TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
Ayala Blvd., Blvd., Ermita, Ermita, Manila College of Industrial Education Professional Industrial Education Department
NAME: LIDO, E!ALDI"E L.
DATE: OC#OBE! $, %&'$ TOPIC: OB+EC#IE A"D (COPE O-
COURSE, YEAR & SECTION: B(IE)COMED *C
E"I!O"ME"#AL EDCA#IO" ACTIVITY NO. 30
CONTENT INTRODUCTION
Environmental Environmental studies are t/e scientific study of t/e environmental environmental system and t/e status of its in/erent or induced c/anges on organisms. It includes not only t/e study of p/ysical and 0iological c/aracters of t/e environment 0ut also t/e social and cultural factors and t/e impact of man on environment. According to "E(CO 1'23'4, t/e o05ectives of environmental studies are6 1a4 Creating t/e awareness a0out awareness a0out environmental pro0lems among people. 104 Imparting 0asic knowledge a0out knowledge a0out t/e environment and its allied pro0lems. 1c4 Developing an attitude of attitude of concern for t/e environment. 1d4 Ac7uiri c7uiring ng skills skills to /elp t/e concerned individuals in identifying and solving environmental pro0lems. 1e4 Motivating pu0lic to participate in participate in environment protection and environment improvement. 1f4 (triving to attain /armony 8it/ "ature. #/e disciplin disciplines es included included in environm environmenta entall educati education on are environm environmenta entall sciences sciences,, environmental engineering and environmental management. 1a4 Environmental (cience, It deals 8it/ t/e scientific study of environmental system 1air, 8ater, soil and land4, t/e in/erent or induced c/anges on organisms and t/e environmental damages incurred as a result of /uman interaction 8it/ 8it/ t/e envir environ onme ment. nt. 104 Envir Environ onmen menta tall Engin Enginee eerin ring, g, It deals deals 8it/ 8it/ t/e t/e study study of tec/n tec/nica icall processes involved in t/e protection of environment from t/e potentially deleterious effects of /uman activity and improving t/e environmental 7uality for t/e /ealt/ and 8ell 0eings of /umans. Envir Environ onmen mental tal Mana Manage gemen ment, t, it promot promotes es due due regard regard for for p/ysic p/ysical al,, social social and and econ economi omic c environment of t/e enterprise or pro5ects. It encourages planned investment at t/e start of t/e production c/ain rat/er t/an forced investment in cleaning up at t/e end. SYNTHESIS
It generally covers t/e areas as environment environment and enterprise o05ectives, scope, and structure of t/e environment, interaction of nature, society and t/e enterprise, environment impact assessment, economics of pollution, prevention, environmental management standards etc. #/e importance9s of environmental studies are as follo8s6 '. #o clarify modern environmental concept li:e /o8 to conserve 0iodiversity. %. #o :no8 t/e more sustaina0le 8ay of living. ;. #o use natural resources more efficiently. *. #o :no8 t/e 0e/avior of organism under natural conditions. $. #o :no8 t/e interrelations/ip 0et8een organisms in populations and communities. <. #o a8are and educate people regarding environmental issues and pro0lems at local, national and international levels. IMPLICATION TO EDUCATION
In today9s 8orld 0ecause of industriali=ation and increasing population, t/e natural resources /as 0een rapidly utili=ed and our environment is 0eing increasingly degraded 0y /uman activities, so 8e need to protect t/e environment. It is not only t/e duty of government 0ut also t/e people to ta:e active role for protecting t/e environment, environment, so protecting protecting our environment environment is economically economically more via0le t/an cleaning it up once, it is damaged. REFERENCES 1. 2.
http://www.yourarticlelibrary.com/environment/environmental-studies-meaningobjectives-scope-and-importance-of-environmental-studies/12295/ http://www2.epa.gov/education/what-environmental-education
TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
Ayala Blvd., Ermita, Manila College of Industrial Education Professional Industrial Education Department
NAME: LIDO, E!ALDI"E L.
DATE: OC#OBE! $, %&'$
COURSE, YEAR & SECTION: B(IE)COMED *C
TOPIC: E"I!O"ME"#AL LA> ACTIVITY NO. 31
CONTENT INTRODUCTION
#/e P/ilippine Environmental La8s is t/e la8 re7uires private corporations, firms, or entities including agencies and instrumentalities of t/e government to prepare an environmental impact statement 1EI(4 for every proposed pro5ect and underta:ing 8/ic/ t/e 7uality of t/e environment. #/e EI( is a document t/at provides a compre/ensive study of t/e significant impacts of a pro5ect on t/e environment. In general, only pro5ects t/at pose potential significant impact to t/e environment s/all 0e re7uired to secure an ECC 1Environmental Compliance Certificate4. In determining t/e scope of t/e EI( (ystem, t8o factors are considered6 1i4 t/e nature of t/e pro5ect and its potential to cause significant negative environmental impacts, and 1ii4 t/e sensitivity or vulnera0ility of environmental resources in t/e pro5ect are. Environmental Impact Assessment 1EIA4 is t/e process t/at involves evaluating and predicting t/e li:ely impacts of a pro5ect on t/e environment during construction, commissioning, operations and a0andonment. It is underta:en 0y, among ot/ers, t/e pro5ect proponent and?or EIA Consultant, EMB, a !evie8 Committee, affected communities and ot/er sta:e/olders. SYNTHESIS
Environmental la8 /as developed in response to emerging a8areness of and concern over issues impacting t/e entire 8orld. >/ile la8s /ave developed piecemeal and for a variety of reasons, some effort /as gone into identifying :ey concepts and guiding principles common to environmental la8 as a 8/ole. #/e principles discussed 0elo8 are not an e@/austive list and are not universally recogni=ed or accepted. "onet/eless, t/ey represent important principles for t/e understanding of environmental la8 around t/e 8orld. IMPLICATION TO EDUCATION
As people 0ecome more vigilant a0out t/e state of environment and insistent t/at offenders of environmental la8s 0e /eld accounta0le, t/e P/ilippine environmental la8s and government regulations are in place 8it/ t/e intent of protecting t/e environment and aid people from all 8al:s of life in t/eir pursuit to a 0alance and /ealt/y ecology. Indeed, t/e environment /as 0ecome suc/ an important issue. It is imperative t/at people s/ould 0e fully informed on 8/at t/e relevant environmental la8s are so t/at t/ey may 0e fully a8are 8/at are allo8ed and 8/at are pro/i0ited in relation to t/e actions t/ey ta:e to8ards t/e environment. REFERENCES 1. 2.
http://aboutphilippines.ph/files/hilippine-!aws-on-"nvironmental-ollution.pdf https://en.wikipedia.org/wiki/"nvironmental#law
TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
Ayala Blvd., Ermita, Manila College of Industrial Education Professional Industrial Education Department
NAME: LIDO, E!ALDI"E L.
DATE: OC#OBE! $, %&'$
ME#ODOLOIE( E"I!O"ME"#AL EDCA#IO" TOPIC:
COURSE, YEAR & SECTION: B(IE)COMED *C
-O!
ACTIVITY NO. 32 CONTENT INTRODUCTION
Environmental education is a process 0y 8/ic/ people develop a8areness, concern, and :no8ledge of t/e environment and learn to use t/is understanding to preserve, conserve and utili=e t/e environment in a sustaina0le manner for t/e 0enefit of t/e present and future generations. It entails t/e 8ill to ta:e personal initiatives and social participation to ac/ieve sustaina0ility. #/e goals of Environmental Education are6 1'4 #o improve t/e 7uality of Environment. 1%4 #o create a8areness among t/e people on environmental pro0lems and conservation. 1;4 #o create an atmosp/ere so t/at people participate in decision) ma:ing and develop capa0ilities to evaluate t/e developmental programs. #/e environmental principles are6 1a4 "ature no8 Best 104 All forms of life are e7ually important. 1c4 Everyt/ing is interconnected 1d4 Everyt/ing c/anges. 1e4 Everyt/ing must go some8/ere. 1f4 Ours is a finite Eart/. SYNTHESIS
#/e importance of Environmental Education are to6 1a4 Increase student engagement in science. 104 Improves student ac/ievement in core su05ect areas. 1c4 elps address nature deficit disorder. #/ere are t/e green tips to save mot/er eart/. sed t/e ;!9s of t/e Environment 8/ic/ are !educe, reuse and recycle. !educing t/e amount of 8aste you produce is t/e 0est 8ay to /elp t/e environment. #/ere are lots of 8ays to do t/is. -or e@ample6 Instead of 0uying somet/ing youre not going to use very often, see if you can 0orro8 it from someone you :no8. !euse bring clot/ sac:s to t/e store 8it/ you instead of ta:ing /ome ne8 paper or plastic 0ags. Fou can use t/ese sac:s again and again. Foull 0e saving some trees. !ecycle, many of t/e t/ings 8e use every day, li:e paper 0ags, soda cans, and mil: cartons, are made out of materials t/at can 0e recycled. In addition to recycling t/e t/ings you 0uy, you can /elp t/e environment 0y 0uying products t/at contain recycled materials. IMPLICATION TO EDUCATION
#/e 0asic aim of environment education is to provide different groups of people as 8ell as graduates in a variety of professional fields 8it/ t/e :no8ledge needed to develop a sense of responsi0ility to8ards t/e environment and t/e rational utili=ation of its ric/es. It also aims to ma:e of t/is :no8ledge and s:ills to preserve, conserve and utili=e t/e environment in a sustaina0le manner for t/e 0enefit of present and future generations. REFERENCES 1.
2.
https://books.google.com.ph/books$ id%si&'(g(()&(*+pg%(1,9+lpg%(1,9+d%methodologiesenvironmentaledu cation+source%bl+ots%0kcnle35+sig%hb42b3r6u'l78&;&93r3w+hl%en+ sa%<+ved%=")("w=0o>=h?7o#goy(7>&,=h@)dAv%onepage+% methodologiesB2environmentalB2education+f%false http://www.slideshare.net/&"C1/environmental-education-19952
TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
Ayala Blvd., Ermita, Manila College of Industrial Education Professional Industrial Education Department
NAME: LIDO, E!ALDI"E L. COURSE, YEAR & SECTION: B(IE)COMED *C
DATE: OC#OBE! $, %&'$ TOPIC: #EACE!9(
E"I!O"ME"#AL MA(( MEDIA
!OLE I" EDCA#IO" A"D
ACTIVITY NO. 33 CONTENT INTRODUCTION
Environmental education is no8 0eing seen as an instrument and a process t/at ena0les participation and learning 0y people of all ages, 0ased on t8o)8ay communication rat/er t/an t/e old paradigm of a one)8ay flo8 of information, from teac/ers to pupils. #/e content and su0stance of environmental education is also undergoing revie8 and c/ange. !eorienting education as a 8/ole to8ards sustaina0ility involves t/e various levels of formal, non)formal and informal education at all levels of society. Environmental education /as developed 8it/in t/e conceptual frame8or: t/at emerged from t/e first international conference in #0ilisi 1'2334 and is no8 seen as education for sustaina0ility. #/is allo8ed environmental education to address t/e 0road range of issues and concerns included in Agenda %' and ot/ers 8/ic/ evolved t/roug/ t/e meetings of t/e Commission on (ustaina0le Development 1"E(CO '2234. SYNTHESIS
Education /as 0een identified as a critical driving force for c/ange in t/e Asian and Pacific !egion, and countries and regional organi=ations /ave adopted a range of strategies for implementing programs in environmental education 1-ien '222a4. #/e overall trends in environmental education information and communication in t/e region reflect t/e concerns of people and societies in transition. #/e :ey international conventions on environment place a /ig/ value on pu0lic a8areness, education and training and o0taining information t/roug/ monitoring as essential elements for t/e success of t/e conventions. IMPLICATION TO EDUCATION
#/e important pre)re7uisites for t/e successful introduction of environmental education in sc/ools include6 t/e e@istence of clear and 8ell communicated policiesG t/e political 8ill and availa0ility of sufficient resources for implementationG curricula revisionG proper preparation of teac/ers t/roug/ in)service trainingG t/e availa0ility of relevant materials in local languagesG net8or:s for e@c/ange of e@pertise 0et8een teac/ersG and ade7uate assessment and incentives for teac/ers development. It is encouraging to note t/at in spite of many constraints, practitioners and promoters of environmental education /ave found innovative 8ays of teac/ing t/roug/out t/e region. REFERENCES 1. 2.
http://www.unescap.org/sites/default/files/='15.D http://www.academia.edu/E5F,G/he#role#of#the#media#in#the#enhancement#of#e nvironmental#awareness