MODULE 10: ECOLITERACY

PRIOR LEARNING WORKSHEET

This is a pre-test of your understanding of the concepts and principles that are
covered in this module. Based on your prior learning, do the following learning

Define Ecoliteracy.

Ecoliteracy is the ability to understand the organization of natural systems and the processes that maintain the
healthy functioning of living systems and sustain life on Earth. An ecologically literate person is able to apply
this understanding to the design and organization of our human communities and the creation of a
regenerative culture.

How can eco-literacy contribute in developing a sustainable environment?

Eco-literacy is the ability to understand and think critically about the natural environment and our place within
it. In order to develop a sustainable environment, we need to be able to understand the interconnectedness of
all life and the impact that our actions have on the planet. Eco-literacy allows us to see the world from a holistic
perspective and make informed decisions that will help to protect the environment p rovides the basis for
integrated thinking about sustainability. It supports the frame of mind, ethics, and type of practice that will
support the kind of thinking that prioritizes ecological imperatives.

When can we say that a person is ecological literate?

tasks:
An ecologically literate person understands that we are all part of a living system and what key
principles, such as interdependence and interconnectedness, really mean. An ecologically literate
person translates this understanding into actions that demonstrate conscious efforts to minimize
POST SELF-GUIDED
negative impacts on LEARNING WORKSHEET
our life-sustaining systems and maximize value contribution to our collective
wellbeing,
Now that younow
are and for the
finished future
studying thegenerations.
material above, do the following learning tasks:

How can ecoliteracy contribute in developing a sustainable environment?

Eco-literacy is the ability to understand and think critically about the natural environment and our place within
it. In order to develop a sustainable environment, we need to be able to understand the interconnectedness of
all life and the impact that our actions have on the planet. Eco-literacy allows us to see the world from a holistic
perspective and make informed decisions that will help to protect the environment p rovides the basis for
integrated thinking about sustainability. It supports the frame of mind, ethics, and type of practice that will
support the kind of thinking that prioritizes ecological imperatives.

What are the roles of teachers, learners and the school in attaining sustainable environmental goals?

Among the 17 Sustainable Development Goals (SDGs) adopted by the 193 Member States of the United Nations,
SDG 4 aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for
all. This is a crucial goal, and in many ways contributes to a strong foundation for other SDGs. However, this SDG
cannot be met without recognising the role of schoolteachers as primary contributors as well as a group much in
need of a capacity building when it comes to modern teaching methods, especially digital pedagogies. Teacher
must learn their student about ground reality of life with some practical moral values and impress their student
about the role of parents and family which will be very helpful for the students in sustainable development.
 On the other hand, students usually play a vital role as initiators, drivers and contributors of the sustainability
processes (compare 'network n', a network of student sustainability initiatives), but the institutionalisation of
this engagement is useful through structures that assign responsibilities and provide resources and funds.
Schools play a great role in the development of academics but also environmental ethics and care for nature
among students. The school environment, therefore, should encourage, support and nurture student’s capacity
on green environment as integrated in the curriculum and instruction. This will allow them to connect with
their surroundings and attend to their health and safety needs, while motivating them to learn and imbibe a
sense of belongingness and sensitivity towards school, society and even this planet. Environmental issues and
concerns can be effectively addressed when all efforts of staff and students are geared toward adopting
environmental sustainable principles at all levels, from planning and decision-making up to their execution in
the school’s functioning as part of the daily routine, such as creating a Green School.

How can eco-literacy be integrated in the curriculum, practiced in the school and demonstrated in the
classroom?

The Center for Ecoliteracy promotes a variety of teaching strategies, based on practices matched to students'
levels of development and on brain-based research, to foster the knowledge, skills, and values essential to
sustainable living. We recognize that students learn best when teaching strategies are varied to include hands-
on activities, time for reflection and thoughtful discussion, a mix of indoor and outdoor environments, and
opportunities to participate in interdisciplinary projects. Eco-literacy be integrated in the curriculum can be
achieved by taking students on field trips to local natural areas and teaching them to identify plants and
animals, and by incorporating conservation into science lessons. While adding ecological literacy to the
curriculum would be difficult for middle and high schools, which already have a range of graduation
requirements, it is very attainable at the elementary school level. Teaching ecological literacy to elementary
schoolers would yield a variety of benefits.

REFLECTION WORKSHEET
Directions: Write ways in attaining or sustaining environmental sustainability and the expected
outcomes in the plant below.

RESEARCH ANALYSIS WORKSHEET

Direction: Analyze the following research abstract and cite its implications on
teaching learning. You may download the full paper of his research on the
website
given
below.
Research
Title:
Increasing
Ecoliteracy
and
Student
Creativity
in Waste
Utilization
by Using
Models in Project Based Learning Social Studies Learning/Authors: Putri, Japar,
and Bagaskorowati (2019)

Question 1: How can you interpret the findings of the study with regard to
students' ecoliteracy and creativity in waste utilization using project-based
leaning (PBL)?
The results of this study showed that there was an increase in ecolithicacy ability. Based on the results of
the pretest conducted on December 17, 2018, it can be seen that students in Telajung 02 Public
Elementary School have not had the ability of Ecoliteracy and students' creativity in utilizing waste. Of
the 32 students, the highest score that can be obtained is only 40 from a maximum score of 100. While
the lowest value obtained is 20 from a maximum score of 100. In the first cycle, around 63% of students
classified as having high ecoliteration ability, 9% classified as having the low ecoliteration ability and 28%
classified as having the very low ecoliteration ability. In cycle II, there was an increase, around 90% of
students classified as having high ecoliteration ability, 6% classified as having the low ecoliteration
ability and 4% classified as having low ecoliteration ability. The average value of ecoliteration ability in
the first cycle was 87.6 and the second cycle increased to 78.2. In addition, students become more
active in the learning process and more courageous in expressing their opinions. This shows that the
ecoliteracy and creativity of students can be improved through the project-based-learning model.

Question 2: How can PBL improve the ecoliteracy and creativity of students based
on this research?
Project Based Learning is a teaching method in which students gain knowledge
and skills by working for an extended period of time to investigate and respond to
an authentic, engaging, and complex question, problem, or challenge. The results
of this study showed that there was an increase in ecoliteracy ability. In addition,
students become more active in the learning process and more courageous in
expressing their opinions. This shows that the ecoliteracy and creativity of
students can be improved through the project-based-learning model.
CURRICULUM APPLICATION TASK

Direction: Direction: Make a service learning plan on environmental care and protection. Use the format
provided below.

ENVIRONMENT ACTIVITY PLAN

Name of Connect with Nature!
Activity:
Brief Being connected to nature can lead to stress reduction and mood
Description: improvement. This activity is activity raises awareness about the importance
of protecting our planet and taking action by encouraging them in gardening
and collect waste.
Leader :
Members : Kianna S. Perez
Justine O. Virtudazo
Kenneth L. Pejan
Sophia J. Reyes
Target Success Date Persons Resources Expected
Objectives Indicators and Involved (Human, Material, Accomplishment
Value Financial)
1. To teach Save energy, June Teachers School and Club funds Lessen carbon
learners how walk or bike 4, and the footprints and
to reduce when 2022 learners appreciate
their carbon possible and everything earth
footprint, switch to gives.
appreciate Renewable
everything Energy
the earth Sources
gives us and
take steps
towards
protecting
the
environment.
2. To reduce Management June Teachers  Volunteers Reduce and
and eliminate of waste 5, and the  Garbage bags eliminate waste.
adverse excluding 2022 learners (make sure to
impacts of major have both
waste on mineral Landfill and
human wastes and Recycling
health and promoting bags)
the commerce  Heavy-duty
environment. and trade. gloves.
 Trash Pickers
& Grabbers.
3. To raise Save the June Teachers  Soil Learn how to
awareness Food 8, and the  Compost bin reuse plant
about the campaign 2022 learners with lid waste and make
importance and other  Plant waste gardens
of protecting tools to such as leaves abundant and
our planet educate and weeds healthy.
and taking by consumers  Kitchen waste
learning how on how to from fruits
to compost. shop for, and
prepare, and vegetables
store food to
minimize
waste
4. To ensure Waste June Teachers  Volunteers Achieve and
the minimization, 9, and the  Garbage bags practice the
protection of reuse, 2022 learners (make sure to conduct in the
the recycle and have both waste
environment energy Landfill and management
through an recovery are Recycling and recycling
effective more bags) industry.
waste sustainable  Heavy-duty
management than gloves.
system. conventional  Trash Pickers
landfill or & Grabbers.
dumpsite
disposal
technique.
5. To Plant trees, June Teachers  Trash bags Going green
encourage rethink 11, and the  Shovels reduces air
the public to landscaping, 2022 learners  Rakes pollution and
participate in go paperless  Gloves environmental
greening and plant a  Paint and toxins that could
activities at a community paintbrushes affect our body's
community garden.  Wheelbarrow immune system
level and to s that fights
adopt  Gardening infections, and
greening materials, like that could
activities as expose us to
part of daily plants and diseases and
life. mulch fatal illnesses

PROCESS AND PROCEDURES

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PROGRAM ACTIVITIES
TIME ACTIVITY IN-CHARGE
7:30 – 9:30 Clean up drive activity
9:30- 11:00 Science Experiments
11:00 – 12:00 Lunch
1:00 – 2:30 Learn How To Compost
2:30-4:30 Grow a love for plants with
seed jars