Chapter 5

Environmental Awareness and Protection

Introduction
Learning Objectives:
Environmental education is a process
which is very useful to human beings in order
to manage well their environment and instill After completing this chapter you
the right behavior that serves as key to should be able to:
sustainable development.
1. understand and verbalize concepts and
This module discuss the current principles of environmental education;
environmental situation in the Philippines. 2. value the importance of environmental
Due to the pressures of population and education as a way of developing the youth
technology, the biophysical environment is to be good citizens;
being degraded, sometimes permanently. 3. explain why we need to protect our
This has been recognized, and governments environment;
have begun placing restraints on activities 4. discuss the guiding principles in solid
that cause environmental degradation. waste management; and
5. enumerate the different approaches to
Environmental protection is a practice of protecting thesolid
ecological natural environment
waste on individual,
management.
organizational or governmental levels, for the benefit of the natural environment and humans.
Since the 1960's, activity of environmental movements has created awareness of the various
environmental issues. There is no agreement on the extent of the environmental impact of human
activity, and protection measures are occasionally criticized.

Discussion concerning environmental protection often focuses on the role of government,

legislation, and law enforcement. However, in its broadest sense, environmental protection may
be seen to be the responsibility of all the people and not simply that of government. Decisions
that impact the environment will ideally involve a broad range of stakeholders including
industry, indigenous groups, environmental group and community representatives. Gradually,
environmental decision-making processes are evolving to reflect this broad base of stakeholders
and are becoming more collaborative in many countries.

1. BASIC CONCEPTS AND LAWS GOVERNING ENVIRONMENTAL EDUCATION

Environmental education may best be defined as a process directed at creating awareness
and understanding about environmental issues that leads to responsible individual and
group actions. Successful environmental education focuses on processes that promote critical
thinking, problem solving, and effective decision-making skills. Environmental education utilizes
processes that involve students in observing, measuring, classifying, experimenting, and other data
gathering techniques. These processes assist students in discussing, inferring, predicting, and
interpreting data about environmental issues.
 Quality environmental education concentrates on the educational process. It is non-biased
and science-based. Environmental educators may consider themselves environmental advocates in
their personal lives. However, in their role as environmental educator they must remain neutral;
there is no room for personal beliefs to take center stage. It is important for environmental
educators to remember which role they are in when working with an audience.
Environmental problems and issues are complex and there are not simple answers. Often
there are many possible solutions or no obvious solution at all. It is through the processes of quality
environmental education that students can sort through the frequently biased, emotional, and
propagandized elements of environmental issues, weighing various sides of an issue in order to
make informed, balanced, and responsible decisions.

Related Laws in Promoting Environmental Education

a. Republic Act No. 9512 - Environmental Awareness and Education Act of 2008

An Act to promote environmental awareness through Environmental Education (EE), and

covers the integration of EE in the school curricula at all levels, be it public or private, including
day cares, preschools, non formal, technical, vocational, indigenous learning, and out-of-school
youth courses or programs.

Specifically, Section 2. Declaration of Policy states that:

Consistent with the policy of the state to protect and advance the right of the people to a
balanced and healthful ecology in accord with the rhythm and harmony of nature, and in
recognition of the vital role of the youth in nation building and the role of education to foster
patriotism" and nationalism, accelerate social progress, and promote total human liberation
and development, the state shall promote national awareness on the role of natural resources in
economic growth and the importance of environmental conservation and ecological
balance towards sustained national development

2. Republic Act No. 9003 - Ecological Solid Waste Management act of 2000

An act providing for an ecological solid waste management program, creating the necessary
institutional mechanisms and incentives, declaring certain acts prohibited and providing
penalties, appropriating funds therefore, and for other purposes.

3. Republic Act 9275 - The Philippine Clean Water Act of 2004

An act Providing for a Comprehensive Water Quality Management and for Other Purposes”

The Philippine Clean Water Act of 2004 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 a comprehensive and integrated strategy to
prevent and minimize pollution through a multi-sectoral and participatory approach involving all
the stakeholders
4. Republic Act No. 8749 - otherwise known as the Philippine Clean Air Act,
An act providing for a comprehensive air pollution control policy and for other purposes

5. Republic Act No. 9147 - Wildlife Resources Conservation and Protection Act
An act providing for the conservation and protection of wildlife resources and their habitats,
appropriating funds therefor and for other purposes.

6. RA NO. 9175 – Chainsaw Act of 2002

An act regulating the ownership, possession, sale, importation and use of chainsaws, penalizing
violations thereof and for other purposes.

2. THE SEVEN ENVIRONMENTAL PRINCIPLES OF NATURE

The key to understanding the environmental problems that we encounter today is to learn
about our ecosystem. This section highlights the basic environmental principles, varied types of
ecosystem, current environmental issues, anthropogenic activities that threat the environment and
the role of youth in protecting our environment.

1) Nature knows best.

This principle is the most basic and in fact encompasses all the others. Humans have to
understand nature and have to abide by the rules nature dictates. In essence, one must not go
against the natural processes if one would like to ensure a continuous and steady supply of
resources.

One natural process that needs serious attention is nutrient cycling. In nature, nutrients
pass from the environment to the organisms and back to the environment. Any disruption in the
cycle can bring about imbalance.

For example, burning of farm wastes instead of allowing them to decompose naturally
disrupts the cycle. In burning, most of the organic compounds are lost. The combustion products
bring greater havoc as in the case of carbon dioxide build-up, which results in the warming-up of
the earth, or the so-called "greenhouse" effect.

Nature has also its built-in mechanisms to maintain balance of homeostasis - the
availability of nutrients, conduciveness of the environment for growth and reproduction, and the
feeding relationships that exist between and among organisms which serve as population
controls. For example, the rat population is controlled by the presence and number of its
predators, e.g., snakes.

The use of chemical pesticides and fertilizer disrupts check and balance in the ecosystem.
Pesticides can either kill vital organisms directly or induce genetic changes that result in resistant
pests or organisms. Chemical fertilizers increase the acidity of the soil through time making a
number of nutrients unavailable and thus, unfit for the survival of plants and other organisms.
 History and our experiences are full of examples to prove the validity of this principle. In
fact, this principle only surfaced when many of the detrimental effects of technology were
recognized and coined thereon as "ecological backlash."

2) All forms of life are important.

Each organism plays a fundamental role in nature. Since such occupational or functional
position, otherwise known as niche, cannot be simultaneously occupied by more than one specie,
it is apparent that all living things must be considered as invaluable in the maintenance of
homeostasis in the ecosystem.

It is easy to appreciate the beautiful butterflies, especially knowing their important role in
pollination. The giant beasts – the elephants, the whales, the alligators – are objects of awe and
the products they yield – ivory, oil, leather, respectively – are highly prized. But when it comes
to unlovely, wriggly, and troublesome creatures, this principle is unusually overlooked.

For instance, it has been customary for many to step on any wriggling creature (e.g.
earthworms) without even considering why God made them in the first place. People also react
adversely to the presence of snakes. At home, spiders are looked at with disdain. Awareness of
the snakes' role in limiting the rat population and of the spiders' role in checking the population
of mosquitoes and flies may, however, change this attitude.

3) Everything is connected to everything else.

This principle is best exemplified by the concept of the ecosystem. In an ecosystem, all
biotic and amniotic components interact with each other to ensure that the system is perpetuated.
Any outside interference may result in an imbalance and the deterioration of the system.

In a lake ecosystem, the organisms are linked to one another through their feeding
habit/level and are also dependent on other physico-chemical factors in the lake (e.g. amount of
nutrients, amounts and types of gases, temperature, PH, etc.). At the same time, the physico-
chemical factors in the lake are influenced by the terrestrial environment that surrounds it. The
fertilizers that reach the lake cause a faster growth of phytoplankton, which may lead to algae
bloom, red tide, or other such phenomena.

This principle may be discussed in local, regional, or global perspective. Deforestation in

the mountains may affect the lowlands through floods, drought, and erosion. Whatever happens
to one country may affect other countries. An example of this is the Chernobyl accident, which
affected a lot of countries through the transfer of radioactive substances by natural agents such as
wind and water, as well as human activities like the export of contaminated food.

4) Everything changes.

It is said that the only permanent thing is change. As a general classification, change may
be linear, cyclical or random. As example of linear change is evolution of species, which has
brought about higher and more complex types of organisms. Cyclical change may be exemplified
by seasons and the rhythms in floral and faunal life stages that go with the seasons. An example
of random change is the eruption of Mt. Pinatubo, which brought about great upheaval in many
parts of Luzon and changes in the topography of the land.

The environment is constantly changing. Organisms also evolve through time. However,
man’s technology has affected these natural changes often to a problematic extent. Although
mutation is a natural change, pesticides have induced insect mutations, which are not matched by
natural checks and balances.

Humans should rethink their relationship with the environment. Changes that they think
may be beneficial to the environment often turn out to be disastrous. Environmental technologies
should be given priority if man would want more positive changes in the environment.

5) Everything must go somewhere.

When a piece of paper is thrown away, it disappears from sight but it does not cease to
exist. It ends up elsewhere. Gases released in smokestacks may disperse but it will end up a
component of the atmosphere or brought down by rains. What a particular type of waste does to
the earth's repository should be of concern to us. It may be a pollutant or a resource depending on
certain factors.

Since wastes are not lost to oblivion, and even goes back to one's own backyard in some
other forms, it is important that one becomes aware of the different types of wastes – whether
they are hazardous or not. Classification of wastes facilitates their proper disposal and
minimizes, if not prevents, the entry of toxic wastes in vital ecosystems and ensures reconversion
into useful forms.

6) Ours is a finite earth.

The earth’s resources can be classified as either renewable or non-renewable. Renewable

resources are those that can easily be replenished by natural cycles (e.g. water, air, plants, and
animals) while non-renewable resources are those that cannot be replenished through natural
cycles (e.g. ores of various metals, oil, coal).

Although renewable resources can be replenished, it is important to note that these are
renewable only as long as they are not overused nor destroyed from such factors such as
pollution. To ensure that these resources will be continually replenished, it is essential to know
how much of a resource can be consumed at a given time to balance the rate of exploitation with
the rate of replenishment.

Just how long would the earth be able to sustain demands on its resources? This is a
question that needs serious reflection. Unless the factors of population growth, lifestyles, and
polluting technologies are checked, the collapse of the earth might be inevitable.

Awareness of the earth's limited resources leads to a conscious effort to change one's
consumerist attitude as well as to develop processes and technology that would bring about
effective recycling of a great number of resources.
7) Nature is beautiful and we are stewards of God’s creation.

Among all creatures, humans are the only ones made in God's image and have been given
the right to have dominion over all His creations. Being the most intelligent and gifted with
reason, humans are capable of manipulating creation to their own advantage. Yet, creation exists
not to be ravaged or abused but to be taken care of. Humans cannot exist without nature. They
are co-natural with the environment they live in. If the environment they live in is destroyed,
with it will go Homo Sapiens.

This principle is inherent in all religious and tribal beliefs. Teachings of Christianity,
Buddhism, and Islam enjoin everyone to respect all life and the order of nature. Words of Chief
Seattle, Macli-ing Dulag, and Chito Mendez point to our duty to discern the true worth of
modern systems and techniques to reject those that degrade, and promote those that elevate the
human condition.

3. CLIMATE CHANGE

Climate change is a change in the usual weather found in a place. This could be a change
in how much rain a place usually gets in a year. Or it could be a change in a place's usual
temperature for a month or season. Climate change is also a change in Earth's climate. This
could be a change in Earth's usual temperature. Or it could be a change in where rain and snow
usually fall on Earth. Weather can change in just a few hours. Climate takes hundreds or even
millions of years to change.

Climate change, also called global warming, refers to the rise in average surface
temperatures on Earth. An overwhelming scientific consensus maintains that climate change is
due primarily to the human use of fossil fuels, which releases carbon dioxide and other
greenhouse gases into the air. The gases trap heat within the atmosphere, which can have a range
of effects on ecosystems, including rising sea levels, severe weather events, and droughts that
render landscapes more susceptible to wildfires.

What are the causes of climate change?

The primary cause of climate change is the burning of fossil fuels, such as oil and coal,
which emits greenhouse gases into the atmosphere—primarily carbon dioxide. Other human
activities, such as agriculture and deforestation, also contribute to the proliferation of greenhouse
gases that cause climate change.

What are the effects of climate change?

Even small increases in Earth’s temperature caused by climate change can have severe
effects. The earth’s average temperature has gone up 1.4° F over the past century and is expected
to rise as much as 11.5° F over the next. That might not seem like a lot, but the average
temperature during the last Ice Age was about 4º F lower than it is today.

Rising sea levels due to the melting of the polar ice caps (again, caused by climate
change) contribute to greater storm damage; warming ocean temperatures are associated with
stronger and more frequent storms; additional rainfall, particularly during severe weather events,
leads to flooding and other damage; an increase in the incidence and severity of wildfires
threatens habitats, homes, and lives; and heat waves contribute to human deaths and other
consequences.

4. ECOLOGICAL SOLID WASTE MANAGEMENT

Definition of Terms

1. Biodegradable – any material that can be broken down by naturally- occurring organisms such
as bacteria and fungi in air, water, and soil.
2. Compost – decayed organic material for use as soil conditioner or fertilizer.
3. Composting – biological degradation under controlled conditions.
4. Domestic Waste – refuse from households, as distinguished from industrial waste, agricultural
waste, hospital waste, etc. which maybe classified as biodegradable or non-biodegradable.
5. Food materials – include certain kinds of seeds, pulp, peelings, pickles, sweets or candies or
snacks.
6. Non-biodegradable – any material that cannot be degraded or decomposed by naturally
occurring- organisms such as bacteria in air, water, and soil.
7. Putrescible – a substance that decomposes at a certain temperature in contact with air and
moisture; generally containing nitrogen.
8. Recycling – the re-use, retrieval, recommission of element/ matter for any and all purposes
necessary to healthful and productive living; the process by which waste materials are transformed
into new products in such a manner that the original products may lose their identity.
9. Solid wastes – Solid wastes may be defined as all wastes arising from human and animal
activities that are solid and that are discarded as “useless” or “unwanted”. Others define waste
simply as “matter in the wrong place.” This simple definition implies that a material becomes
wastes only when one ceases to have use of it.

Republic Act 9003 or the Ecological Solid Waste Management Act of 2000 specifically
refers to the following materials as solid waste:

1. Discarded household waste.

2. Commercial waste
3. Non-hazardous institutional and industrial waste
4. Street sweepings
5. Construction debris
6. Agricultural waste, and
7. Other non-hazardous/non-toxic solid waste
Classification of Solid Wastes

Generally there are only two kinds of solid wastes: biodagradable (nabubulok) and non-
biodagradable (hindi-nabubulok). These can further be classified into the following categories:

A. Compostable/Biodegradable
A1. Kitchen Wastes A2. Garden Wastes
 Leftover/spoiled food Leaves
 Fruits/vegetable peelings Branches/twigs
 Fish/fowl cleanings Weeds
 Seeds Flowers
 Bones Roots
A3. Animal Wastes A4. Human Wastes
 Manure  Soiled wipes (tissue papers, cotton
 Carcass swabs,
 Excreta
B. Recyclable/Non-Biodegradable Wastes
 Metals  Styrofoam
 Glasses  Cloth/dry processed fiber
 Rubber  Dry leathers/feathers
 Dry paper/cartons  Hard shells
 Aluminum cans  Recyclable plastics/plastic
containers
C. Non-Recyclable/Residual Wastes
 Sanitary napkins  Ceramics
 Disposable diapers  Composite packaging
 Used/worn-out rugs  Candy wrappers/sachets
 Polyvinyl chloride (PVC)  Containers made from multiple
containers layers
D. Special/Hazardous Household Wastes
 Paints  Tires
 Thinners  Large worn-out household
 Batteries appliances
such as refrigerators, washing
 Spray canisters
machines
 Worn-out radios, stereos and TV
sets
The Three R’s of Solid Waste Management

1. Reduce: Avoid wasteful consumption of goods. Begin by asking the question: “Do I really
need it?” In so doing, we minimize waste and conserve our natural resources. Conservation, like
charity begins at me.

Key Message:
 Reduce the amount of unnecessary packaging; and
 Adopt practices that reduce waste toxicity

2. Reuse: Whenever practicable, reuse items that are still useful instead of just throwing them
away. It would greatly help if we prioritize goods that are reusable, rather than throwaway types.

Key Message:
 Consider reusable products;
 Maintain and repair durable products;
 Reuse bags, containers, and other items;
 Borrow, rent or share items used infrequently; and
 Sell or donate goods instead of throwing them out.

3. Recycle: Waste can be a valuable resource. Items that are useless or of little value to
someone who wants to dispose them are very often of significant value to others at another
setting and/or time. The process whereby portions of these wastes are sorted out and used for
something of benefit is called recycling.

Key Message:
 Choose recyclable products and containers and recycle them;
 Select products made from recyclable materials;
 Compost yard trimmings, food scraps, and other biodegradable wastes. Do not burn.

Two Types of Recycling

a. Primary Recycling – the material is made back to the original material, Ex. newspaper to
make newsprint.
b. Secondary Recycling – waste materials are made into different products which may or
may not be recycled. Example is Cardboard from waste newspaper.
Guiding Principles in Solid Waste Management
 Waste is a resource.
 Waste prevention is better than waste regulation and control
 There is no single management and technological approach to solid waste.
  An integrated solid waste management system will best achieve solid management goals.
 All elements of society are fundamentally responsible for solid waste management.
 Those who generate waste must bear the cost of its management and disposal.
 Integrated solid waste management should be approached within the context of resource
conservation, environmental protection and health, and sustainable development.
 Integrated solid waste management programs should take into consideration the physical
and socio-economic conditions of the concerned communities, and be designed according
to their specific needs.
Ecological Solid Waste Management (ESWM or Ecowaste Management)
Ecological waste management (ESWM) refers to the systematic administration of activities
which provide for segregation at source, segregated transportation, storage, transfer, processing,
treatment and disposal of solid waste and all other waste management activities which do not harm
the environment.
Approaches to Ecological Solid Waste Management
1. Segregation of wastes at source. All the members of the household must be
informed how to segregate wastes into:
a) Compostable
b) Non-recyclable
c) Recyclable, and
d) Special or hazardous waste
2. There must be a separate container for each type of waste. Segregated recyclables
must be properly cleaned before storing them in their respective containers.
3. The use of special collection schedules and/or separate trucks or haulers must be
required for specific types of wastes.
4. Recyclable waste materials should be taken to the Materials Recovery Facility (MRF)
in every barangay or cluster of barangays where they are received, sorted, processed
and stored efficiently and in environmentally sound manner, either in the backyard
or the community composting site.
5. Hazardous waste materials are further screened and sent to appropriate hazardous
waste treatment and disposal plants.
6. The residual wastes or the non-recyclable and non-compostable wastes shall be
transferred to a long-term storage or disposal facility or sanitary landfill; or
processed into new and usable materials (e.g. hollow blocks, culverts, flower pots,
etc.).