Republic of the Philippines

CAVITE STATE UNIVERSITY

Don Severino De Las Alas Campus
Indang, Cavite

COLLEGE OF ECONOMICS, MANAGEMENT AND DEVELOPMENT STUDIES

CURE: INCLUSION OF ENVIRONMENTAL EDUCATION IN THE REFORMATION OF

THE CURRICULUM

Submitted to
Ms. JOANNA MARIE RODIL
Faculty of the Department of
Development of Social Sciences and Humanities

Project Proposal for

GNED 07
THE CONTEMPORARY WORLD

Submitted by
ALTHEA DIANE I. ALARCA
MARLAINE PAULA A. AMBATA
NICELY T. BOGÑALOS
ISABELLE A. BRAGA
MARK NASIL T. CAGUING
REGINE GRACE C. CRUZAT
CHLOE DAPROZA
ROMY ROSE P. LAURE
MARY GRACE P. MALAPAD
IRISH DAPHNE C. MARAAN
PRINCESS RUTH ANN MARAON
PAULA EMMANUEL D. MATEO
MARY JANE B. PLANDEZ
CHARM LENE MAE O. SANTOS
JANELLE C. SAVARIS
SOFIA NICOLE C. VALDEZ
NEIL AHLY H. VIDALLO
JANUARY 10, 2021
 Introduction

There are individual advantages to learning science, far beyond potential scientific

breakthroughs, such as improving the ability to ask questions, collect data, organize and

evaluate ideas, resolve problems and apply what you learn. In addition, science offers a

powerful platform for building trust, developing communication skills, and making sense of the

world around us, a world that science and technology are increasingly shaping. In the

contemporary world, education is the basis of everything including the environment.

Environmental education connects people to the world around them and shares knowledge of

the current situation and nature's future prospects. It raises awareness of environmental

issues and also teaches people to explore all environmental-related issues and engage in

wise ways of preserving them.

Youth development is a phase in which young people are prepared to navigate puberty

and understand their future potential. An important component of educational innovation is

curriculum reform, according to McCulloch (2005). Environmental education is a vital aspect

of youth development that promotes child’s development and awareness in the ever-changing

world. It focuses on the growth of youth: the ability to assess their own strengths and

limitations, set personal and vocational goals, and have the self-esteem confidence,

encouragement, and ability to carry them out including the ability to build support networks to

engage completely in community life and affect meaningful social change) and the ability to

do so.

This project proposal is specially designed to serve the particular need to concentrate

youth resources on meaningful activities, leading to improved self-efficacy and skills growth

related to adult and professional success, such as decision-making and working well with

others that will help them to be an excellent future leader.

 MOTIVATION

Creating sustainable improvements in the school curriculum has been a challenge to

the school systems especially to the developing countries such as, the Philippines. Currently,

the Philippines has enhanced curriculum for K-12. According to Hagos and Dejarme (2008),

the world is changing so fast that in order for schools and universities to cope with new

innovations, they should keep at pace with the tempo of societal changes and technological

progress. The schools of today should participate in the educational and social revolution.

Thus, the curriculum in Philippine schools today has to be geared to the rapid societal changes

and the new responsibilities for the new breed of Filipinos. Therefore, the curriculum should

be re-structured with a likely shift towards a more meaningful course of study and also to the

global sustainability. In doing so, through the reformation of curriculum it shall have a more

stable system in undertaking its goals and mission so as to make the underlying programs

efficient and effective to its major concern – the students, and shall shape not only the current

students but also the future generations.

The proposed curriculum is more environment-focused, research oriented, values-

laden and community-involved. According to Avanceña (2018), Philippines has the best

environmental protection laws in the world. However, these laws are often not enforced, and

as of 2013 a policy paper on Philippine solid waste practices states that human activities

contribute significantly in the countries waste management. Recognizing the effects of

improper management, garbage crisis can be prevented by practicing waste characterization

and segregation, recycling, and composting as mandate by law and also through teaching the

youth environmental education. Along with the teaching of environmental education, the youth

should also learn moral education. According to Sari (2013), teaching moral values is

important to create human resources with characters for it isn’t only the government’s

responsibility but it also concern the nation. This project emphasizes the need for the

evaluation of existing curricula and for special considerations to be given to the implication of

the propose curriculum to achieve a sustainable environmental and moral education to the

Filipino youth.
 PROJECT DETAILS

Environment

The United Nations implemented the 2030 Agenda for Sustainable Development that

includes 17 Sustainable Development Goals (SDGs) proposed in the general assembly that

happened five years ago, September 2015. And as the researchers were tasked to create a

project proposal, they decided after assessing each goal to choose a timely and the thing they

can all relate into, the quality education. Manifesting the principle behind SDGs, “leaving no

one behind”, researchers deliberately determined the core problem of today’s education

system which landed into the curriculum and a solution to reform it, add and change some

things to make it much better. They aimed to construct newly developed subjects that will

address the chosen goal as well as help in attaining the environmental sustainability of one’s

society. Researchers believe that it has a much higher possible effectivity rate than the

traditional one, as its approach is focusing more on application that are adjusted based on the

range of age the year level has. It also includes sufficient coverage of each topic that is

considerate enough to be easily absorbed by each student that will take the subjects. As for

the necessary resources to conduct the class, researchers will be the one to provide

everything. Starting from the teacher’s handbooks, coursebooks as well as the digital file

copies of each lesson included in the subject. During the trial phase of the proposed project,

it will be tested out by the researchers in some relevant learning institutions. Where will the

project be further observed and criticized to improve some aspects. After the trial it will proceed

to proofreading and application of the revisions needed with collaboration of professional

people when it comes to the specific field and has adequate knowledge to share in order to

improve the planned project proposal.

The revised curriculum based on the alterations imposed after conducting the trial

phase will be submitted into the respective institutions with prominent people who are legally

allowed to approve and set forth the proposal unto further discussion, review and

recommendations. When the project proposal is approved, researchers will now prepare for

the training of faculty personnel (e.g. teachers, exam proctors) to be able to implement
necessary things needed and explain all of the lessons in the class properly. After quite a long

process of preparing for the revised curriculum, it is now time for implementing the project

officially in the relevant learning institutions throughout the country. But in spite of that, the

proposed and approved project will be needing to have a mandatory evaluation from students,

faculty and such to assess whether it is making any difference. As well as to track its

performance at different stages to be able to justify and claim its accreditation in the field.
CURRICULUM REFORM PROCESS
Table 1. Sample Syllabus from Pre-school to Grade 3

ENVIRONMENTAL ETIQUETTE
YEAR UNITS AND CHAPTERS ACTIVITIES PROJECTS
LEVEL

PRE- • Identifying Living • Everything about • Family Day

SCHOOL Things and their me (Info, faves, etc) • Personal Kits
Environment • Family Tree (They will bring
o Humans • My Pet their soap, towels,
5 YEARS o Animals (Differ • Gifts and Thank You t-shirts, powder)
OLD ent names of Notes • How to take care of
animals) • Manners Chart your pet? (short
o Plants • Proper Hand video presentation
• Me, my Family and the Washing (Practical) with the help of
Community • Singing to "Happy their
o All About Me Birthday" while parents/guardians)
o My Family practicing proper • How do you see the
Members handwashing world around you?
o Role of • Sharing and (Draw in a short
Community listening to your own bond paper and
Helpers story about post it on the
• Basic and Proper everyday living in classroom wall.)
Etiquettes your community.
o Healthful Living: • Hygiene Charades:
Basic and Good or Bad (One
Proper Hygiene would act out the
o Proper And hygiene and the
Good Manners other would
• Dos and Don’ts be guessing and
o In the house tell whether it is
o In the school good or bad
o In the street hygiene)
o In someone • Craft making using
else’s house recyclable
o At the dining • List down 10 good
table manners that you've
learned and
observed in your
home
• The Garden of
Good Manners
(Draw a garden full
of flowers and label
it with good
manners)
• Write what to do
when you
accidentally do
something
disrespectful in your
own way; what you
think is right.
GRADE 1 • Things Around Us • One Day: One Good • Each one of them
o Introduction to Deed must bring any
living things and • “Environment kinds of seeds
6 YEARS non-living things Clean-Up Day” • Read a short story
OLD o What is the • King/Queen for a about animals that
difference Day (Every day for a have a moral story
between living month or two, the and share it with
and non-living teacher will choose the class
things a student that will creatively.
• Rules of Good Manners act like a (Drawing,
and Right Conduct King/Queen for one Demonstration
o Good Manners whole day. They will speech, Acting,
in Conversation set their own rules etc.)
o Golden Rule and regulations for • My Golden Rule
• Me, My Family and My the whole (Slogan)
Community classroom) • Performance
o Who am I? • Belongingness Tasks (Stage Play
o My dreams and (How do you relate for kids)
goals in life yourself to the
o My relationship things around you?)
with my family • My Family Tree in
o Who are the My Hands (Draw a
people in my family tree using the
community/bara palm of your hand
ngay and label each part
• The importance of according to its role)
speaking up • I See You, You See
o Things a person Me o (The students
should speak will draw a self-
about portrait on how they
o Learning when see themselves. It's
to speak a partnership
activity where they
will draw each other
according to how
they see their
partner.)
• Good Manner
Flower: Poster
Making
• Make a creative
illustration that
includes your
dreams and goals in
life
• Impromptu Skit
(The teacher would
give the students a
scenario where they
can freely express
themselves. This
activity would be
judged by their
classmates.
 Students can
practice what is the
importance of
speaking up and
learning when to
speak in this
activity.)
• Connection game
(The students would
be grouped into 5
and the teacher
would give the
students a word.
After that, the
students will be the
ones to think of a
story one-by-one,
connecting their
mini-stories until it is
finished.)

GRADE 2 • What makes you the • Introduce • Cooperation

same as yourself (This is Christmas Tree
everybody? not the usual (Before Christmas
7 YEARS • In what way is type of break, the whole
OLD everyone the introduction for it class will decorate
same? will encourage a small Christmas
• Differences and the students to tree.
similarities speak about the • Scrapbook (About
of people from each things they are the school
other having a hard activities. Class
• What is self- time with. Such Project)
affirmation? (a brief as subjects, • A jar full of letters
and simple activities, and so (letters about what
explanation). on. Of course, it they have achieved
• Care and would not be too during the school
Compassion forceful. year with the
• What is true Teachers may mixture of new
compassion talk to the child objectives they
• Ways to show before could think of).
compassion proceeding). • Stage Play (To
• Elements of • Self- earn donations
Compassion affirmation that they will be
• What is considered Exercise (In this given to the
compassionate one, there institution
care? should be a list chosen).
• Caring for yourself of values where
• How does one show the students will
care for other living select according
things? to what they
o Responsibility(Your think is
self, Your Family, important for
Your Friends, Your themselves.
Community After the
• Decision making selection, all are
• What is the expected to
“decision”? explain what’s
• How do we make it? on their list).
• How does the • I will not call
decision affect anyone names
society and the ( Starting from
world? its
• How do children announcement,
make their students will not
decision? give their
• Things Around Us classmates a
• A recollection of the nickname for it
living and nonliving can be both
things positive and
• The recollection of negative. At
the people in the least this rule or
community activity is
• How do the people effective inside
in the community the school.)
contribute to the • Poster-making
children’s view in life with the topic
(a friendly “Who do you
discussion between care the most
teachers and and how do
students) you show your
• Children’s mindset compassion?”
when it comes to the • Visit an
environmental orphanage
etiquette (The students
are not required
to donate
anything
especially if not
possible. By
showing the
pupils the
situation in the
institution it
could help
develop
empathy
towards the
unfortunate by
understanding
why the orphans
have to be
there).
• Documentatio
n of daily
responsibilitie
s (Capture
photos that
show what and
 how one does
house chores.
However, it is
not only limited
to that. Some
activities outside
can be recorded
too).
• Reward Cards
(This is a
creative way of
distributing
tasks by putting
the works in the
cards. Students
will pick one
every week and
complete it at a
given time. The
activities should
be light or
appropriate for
the age. There
should be a
reward).
• Leader for a
day. (Rather
than giving a
few students a
chance to lead a
group, all
students will be
given a chance
in this activity.
The teacher will
show nor
explain to the
whole class a
certain problem
that is common
for their age.
Each one will be
given a whole
day to make a
decision that
could solve the
problem).
• Drawing (Draw
animals and
where they live
based on what
the students
have learned
 about the needs
of the animals).
• A Day in a
Farm (It can be
done half a day
in for the
students to see
how these
certain animals
work. One might
say students
already have a
first-hand
experience but
learning
together is what
makes it
different.).

GRADE 3 • Rights and • Visit an animal • Planting seeds

Responsibilities shelter or wildlife • Create a waste bin
o Children's Basic recovery center using recycle
8 YEARS Rights • Planting herbal materials (class
OLD o Acknowledging medicines in the project)
My school vicinity • A-Z of endangered
Responsibilities • Observe and animals
o Civil Duty and compare day-to-day • Take a picture of
Responsibility weather changes plants and animals
o Individual Duty using a table. around you and
in Community • Garden volunteer submit them to the
o Individual drop-in activities teacher. (1 plant
responsibility • Create your self- and 1 animal)
o Family affirmation
responsibility • List of my good
o Individual Rights deeds
• Environment and Me • Create an eco-
o My Role in friendly tool with the
Taking Care of recyclables in your
the Environment home.
o How does it • What are you most
affect the grateful for today?
Environment (Gratitude list)
• Introduction to Waste • Name and sort
Management different animals
o Household found in the local
Chores environment
o Dirty and Clean according to what
o Proper Waste they eat, where they
Segregation live, and their
• Past, Present, Future physical features
o What can you • A short speech
say to the about the
environment in importance of good
the past, morals in changing
 present, and the
future? environment/world
o Children’s that we lived in
perspective and today. (It does not
insights in have to be complex.
today’s A simple
environmental understanding
situation would do)
o The connection
between
children’s
morals and
environmental
perspective

Table 2. Sample Syllabus for Grade 4 to Grade 6

ENVIRONMENTAL AND LIVELIHOOD EDUCATION
YEAR CHAPTERS ACTIVITIES PROJECTS
LEVEL

GRADE 4 • What’s in my • Minibeast Safari - • Monthly Papers and

Environment head to the park or Bottle Collection
o Ways of using, school playground (School Competition
9 YEARS protecting, and and see how many for Grades 4-6)
OLD conserving different insects • Paper Fish
plants and you can spot. Craft- Make a
animals • Matching Pairs - creative fish craft
o Consequences make some using a paper plate
of major ‘matching pairs’ or toilet paper roll.
changes and cards featuring • Diorama (As a
ways to endangered representation of a
conserve the animals in their good environment
environment natural habitats. where animals could
o Relationship of This is a simple live and for plants to
living and Non- activity that will grow).
living things raise awareness of • Farm Animals
o Good practices protecting the Puppet Show (The
to sustain the future of these topic must be about
environment vulnerable the roles of the
o Action plans to animals. chosen animals that
manage waste • Growing Cress the students are
production and Seeds - Divide the going to portray).
disposal class into groups:
• Going green at home get one group to
o Ways on how to plant their seeds in
be eco-wise a dark cupboard,
o Source another with no
reduction and water, and one on
reuse the windowsill with
o Benefits of both light and
having plants in water and see
your home which seeds grow
o Managing waste the best.
 o Consequences • Bee Friendly
of the Garden - planting
environment in some flowers for
waste material bees in your school
o Appropriate playground and
ways to teaching them
minimize about pollination.
environmental • Magnifying Living
damage and Nonliving
• Agriculture things - students
• Introduction to will move to an
agriculture outdoor setting and
• Tools in farming each student will sit
o Plants and in one spot and
Animals in the observe the space
Farm Industry around them. They
o Products of will have
agriculture magnifiers
o Effects of available. They will
agriculture on record in their
the environment journal the things
o Issues and they observe under
Problems in the the heading they
Farming think belongs in-
Industry living or nonliving.
o Fertilizers: When students
Organic and return to the
Chemical classroom,
o Uses of individuals will
Fertilizers share the things
o Effects of they observed.
Fertilizers in the • Paper-Free Day -
Environment go an entire day
• Fishing without using any
o Introduction to paper and use the
fishery challenge to raise
o Different ways awareness of the
of fishing amount of paper
o Effects of using that gets used and
these fishing goes to waste
techniques on every day in
the living school.
organisms in the • Recycling Jam
sea Jars - Challenge
o The fishery in your students to
the general come up with an
perspective alternative use for
o Importance of used jam jars,
the general plastic bottles, or
knowledge cereal boxes. Ask
about the fishery ‘how could we
reuse these items
in the future to
 prevent them from
going to waste?’
• Eco-Friendly
Classroom -
Challenge your
students to make
the classroom
more
environmentally
friendly – what
would they
change?
Encourage the
children to reuse
old carrier bags,
recycle their paper,
turn the lights off,
and turn the
computers off at
night.
• Exploring Plants -
Students observe
plant growth by
watching time-
lapse videos and
by growing their
plants at home.
They identify the
conditions needed
for seed
germination and
explore the role of
fruit in seed
dispersal.
• Recycling Bingo -
students will be
quizzed on their
knowledge of items
that can be
recycled within the
home and the
importance of
recycling. Students
will create their
BINGO card to be
used in the
Recycling Bingo
game.
• Agriculture is
Everywhere -
Divide students
into several
groups. Tape a
large piece of
 paper in front of the
room. Students will
look through
magazines and
newspapers to find
people or items
related to
agriculture. Have
students keep a
class tally on the
board of how many
items they add.
Once there are
items on the paper,
talk about the
objects and how
they relate to
agriculture. Hang
the finished piece
outside the
classroom to
remind everyone
that Agriculture is
Everywhere!
• My Tool - Ask the
students to bring at
least one farming
tool in class and
use all the tools
they brought in
planting activities.
In this way, they
could visualize how
the tools work.
• Farm Animals -
On a piece of
paper have each
student list as
many farm animals
as they can in 100
seconds. Discuss
the animals that
are raised in your
area and discuss
how we use these
animals in
farming.
• Diet List - Ask
students to eat all
agricultural
products in a whole
day and create a
list of foods they
ate. Discuss the
 diet list they
created in the
classroom the next
day.
• DIY Organic
Fertilizer - Ask the
students to create
their organic
fertilizer at home
with home
ingredients and
use them in the
plants at school.
After several days,
discuss how the
fertilizer affects the
plants.
• Ishikawa
Diagram- Ask the
students to think of
a problem that can
be encountered in
the fishery and plot
the cause and
effects of it using a
fishbone diagram.
• Sustainable
Fishing - By using
a model for how
fishing affects
marine life
populations,
students will
construct
explanations for
one of the reasons
why fish
populations are
declining. They will
then work to design
solutions for ways
of making fisheries
more sustainable
for the animals and
the people who
depend on them.

GRADE 5 • Advanced: Waste • Recycling • Compost in a Bottle

Management Scavenger Hunt - Experiment (This
o Bioremediation Go out into the experiment will
10 o Composting community to demonstrate the
YEARS o Environmental collect and sort decomposition
OLD remediation recyclable process and simulate
materials. List of the breakdown of
 o Hazardous and recyclables to find organic matter into
toxic waste Garbage bags compost.)
o Landfills Hand sanitizer or • DIY Recycled Crafts
• Recycling soap Time 2 hours made up of papers
o Reduce, Reuse, This game can and magazines,
Recycle enliven community (mats, basket, and
o Benefits of the cleanups and raise any creative
3Rs awareness about craftings).
o Proper waste litter. Invite kids to • Pencil Holder made
management share with the up of Aluminum Cans
o Caring for my group the reasons • Monthly Papers and
Environment we should recycle. Bottle Collection
o Types of Discuss the (School Competition
Environmental different materials for Grades 4-6)
waste that can be
o Impacts on the recycled locally
environment and where they are
• Handcrafting collected. To
o Different types prepare the
and kinds of scavenger hunt,
handicrafts identify which
o Pros and Cons types of
of handicrafts in recyclables are
the society and commonly
environment discarded on the
o Basic hand tools ground and which
o Process of are accepted by
making different your local recycling
kinds and types center.
of handicrafts • Handicrafts
o Health and Making - Kids
safety measures must bring any kind
• Industrial Arts of beaded
o What are materials, scissors,
industrial arts? and nylon. They
o Reusing, will make any type
Recycling, and of handicrafts like
Repairing bracelets,
Gadgets and necklaces, and
Furniture earrings.
• Hazardous and
Toxic Waste
Awareness- Ask
the students to
watch TV news
and gather data
regarding issues
on hazardous and
toxic waste. After
gathering reports
on news media, the
students will report
it in the classroom
through news
 reporting including
the
prevention/solution
of hazardous
waste.
• Building a
Landfill Model -
Students will
demonstrate
understanding of
the landfill layers
concept by building
a landfill model.
• Macrame Making
- using recycled/
indigenous
materials found
inside the
community.
• Industrial
Miniature House-
Build and construct
your dream house
by using popsicle
sticks, used
clothes, and other
recyclable
materials.
• Take A Green
Walk-
• Recycle Relay -
As a participant in
this educational
activity, students
will complete a
relay race to see
how much they
know about what
items can be
recycled,
composted, or
trashed.
• Case of the
Broken Loop - In
this educational
activity, another
mystery needs to
be solved by
student detectives.
Students will learn
about reducing
waste and saving
resources while
trying to prevent
 the Garbage
Gremlin from
slipping away!
• The Life Cycle of
a Cell Phone -
This educational
activity follows the
life cycle of a cell
phone. Students
will learn what it
takes to produce a
cell phone and why
recycling one is so
important.
• Trash Sort -
Students will
identify items that
can be recycled
from those that
cannot. Students
will sort and match
items based on
whether they are
recyclable.

GRADE 6 • Climate change • Film Showing - • Parol Making (Using

o Introduction to show the students plastic bottles/or any
the changes in the 2016 recyclable materials)
11 the world documentary • Create a 3 trash can
YEARS o Cause and Before the Flood, using recyclable
OLD Effects of featuring Leonardo materials and label
Climate Change DiCaprio them (Plastic, paper,
• Technology journeying to five trash)
o What is continents and the • Monthly Papers and
Technology? Arctic to see the Bottle Collection
o Pros and Cons effects of climate (School Competition
of Technology in change. for Grades 4-6)
the world • Personal Talk -
o Ways to use Let the students
technology in speak in front of
the right way the classroom
• Innovation about their
o Introduction to personal
innovation experience with
o Pros and Cons climate change in
of innovation in their neighborhood
the society and and how it makes
the environment them feel.
o How changes • What's inside my
affect the world computer? -
in the past, Students draw a
present, and picture of what they
future? think a computer
• Environmental History looks like inside.
o History of • Mousing Around -
Environmental Practice using a
Changes mouse and
o Causes of these complete a
Changes mouserobics
o Effects of these scavenger hunt.
changes in the • Integrate Social
Future Media - Create a
o How technology Facebook group
and modern specifically for your
society can class where you
promote a post discussion
sustainable topics or develop
environment? unique classroom
Twitter hashtags
students can use to
discuss lessons or
ask questions.
• Gather Student
Feedback - The
true test of any
classroom
structure and/or
curriculum is how
well it helps
students learn, and
getting feedback
from students is
vital to assessing
this, determining
what is and isn’t
working, and
addressing
problems and
confusion as they
arise. Use online
surveys and polls
to perform daily or
weekly check-ins
with students to get
their opinions on
lessons and
address lingering
questions or
concerns. Expand
on the usage of
Twitter hashtags
by having students
tweet their
feedback and
questions with a
classroom
hashtag.
• Film Showing -
show the students
the 6-minute video
by Prince Ea on
Youtube entitled
“Dear Future
Generations:
Sorry”. After,
discuss how the
world changed
over the past
decades.
• My Personal Film
- Ask students to
find and watch a
movie that features
modernization and
industrial changes.
Let them present
and discuss the
film that they have
chosen and ask
what are their
thoughts about it in
front of the
classrooms. Ask
what are the
problems they find
disturbing that
harms the
environment and
what they could do
as a student to help
change and
improve the
environment.
• Innovation: Good
or Bad? - This is a
debate activity.
The students will
be grouped into
two and are free to
choose the position
they will take
discussing the
advantages and
disadvantages of
innovation in
society.
Table 3. Sample Syllabus for Grade 7 to Grade 10
ENVIRONMENT AND THE SOCIETY
YEAR CHAPTERS ACTIVITIES PROJECTS
LEVEL

GRADE 7 • The Land, The Air, and • Backyard Soil - Making an own
The Water Identifying the version of a food web
o Soil Types different types of Jar of Food
12 o Minerals and soil (the students Preservation
YEARS Mining must bring different Air Pollution Model
OLD o Air quality types of soil and
o Air pollution write down the
o Urban and Rural difference between
air quality those based on
o Transportation their observation)
and The • Research Paper -
Environment Research about
o Health Impacts issues regarding
of air pollution the Ecosystem and
o Water and water think of your
pollution solution. (Essay)
o Causes of water • My Own Food
pollution Chain - Build a
o Categories of model of a food
water pollution chain to show how
o The most plants and animals
common type of depend on each
water other in a selected
contamination environment such
o Effect of water as grassland
pollution • Water Filtration
o Preventing Experiment- In the
water plastic cup, start by
contamination/p lining the bottom
ollution with the coffee
• The Ecosystem filters. Then place
o Types of a layer of clean
Ecosystem sand followed by a
o Protecting layer of gravel.
Ecosystem Pour the dirty water
o Basic needs of into the cup so it
Living Things can filter down
and how they through the gravel,
affect the world sand, and coffee
(Air, Water, etc.) filters. Look at the
o Beneficial and difference in the
Harmful water before and
Interactions after!
o How human • Plant Grafting -
activities affect • Birdseed Mining
the ecosystem Activity - Mining is
• Food chain and food a complex process
web in which relatively
 o A recollection of small amounts of
food web and valuable or useful
food chain minerals or metals
o How the transfer (ores) are
of food can extracted from very
affect society large masses of
and the rock. This activity
environment? will illustrate how
o Vegetarianism this "needle in a
o Pros and Cons haystack" process
of Becoming a works. Divide
vegetarian students into
o Food groups as different
Preservation mining companies.
• Adaptation Pour pounds of
o Introduction of birdseed into each
human pan and add the
adaptation in the beads that will
world represent the
o Adaptation, minerals. Students
Migration, and search through the
Globalization seed mixture and
o How adaptation, remove the beads
migration, and they find to a bowl
globalization or plate. Have the
affect the world? students count up
the number of gold,
silver, blue and
white beads and
record them.
Students should
also note the
amount of any
environmental
damage fines on
the spreadsheet.
The environmental
damage fine is
subtracted from the
Total Product
Value. They will
also learn a simple
lesson in
economics--a less
valuable
commodity may be
more profitable
because it is more
abundant.
Students will be
shown the
importance of
clean,
environmentally
 conscious mining,
and that all mining
operations must
perform work to
reclaim the land
when mining is
completed.
• How do we
Decrease Air
Pollution? -
Students
brainstorm a list of
what can be done
to reduce the
amount of air
pollution. Hold a
class discussion in
which students
share their ideas.
Discuss which
ideas are easy to
implement and
which would take
more effort.
Discuss, one way
to decrease air
pollution is to
decrease our use
of fossil fuels.
Fossil fuels are
used for many
energy purposes,
such as
transportation,
electricity, city, and
manufacturing.
Alternative Energy
sources can be
used to replace
fossil fuels with
renewable energy
sources.
• World
Environment Day
Mask Challenge -
Face masks are a
great symbol to
show leaders we
want to breathe
clean air. 9 out of
10 people breathe
polluted air. On
June 5th people
around the globe
 celebrate World
Environment Day.
To encourage
awareness the
organizers have
invited people to
join the Mask
Challenge. Take a
photo or video of
yourself wearing a
mask to post on
social media. Don’t
have a mask? Get
creative and make
your own! In your
post share the
action you’ll take to
reduce air
pollution. Tag 3
people/organizatio
ns/companies to
challenge them to
do the same. Use
#WorldEnvironme
ntDay and
#BeatAirPollution
in your social
media posts and
don’t forget to tag
@UNEnvironment.
• The Colors of Air
Pollution Relay -
Students will
investigate air
quality by using the
Air Quality Index.
Students will
distinguish
between healthy
air days and
unhealthy air days
and how the Air
Quality Index gives
us important
information about
air quality.
• Idlers: Please
Stop Your
Engines - In
groups, students
will research
background
information on the
main air pollutants.
 After collecting car
idling data at
school for one
week, students
make graphs using
the information and
create slogans for
mock no-idling
bumper stickers.
The class will
discuss the idling
and why it's not
good for our health.
• Water Pollution
Detection
Experiment - This
activity allows
students to get up
close and personal
with water
“pollution” and
explores some of
the simple ways we
can tell if pollution
is present. This
activity is excellent
because it
engages many
senses. The
activity involves
giving each
student/group in
your class a cup of
clean water. You
will then go around
the class, adding a
few drops of food
coloring to each
cup of water. The
kids then stir the
solution, making
note of the fact that
they can see the
“pollution.” The
same process is
repeated, this time
adding vinegar to
the freshwater.
This illustrates how
sometimes we can
smell “pollution”.
The third time
around, add salt
and the students’
 mix. This highlights
that not all
pollutants can be
seen or smelled
(once the salt has
dissolved).

GRADE 8 • Interaction • Animal Sensory Recreational Tree

o Habitat Playmaking - Planting Day (includes
o Species create your own the family members
13 o Population and animal serves as bonding as
YEARS their Community shelter/habitat well as being mindful of
OLD o Evolution using crafts. the environment)
o Extinction • Species interaction Making an Earth
o How animals go chart structure (the one with
extinct • A-Z Endangered the circle styrofoam
o Animals that are species thing)
Endangered • Weather Journal Planting a seed unto
o Saving species • Make it Rain - Fill different types of soil (the
• Habitat conservation the cup with water. student must take care of
o Marine Squirt shaving his/her plant throughout
conservation cream on top for the school year and then
o National parks the clouds. Explain observe what is the best
o Pollution that when clouds type of soil to plant a
o Public lands get heavy with seed.)
o Resource water, it rains! Protecting Wildlife -
extraction Then put blue food Raise money to donate
o Wilderness coloring on top of and find a charity that
areas the cloud, and helps protect
• Environmental Hazard watch it “rain”. endangered animals,
and Human Health • Observe the and donate towards the
o Solid and intensity of the cause.
Hazardous wind.
waste • Living Animal Life
o Aquatic for A Day-
Ecosystem • Evolution
o Watershed 'Telephone' - A fun
o Neighborhood way to help
water quality students
o The Hydrologic understand DNA
Cycle mutations in
o Underground evolution is the
Water and childhood game of
aquifers Telephone—with
o Pond Cycles an evolution-
o Role of aquatic related twist. The
plants message sent
• Climate Change through the
o Climate Causes; "telephone"
Solutions changes as it
o Climate Change passes between
Issues the students
o Climate because small
Change’s whole mistakes by
impact on the students
world accumulate, much
like small
mutations happen
in DNA. In
evolution, after
enough time
passes, mistakes
add up to
adaptations and
can create new
species that don't
resemble the
originals.
• The Ideal Species
- In this activity,
students are
assigned
environmental
conditions and
must decide which
adaptations would
create "ideal"
species. By
"creating"
creatures with
favorable
adaptations,
students can
demonstrate which
adaptations would
ensure their
species evolve,
illustrating the
theory of evolution.
• Habitat Diorama -
Destruction of
habitats is one
reason many
animals become
endangered.
Group the class
and make them
build a diorama (a
3-D miniature
model) to display
what each animal
would need to
thrive in its habitat.
• Wildlife Visitation
- Visit an animal
shelter or a wildlife
recovery center.
Many animal
 shelters have
endangered
species that they
care for or
information about
them. You might
also get the chance
to check out an
animal like the bald
eagle, who was
once endangered
and has been
delisted.

GRADE 9 • Environmental • Recycling Bingo - • Make an

Ethics In this educational Environmental
o Deep Ecology activity, students Project that
14 o Ecofeminism will be quizzed on addresses an
YEARS o Social Ecology their knowledge of environmental issue
OLD • Sustainable Living items that can be (e.g pollution, plastic
o Plastic Bag recycled within the wastes)
Banning home and the • Recycle Dress made
o Adopting a importance of up of plastics
Waste-Free recycling. Students • Miniature making -
Living will create their students will choose
o Benefits of own BINGO card to one biotic or abiotic
Sustainable be used in the in an environment
Living Recycling Bingo and make a
• Sustainable business game. miniature of it.
o Alternative fuels • Become a • Create a board game
o Corporate phenology about environmental
accountability observer - The regulations
o Economic students will
development monitor different
o Ecotourism organisms and the
o Energy information
conservation gathered will share
o Green building with the class.
o Pollution • Create a group in
prevention the class and make
o Social investing a short project
o Sustainable proposal about
technology energy and water
o Waste reduction conservation
o Water • Students will think
conservation of a product and
• Environmental observe its
legislation and packaging. Draw a
environmental policy new packaging of
o Environmental that product and
justice make it eco
o Environmental friendly.
politics • Impromptu
speech - Students
o Environmental will pick a paper on
regulation a fishbowl. The
topics are about
environmental
justice,
environmental
politics, and
regulation. They
will have 45
seconds to state
their advocacies
and present them
to their
classmates.
• Debate - In this
debate students
will do research on
an assigned
country to
understand the
impacts of climate
change on the
country, the current
climate change
policies that have
been adopted by
the assigned
country, an overall
view of the
country's obligation
by the international
community to
addressing climate
change. Each
student will then
have to use
environmental
justice and climate
justice principles to
develop an
argument to
support the
assigned country's
position on climate
change.
• Diagram about
Sustainable
Technology and its
development
• Daylighting Design
- High school
students will
analyze an
engineer's project
 about putting
natural lighting in
interior spaces.
After that, the
students will draw
their own designs.

GRADE • Youth’s Roles and • Composting: Make Environmental Clean

10 Responsibilities a Compost Pile Up Project
o Leadership • Environment and Defense:
skills Pollution: Matching Environmental Issues
15 o Nationalism and worksheet Case Study
YEARS Patriotism • Green Living Quiz (Advocacy about
OLD o Teaching • Importance of `environment)
Humanities Environment: School Retreat and
o Socio-Political Poster Making Camping wherein
Awareness • Green/Earth Day- students will learn how to
o Types of Each year, the interact with the nature
Advocacy world celebrates and apply the things that
o Establishing the Earth day they learned in the
Youth wherein the people previous lessons and
Organizations will turn off their activities.
o Volunteering lights by a certain
o Why do the time and will have
youth need to a short moment of
participate in silence for the
environmental mother earth. In
issues? this activity,
• Environmental students will be
economics asked to bring
o Economic certain things that
development they cherish the
and its effects most and the one
on the that they still want
environment to see in the future.
o Free trade and They will explain
its effects in the why they brought
world: An that thing and what
Introduction will they do to
o Globalization, make sure that
Science, they can preserve
Society, and the those things.
Environment • Speech Writing
• Environmental • Position paper
Issues • Essay writing
o Deforestatio about your
n advocacy
o Food and • Infographics about
Water Environmental
Scarcity Issues, cite at least
o Overpopulat 3 issues with brief
ion and explanation on how
Waste it affects humanity
 Managemen and ways on how
t to minimize it
o Climate • Earth Window Art
Change • Water, Water,
o Global Everywhere
Warming • Draw a comic
o Meteorologi about two persons
cal discussing one of
Phenomeno the environmental
n problems.
• Environmental Law • Conduct an
o Importance interview from
of three members of
Environment the community
al Law about their views
o Protection about good
Law leadership.
o Laws and
regulation
o Philippine
Environment
al Law

Issues and Challenges

Philippine education system has evolved over hundreds of years of colonial

occupation, first by Spain and then by the US. The education sector’s development has

mirrored the changes in the country’s administration. Today the focus is on expanding access

and ensuring more Filipinos receive a decent basic education, as a means of reducing poverty

and improving national competitiveness (Oxford Business Group, 2020). Though there has

been several proposals and reforms throughout the country, the system and the quality of

education in the Philippines still doesn’t feel right to every Filipinos especially to those who

are under the education institution. Since there has a lot of existing problems in the current

situation, proposing a new curriculum would be risky and troublesome.

First, the congress must consider the financial capability of the new subject that the

project needs like modules, teacher’s guide, etc. It’ll be one of the primary problems that

makes it harder to implement especially when the allotted education fund wasn’t already

enough for the current curriculum.

 Second one would be the teaching standard. Students aren’t the only ones who will

receive a major breakdown in this project, teachers and other staffs in the educational

institution would also need to attend multiple seminars, extra classes and study the modern

issues and trends in the world. Teachers will be the one who will inform their students about

the things that can affect their future. Teachers will also feel pressured since teaching about

the environmental and moral education can easily change one’s perspective in life. That’s why

people who will teach this program need to have a better knowledge and understanding about

what the topics they need to discuss. If possible, this program will require the teachers to have

a degree or must have at least a major knowledge about the subjects for them to teach their

students properly.

Third would be the pressure that this project will need to experience once it was

implemented. Since the Philippines already experienced multiple major education reforms, it’s

not surprising if there’ll be people objecting about this. Though the proposed subject was

already interesting and will help the country in several levels, some Filipinos would say that

it’ll just become one of their burdens in their studies and won’t even help them in their daily

lives. Though the subject doubted that thinking since it involved taking care of the environment.

Besides, it’ll help open the eyes of the future – the future children who will take over the world.

Through this subject, they will have enough knowledge about the endangered world they are

now living in.

Fourth is the thinking that children will attend the class just because they need to pass

the subject. It is not uncommon to students specially Filipinos to have this kind of thinking

because of the system today. That’s why this project aimed to have interactive activities and

lessons so that students won’t feel pressured to study it at all. They will engage more to the

trending issues and of course to their community and environment.

Fifth would be the lack of research and information. Since the proponents of this project

were still students, they still lack ability and knowledge to implement a reformation. It needs a

lot of people who can thoroughly study what really needs to change the education system and

what are the pros and cons of having an environmental-moral subject.

 Sixth, the irrelevance of it since the educational system was more focused to different

existing problems that's still hasn't been addressed even though this project is for

sustainability. People might see this project as something that is irrelevant because of its

involvement in the environment since the world is mostly corrupted, people often see these

issues unnecessary to discuss and teach to the students. It’ll also cost the state to fund the

said project to make sure it’s success. Some people even make fun of the environmental

advocates.

Though this study has numerous issues and challenges, it doesn’t imply that it’s

already a failed one. This project still holds onto its objective which is to carve in the mind of

the younger generation the awareness and their responsibility while they're still a child until

growing up to adapt and apply the learnings in the subject in their daily lives. This project is

still open for recommendations and future studies.

Project Deliverables

This project renders a more stable, efficient, and effective system in the Philippine

curriculum. It will shape the students to sustainable environmental and moral education. In

1988, Senator Leticia Ramos Shahani's work entitled A Values Handbook Of The Moral

Recovery Program claimed that the teachers of Values/Moral Education should emphasize

the advancement of harmony and social change. One of her aims is to lessen, if not eliminate,

the many enduring social problems (e.g., corruption in the government, colonial mentality) that

beset the Filipino people. Moreover, the Philippines school curriculum must develop a powerful

support system that secures character education in all aspects of the students' life. The

proposed curriculum is more values-laden and community-involved that will make students

improve their capacity to face life challenges at present and in the future that would also make

them mindful of the value of respect, critical thinking, and their social responsibility. Learning

the importance of respecting others even when they are very different from them or make

different choices or have different preferences or beliefs. The youth will learn the concept of

privacy and its implications of it both for children and adults and manage to handle difficult
questions in decision making. It would also enhance their capacity to deal with moral

challenges not only in school but also outside its perimeters. Furthermore, this project would

help students understand disaster-related concepts that would aid them to prepare, adapt,

and be aware of the risks of natural hazards. According to a study conducted by the World

Bank in 2008, the country identified as a natural disaster hot-spot with approximately 50.3

percent of its total area and 81.3 percent of its population vulnerable to natural disasters. In

the 2012 World Risk Report published by the United Nations University Institute of

Environment and Human Security (UNUEHS), the Philippines is the third most disaster risk

country worldwide with a Risk Index of 27.98 percent. This project will develop students that

are aware, knowledgeable, appreciative of the environment, skilled and can make informed

decisions, and take personal responsibility for sustaining the environment and our quality of

life that depends on it. This project will also encourage students to preserve the environment,

devise solutions, and take action to the current and emerging environmental problems.

In Moral Etiquette shape of the curriculum is morally loaded by virtue of what it requires,

what it makes available as electives and what it ignores. Religion and art, by contrast have

been largely ignored and are not even elective possibilities in many schools. As a result,

school encourages a rather more materialistic and less spiritual culture a matter of some moral

significance. Values clarification programs have been widely used in public schools. In this

approach, teachers help students to clarify their values by having them reflect on moral

dilemmas and think through the consequences of the options that open to them, choosing that

action that maximizes their deepest values. It is unjustifiable for a teacher to impose his or her

values on students this would be an act of oppression that denies the individuality of students.

Values are ultimately personal indeed the implicit message is that there are no right or wrong

values. Needless to say, this is a deeply controversial approach that is now widely rejected.

All schools have the obligation to foster in their students personal and community virtues such

as integrity, courage, responsibility, diligence, service and respect for the dignity of all persons

(Boston University, 1996). Schools must become “Communities of virtue” in which

responsibility, hard work, honesty and kindness are modeled, taught, expected, celebrated
and continually practiced. A important resource is the “reservoir of moral wisdom” that can be

found in great stories of works of art, literature, history, and biography. Education is a moral

enterprise in which we need to re-engage the hearts, minds and hands of our children in

forming their own characters that helping them to know the good, love the good and do the

good (Boston University, 1996). However, in environmental etiquette it may create productive

research in implementation spaces, many environmental education programs achieve

cognitive and affective outcomes and reporting direct outcomes requires advanced planning

and innovative measures. Effective environmental education represents more than a

unidirectional transfer of information: rather, this suite of tools develops and enhances

environmental attitudes, values, and knowledge, as well as builds skills that prepare

individuals and communities to collaboratively undertake positive environmental action.

Environmental education also facilitates connections between actionable research findings

and on-the-ground practices, creating synergistic spaces where stakeholders collaborate to

address dynamic environmental issues over time. Because of this commitment to application

and iteration, environmental education can result in direct benefits to the environment and

address conservation issues concretely. Yet, the path to achieving those tangible impacts can

be winding, with robust data documenting changes challenging to produce. To better

understand the research-implementation spaces where those environmental education

outcomes occur, are measured, and are reported, we undertook a systematic review of

research on environmental education's contributions to conservation and environmental

quality outcomes.

A major reform movement that won widespread support was the effort to make

education available to more children. This reform in quality education it may lead to decrease

the number of standardized tests, offer different and easy curriculum for students and shorten

instructional time and lengthen planning time. And it promotes a lifelong easy learning in every

student.
Timeline

This type of project is expected to have a thorough research, evaluation and trials but

at the same time, it is important to meet the needs of the students in terms of what is needed

to learn. With that being said, an estimated timeline is created. Starting on the month of

November, 2020 the first to third of its week is used for the ‘Assessment’. Within that period

time, determining the defects of the current curriculum is the main agenda. The ‘Planning and

Conceptualization’ comes next. This includes the formulation and deliberate assessment of

the possible reform model. Moving on the to the third one which is ‘Designing,’ the team

intended to start on the second to fourth week of December. Looking at the next phase,

‘Development of Curriculum Support Materials’ this portion would take the whole month of

January because this is crucial for it will be the production of the formulated tools from the

long running research. ‘Piloting and/or Phasing’ would get the month of February and the

second week of March. A ‘Revision’ must be done after the trial if needed. Therefore, the rest

of March would be spent for this part until the first seven days of April. ‘Proposal,’ this means

that the newly developed curriculum is ready for submission to the respective institutions and

the running time would be May. Some places might be a hard to reach area, so that the

duration was put into consideration. After the proposal, the project proceeds to the ‘Approval’

stage and this will take the longest process for the estimated number of years is five.

Depending on the situation of the Government. The latter phases are; ‘Implementation’ which

is predicted to take two years. Then the ‘Application, when it is being tested by the actual

institutions for a whole school year. Lastly is the ‘Evaluation’ wherein feedbacks from the

ones who have an actual experience of the new learning guides would be sent to the

developers for changes that is expected to be efficient. This will run for one and a half year.

Nevertheless, the estimated timeline for the project is still a prediction and that major diversion

might affect the actual duration.

 CONCLUSION

In the evolution of different systems such as economics, political, cultural,

environmental etc. that became the determining factor for the people’s movements around the

world, it has also become an integral domain that the population should or must be globally

competitive and locally active. Evidently, the youths and students are the most preeminent

driving force in leading the way by taking actions came from themselves, later on, will be pass

to others like putting serious marks in education. Thus, SDG’s quality education program will

play an instrumental role to help the society in declining the increasing rate of social issues.

In the Philippines, Filipinos are aware that the quality of education in the country is not

commendable. It does not satisfy the needs and wants of the Filipino students. It might’ve

been intriguing but many factors are being discussed such as the curriculum formation and

agency’s negligence. Nevertheless, the researchers see the big possibility of this program to

help students in acquiring skills, enhancing capabilities while upholding values as an individual

and given-take to mother earth. Through that, the researchers come up with an output that will

tackle the process of providing quality education in a way of curriculum reform that will add up

the most important subjects that should embodied and practice by the students from the period

they will step in the school at their young age. Apart from that, it is beneficial not just inside

the institution, but also outside. Moreover, in the process of adding these subjects in the

curriculum, undeniably problems and issues are noticeable. Hence, this is really a long way to

go and to add more, these subjects are a little bit not compelling for the students that they

might find it boring. Definitely, the ending of this is cooperation and participation on hands-on

activities and face-to-face discussions are absent. Specifically, environmental subjects require

experience educators, wider, broader and larger facilities and organize flow of the lessons

under the program. As we all know, at this juncture, because of the advancement of

technologies, many students are way more engage on it than doing an actual school works

that made it more difficult to break due to the adoption and acceptance of today’s generation.

Sometimes, they tend to forget the real world because of the digital and setting aside the

individual’s responsibilities that blocking the way for new understandings, lessons and
knowledge. That it may become the biggest setback of the educators and students at the same

time. In accordance with that, the researchers set a goal that they look forward to be achieve

in this project mainly: (1) The Quality of Education will be enhanced; (2) Subjects will be

appropriate to students; (3) Deeper understanding of broadening the concept of

Environmental/Moral Education; (4) We can address Global Issues; and (5) Easier and

sensible learning/ teaching style. It is to address the importance of this project that will be

greatly valuable to all. Therefore, the researchers believe that Philippines can still have a

quality education that is free and accessible by all regardless of ethnics, religion, socio-

economic status etc. That school is more than just notes or pens, it is the home of learning

new things, discovering unfamiliar entities, enhancing talents, acquiring skills and improving

the overall self-appearances. Beyond the thick books that we read and the lectures that we

write is the experiences that can’t never ever be replace by another events and times. And

once it done, it is a silver lining piece of yours that something someone can be proud of. Still,

the amount of learnings from moral and environmental education that can bring to the learners

will always been priceless. Aside from that, in this context, it is nice to say, how beautiful the

world or even the Philippines can be if we started our school’s journey in the aspect of being

morally and upright person and a responsible and caring for the mother land. How powerful

the future generations can be if we start anew or even if taking actions for a change. Hopefully,

this project will also set an eye-opener for the people to make way, might be small or big to

disseminate information tackling the importance of these two subjects. Thus, the researchers

are looking forward for outcome of this project proposal.

 REFERENCES

Consultation Version 3.1 September 2007 - PreventionWeb. (n.d.). Retrieved January 6,

2021, from

https://www.preventionweb.net/files/4006_ADPCEducGuidelineConsultationVersio

n3.1.pdf

Diana. (n.d.). Dotoku - Education in Morality. Retrieved January 06, 2021, from

https://www.international-excellence.com/blog-1/73-uncategorised/389-dotoku-

education-in-morality

Disaster preparedness is part of K-12 program - Philippines. (n.d.). Retrieved January 06,

2021, from https://reliefweb.int/report/philippines/disaster-preparedness-part-k- 12-

program

Doduk Kyoyuk Moral Education in South Korea and Georgia . (n.d.). Retrieved January

06, 2021, from

http://www.socialstudies.org/sites/default/files/publications/yl/1204/120404.html

Environmental Topics. (2020, September 30). Retrieved January 06, 2021, from

https://www.epa.gov/environmental-topics

Environmental Education Programme. (n.d.). Retrieved January 06, 2021, from

https://shuqunpri.moe.edu.sg/environmental-education-programme/

Forbes, G. M. (2011, February 17). Enhancing Character Education in Our Schools. Retrieved

November 30, 2020, from The Learning Captain: http://school-

principal.blogspot.com/2011/02/enhancing-character-education-in-our.html

Global Peace Foundation Philippines. (n/a). Character Based Education. Retrieved

November 30, 2020, from Global Peace Philippines Organization:

http://www.globalpeacephilippines.org/Character-

Based_Education___Global_Peace_Foundation_Philippines.html
Gordenker, A. (n.d.). The right way to teach values in school. Retrieved January 06, 2021,

from https://www.japantimes.co.jp/life/2004/11/18/lifestyle/the-right-way-to-

teach-values-in-school/

Home. (n.d.). Retrieved January 06, 2021, from https://valuesbasededucation.com/

Muega, M. A. (2007). Values/Moral Education: Current Conceptions and Practices in Philippines

Schools. Alipato, 81-94. Retrieved November 30, 2020

Oxford Business Group. (2020). Education reform in the Philippines aims for better quality and more

access. Retrieved November 30, 2020, from Oxford Business Group:

https://oxfordbusinessgroup.com/overview/thorough-examination-substantial-reform-has-

brought-it-variety-challenges

Parmer, P. (2020, June 05). School Projects on Agriculture. Retrieved January 06, 2021, from

https://classroom.synonym.com/school-projects-agriculture-6604933.html

Post, G., & About The Author Guest Post Here at TeacherPH.com we would like to invite

all new writers and regular bloggers to write for our blog. We love to build contacts

with similar minded people and share links. So. (2019, April 20). Disaster Readiness

and Risk Reduction: Senior High School SHS Teaching Guide. Retrieved January 06,

2021, from https://www.teacherph.com/disaster-readiness-teaching-guide/

PRINTDESK by Dan Follow. (2016, June 15). EARTH SCIENCE TEACHING GUIDE.

Retrieved January 06, 2021, from https://www.slideshare.net/daniholic/earth-science-

teaching-guide

Quick overviews of selected environmental topics. (n.d.). Retrieved January 06, 2021, from

https://wwf.panda.org/discover/knowledge_hub/teacher_resources/webfieldtrips

Ranchescags. (2019, December 13). Shuqun Primary School. Retrieved January 06, 2021,

from https://parenthoodlife.sg/shuqun-primary-school/

Relationships education (Primary). (n.d.). Retrieved January 06, 2021, from

https://www.gov.uk/government/publications/relationships-education-
 relationships-and-sex-education-rse-and-health-education/relationships-education-

primary

Shahani, L. (2003). A values handbook of the moral recovery program. Philippines: Vibal Publishing

House. Retrieved November 30, 2020

Science. (n.d.). Retrieved January 06, 2021, from https://shuqunpri.moe.edu.sg/our-

school/departments/science/ Senior High School Core Subject: Disaster Readiness

and Risk

Reduction. (n.d.). Retrieved January 06, 2021, from https://www.courses.com.ph/senior-

high-school-core-subject-disaster-readiness-and-risk-reduction/

Ways to Prevent Air Pollution (n.d.). Retrieved January 06, 2021, from

https://greenliving.lovetoknow.com/Slideshow:Ways_to_Prevent_Air_Pollution

Zamora, O. (2014, January). Challenges and opportunities for sustainable agricultural

education in the philippines and in the asean region. Retrieved January 06, 2021,

from

https://www.researchgate.net/publication/277076077_Challenges_and_Opportunit

ies_for_Sustainable_Agricultural_Education_in_the_Philippines_and_in_the_ASEAN

_Region