MODULE 4

ENVIRONMENTAL PROTECTION

Learning Outcome
At the end of this module, the students can:
Write a critical analysis on how your daily activities contribute to climate change.

Objectives:
1. Enumerate the causes of climate change.
2. Explain the impact of climate change on human settlement in terms of stress
on social services

CONCEPT

CLIMATE CHANGE

Climate change is a change in the statistical distribution of weather over periods of time
that range from decades to millions of years. It can be a change in the average weather
or a change in the distribution of weather events around an average (for example,
greater or fewer extreme weather events). Climate change may be limited to a specific
region, or may occur across the whole Earth.

WHAT MAKES THE CLIMATE CHANGE?

The Earth‘s climate is influenced by many factors, mainly by the amount of energy
coming from the sun, but also by factors such as the amount of greenhouse gases and
aerosols in the atmosphere, and the properties of the Earth‘s surface, which determine
how much of this solar energy is retained or reflected back to space.

CAUSES OF CLIMATE CHANGE

A. Natural causes
1. Continental drift - The continents that we are familiar with today were formed
when the landmass began gradually drifting apart, millions of years back. This
drift also had an impact on the climate because it changed the physical features
of the landmass, their position and the position of water bodies. The separation
of the landmasses changed the flow of ocean currents and winds, which affected
the climate.

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 2. Volcanoes - When a volcano erupts, it throws out large volumes of sulfur dioxide,
water vapor, dust, and ash into the atmosphere. Although the volcanic activity
may last only a few days, yet the large volumes of gases and ash can influence
climatic patterns for years. Millions of tons of sulfur dioxide gas can reach the
upper levels of the atmosphere (called the stratosphere) from a major eruption.
The gases and dust particles partially block the incoming rays of the sun, leading
to cooling. Sulphur dioxide combines with water to form tiny droplets of sulfuric
acid. These droplets are so small that many of them can stay aloft for several
years. They are efficient reflectors of sunlight, and screen the ground from some
of the energy that it would ordinarily receive from the sun. Winds in the upper
levels of the atmosphere, called the stratosphere, carry the aerosols rapidly
around the globe in either an easterly or westerly direction. Movement of
aerosols north and south is always much slower.

3. The earth's tilt - Changes in the tilt of the earth can affect the severity of the
seasons - more tilt means warmer summers and colder winters; less tilt means
cooler summers and milder winters.

4. Ocean currents - The oceans are a major component of the climate system. They
cover about 71% of the Earth and absorb about twice as much of the sun's
radiation as the atmosphere or the land surface. Ocean currents move vast
amounts of heat across the planet - roughly the same amount as the atmosphere
does. But the oceans are surrounded by land masses, so heat transport through
the water is through channels. Winds push horizontally against the sea surface
and drive ocean current patterns. Certain parts of the world are influenced by
ocean currents more than others. Ocean currents have been known to change
direction or slow down. Much of the heat that escapes from the oceans is in the
form of water vapor, the most abundant greenhouse gas on Earth. Yet, water
vapor also contributes to the formation of clouds, which shade the surface and
have a net cooling effect.

A. Human causes

Greenhouse gases and their sources

a) Carbon dioxide - the most important greenhouse gas in the atmosphere.

Changes in land use pattern, deforestation, land clearing, agriculture, and other
activities have all led to a rise in the emission of carbon dioxide.
b) Methane - about ¼ of all methane emissions are said to come from domesticated
animals such as dairy cows, goats, pigs, and horses. These animals produce
methane during the cud-chewing process. Methane is also released from rice or
paddy fields that are flooded during the sowing and maturing periods. When soil
is covered with water it becomes anaerobic or lacking in oxygen. Under such
conditions, methane-producing bacteria and other organisms decompose organic

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 matter in the soil to form methane. Methane is also emitted from landfills and
other waste dumps. If the waste is put into an incinerator or burnt in the open,
carbon dioxide is emitted. Methane is also emitted during the process of oil
drilling, coal mining and also from leaking gas pipelines (due to accidents and
poor maintenance of sites).
c) Nitrous oxide - a large amount of nitrous oxide emission has been attributed to
fertilizer application. This in turn depends on the type of fertilizer that is used,
how and when it is used and the methods of tilling that are followed.
d) Nitrogen - contributions are also made by leguminous plants, such as beans and
pulses that add nitrogen to the soil.

HUMAN CONTRIBUTION TO CLIMATE CHANGE

All of us in our daily lives contribute our bit to this change in the climate. Give these
points a good, serious thought:
1. Electricity is the main source of power in urban areas. All our gadgets run on
electricity generated mainly from thermal power plants. These thermal power
plants are run on fossil fuels (mostly coal) and are responsible for the
emission of huge amounts of greenhouse gases and other pollutants.
2. Cars, buses, and trucks are the principal ways by which goods and people
are transported in most of our cities. These are run mainly on petrol or diesel,
both fossil fuels.
3. We generate large quantities of waste in the form of plastics that remain in
the environment for many years and cause damage.
4. We use a huge quantity of paper in our work at schools and in offices.
5. Timber is used in large quantities for construction of houses, which means
that large areas of forest have to be cut down.

A growing population has meant more and more mouths to feed. Because the land area
available for agriculture is limited (and in fact, is actually shrinking as a result of
ecological degradation!), high-yielding varieties of crop are being grown to increase the
agricultural output from a given area of land. However, such high-yielding varieties of
crops require large quantities of fertilizers; and more fertilizer means more emissions of
nitrous oxide, both from the field into which it is put and the fertilizer industry that makes
it. Pollution also results from the run-off of fertilizer into water bodies.

WHAT IMPACTS OF CLIMATE CHANGE HAVE ALREADY BEEN OBSERVED?

Regional climate change is already affecting many natural systems. For instance, it is
increasingly being observed that snow and ice are melting and frozen ground is thawing,
hydrological and biological systems are changing and in some cases being disrupted,
migrations are starting earlier, and species' geographic ranges are shifting towards the
poles.

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Despite remaining gaps in knowledge, it is likely that these effects are linked to human
influence on climate. At the regional level, however, responses to natural variability are
difficult to separate from the effects of climate change.
Some previously unanticipated impacts of regional climate change are just starting to
become apparent. For instance, melting glaciers can threaten mountain settlements and
water resources, and damage associated with coastal flooding are increasing.

Vulnerability to Climate Change

Who are most vulnerable?

 Those who live in coastal communities
 Those who are wholly dependent on natural resources for livelihood (agriculture,
fisheries, forest, uplands, etc.)
 Those who have poor access to resources (financial, technology, government
support and services, etc.)
 Those with weak governance structure (poorly organized structure for providing
resources, less-income LGUs, etc.)
 Those who live in areas prone to natural hazards (floods, landslides, dry/very
wet, etc.)

Potential Impact of Climate Change

 Sea water encroaching on dry land
 Increase in salinity of groundwater aquifers, estuaries and coastal farmlands
 Impending scarcity of potable water
 Will affect agricultural and aquaculture sectors (with conversion of agricultural
into aquaculture ponds)
 Accelerated sea level rise (resulting in fresh water intrusion)
 Decreased fresh water availability and/or aggravated water scarcity in some
areas
 Increased runoff, soil erosion and flooding in others
 Increased frequency of extreme climate event (that could result in considerable
damage to agricultural production)
 Shifts in ecosystem service provision

In Human Health
 Changing rainfall patterns and increasing temperatures affecting outbreak and
spread of climate-sensitive diseases
 Decreasing access to food could result to malnutrition and health well-being of
communities
 Increased demand and stress on social services

Impact on Human Settlements

Changing rainfall patterns and increasing temperatures affecting outbreak and spread of
climate-sensitive diseases

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  Decreasing access to food could result to malnutrition and health well-being of
communities
 Increased demand and stress on social services

Agriculture
 Crop damages/losses due natural hazards including droughts
 Crop losses due to pests and diseases
 Decreased yield due to temperature increase and changing rainfall patterns
 Decrease yield due to temperature increase possibly cancelling out carbon
fertilization effects
 Decreased yield due to loss of agricultural land as sea level rise accelerates
 Damages/losses due to natural hazards

Water Resources
 Water scarcity in areas projected to receive less rainfall
 Decreased fresh water availability and/or aggravated water scarcity in some
areas
 Critical changes in the water cycle, thus altering water supply

Biodiversity
 Degradation of habitats
 Shift in species
 Die-offs/extinction of species

Climate Risks to Mining

 Threats to mine water supply security

 Damage to mines and associated transport infrastructure from flooding, cyclones
and other storm events
 Threats to port operations and shipping from sea level rise and storm surges
 Delays in construction of mine infrastructure or in production and shipping of
products
 Human health threats for mine staff from changes in working condition or disease
prevalence
 Climate-related social dislocation and security concerns in communities around
mining operations
 Changes in surface and groundwater interactions, with implications for acid mine
drainage or movements of contaminants
 Threats to vulnerable ecosystems in areas within mining operations from direct
climate impact or via climate-sensitive agents such as fire, pests, weed or
diseases.

In coastal resources

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  Coral bleaching, ocean acidification
 Coastal flooding/storm surge
 Mangrove destruction
 Decreased yield of fishery resources
 Flooding or submerge of low lying coastal areas

ADAPTATION STRATEGY: 2010-2022

Adaptation Chain

The Four Key Principles

Principle of Equity and Social Justice

1. It recognizes that climate change affects men and women differently, so it should
ensure equal protection of women, men and poor.

2. Precautionary Principle
The Philippines will take precautionary, “no regret, low regret”

3. Principle of Subsidiary
Ensures that decisions are taken as closely as possible to the
communities and that constant checks are made as to whether actions at
community level is justified in the light of possibilities available at national,
regional and local level.

4. Sustainable Development
Policies and measures to protect from and adapt to the adverse impacts
of climate change should be within the context of national development
goals.

PROPOSED VISION AND MISSION

Vision
A climate resilient Philippines enjoying sustainable development
Goal
To build the capacity of communities to adapt to climate change and increase the
resilience of natural ecosystems to climate change.

Strategies

1. Creating an enabling environment for mainstreaming climate change adaptation

based on a decentralized framework of good governance

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2. Reducing climate change risks and vulnerability of human and natural ecosystems
through ecosystem-based management approaches and appropriate technologies
3. Establishing knowledge management systems on climate change based on science
and experiences of communities
4. Mainstreaming gender in all levels of climate change adaptation policy formulation,
development planning, and implementation

Executive Order No. 579

Encouraging the formulation and implementation of Green Philippines Programs through

the National Service Training Program (NSTP)

Republic Act No. 9512

An Act to promote environmental awareness through environmental education and for

Other Purposes

Section 1. Title. – This Act shall be known as “The National Environmental

Awareness and Education Act of 2008”

Section 2. Declaration of Policy – 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.

Section 3. Scope of Environmental Education – The Department of Education

(DepEd), the commission on Higher Education (CHED), the Technical Education and
Skills Development Authority (TESDA), the Department of Social Welfare and
Development (DSWD), in coordination with the Department of Environment and Natural
Resources (DENR), the Department of Science and Technology (DOST) and other
relevant agencies, shall integrate environmental education inn its school curricula at all
levels, whether public or private, including in barangay daycare, preschool, non-formal,
technical-vocational, professional level, indigenous learning and out-of-school youth
courses or programs. Environmental education shall encompass environmental
concepts and principles, environmental laws, the state of international degradation and
its impact on human well-being, the responsibility of the citizenry to the environment and
the value of conservation, protection and rehabilitation of natural resources and the
environment in the context of sustainable development. It shall cover both theoretical
and practicum modules comprising activities, projects, programs including, but not

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limited to tree planting, waste minimization, segregation, recycling and composting,
freshwater and marine conservation.

Section 4. Environmental Education and Activities as Part of National Service

Training Program-The CHED and the TESDA shall include environmental education and
awareness programs and activities in the National Service Training Program under
Republic Act No. 9163, as part of the Civic Welfare Training Service component required
for all baccalaureate degree courses and vocational courses with a curriculum of at least
two (2) years.

Section 5. Declaration of Environmental awareness Month- Pursuant to the policy

set forth in this Act, the month of November of every year shall be known as the
“Environmental Awareness Month” throughout the Philippines.

Section 6. Inter-agency and Multi-sectoral Effort

Deped, CHED, TESDA, DENR, DOST and other relevant agencies, in consultation with
experts of the environment and the academe shall lead in the implementation of public
education and awareness programs on environmental protection and conservation
through collaborative interagency and multi-sectoral effort at all levels.
DENR- have the primary responsibility of periodically informing all agencies concerned
on current environmental updates, including identifying priority environmental education
issues for national action and providing strategic advice on the environmental education
activities.

DepEd, CHED, TESDA, DENR, DOST, DSWD and barangay units shall ensure that the
information is disseminated to the subject students.

The DOST is mandated to create programs that will ensure that students receive
science-based quality information on environmental issues to encourage the
development of environment-friendly solutions, devices, equipment and facilities.

Section 7. Capability Building- The DepEd, CHED and TESDA, in coordination with
the DENR and other relevant agencies, shall undertake capability-building programs
nationwide such as trainings, seminars, workshops on environmental education,
development and production of environmental education materials, and teacher-
education courses and related livelihood programs.

Section 8. Separability Clause. If any part, section or provision of this Act shall be
held invalid or unconstitutional, the other provisions shall not be affected thereby.

Section 9. Repealing Clause- all other acts, laws, executive orders, presidential
issuances, rules and regulations or any part thereof which are inconsistent with this Act
are hereby repealed or modified accordingly.

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Section 10. Effectivity- This Act shall take effect fifteen (15) days after its publication
in the Official Gazette or in at least two (2) newspapers of general circulation

HOW DO PEOPLE ADAPT TO CLIMATE CHANGE?

• Humans need to adapt to the impacts of climate change, for instance through
technological solutions such as coastal defenses and changes in consumption habits.
• Vulnerability of human populations to climate change and its consequences can be
affected by other factors, such as pollution, conflicts, or epidemics such as AIDS. An
emphasis on sustainable development can help human societies reduce their
vulnerability to climate change.
• Mitigation measures that aim to reduce greenhouse gases emissions can help avoid,
reduce or delay impacts, and should be implemented in order to ensure that adaptation
capacity is not exceeded.

POSSIBLE SOLUTIONS TO CLIMATE CHANGE

A. House & Garden

1. Grow your own food. Planting things like garden vegetables and herbs will help
you eat locally and organic.
2. Redecorate with Eco-products. If you need to repaint your house, use latex paint
rather than oil based. Latex paint releases significantly fewer harmful fumes while
drying and smells a lot better - it's healthier for you, too.
3. Buy energy-efficient appliances. These will require less energy to do their job,
meaning lower bills and less fossil fuels being burned.
If you can't do this, use your existing appliances efficiently; make sure the
dishwasher and washing machine are full before running them to save energy
and money.
Hang-dry your laundry rather than putting it in the dryer and put them outside on
a clothesline on dry days. Hang-drying will also make your clothes last much
longer.
4. Reduce your electricity use.
Unplug your cell phone charger, TV and other electronics from the wall when you
are not using them, because they use energy when plugged in and on standby.
The process can be made easier if you have everything plugged into a surge
protector with its own switch.
Turn off lights and other energy-sucking devices when they aren‘t being used.
Replace older light bulbs with energy-saving fluorescent bulbs. Fluorescent light
bulbs are a little more expensive, but much more efficient - they use about a
seventh of the power and last about 12 times longer.

Replace fluorescent light bulbs with Ultra Compact LEDs (UCLEDs). These use
less energy and last longer than fluorescent light bulbs. Additionally, UCLEDs do

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 not contain any dangerous mercury. Even though LED light bulbs are currently
more expensive, remember that your money is spent for a good cause: it will pay
for the development of cheaper and more effective generation of LEDs.
If you're leaving your computer for a while, put it on stand-by. You'll be able to
restart it quickly, and it'll take less energy than shutting it down and then
restarting it.
5. Reduce the usage of refrigerants and air-conditioners.
6. Pack your refrigerator more tightly to reduce cooled air.

B. Water Conservation

1. Take short showers and share bathwater. Showers use much less water. The
other choice is to fill a bucket with water and take a can or a jug, and keep filling
it with water from the bucket and pouring it over your head - if you have some
extra water save it for some other person to use. You can lather yourself up with
the water turned off in the middle of the shower.
1. Pollute less. When washing dishes, wash greasy pans last to keep the water
clean.
2. Turn off taps properly. Especially when brushing your teeth - every little bit helps.
3. Fix dripping taps. The constant drip wastes water, energy and money, so repair
them as soon as possible. You can also save by installing an inexpensive "flow
control" device in shower heads and faucets.
4. Use appliances efficiently. Running the clothes washer with a full load and using
cold water (30 degrees Celsius) whenever possible can lead to big energy
savings. Use detergents that clean clothes effectively in colder water.

C. Transportation

1. Use a bike. With gas prices so high, it will pay for itself. Ride it to work or school,
for short distances, to run errands, or to have fun. Everyone benefits when you
ride a bike. You help conserve our limited oil resources, you are not polluting,
and you are exercising.
2. Walk short distances rather than drive. It may be convenient to drive, but let's
face it, it probably takes longer than walking would, and emits pollutants to boot.
3. Use public transportation or carpool for long trips. These options may take a little
longer, but you can read, listen to headphones, or talk to people instead of
having to stare straight ahead for the length of your commute.
4. Consolidate your trips. If you must drive to do grocery, shopping, etc., plan to do
all weekly errands on one day. You can get everything you need in one trip,
saving you money and time. It's also more fuel efficient to start a car if it's already
warmed up.
5. Research biodiesel. This is a diesel made from a percentage of plant and animal
fat (in some cases reused fat). This is not suitable for all diesel engines.

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 6. Research energy efficient, electric, hybrid and diesel engines when buying a new
car, motorbike or scooter.

D. Shopping

1. Buy only post-consumer recycled paper products, including toilet paper and
tissues. The paper industry is the third greatest contributor to global warming
emissions. Buying recycled is as important as recycling - it’s called “closed loop"
recycling.
2. Avoid using plastic bags from grocery stores. Bring canvas bags to carry your
grocery items. Use reusable bags and boxes. If you need a plastic one, make
sure you use it again and again!

E. Community

1. Knowledge is power. Learn everything you can about global warming. What is it?
How does global warming work? Why is it happening? What are the causes?
What are the critics saying?
2. E-mail relevant articles to your friends and family to get them up to speed about
global warming.
3. Write to your local council to ask for environmentally minded services such as
recycling collection.
4. Educate yourself, your family, your friends, and everyone you meet. Our culture
is just waking up to issues that have existed for years. The more people are
aware of the issues the more likely they are to make decisions that will be
constructive

Important Environmental Laws

R.A. 9003 – Ecological Solid Waste Management Act of 2000.

In partnership with stakeholders, the law aims to adopt a systematic, comprehensive

and ecological solid waste management program that shall ensure the protection of
public health and environment. The law ensures proper segregation, collection, storage,
treatment and disposal of solid waste through the formulation and adaptation of best
eco-waste products.

R.A. 9275 – Philippine Clean Water Act of 2004

The law 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 comprehensive and integrated strategy

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to prevent and minimize pollution through a multi-sectoral and participatory approach
involving all the stakeholders.

R.A. 6969 – Toxic Substances, Hazardous and Nuclear Waste Control Act of 1990

The law 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 comprehensive and integrated strategy
to prevent and minimize pollution through a multi-sectoral and participatory approach
involving all the stakeholders.

R.A. 8435 – Agriculture and Fisheries Modernization Act of 1997

It establishes that the Department of Agriculture, together with other appropriate

agencies, should take into account climate change, weather disturbances and annual
productivity cycles in forecasting and formulating appropriate agricultural and fisheries
programs.

R.A. 8749 – Clean Air Act of 1999

This moves for an effective air quality management program that will mitigate the
worsening problem of air pollution in the country.

R.A. 9512 – National Environmental Awareness and Education Act of 2008

This promotes national awareness on the role of natural resources in economic growth
and the importance of environmental conservation and ecological balance towards
sustained national development.

R.A. 9513 – Renewable Energy Act of 2008

It promotes the development, utilization and commercialization of renewable energy

resources.

CONGRATULATIONS! YOU CAN NOW PROCEED

TO THE NEXT MODULE AFTER THIS…

Activity 4

1. What are the causes of climate change?

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2. What is the impact of climate change on human settlement in terms of stress on social
services?

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3. What are your daily activities and how do they contribute to climate change?

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Reflection

Write a reflective essay on this, “Climate Resilient Philippines Enjoying Sustainable

Development” (200 words only).

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