographic Hazards and

region on November 8, 2013 with estimated 10B cost of damages (Her-

The Philippines Hazard Scope

Destructive Historical Earthquake of the Philippines (Source:

_____3. Preparedness helps reduce the severity of the impact of a particular

References and Additional Resources

Answers to the Pretest

Answer to the Posttest

________1. Environmental education provides essential information that can

________9. Which of the following is a true statement about the energy

Lesson 5.1: Basic Concepts and Laws

The State recognizes the role of environmental education in protecting natural

The strategies to promote environmental education include curricular and

1. All natural resources in the country are at a great risk of suffering

1. CHED Memorandum Order No. 33 Series of 2009. The focus is on

5. Republic Act No. 9175 or the Chainsaw Act of 2002. It is an Act

1. Watch the following Youtube videos on a) Department of Environment

1. Explain the relevance of environmental education to your chosen

_____ 1. Ecological Solid Waste Management

Lesson 5.2: Climate Change

What is Climate Change?

From deforestation to overpopulation, human activities are pushing up the

What are the effects of climate change?

In addition to creating new agricultural challenges, climate change can

Mitigation and adaptation in responding to climate change

when you respond though, is up to you. Adaptation involves pinpointing and

3. As a student, in what small ways can you do to mitigate the impacts of

Lesson 5.3: Ecological Solid Waste

Why is there a need to manage solid wastes?

Solid wastes come in different forms. Agricultural waste is known as waste

What is Ecological Solid Waste Management?

Solid waste management refers to the directed processing of waste material

The Environmental Management Bureau (EMB) of the DENR spearheads the

What are the salient features of R.A. 9003?

a. Creation of the National Solid Waste Management Commission, the

1. Language. You can use mother tongue, English or Filipino.

__ 1. Coastal reclamation and _ 6. Reduced fish stocks