UNIVERSITY OF NORTHEASTERN PHILIPPINES

School of Graduate Studies and Research

Iriga City

Name: MARY GRACE S. CABALQUINTO Date: August 7, 2022

Subject: MSCI 102 (Earth & Environment Science ) Score:

FINAL EXAMINATION

I. Direction: Define the following terms:

1. Ecosystem- is a geographic area or a community wherein plants, animals, and other organisms, as well as
weather and landscape, work together or interact each other. Ecosystems contain biotic or living, parts,
as well as abiotic factors, or nonliving parts.
2. Environmental Education- is a process in which individuals gain awareness of their environment and
acquire knowledge, skills, values, experiences and the determination on how to face the environmental
challenges.
3. Environment- it refers to all the physical surroundings in Earth. Everything that surrounds us is
environment. The environment includes everything living and everything nonliving. The nonliving part of
the environment has three main parts: the atmosphere, the hydrosphere, and the lithosphere. People,
animals, plants, and all other living things rely on the nonliving parts of the environment to survive. All
our surroundings including the air, soil, water, plants, and animals make up the environment
4. Environmental Science- is an interdisciplinary academic field that integrates physics, ecology, geology,
meteorology, biology, chemistry, engineering, and geography to the study of the environment, and the
solution of environmental problems. Environmental science is a quantitative discipline with both applied
and theoretical aspects and has been influential in informing the policies of governments around the
world. Environmental science is considered separate from environmental studies, which emphasizes the
human relationship with the environment and the social and political dimensions thereof.
5. Environmental Jurisprudence- In law, jurisprudence is the study of legal philosophies, theories and
perspectives-plays an important role in intellectual life of the Law Center
6. Homeostasis- Homeostasis is the ability to maintain a relatively stable internal state that persists despite
changes in the world outside. All living organisms, from plants to puppies to people, must regulate their
internal environment to process energy and ultimately survive.
7. Food Chain- is an energy source diagram. It shows the sequence of transfers of matter and energy in the
form of food from organisms to organisms. A food chain refers to the hierarchy in which organisms in an
ecosystem are grouped into trophic (nutritional) levels. A food chain describes how different organisms
eat each other, starting out with a plant and ending with an animal. A food chain is a connection
between one organism and another organism in nature where one depends on the other for food.
8. Law of Thermodynamics- Thermodynamics is the study of relationships involving heat, mechanical work,
and other aspects of energy. thermodynamics deals with the transfer of energy from one place to
another and from one form to another. The key concept is that heat is a form of energy corresponding
to a definite amount of mechanical work.

3 Laws of Thermodynamic

• The first law, also known as Law of Conservation of Energy, states that energy cannot be created or
destroyed in an isolated system.
• The second law of thermodynamics states that the entropy of any isolated system always increases.
• The third law of thermodynamics states that the entropy of a system approaches a constant value as the
temperature approaches absolute zero.
9. Food Web - A food web is a group of food chains that consists of many interconnected foods chain
within an ecosystem. It shows the overall food relationships between organisms in a particular
environment. Food webs consist of many interconnected food chains and are more realistic
representation of consumption relationships in ecosystems.
10. Ecological Role of 10- The 10% Rule means that when energy is passed in an ecosystem from one trophic
level to the next, only ten percent of the energy will be passed on. An energy pyramid shows the feeding
levels of organisms in an ecosystem and gives a visual representation of energy loss at each level. The 10
percent law of energy flow states that when the energy is passed on from one trophic level to another,
only 10 percent of the energy is passed on to the next trophic level.
11. Trophic Level - In a food chain, each organism occupies a different trophic level, defined by how many
energy transfers separate it from the basic input of the chain. A trophic level is the group of organisms
within an ecosystem which occupy the same level in a food chain. There are five main trophic levels
within a food chain, each of which differs in its nutritional relationship with the primary energy source.
The primary energy source in any ecosystem is the Sun (although there are exceptions in deep sea
ecosystems). Trophic level three consists of carnivores and omnivores which eat herbivores; these are
the secondary consumers.
Trophic level four contains carnivores and omnivores which eat secondary consumers and are known as
tertiary consumers.
Trophic level five consists of apex predators; these animals have no natural predators and are therefore
at the top of the food chain.
12. Environmental Compliance Certificate (ECC) - Environmental Compliance Certificate (ECC) - document
issued by the DENR/EMB after a positive review of an ECC application, certifying that based on the
representations of the proponent, the proposed project or undertaking will not cause significant
negative environmental impact. Any project in the Philippines that poses a potential environmental risk
or impact (such as mining, agriculture projects, and construction) is required to secure an Environmental
 Compliance Certificate (ECC) from the Department of the Environment and Natural Resources –
Environmental Management Board (DENR-EMB).
13. Environment Threats- Threats are harmful after-effects of human activities to the physical environment
plaguing the planet with pollution, deforestation, climate change, ozone depletion, and water scarcity.
14. Law of Conversation of Matter- The first law of thermodynamics. It states that during any physical or
chemical change, energy cannot be created or destroyed in an isolated system. In other words, the
amount of energy during a chemical reaction stays the same, even when matter changes form.
II. Answer the following questions:

1. Cite the vision, mission and goals of Environment Education.

Environmental education (EE) is a process that helps individuals, communities, and organizations learn
more about the environment, and develop skills and understanding about how to address global
challenges. It has the power to transform lives and society. It informs and inspires.
Our Vision A just and sustainable world where environmental and social responsibility drive individual,
institutional, and community choices.
Our Mission To use the power of education to advance environmental literacy and civic engagement to
create a more equitable and sustainable future. We work with educators, policymakers, and partners
throughout the world.

Tbilisi Goals and Objectives

II. The Conference endorses the following goals, objectives, and guiding principles for environmental
education:
The goals of environmental education are:
• to foster clear awareness of, and concern about, economic, social, political, and ecological
interdependence in urban and rural areas.
• to provide every person with opportunities to acquire the knowledge, values, attitudes, commitment, and
skills needed to protect and improve the environment.
• to create new patterns of behavior of individuals, groups, and society towards the environment.
The categories of environmental education objectives are:
• Awareness—to help social groups and individuals acquire an awareness and sensitivity to the total
environment and its allied problems.
• Knowledge—to help social groups and individuals gain a variety of experience in, and acquire a basic
understanding of, the environment and its associated problems.
• Attitudes—to help social groups and individuals acquire a set of values and feelings of concern for the
environment and the motivation for actively participating in environmental improvement and protection.
• Skills—to help social groups and individuals acquire the skills for identifying and solving environmental
problems.
• Participation—to provide social groups and individuals with an opportunity to be actively involved at all
levels in working toward resolution of environmental problems.

2. Give an overview of the current National Environment Education Plan for Sustainable Development (2022
onwards).
➢ National Environment Education Plan for Sustainable Development 2018-2040 (Version 1)

Aim: To educate the young to play their role as responsible citizens in achieving the SDGs grounded in
national needs, culture and context and to enhance sustainable practices as a common culture among
Filipinos.
Objective: To support the achievement of SDGs in the Philippines through environmental education by
capitalizing on local values and culture as a viable approach to achieve sustainable development.
 Scope: The Action Plan is based on the neo-model of Environmental Education in the Philippines. Its
foundation is based on the 3 pillars of sustainable development: environmental, social and economic.
Integration of the SDGs in the Action Plan addresses environmental, social and economic issues and
concerns that are interconnected and equally important in any effort towards sustainable development.
7 KEY Medium Term (2018-2022)
STRATEGIES
Key Results • SDG themes are introduced as a key
theme across all environmental
education policy instruments
• Filipino socio-cultural values are
introduced as a key driver in
environmental education policy
instruments
•Institutional arrangements
enhanced to support environmental
education in the large scale
• Plans and budgets established for
extension of environmental education
in the large scale
Institutional • Strengthen the InterAgency
Arrangements Committee on Environmental
Education
• Engage peripheral communities
• Establish national subcommittees
on education and awareness for
every SDG and cross cutting themes
(socio-cultural,
communication/outreach and
monitoring)
• Annual budget allocated for
extension of environmental education
National and • Flagship partners and stakeholders
International identified, and contact initiated
• Partnerships with local
partnerships telecommunication companies and
media to send out messages on
environmental issues, data and
important dates
Initiatives and • Enhanced NSSEFS with a balanced
Awards integration of environment,
sociocultural and economic factors
and alignment with SDGs • Introduce
additional socio-cultural prize
Curriculum • Workshops on ESD • Developed
master curricula on Environmental
Education to support SDGs and socio-
cultural values for elementary, high
and tertiary education. • Integration
of EE/ knowledge on SDGs integrated
into STEM education
Teaching and Develop teaching module on
Learning Environmental Education guided by
SDGs and socio-cultural values •
Materials Compile and provide recommended
reading list for school libraries •
Establish a knowledge center for
developing interactive teaching and
Long Term (2023–2030)
• 50% of schools (elementary, high
and tertiary) participate in
environmental education outreach
programs towards sustainable
development guided by the SDGs
• Curricula to support the SDGs
developed and made compulsory
at all education levels •
Comprehensive stakeholder
engagement to support the SDG
themes
Establish regional subcommittee on
education and awareness for every
SDG established and cross cutting
themes (socio-cultural,
communication/outreach and
monitoring)
• Cooperation with flagship
partners and stakeholders to
support environmental education
for sustainable development •
Schools participate in identified
international competitions •
Application for international grants
• Participate in international
conferences
• Elements of the NSSEFS made
compulsory to all schools and
educational institutions • Awards
for all the SDGs (themes) designed
and suitable sponsors identified •
Hall of fames award established for
winning schools to compete
Develop syllabus for sustainable
development as a compulsory
elective subject in tertiary
education institutions
• Develop repository on available
national and international materials
and tools as reference for teaching
• Teaching guidebook developed to
support teaching of SDG themes
and integration of sociocultural
values in the classroom
Foresight (2031–2040)
• 100% of schools (elementary,
high and tertiary) participate in
environmental education
outreach programs towards the
SDGs and new development
agendas
• Update curricula to support the
SDGs and new development
agendas
• Stakeholder engagement
strengthened, and partnerships
sustained to meet future
development goals
Scheduled nation-wide training
workshops for teachers and
students by SDG sub committees
International and national
partnerships on new development
agendas beyond SDGs extended
• Compulsory school and
community level projects guided
by the new development plans
and other identified needs •
Organized problem-based
internship programs related to
SDGs and socio-cultural values for
tertiary students • Awards
updated in line with new
development agendas
Update curriculum to integrate
issues being addressed in new
development plans
Teaching materials updated to
match new development goals
 learning materials with subject matter
experts guided by SDG themes
Capacity • Workshops for teachers on how to National forum for teachers on Publish educational journal on
Building integrate knowledge environmental environmental education • environmental education guided
education guided by sustainable Education beyond the classroom to by SDGs
development and linked to local socio- support Lifelong Learning
cultural values • Develop modules for
environmental education as a
specialization or as a compulsory
elective module for teacher training
institutes • Tertiary educational
institutions to organize forums and
conferences on environmental
education • Publish research papers in
journals on environmental education
and sustainable development
Monitoring & • Establish data base to record data on Develop committee to monitor the Update monitoring framework
Evaluation all environmental education initiatives quality and relevance of teaching and indicator system to be in line
(across all agencies) for monitoring, and environmental education with new national and global
coordination and decision making • learning materials produced • development agendas •
Establish a monitoring framework and Undertake monitoring of Workshop to train staff on
indicator system for outputs and environmental education updated framework and indicator
outcomes of environmental education instruments including NSSEFS at system
• Develop capacity of staff from annual intervals and measure
agencies in inter-agency committee in progress towards targets •
monitoring including quantitative and Generate high quality monitoring
qualitative data analysis • Establish reports in line with development
online self-reporting tools for schools partner requirements
• Report on progress of targets and
issues to the inter-agency committee,
partners and stakeholders

3. Explain the role of environmental science education in attaining the objective for a sustainable society.
In learning environmental science education, individuals develop their environmental awareness
and acquire knowledge and skills. Individuals or groups develop their deeper understanding on
environment issues, like how to conserve the natural resources. They are well-equipped on how
to use the natural resources without damaging or overusing it so that the future generation may
use it again. They can also create new approach to environmental issues.

4. What are the key of elements of Sustainable development in attaining the objective for a sustainable
society.
THE 6 ESSENTIAL ELEMENTS –
1. People
Determined to ensure healthy lives of all people and better state of
development for improvements and amelioration of living standards
2. Planet
Determined to utilize resources sustainably, protect natural sources and
climate for future generations
3. Prosperity
Determined to grow a strong economy that can sustain a country’s
future, as well as the country’s citizens
4. Justice
Determined to promote safe environment with strong institutions
and peaceful societies
5. Partnership
Determined to develop good global relationship with other nations for
innovations and sustainable development
6. Dignity
Determined to put an end to poverty and oppose inequality in all nations
 5. What is an Environmental Impact Statement (EIS)? What are the requirements for preparing the EIS and
explaining why these requirements are necessary?
An Environmental Impact Statement (EIS) is a document or an analytical report that describe the effects
for proposed activities on the environment. It also describes the alternative action or plan to mitigate the
environmental impacts. An Environmental Impact Statement (EIS) is a document prepared to describe the
effects for proposed activities on the environment. "Environment," in this case, is defined as the natural
and physical environment and the relationship of people with that environment. This means that the
"environment" considered in an EIS includes land, water, air, structures, living organisms, environmental
values at the site, and the social, cultural, and economic aspects. An "impact" is a change in consequence
that results from an activity. Impacts can be positive or negative or both. An EIS describes impacts, as well
as ways to "mitigate" impacts. To "mitigate" means to lessen or remove negative impacts.

Therefore, an Environmental Impact Statement, or EIS, is a document that describes the impacts on the
environment as a result of a proposed action. It also describes the impacts of alternatives as well as plans
to mitigate the impacts.

EIS Requirements
Federal laws and regulations require the federal government to evaluate the effects of its actions on the
environment and to consider alternative courses of action. The National Environmental Policy Act of 1969
(NEPA) specifies when an environmental impact statement (EIS) must be prepared. NEPA regulations
require, among other things, federal agencies to include discussion of a proposed action and the range of
reasonable alternatives in an EIS. Sufficient information must be included in the EIS for reviewers to
evaluate the relative merits of each alternative. Council for Environmental Quality (CEQ) regulations
provide the recommended format and content of Environmental Impact Statements.

6. Conduct an environmental impact assessment on the Waste Management Disposal Project in

your locality:
a. Go to the place or site of the project in your locality for an impact survey.
b. Conduct an on—the- spot documentation and do a pictorial documentation.
c. Interview local officials or authorities about the advantages and disadvantages brought about by the
change or impact of the project on the environment.
d. Make a written report of your survey.

III. Enumerate and explain the following:

1. Environmental Protection Laws of the Philippines
• P.D 1586- Philippine Environment Impact Statement System-
The Environment Impact Assessment System was formally established in 1978 with the
enactment of Presidential Decree no. 1586to facilitate the attainment and maintenance
of rational and orderly balance between socio-economic development and environmental
protection. EIA is a planning and management tool that will help government, decision
makers, the proponents and the affected community address the negative consequences
or risks on the environment. The process assures the implementation of environment-
friendly projects.
• R.A. 6969- Toxic Substances and Hazardous and Nuclear Wastes of 1990
The law aims to regulate restrict or prohibit the importation, manufacture, processing,
sale, distribution, use and disposal of chemical substances and mixtures the present
unreasonable risk to human health. It likewise prohibits the entry, even in transit, of
hazardous and nuclear wastes and their disposal into the Philippine territorial limits for
whatever purpose; and to provide advancement and facilitate research and studies on
toxic chemicals.
 • R.A. 8749- Philippine Clean Air Act of 1999
The law aims to achieve and maintain clean air that meets the National Air Quality
guideline values for criteria pollutants, throughout the Philippines, while minimizing the
possible associated impacts to the economy.
• R.A. 9003- Ecological Solid Waste Management Act of 2000
In partnership with stakeholders, the law aims to adopt a systematic, comprehensive and
ecological solid waste management program that shall ensure the protection of public
health and environment. The law ensures proper segregation, collection, storage,
treatment and disposal of solid waste through the formulation and adaptation of best
eco-waste products.
• R.A. 9275- Philippine Clean Water Act of 2004
The law aims to protect the country's water bodies from pollution from land-based
sources (industries and commercial establishments, agriculture and
community/household activities). It provides for comprehensive and integrated strategy
to prevent and minimize pollution through a multi-sectoral and participatory approach
involving all the stakeholders.

2. Decrees and Republic Acts related to the Environmental protection law.

PHILIPPINE ENVIRONMENT LAWS - CHAN ROBLES VIRTUAL LAW LIBRARY

MAIN INDEX

EXECUTIVE ORDER NO. 79

INSTITUTIONALIZING AND IMPLEMENTING REFORMS IN THE PHILIPPINE MINING SECTOR PROVIDING POLICIES
AND GUIDELINES TO ENSURE ENVIRONMENTAL PROTECTION AND RESPONSIBLE MINING IN THE UTILIZATION
OF MINERAL RESOURCES
Chain Saw Act of 2002
Republic Act No. 9175
Philippine Plant Variety Protection Act of 2002
Republic Act No. 9168
Mt. Kanla-on Natural Park (MKNP) Act of 2001
Republic Act No. 9154
Wildlife Resources Conservation and Protection Act
Republic Act No. 9147
National Caves and Cave Resources Management and Protection Act
Republic Act No. 9072
Ecological Solid Waste Management Act of 2000
Republic Act No. 9003
Philippine Clean Air Act of 1999
Republic Act No. 8749
Implementing Rules & Regulations of the Philippine Clean Air Act of 1999
Philippine Fisheries Code of 1998
Republic Act No. 8550
 Animal Welfare Act of 1998
Republic Act No. 8485
Agriculture & Fisheries Modernization Act of 1997
Republic Act No. 8435
The Indigenous Peoples Rights Act of 1997
Republic Act No. 8371
An Act for Salt Iodization Nationwide (ASIN)
Republic Act No. 8172
Coconut Preservation Act of 1995
Republic Act No. 8048
The Water Crisis Act of 1995
Republic Act No. 8041
Philippine Mining Act of 1995
Republic Act No. 7942
Amendment to the Agrarian Reform Code
Republic Act No. 7907
High-Value Crops Development Act of 1995
Republic Act No. 7900
Strategic Environmental Plan for Palawan Act
Republic Act No. 7611
National Integrated Protected Areas System Act of 1992
Republic Act No. 7586
Seed Industry Development Act of 1992
Republic Act No. 7308
Tax Laws Incorporated in the Revised Forestry Code
Republic Act No. 7161
People's Small-Scale Mining Act of 1991
Republic Act No. 7076
Toxic Substances & Hazardous & Nuclear Wastes Control Act of 1990
Republic Act No. 6969
An Act Creating the Laguna Lake Development Authority (LLDA)
Republic Act No. 4850

EXECUTIVE ORDER NO. 927

FURTHER DEFINING CERTAIN FUNCTIONS AND POWERS OF THE LAGUNA LAKE DEVELOPMENT AUTHORITY.

LAGUNA LAKE DEVELOPMENT AUTHORITY

RESOLUTION NO. 33
Series of 1996
APPROVING THE RULES AND REGULATIONS IMPLEMENTING THE ENVIRONMENTAL USER FEE SYSTEM IN THE
LAGUNA DE BAY REGION
Lanao del Sur National Parks
Republic Act No. 4190
National Water & Air Pollution Control Commission Act
Republic Act No. 3931
Prohibition Against Cutting of Trees in Public Roads, Plazas, etc.
Republic Act No. 3571
 An Act Amending Section Thirty-Six of P. D. No. 705, Otherwise Known as "The Revised Forestry Code of the
Philippines"
Batas Pambansa Bilang 701
An Act Amending R. A. No. 5474, As Amended by R. A. No. 6145 (Re: Prohibiting the Catching, Selling, Offering
to Sell, Purchasing any of the Fish Species Called "Gobiidae" or "Ipon").
Batas Pambansa Bilang 58
Withdrawal of Lead in Gasoline
Presidential Decree No. 2001
Small-Scale Mining Law
Presidential Decree No. 1899
Amendment to the Revised Forestry Code
Presidential Decree No. 1775
Environmental Impact Statement System
Presidential Decree No. 1586
Plant Quarantine Law of 1978
Presidential Decree No. 1433
The Coral Resources Development & Conservation Decree
Presidential Decree No. 1219
Philippine Environment Code
Presidential Decree No. 1152
Philippine Environmental Policy
Presidential Decree No. 1151
The Water Code of the Philippines
Presidential Decree No. 1067
National Pollution Control Commission
Presidential Decree No. 984
Marine Pollution Decree of 1976
Presidential Decree No. 979
Code on Sanitation of the Philippines
Presidential Decree No. 856
Penalty for Improper Garbage Disposal
Presidential Decree No. 825
Amending Certain Sections of (R.A. 4850), Otherwise Known as the "Laguna Lake Development Authority Act
of 1966."

Presidential Decree No. 813

Revised Forestry Code of the Philippines
Presidential Decree No. 705
Philippine Fisheries Code of 1975
Presidential Decree No. 704
Revised Coast Guard Law
Presidential Decree No. 601
Pertaining to the Preservation, Beautification, Improvement and Gainful Utilization of the Pasig
River, Providing for the Regulation and Control of Pollution of the River and Its Banks in Order to Enhance Its
Development, Thereby Maximizing Its Utilization for Socio-Economic Purposes.
Presidential Decree No. 274

EXECUTIVE ORDER NO. 54

 CREATING THE PASIG RIVER REHABILITATION COMMISSION

EXECUTIVE ORDER NO. 65

AMENDING EXECUTIVE ORDER NO. 54, SERIES OF 1999
An Act to Reserve to the Philippine Legislature the Disposition of the Waters of the Public Domain for the
Utilization and Development of Hydraulic Power.
Act No. 4062
The Fisheries Act
Act No. 4003
An Act to Protect Wild Flowers and Plants in the Philippine Islands and to Prescribe Conditions Under Which
They May be Collected, Kept, Sold, Exported, and for Other Purposes.
Act No. 3983
Prohibition Against Cutting of Tindalo, Akli & Molave Trees
Act No. 3572
Guidelines on Biological & Genetic Resources
Eexecutive Order No. 247 [1995]) - President Fidel V. Ramos
Task Force Pawikan
Executive Order No. 542 (President Ferdinand E. Marcos)
Environmental Impact Statement System - Areas/Types of Projects
Proclamation No. 2146
Subic Watershed Forest Reserve Law
Proclamation No. 926 (President Corazon C. Aquino)
Quezon National Park - Proc. No. 740|Proc. No. 594|Proc. No. 2
Preferential Treatment of Small Fisherfolks [15-km.Mun. Water]
DENR Administrative Order No. 03
Regulations for the Conservation of Marine Turtles
Bureau of Forest Development Circular No. 08
DEPARTMENT OF ENVIRONMENT & NATURAL RESOURCES
Reorganization Act of the DENR (E. O. 192 [1987])
Latest Issuances of the DENR
DENR-DILG-LGUs Partnership - Manual of Procedures

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