BUILDING AND ENHANCING NEW LITERACIES ACROSS

THE CURRICULUM

Prof Ed 111

[1]

FAITH P. BUNED

2021

UNIVERSITY OF SOUTHERN MINDANAO

Kabacan, Cotabato
 Module 7
ECOLITERACY

LEARNING OUTCOMES

1. Explain ecoliteracy in developing a

2. Sustainable environment
3. Discuss the seven principles of nature
4. Describe a green school articulate how ecoliteracy can be integrated in the curriculum,
practiced in the school, and demonstrated in the classroom
5. Draw relevant life lessons and significant values from a personal experience on initiating or
participating in an environmental activity
6. Analyze a research abstract on ecoliteracy and its implication to teaching-learning process
7. Make a community service action plan on environmental care and protection

In many places, people are struck and devastated by various natural disasters, locally,
nationally, and globally. Thus, disaster preparedness and risk management have been the
targets of the government and educational institutions through various plans and programs. In
this case, environmental awareness must be reiterated and strengthened in schools and
integrated in the curriculum, while everyone has to be oriented on taking care of and sustaining
the environment through eco literacy practices.

Ecoliteracy and Sustainable Development

Ecoliteracy considers ecological systems and awareness of how society operates within
natural aspects as an educational imperative. The basic principles of ecoliteracy are good
starting points to explore fundamental lessons that can be learned from nature for the reform
of society (Wahl, 2017).
David Orr (1992) posited that by failing to include ecological perspectives in education,
students are taught that ecology is unimportant. Orr and Capra (1990) coined the idea of
‘ecological literacy as creating a new emphasis on the need
for education to integrate understanding of the
interdependence between natural processes and human
ways of life. Therefore, 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.
In another perspective, ecological literacy is an
understanding of the principles of organization that
ecosystems have evolved to sustain the web of life, which
is the first step on the road to sustainability. The second
step is the move towards ecodesign, of which there is a
need to apply the ecological knowledge to the fundamental
redesign of technologies and social institutions, to bridge
the current gap between human design and the ecological
sustainable systems of nature (Capra, 2003).
Sustainability is a qualitative and quantitative
condition that demonstrates the human capacity to survive
over time. It is qualitative in a way that we want well-being
although, it is difficult to measure. But it is also quantitative
in that natural capital and ecological carrying capacity can be measured with foot printing tools.
It is a biological and ecological imperative for human society to exist within the carrying capacity
of the ecosystem. Ecological literacy therefore, provides the basis for integrated thinking about
sustainability. It supports the frame of mind, ethics, and the type of practice that will support
the kind of thinking that prioritizes ecological imperatives.
To achieve sustainability, we must trace the roots of our cultural assumptions and work
on ecological illiteracy. Our society has created industries, processes, programs, and institutions
that are destroying the ecosystem’s ability to support life. This unsustainable and reckless action
is a direct result of lack of ecological understanding and lack of sense of urgency. Ecological
literacy aims to replace fragmented thinking with new cognitive and social capacities necessary
for the design of sustainable ways of living (www.eco-labs. Org/about/eco-literacy).

Ecologically Literate Person and Society

For Wahl (2017), an ecologically literate person can apply such understanding to the
design and organization of communities and the creation of a regenerative culture. To be
ecoliterate means to understand the principles of organization of ecological communities (i.e.
ecosystems) and to use those principles for creating sustainable human communities
(www.wikipedia.org) An ecologically literate person understands the essence of independence
and interconnectedness and that we are all part of a living system. An ecologically literate person
translates this understanding into actions. That demonstrate conscious efforts to minimize
negative impacts on our life-sustaining systems and maximize value contribution to our
collective well-being, now and for future generations (http://
educationforsustainability.info/general/ecological-literacy/).
On the other hand, an ecologically literate society would be a sustainable society, which
does not destroy the natural environment on which they depend. Thus, ecological literacy is a
powerful concept as it creates a foundation for an integrated approach to environmental
problems Advocates and catalysts champion eco-literacy as a new educational reform emerging
from holism, systems thinking. Sustainability and complexity. Wahl (2017) claimed that
nurturing ecological literacy in students of a wide range of ages has become the goal of
sustainability education programs worldwide.

Ways to Develop Ecoliteracy in Schools

A growing number of
educators feel the need to foster
learning that genuinely prepares
young people for the ecological
challenges presented by this
entirely unprecedented time in
human history. Thus, the goal is
to raise students with an
important perspective called
“socially and emotionally
engaged ecoliteracy”, which is a
process that offers an antidote
for fear, anger and hopelessness
which result from inaction.
Hence, the act of engaging in
ecological challenges on whatever scale is possible or appropriate. It develops strength, hope
and resiliency among young people.
In this case, ecoliteracy is founded on a new integration of emotional, social and
ecological forms of intelligence. While social and emotional intelligence extend students’
abilities to see from another’s perspective, empathize, and show concern, ecological intelligence
applies these capacities to understanding of natural systems and cognitive skills with empathy
for all of life.
 By weaving these forms of intelligence together, ecoliteracy builds on success from
reduced behavioral problems to increased academic achievement to foster social and emotional
learning.
To help educators foster socially and emotionally engaged ecoliteracy, the following are
identified practices in age-appropriate ways for students, ranging from pre-kindergarten
through adulthood. And help promote the cognitive and affective the abilities with the
integration of emotional, social and ecological elligences
1. Develop empathy for all forms of life. By recognizing the common needs, we share with
all organisms, we can extend our empathy to consider the quality of life of other life
forms, feel genuine concern about their well-being and act on that concern.
2. Embrace sustainability as a community practice. By learning the wondrous ways that
plants, animals and other living things are interdependent, students are inspired to
consider the role of interconnectedness within their communities and see the value in
strengthening those relationships by thinking and acting cooperatively
3. Make the invisible visible. If we strive to develop ways of living that are more life-
affirming, we must find ways to make visible the things that seem invisible by using web-
based tools, such as Google Earth, GoodGuide and Fooducate Apps.
4. Anticipate unintended consequences. Teachers can teach students strategies for
anticipating unintended consequences. These include precautionary principle, that when
an activity threatens to have a damaging impact on the environment or human health,
precautionary actions should be taken. Another strategy is to shift from analyzing a
problem by reducing it to its isolated components, to adopting a system thinking
perspective that examines connections and relationships among various components of
the problem.
5. Understand how nature sustains life. Ecoliterate people recognize that nature has
sustained life for long that resulted to turning to nature when their teachers imbibe three
crucial tenets to ecoliterate living (1) ecoliterate people learn from nature that all living
organisms are complex and interconnected that inhabit a particular place for survival; (2)
ecoliterate people tend to be more aware that systems exist on various levels of scale;
and (3) ecoliterate people collectively practice a way of life that fulfills the needs of the
present generation while simultaneously supporting nature’s inherent ability to sustain
life in the future.
Seven Environmental Principles of Nature
Considering the key to understanding
environmental problems is to learn about ecosystem.
Ecology can be best appreciated in schools through a more
practical and more relatable perspectives and manner of
orientation and realization.
The following are basic environmental principles of
ecosystem (adapted from Barry Commoner, cited in
Butler, 2012).
1. Nature knows best. People need to understand
nature and have to abide by the rules it imposes. In
essence, one must not go against the natural processes if he/she would like to ensure a
continuous and steady supply of resources.
2. All forms of life are important. Each organism plays a fundamental role in nature therefore,
all living things must be considered as invaluable instruments in maintaining balance in the
ecosystem.
3. Everything is connected to everything else. In an ecosystem, all components interact with
each other to ensure that the system is sustainable, of which any outside interference may
result in an imbalance and deterioration of the system.
4. Everything changes. People must rethink their relationship with the environment through
relevant technologies for positive changes.
5. Everything must go somewhere. Since wastes may go back to one’s own backyard in some
other forms, it is important to become aware of the different types of waste, classify and
segregate those that are toxic and potentially hazardous.
6. Ours is a finite earth. Awareness of the earth's limited resources leads to a conscious effort
to change one's attitude and initiative to recycle them.
7. Nature is beautiful and we are stewards of God's creation. Being most intelligent and being
gifted with reason, humans can control and taking care of the creation to their own
advantage.
Towards a Green School and Education for Sustainable Development
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 students'
capacities 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 the
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 environmentally 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.

Green School: The concept and background

The concept of Green School was introduced, in Europe in the 1990s while the Rio Earth
Summit of 1992 took cognizance of the need to act in every area in which human impacts on the
environment. The World Summit on Sustainable Development (WSSD) in Johannesburg in 2002
catalyzed the efforts to bring about a shift in 'educating about the environment' to 'educating
for sustainability. This shift reflected the international climate of thinking about Sustainable
Development that meets the needs of the present without compromising future generations to
meet their own needs.
There was a continuous misuse and abuse of natural resources in quest for development that
would tend the future to be at stake. Hence, we need a deeper understanding and action to
respond to environmental issues and challenges that our Earth is confronted with.
Recognizing education as a critical means to achieve sustainability, the United Nations
launched the 'Decade of Education for Sustainable Development (DESD) in 2005, to integrate
principles, values and practices of sustainable development into all aspects of education and
learning in order to encourage behavior that will create a more sustainable future in terms of
environmental integrity, economic viability and a just society for present and future generations
(UNESCO, 2005). A key objective of the UNDESD is to foster better-quality teaching and
learning for ESD. This calls for reorientation of thinking and practice of formal education,
including teaching-learning approaches and assessment.
Green Schools and ESD. The Green School is visualized as a school guided by the principles
of environmental sustainability. It seeks to create a conducive environment to fully utilize all
resources and opportunities inside and outside the school and orient teachers and students on
environmental sustainability through active involvement of the community. It demands on-
going, continuous, and synergistic efforts of all stakeholders toward improving the environment
of the school and its surroundings.
 Students learning experiences outside school help them to consolidate and apply
knowledge, gain understanding of environmental processes, interrelationships, and issues,
acquire life skills and help foster attitudes, values and sensitivity toward environmental
concerns.
A “Green School is identified with those elements and practices. That inculcate
environmental sensitivity to promote environmental sustainability through various
environment-friendly means and encourage judicious use of resources. It also caters to the
physical, mental and emotional needs of a child by ensuring a school environment that is
physically safe, emotionally secure and psychologically enabling.
Essential aspects of Green School Environment. The ‘greenness’ of a school finds
expression in various aspects of the environment. The Green School has clean, healthy,
protective, and green surroundings. It also promotes both the physical and the psychosocial
health of learners and others in school, ensures a healthy (provision of health services, such as
nutritional supplementation and counseling), hygienic (safe drinking water, neat and clean
classrooms. Playground and parks, etc.), safe learning environment with healthy practices (e.g.
a school free of drugs, corporal punishment and harassment); and brings children closer to
nature and involves them in taking care of it.
Thus, a Green School is a school that engages the school community, especially children, in
critical thinking and learning by adopting participatory, practical and collaborative approaches
to work together and make the school environment healthier for students and staff by involving
the whole community to work towards a sustainable future.

A Green School adheres to the following precepts:

1. Learning about the environment. It focuses mainly on acquisition of knowledge and
understanding of the surroundings and related issues.
2. Learning through the environment. It refers to the processes of learning while being
engaged with environment inside and outside the classroom.
3. Learning for the environment. It aims at developing an informed response and
responsibility towards the environment beyond acquisition of skills and knowledge.

Understanding Green Curriculum. For a curriculum to be ‘Green’, it must include the following
aspects:
1. Environment encompassing, multidisciplinary and dynamic, has scientific, social,
economic, political and technological dimensions
 2. Being holistic, a Green Curriculum views environment as all that is around and aims to give
a better understanding of the way the world functions its operations, its alteration because
of the actions of human race and its consequences.
3. It holistically addresses sustainability concerns, such as protection and conservation of
natural resources, traditions, culture and heritage, safety and security, physical and
emotional assurance, health and sanitation issues, concern for equity and justice and
interconnection between and among natural, social, physical and cultural environment.
4. This requires a teaching-learning approach where students are provided time and space
to explore different facets of environment and interconnect them.
A Green Curriculum is a mutual concern of teachers and students. Creating a Green
School. A Green School is a school that creates healthy environment conducive to learning,
while saving energy. environmental resources and money. Therefore, a Green School (1)
reduces environmental impacts and costs: (2) improves occupants' health and performance; and
(3) increases environmental and sustainability literacy. (https://www.centerforgreenschools.
org/green-school)
Characteristics of a Green School. Green, healthy, and high performing are the
characteristics of a green school that provides many benefits to students, teachers, parents and
the community, at large.
1. It protects health. Schools, built with more daylighting, better ventilation, and healthy
green building materials and paints are healthier for students and staff.
2. It increases student performance. Student test scores can improve up to 20% when
students learn in green classrooms.
3. It saves energy and money. Operating costs for energy and water in a green school can be
reduced by 20% to 40%. It reduces carbon emissions. Green schools significantly reduce
carbon dioxide emissions.
5. It reduces water usage. On an average, a green school reduces water usage by 32% that
has direct savings for the building.
6. It improves teacher retention. A green school can reduce teacher turnover by as much as
5%, which improves student learning and school community, and can result in financial
savings for the school.
7. It improves daily attendance. It reduces absenteeism by 15%.
8. It provides a unique educational opportunity Schools can become teaching tools and
important features of science, math, and environmental curriculum when green features,
advanced technology and design in schools are used to motivate students about learning
 real world applications of green technologies and using schools and schoolyards as living
laboratories.
9. It creates green jobs. Investing in creating green schools is an investment in green jobs,
including green construction, building product manufacturing, and green architecture. 10. It
improves equity. Greening public schools creates an opportunity to improve the health and
educational settings for all students amidst diverse identities and needs
https://bostongreenschools.org/ what-is-a-green-school/

Dark Green School Program: Philippine Environmental Perspective

A Dark Green School (DGS) is a school that delivers Environmental Education through
assimilation of the environmental philosophy by the students in formal lessons, as well as in
activities outside the classroom.
Accordingly, schools must:
a. be clean and neat as evidence of good management and housekeeping.
b. call for green spaces, appropriate land use, planning. conservation of materials and
energy. proper waste management, segregation, use of appropriate materials and
avoidance of harmful ones and respect to others' right to a smoke-free air.
c. have management policies and guidelines that would create a healthful and ecological
campus.
d. have a well-planned environmental curriculum for all levels. adequately oriented and
trained faculty, and administrative. library and financial support.
e. have faculty and students who are aware of and appreciate the environmental program of
the school.
f. reach out to an outside community to spread concern for Mother Earth and facilitate
projects and programs that improve the environment.
g. engage in research that adds knowledge in the ways of nature and the impact of human
activities. (http://119.92.161 2/embgovph/portals/20/ee/neeap/dark-green schools
program.ppt)
Ecological Living Practices
Sustainable ecological living is based on different sets of principles. To assess the impact
of our choices and actions, we need criteria from studying the basic facts of life as follows (Capra,
2003): (1) Matter cycles continually through the web of life, (2) Most of the energy that drives
the ecological cycles flow from the sun; (3) Diversity assures resilience; (4) One species' waste is
another species' food; and (5) Life does not take over the planet by combat but by networking.
 The dimensions of sustainability describe the environmental impacts of our activities,
the causes of which come from the socio-economic and political systems of the society.
Sustainable development entails three dimensions: environmental, economic and social.
Ecological living gives larger understanding of how things connect and are interdependent that
begins with addressing the causes of negative impacts on the environment.
Ecological living and literacy, therefore, provide people with the tools, knowledge and
wisdom for taking concrete actions on their immense desire to contribute to a better world and
future (Capra, 2003).

Therefore, ecological living means to live in a way that it: (1) respects and replenishes the
carrying capacity of our planet; (2) honors our interrelatedness with all expressions of life, (3)
enhances the qualitative aspects of our relationships, and (4) brings forth the best of our human
capacities for the co-creation of an ecologically sustainable and caring world.
Smitsman (2014) mentioned practical suggestions on how we can support the change for
sustainability through ecological living. To sustain outer actions for ecological living, it is helpful
to remember and draw inspiration from the inner or personal development dimensions of
ecological living. The following are inner and outer ecological perspectives. To wit:

A. Inner ecology (Smitsman, 2014).

1. Become a catalyst of change to help co-create a better world and future.

2. Care for and relate with non-human beings while spending time with nature.
3.Make the most of sustainability crisis that forces us to learn, dream, think, design, act
and relate in new ways.
4. Join the rest around the world in becoming agents of sustainability.
5. Nurture nature by taking care of our body and become aware of our natural body
rhythms.
6.Become more energy efficient and learn to recycle our own energy.
7. Learn to compost our own waste and no need to dump this unto others.
8. Become aware of rights, needs and well-being of future generations and explore how
we can support this in our actions.
Outer ecology (Smitsman, 2014).

1. Educate ourselves about the resources that we, our family and/or organizations utilize to
fulfill and sustain our needs.
2. Reduce, reuse, repurpose and recycle

3. Be aware of the real price of goods and services that we use. Cheap products often have
hidden costs (e.g. the cost of child labor, animal cruelty, or degradation of ecosystems).
4. Find out any child labor practices or natural resources that were sacrificed in the process
of producing products and services.
5. Recycle grey water.
6. Collect and use rainwater.
7. Create an organic vegetable garden.
8. Compost organic waste and use the compost in the garden.
9. Create a garden (with a balance of endemic/indigenous plants) to support local wildlife
(animals, insects, trees and plants).
10. Create a roof garden (green roof) as a natural air-conditioning alternative to increase
garden space.
11. Buy organic and local products as much as possible.
12. Support local businesses and organizations that care for our Planet.

Integrating Ecological Literacy into the Curriculum

The Center for Ecoliteracy (2015) promotes a variety of teaching strategies based on
practices that are developmentally appropriate to students’ level and are brain-based to foster
knowledge, skills, and values essential to sustainable living (Sly, 2015).
Students learn best when teaching strategies are varied that include hands-on activities,
time for reflection, thoughtful discussion and combined indoor and outdoor environments,
including interdisciplinary projects (Sly, 2015). To wit:
1. Place-based Learning. It is an experiential learning that engages students in their own
environments and a strategy that captures their imagination and advances environmental.
Stewardship and civic engagement. Activities include mapping the local environment to learn
key ecological and cultural principles, studying the interplay between local society and the
environment, supporting habitat restoration projects, and working with local citizens to improve
the quality of life in their communities. Learning takes students out of the classroom and into
the community and natural environment. It adheres to the following principles:
 1.1 Place-based projects are integrated back into classroom lessons.
1.2 Students want to learn to apply their knowledge to solving real problems.
1.3 Students play an active role in redefining and recreating projects.
1.4 Students collaborate with local citizens, organizations, agencies, businesses, and
government.
1.5 Students help make plans that shape the future of their social, physical, and economic
environments.
1.6 Students are encouraged to view their community as an ecosystem and to understand
the relationships and processes necessary to support healthy living.

Research reveals the benefits of place-based learning, such as: (1) higher test scores; (2)
better grade-point averages; (3) improved classroom behavior; (4) increased self-esteem and
problem-solving abilities, and (5) higher-level thinking skills (Sly. 2015).

2. Project-based Learning. It is a strategy that involves students in projects that use a variety of
resources, including the community, technology, outside experts, written resources, and the
Web, while the teacher usually serves as facilitator of learning.
Using this strategy, research shows its impact on learners, such as: (1) increased critical
thinking skills of students; (2) fostered positive attitudes toward subjects (such as mathematics)
and exemplary performance with conceptual questions and applied problems; and (3) Improved
positive study and work habits, problem-solving capabilities, and self-esteem.
Likewise, project-based learning bears environmental impact, such as habitat
restoration, modeling the evolution of agriculture, and changing food in schools.

3. Socratic Inquiry. This is named after the Greek philosopher Socrates, who believed that
questions (not answers) stimulate learning. Therefore, rather than teaching facts and
information, teachers encourage students to ask questions about their assumptions, values, and
preconceptions. Therefore, the role of the teacher shifts from direct instruction to facilitating
discussion.
Through skilled questioning, the teacher asks students to clarify their statements,
identify weaknesses in their arguments and provide evidence for their reasoning
In return, this strategy impacts student learning as evidenced by the following outcomes.
(1) Students reveal their beliefs, misconceptions, and values and eventually, clarify their
thoughts related to the topic being discussed. (2) Students become more adept in critical
thinking. (3) Students improve their listening skills and learn to better articulate their thoughts
and ideas and become more tolerant of diverse opinions.
4. Experiential Learning. It promotes students' involvement in the real world and defines the
teacher's role as a facilitator of learning. The process of learning leads to behavioral outcomes.
It is based on the premise that learning is an active and a continuous process, with experience at
its foundation It goes along with principles of learning associated with environmental literacy.
4.1 Experiential learning is vital to schooling for sustainability.
4.2 Only through direct contact with the natural world will students develop an in-depth
understanding of fundamental ecological principles.
4.3 By working with others to solve real-world problems, they also develop skills at the
heart of sustainable living.
4.4 When students participate in experiential learning, they frequently follow the
learning cycle.
4.5 This is a process that starts with unstructured exploration, followed by concept
formation and application.

5. Interdisciplinary Learning. It emphasizes connections between traditionally discrete

disciplines, such as math, science, history, and language arts, rather than limiting learning to
one content area at a time. The following are advantages of interdisciplinary learning

5. 1 When teaching and learning are organized around themes, problems, or issues,
students seek knowledge and skills from a variety of disciplines to provide an expanded
and more complex understanding of the topics
5.2 When done well, interdisciplinary approach eliminates fragmentation and learning of
isolated skills.
5.3 It allows students to access a particular theme from different entry points as they
work with a range of sources of information and perspectives.
5.4 It also allows teachers to better differentiate instruction and create more interesting
and rich methods of assessment.
5.5 It increases students’ motivation for learning, as well as their level of active
engagement.
5.6 Students recognize the value of their learning and become more involved in it. 5.7
Students learn more when they apply a variety of skills to what they are studying and
when they interact with their classmates, teachers, and members of the community. 5.8
 Interdisciplinary teaching and learning adheres to the principles that help define
sustainable living. (https://www.ecoliteracy.org/article/teaching-strategies)

Formative Assessment 7
A.
1. How can eco-literacy contribute to developing a sustainable environment?
2. What are the seven environmental principles of nature? Discuss each one.
3. What are the roles of teachers, learners, and the school in attaining sustainable
environmental goals?
4. How can you create a Green School? How can this help and benefit Philippine schools?
5. How can eco-literacy be integrated in the curriculum, practiced in the school and
demonstrated in the classroom?

B.
RESEARCH ANALYSIS AND IMPLICATION
Direction: Analyze the following research abstract and cite its implication to teaching learning.
You may download the full paper of the research on the website given below.

Increasing ecoliteracy and student creativity in waste utilization by using models in project-
based leaning (PBL) in social studies learning Putri, Japar and Bagaskorowati (2019)

Abstract
This action research aims to determine the increase in ecoliteracy and creativity in waste
utilization by using a project-based learning (PBL) model in social studies learning. It utilized
Kemmis and Mc Taggart model among fifth grade of primary schools using observation
sheet, interview, documentation, and field notes. The results of this study showed that
there was an increase in ecoliteracy level among students based on the results of the pretest
conducted on December 17, 2018. Students in Telajung 02 Public Elementary School lacked
ecoliteracy and creativity in utilizing waste. Of the 32 students, the highest score obtained
was only 40 from a maximum score of 100; while the lowest was 20. In the first cycle, around
63% of students were classified as having high ecoliteracy level; 9% obtained low; and 28%
had very low. In cycle II, there was an increase of 90% among students who had high
 ecoliteracy level; 6% had low; and 4% with very low ecoliteracy level. Hence, the average
ecoliteracy level of students. In the second cycle was 87.6 with a gradual increase from 78.2
in the first cycle. In addition, students became more active in the learning process and more
confident in expressing their opinions. This shows that ecoliteracy and creativity level of
students can be

Improved using project-based-learning model. (Source: Putri, S.S, Japar. M. Bagaskorowati,

R. (2019). Increasing ecoliteracy and student creativity in waste utilization by using models
in project-based learning (PBL) in social studies learning International Journal of Evaluation
and Research in Education (IJERE) p-ISSN 2252-8822, e-ISSN 2620-5440 DOI: http://do
org/10.11591/ijere.v82 18901)

Analysis: How can you interpret the findings of the study with regard to students’ ecoliteracy
and creativity in waste utilization using project-based learning (PBL)?
-
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Implication: How can PBL improve the ecoliteracy and creativity of students based on this
research?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

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

ENVIRONMENTAL ACTIVITY PLAN

Name of
activity
Brief
Description
Leader
Member
Target Success Date and Persons Resources Expected
Objectives Indicators Venue involved (Human, Accomplishment
Material,
Financial)

PROCESS AND PROCEDURES

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

PROGRAM OF ACTIVITIES
TIME ACTIVITY IN-CHARGE
References
Alata, E.J., & Ignacio, E.T. (2019). Building and Enhancing New Literacies Across the
Curriculum. Rex Bookstore
De Leon, E. B. (2020). Building and Enhancing New Literacies Across the Curriculum.
Lorimar Publishing.

Picture Attribution:
https://rafflespress.com/2019/02/17/enrichment-programme-preview-19-ecological-
literacy-programme-eco-lit/
https://greatergood.berkeley.edu/article/item/five_ways_to_develop_ecoliteracy