Integration of Environmental Education in the
Basic Education Curriculum
(Elementary)
by
Department of Education
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ECONOMIC EFFICIENCY AND ENVIRONMENTAL EDUCATION AS
INTEGRATED IN THE ELEMENTARY GRADES CURRICULUM
The integration of the values concepts on Economic Efficiency and
Environmental Education in the elementary grades curriculum called for critical
examination of existing instructional materials particularly the Minimum Learning
Competencies for each subject area in all grade levels.
Considering that Economic Efficiency and Environmental education are
such broad areas, it is necessary that these be broken into simpler ideas or
messages which are more understandable and achievable. The following are the
messages identified:
Economic Efficiency (Management of Resources)
Main Message:
Man utilizes resources from the environment to meet his needs and is
responsible for their conservation.
Sub-Messages:
1.
2.
3.
4.
5.
Wise utilization of resources increases economic efficiency.
Maximizing use of resources increases productivity and lowers costs of
production.
Proper conservation of resources helps maintain ecological balance,
lengthens the life span of resources, and ensures man of a reserve of
resources in the environment for his future needs.
Man has the responsibility to develop his own potentials and the
resources in the environment and to share the same with others.
Every citizen has the duty to cooperate in projects and programs of the
government supportive of the wise management of resources.
Environmental Education
Main Message:
A healthy environment makes a healthy man.
Sub-Messages:
1.
2.
3.
There are many ways of keeping the environment healthy.
It is man’s responsibility to keep his environment healthy.
Keeping the environment healthy lessens the adverse effects of
pollution to man and the environment.
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Proper waste disposal system keeps the environment healthy, lessens the
government’s expenses on waste disposal, and provides opportunity to
increase economic efficiency.
Issuances re: Environmental Education
DECS Memorandum No. 77, s. 1995 –
Establishing Every School Within a Garden
DECS Order No. 54, s. 1995 –
“War on Waste” or WOW DECS Crusade
DECS Memorandum No. 412 s. 1997 –
School Inside a Garden (SIGA) National Awards)
DECS Memorandum No. 375, s. 1998 –
Integration of Bantay Kalikasan in the Curriculum
DECS Memorandum No. 200 s. 1999 –
Bago ‘Yan, Ah
DECS Memorandum No. 403, s. 2000 –
Search for the Outstanding Science Clubs and Science Club Advisers of
the Philippines
DECS Memorandum No. 94, s. 2001 –
National Youth Science, Technology and Environment Summer Camp
DECS Memorandum No. 2, s. 2002 –
Science Fair for SY 2001-2002
Dep.Ed. Order No. 72 –
Establishment of the Youth for Environment in Schools (YES)
Organization
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The Department of Education had developed program and projects to help
solve problems about the environment.
1.
School Inside a Garden Project
Background:
To implement the clean and green campaign, Dep.Ed Memorandum 77, s.
1995 establishing a school inside a garden (SIGA) in every school was
issued.
Strategy:
All schools in the country must set aside adequate land space for the
cultivation of a school garden. The vegetables produced will be used to
supplement school feeding programs or may be sold to operate additional
school income. Schools with very limited land are encouraged to adopt
alternative gardening methods using pots or wooden boxes.
-
A garden cultivated for growing flowers and medicinal herbs and
plants shall be established.
-
Lessons in solid waste management will be a concerted effort not
only in Science classes but in every opportunity requiring waste
materials be thrown into the thrash.
-
Every school shall plant trees in every available space. Seedlings
for fruit trees, mahogany, Gmelina or other seedlings be used. The
establishment of school nurseries in schools with substantial
landholdings is encouraged.
Objectives:
a.
To sustain environmental consciousness and action among the
pupils/students in particular and the community in general; thereby
instilling in them the values of unity, teamwork, sense of
volunteerism, nationalism and community service for environment
protection and conservation.
b.
To highlight the importance of the schools and their significant role
in the efforts to rehabilitate the environment from degradation.
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2.
“Bago Yan”
Background:
The ABS-CBN Foundation in coordination with the Department of Science
and Technology and this Department has produced a science radio show
for the youth and adults, which is broadcasted every Sunday, 3:00 – 5:00
p.m. Over DZMM, 630 Mhz. “Bago Yan Ah,” is a unique and pioneering
kind of radio program specially designed to develop Filipinos into
information-conscious individuals equipped with information on the latest
scientific developments and successful transfer of technologies, using the
internet as one of its major source of information. The information also
seeks to upgrade the quality of life of Filipinos.
Strategy:
All heads of schools are enjoined to encourage the students and teachers
to listen to the program and utilize the information for their science
projects, assignments and household chores. The radio program
welcomes any noteworthy science projects of the students, teachers and
parents worth sharing with the nation.
Objectives:
“Bago Yan Ah” aims to be the Media Center LINK of the different
government, non-government organization and individuals, specially the
youth in the dissemination of related information and updates of the
technologies developed in the Philippines in the hope that collaboration
and coordination among these parties can speed up the progress of
science effectively in schools as well as motivate the private sector to
support scientific activities and projects.
3.
Integration of “Bantay Kalikasan” in the Curriculum
Background:
This Department is implementing a more aggressive ecological program in
all schools. It aims to integrate the “Bantay Kalikasan” as part of the
activity of each pupil from Grades III to VI and High School. This move is
in line with the “Bantay Kalikasan” Environmental Program launched by
the ABS-CBN Foundation recently at the Manila Garden. This scheme is
with the support various NGOs and Gos which includes this Department.
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Objectives:
“Bantay Kalikasan” aims to educate the Filipinos by promoting ecological
awareness, safeguarding the sate of the environment. Catalyzing the
multi-sectoral network, which will facilitate all environmental initiatives. It
envisions a better environment where Filipinos can live a better life.
4.
Annual Search for the Outstanding Science Clubs and Science Club
Advisers of the Philippines
Background:
Pursuant to Presidential Proclamation No. 28 declaring September as the
National Science Club Month (NSCM) and authorizing the Department of
Education, to implement plans and activities in celebration thereof, the
Department, through the DepEd Center for Students and Co-Curricular
Affairs (CSCA), the Philippine Society of Youth Science Club, Inc. and the
Science Club Advisers Association of the Philippines (SCAAP), Organized
a search for the Outstanding Science Clubs and Science Clubs Advisers
of the Philippines.
Objectives:
5.
a.
Promote science consciousness and public understanding of
science, technology and environment in the grassroots level.
b.
Highlight the importance of co-curricular organizations in schools
and their significant contributions in the community through relevant
programs, projects and activities.
c.
Recognized exemplary science clubs and science clubs advisers in
the elementary and secondary levels throughout the country.
“War on Waste” or “WOW-DECS” Crusade
Background:
This project was launched in all public elementary and secondary schools
throughout the country including the laboratory schools of state colleges
and universities. The WOW-DECS crusade is launched every last
Monday of August of each school year and shall continue throughout the
school year with activities designed to achieve the objectives of the
crusade.
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Objective:
a.
To instill in the minds of all pupils and students the values of thrift,
economy and prudence in the used of all resources
b.
To make schools the models of “War on Waste” projects which the
communities can emulate
c.
To contribute to the national efforts for conservation of all
resources, both natural and physical.
SIBIKA 1
B.
Nakikilala ang sariling bansa
1.
Nasasabi na ang kanyang bansa ay Pilipinas
2.
Natutukoy ang mga bansang nakapaligid sa Pilipinas
3.
Nakikilala ang magagandang tanawin at pook pasyalan ng sariling
pook/bansa
4.
Nailalarawan ang magagandang tanawin at pook pasyalan ng
sariling pook/bansa
5.
Nakatutulong sa pagpapanatili ng kagandahan ng tanawin at pook
pasyalan
6.
Nakikilala ang mga anyong tubig at anyong lupa ng bansa
7.
Nailalarawan ang mga anyong tubig at anyong lupa ng bansa
8.
Nasasabi ang kahalagahan ng mga anyong tubig at anyong lupa sa
bansa
9.
Nakalalahok sa mga gawaing may kinalaman sa wasto at
matalinong gamit ng anyong tubig at anyong lupa ng bansa
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SIBIKA II
B.
Nailalarawan ang sariling bansa
1.
Nasasabi na ang Pilipinas ay binubuo ng iba’t ibang pamayanan
2.
Nailalarawan ang kapaligiran ng sariling pamayanan at ang iba
pang pamayanang Pilipino
3.
Nakabubuo ng konklusyon na ang pamayanang Pilipino ay may
iba’t ibang kapaligiran
4.
Nailalarawan ang ganda at yaman ng bansa
4.1
4.2
4.3
4.4
5.
Nakikiisa sa pangangalaga sa mga likas na yaman ng bansa
5.1
5.2
6.
Natutukoy ang mga likas na anyong lupa na nagpapaganda
sa bansa
Napaghahambing ang mga anyong lupa sa bansa
Natutukoy ang mga likas na anyong tubig na nagpapaganda
sa bansa
Napaghahambing ang mga anyong tubig sa bansa
Natatalakay ang paraan ng pangangalaga sa yaman tubig
Natatalakay ang mga paraan ng pangangalaga sa yaman
lupa
Naipaliliwanag ang kahalagahan ng yaman tao ng bansa
6.1
6.2
6.3
6.4
6.5
6.6
Nakikilala ang yaman tao ng bansa
Nasasabi ang katangian ng mga pangkat ng taong bumubuo
sa populasyon ng bansa
Naiisa-isa ang mga pangkat na bumubuo sa populasyon ng
bansa
Naiisa-isa ang bumubuo ng populasyong umaasa at
inaasahan
Napaghahambing ang populasyong umaasa at populasyong
inaasahan
Napaghahambing ang populasyong nagbibigay ng produkto
at populasyong nagbibigay ng paglilingkod
7.
Natatalakay ang mga paraang ginagawa ng pamahalaan sa
pangangalaga ng yaman tao ng bansa
8.
Natutukoy ang mga makasaysayang pook ng bansa
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9.
Nasasabi ang mahahalagang pangyayaring naganap sa ilang
makasaysayang pook sa bansa
10.
Naipakikita ang paggalang
makasaysayang pook
at
pangangalaga
sa
mga
SIBIKA III
D.
Nasusuri ang kaugnayan ng uri ng hanapbuhay ng mga mamamayan
sa katangiang pisikal ng bansa
1.
Nakikilala ang pangunahing hanapbuhay ng mga Pilipino
2.
Naiuugnay ang uri ng pangunahing hanapbuhay sa katangiang
pisikal ng bansa
3.
Naipaliliwanag kung paano nakikibagay/nag-aangkop ang mga tao
sa uri ng kapaligiran
4.
Nasasabi ang mga paraan kung paano mapag-iingatan ang mga
pinagkukunan ng ating kabuhayan
5.
Naipakikita ang pagpapa-halaga sa kapaligiran
5.1
5.2
Naipakikita sa pamamagitan ng pagguhit/pagpinta at pagawit ang mga pamamaraan ng pangangalaga sa kapaligiran
Nakalilikha ng dibuho ng mga bagay mula sa kapaligiran:
-
payak na installation sa kapaligiran
collage ng iba’t ibang tekstura
pagguhit ng mga disenyo ng dahon/bulaklak
at iba pa
HEKASI VI
C.
Napahahalagahan ang matalinong pagpapasya sa paggamit sa likas
na yaman ng Pilipinas
1.
Natutukoy ang mga likas na yaman ng bansa
2.
Napapangkat-pangkat ang mga likas na yama ayon sa uri
3.
Natutukoy ang mga yamang matatagpuan sa iba’t ibang pook ng
bansa sa tulong ng mapang pangkabuhayan
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4.
Nasasabi ang matalino/di-matalinong mga paraan ng paggamit ng
mga likas na yaman sa pagpapanatili nito
5.
Naipaliliwanag ang epekto ng matalino/di-matalinong paggamit ng
likas na yaman sa pagpapanatili nito
5.1
6.
Naiisa-isa ang mga di kanais-nais na pangyayaring
nakapipinsala sa mga likas na yaman sa kapaligiran na
nagdudulot ng di mabuti sa tao
Nakabubuo ng kongklusyon na ang matalinong pagpapasya sa
paggamit ng likas na yaman ay may kinalaman sa pagtataguyod ng
pagiging Malaya ng estado
SCIENCE III
VI.
EARTH
1.
Infer that the earth is made up of water, land and air
1.1
2.
Infer that the earth is the resource for life and one’s needs
2.1
2.2
2.3
3.
Identify the earth’s oceans and land using the globe or map
Identify renewable resources from the earth
Identify non-renewable resources from the earth
Describe ways of conserving the natural resources
Infer why soil is important
3.1
3.2
Enumerate different ways people use soil
Infer that there are different kinds of soil
3.2.1 Observe the different kinds of soil
3.2.2 Name the different kinds of soil
3.2.3 Compare the different kinds of soil as to color and
texture
3.2.4 Perform an experiment to determine which kind of
soil is best for a particular crop
3.3
Infer how pollution affects soil productivity
3.3.1 Identify practices that cause pollution
3.4
Practice ways of protecting the soil
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4.
Conclude that water is an important part of the earth
4.1
4.2
Enumerate ways people use water
Infer that water comes from different sources
4.2.1 Identify the sources of water
4.2.2 Describe the water that comes from different
sources
4.2.3 Explain why groundwater is usually free from
disease and microorganisms compared to other
sources
4.3
Infer how pollution affects water
4.3.1 Identify practices that cause water pollution
4.3.2 Cite evidences that water is polluted
4.4
4.5
5.
Infer that the weather changes during the day and from day to day
5.1
5.2
5.3
6.
Describe the weather for the day
e.g. sunny, cloudy, partly cloudy, rainy
Record the weather for the day using symbols and make a
weather chart for one week
Interpret a simple weather chart
Infer that the weather affects family and community activities
6.1
7.
Practice ways of conserving bodies of water
Practice ways of conserving water
Identify activities done during certain weather conditions
Practice safety measures during certain types of weather e.g.
typhoon
SCIENCE IV
IV.
Mixtures and Solutions
4.
Infer that chemical substances can pollute soil, water and air
4.1
4.2
Describe how chemical substances can pollute, land, water
and air
Describe the effects of polluted land, water, and air on
people, animals and plants
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4.3
4.4
State that improper handling of household substances like:
pesticides, kerosene and other chemicals can cause
pollution
Identify ways of preventing pollution of land, water and air
SCIENCE V
5.
Explain the importance of coral reefs
5.1
5.2
5.3
5.4
5.5
5.6
Describe coral reefs
Identify the importance of coral reefs
Discuss practices that cause destruction of coral reefs
Predict what will happen when coral reefs are destroyed
Identify ways of saving coral reefs
Participate in efforts to save coral reefs
SCIENCE VI
II.
ANIMALS, PLANTS and ENVIRONMENT
(Interrelationship in the Ecosystem)
1.
Operationally define an ecosystem
1.1
1.2
Identify living things and non-living things in a miniecosystem e.g. aquarium, fallen log, pond
Describe feeding interrelationships among the living
organisms
1.2.1 Construct food chains and food webs to illustrate
feeding relationships
2.
1.3
Construct the food nutrient cycle
1.4
Explain the importance of decomposers in making food
nutrients available to plants
Illustrate the interdependence of plants and animals for gasses
through the oxygen-carbon dioxide cycle
2.1
2.2
Construct a diagram of the oxygen-carbon dioxide cycle
Interpret the diagram of the oxygen-carbon dioxide cycle
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3.
Investigate interdependence between living and
components in bigger ecosystem e.g. forest, lake, river
3.1
3.2
4.
4.2
4.3
5.2
5.3
5.4
7.
Identify some human activities that disrupt the cycle in an
ecosystem
e.g. deforestation, intensive farming, fish culture, inefficient
garbage disposal
Explain the harmful effects of certain activities on a bigger or
more complex ecosystem e.g. pond system
Discuss activities to address the above problems (e.g.
adopt-a-river or lake)
Predict the effects of over-population in a community
5.1
6.
Explain the importance of forest
Describe the effects of deforestation
Infer that some activities of people disrupt the cycles of an
ecosystem
4.1
5.
non-living
Infer that shortage of food, water, and space may occur due
to a growing population
Infer that land, water and air may become limited and
eventually polluted due to overpopulation
Infer that overpopulation affects one’s health and that of the
community
Infer that rapid population growth upsets the ecological
balance
Describe strategies for coping with rapid increase in population
Demonstrate commitment and concern in preserving/conserving
the balance of life in the ecosystem
7.1
7.2
7.3
Enumerate ways of controlling/preventing harmful effects of
human activities to the environment
Participate
in
campaigns
and
activities
for
improving/managing one’s environment
Infer that a sustained ecological balance ensures the
survival of future generations
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CURRENT ISSUES AND GAPS ON
ENVIRONMENTAL EDUCATION
1.
The implementation of the programs/projects is not monitored.
2.
Instructional Materials developed at the Central Office do not reach the
target clientele due to lack of funds
RECOMMENDATIONS AND NEEDED ACTIONS
FOR ENVIRONMENTAL EDUCATION
1.
The Bureau should assign a permanent representative to attend
regular meetings that concern the Environmental Education
2.
Strengthen the integration of life long skills in the curriculum
specifically in the development of environmental education concepts.
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