UNIT 1

LESSON 1
A. ACTIVATE
A Picture of Service
1. How did you feel when you were looking at the picture? Why?
- I feel that my heart is warmed like it is touched by something. I think because I am seeing
myself helping, maybe not that way, but in different ways. Which is not forced but
wholeheartedly helping those in need.
2. For you, what concepts does the picture symbolize? why?
- Its concept symbolizes supporting or assisting others. Because it reflects the idea that, in
life, people often need a helping hand to achieve their goals.
3. In your opinion, who is helping whom: the girl on the left, or the man on the right? Justify your
answer.
- It is the girl on the left. The girl is helping the man to climb up where she is. And this picture
just wants us to know that helping others isn't based on age. Sometimes there is a little kid
who is already helping the elderly to walk.

B. ANALYZE
A Closer Look at RA 9163
1. The youths have a role to play in nation-building. According to the NSTP Law, what are these
roles?
- These roles are the: ROTC, which emphasizes grooming students for national defense
preparedness. LTS, tasked with teaching literacy and numeracy skills and contributing to
educational development. And CWTS, to engage in community service projects and help
improve the quality of life in communities.
2. Who is required to take up NSTP? Additionally, who is exempted from it?
- Tertiary level students are required to take up NSTP. and students who already completed a
degree or technical-vocational course, ROTC graduates, and foreign students are
exempted from NSTP.
3. What agencies are in charge of the management of NSTP?
- Agencies that are in-charge of the management of NSTP are the Department of National
Defense, responsible for the implementation of ROTC components and the Commission on
Higher Education, that oversees the NSTP implementation in higher education institutions.
4. How long should students take NSTP according to Section 6? For how long is the NSTP course
taken up? With what program is it possible to complete NSTP earlier?
- According to Section 6 of the NSTP Law (Republic Act 9163), students are required to
complete two semesters of NSTP courses, with semesters consisting of at least 54 to 90
hours of training over the course of one academic year. However, it is possible to complete
the NSTP course earlier through the one-summer program which allows the students to
finish the required NSTP hours during a summer term.
5. Do schools all over the country charge the same NSTP fee amount? How much do students pay
for their NSTP course?
- No, schools across the country do not charge the same amount for NSP. The fees for the
NSTP course can vary depending on the institution, as there is no fixed national fee set by
the government. However, according to Republic Act 9163, schools are only allowed to
charge a reasonable fee for NSTP, usually to cover operational and administrative costs.
C. ABSTRACT
Expectation Setting

1. What are the key points can you elaborate on in your group collage?
- The collage is a song verse that is all about national pride, perseverance, believing in
oneself, friendship, teamwork, optimism, positive impact in the community, and a sense of
excitement about NSTP.
2. What were the similarities in your expectations as compared to those of your groupmates?
- They are also excited about what we would learn in this subject.
3. In what class can you help your groupmates and the whole class achieve these expectations?
- I believe I can help my groupmates and the whole class achieve our expectations through
the essence of teamwork and our unity as a class.
-
D. APPLY
Slogan on Service (SoS)
1. What is the inspiration behind your own SoS? What point of learning in this unit has motivated you
to create this slogan?
- My inspiration behind my own slogan on service is my future to be a teacher. If my passion
in teaching can’t be an action, it means that teaching is not my passion at all. So I like to
use this slogan to always remind me that my passion is not just for myself but also for
others to see.
2. After completing the readings and activities of this unit, what previous belief or principle on service
holds true for you but has now been changed or reinforced?
- About my knowledge about NSTP. All along I thought NSTP is about national defense
preparedness only. I didn’t know that it has many/three components.
3. Share your current plans to effectively conduct your NSTP service activities as we progress to the
next units of this module. What strategy/ies are you planning to employ?
- I plan to learn more about NSTP and LTS. and then apply this knowledge into practice.
UNIT 2

LESSON 2
A. ACTIVATE
Reflections on Self-Awareness
“Self-awareness is the ability to take an honest look at your life without any attachment to it being right or
wrong, good or bad.” - Deddie Ford
1. How did you feel about reading the quote above? Explain.
- Honestly, after reading the quote. I already start to self-reflect, start to see what things I’ve
done consciously and unconsciously. And after that I felt enlightened and shocked that I
really did those things.
2. In your own words, how would you define self-awareness? Explain your answer.
- I think self-awareness is your ability to see things within yourself. Aware of things that
you’ve done, either good or bad.
3. Do you think that there are benefits to “taking an honest look” at your life as what Debbie Ford said
in her quote? Why or why not?
- Yes, because you will know what you’ve done wrong so that you won’t make the same
mistake again and make the right things. And know what you’ve done right to always
continue doing it.

B. ANALYZE
Joshua’s Story
1. Who is/are the main character/s in the story? What problems did he/they encounter?
- Joshua, Phoebe and their other groupmates. Joshua is going to be kicked out of their group
once their group mates are done talking to their professor.
2. Would you describe Joshua as someone with high self-awareness? Why or why not?
- No, because he is not aware of what is happening around him and he is not aware about
his feelings, emotions, and characteristics.
3. If Joshua had higher self-awareness, what situations in the story could have been different? why?
- He would know how to improve his shortcoming and help with his group mates. Because
now he is fully aware of what is happening around him, their emotions and thoughts about
him.

C. ABSTRACT
MINI JOHARI WINDOW
KNOW TO SELF KNOWN TO OTHERS

INTROVERT QUIET
QUIET INTROVERT
GENUINE
1. How did you feel as you were accomplishing the Mini Johari Window activity? why?
- I think although I know myself there are still things that others know that I myself know and
don’t know.
2. What was/were the adjective/s that you and your partner similarly know about you? Why do you
think that both of you know this about yourself?
- My classmate thought that I am quiet and introverted. Because this is my usual personality
so I gave her that impression.

3. What was/were the adjective/s that only your partner surprisingly knows about you? What are the
possible reasons why you do not know this about yourself?
- No, there is not. Actually I am not surprised at all about what she wrote. Because it is pretty
obvious and many people notice this in their first impression of me.
D. APPLY

😄 😫 😄 😫 😫 🫤 😄
MOOD TRACKER
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

Relaxed Frustrated Happy Frustrated Frustrated Frustrated Happy

Irritated Irritated Happy

1. How does it feel to have accomplished a 7-day mood monitoring via the mood tracker? why?
- Surprised that sometimes my mood changes everyday and I have some of the same mood.
2. Based on the output of this activity, what was the emotion that you felt most frequently during the
week? Why do you think you felt that way?
- The emotion that is frequent this week is frustration. Because I’m so stressed about the one
after another quiz that makes me push harder than I normally do in studying.
3. Did the mood tracker help you become more aware of your emotions during that week? In what
ways?
- Yes, because sometimes I am just aware of the emotions of other people and how to adjust
myself but in this mood tracker I became much more aware that my emotions also matter
but don’t be over power by our own emotions.

LESSON 3
A. ACTIVATE
What is Adolescence?
Different Definitions of Adolescence
“According to the World Health Organization defines an adolescent as any person between ages 10 and
19. While in the Merriam Webster adolescence is the period of life when a child develops into an adult.
And Oxford Dictionary defines adolescence as the period following the onset of puberty during which a
young person develops from a child into an adult.”
1. What did you observe when you were looking for and examining the different definitions of
adolescence? why?
- When looking at the different definitions of adolescence, I noticed two key ideas: one,
being a specific age range and the other focusing on the broader process of growth and
development, as a biological phase and social experience.
2. Were their common themes in the definitions of adolescence that you found? Did you find the
words “ age, transition, or identity” in those definitions? What do you think are the reasons for
this?
- A clear theme in both definitions is the idea of transition—moving from childhood to
adulthood. The term age is especially mentioned in the WHO definition, giving a clear
range, whereas Merriam-Webster focused more on the process of growth and change
without defining a specific range. Adolescence is widely seen as a period when individuals
begin to discover who they are, exploring their beliefs, values and roles in life.
3. In your own words, how would you define adolescence? How would you describe your
experiences as an adolescent?
- To me, adolescence is a stage in life where a person goes through major physical,
emotional and psychological changes, getting ready for adulthood. Whereas it is a time for
you to explore who you are, figuring out your identity, and learning how to handle more
independence and new social roles.
B. ANALYZE
Body Mapping

1. During the interaction, what surprised you in the sharing by your groupmates regarding the bodily
changes in your gender and that of the opposite?
- That we have some similar bodily changes like we will grow tall, change our voice and have
some hair growth and some parts of our body.
2. As you experience these bodily changes as an adolescent, did you find it hard to adjust? Why or
why not?
- Yes, especially having a menstruation every month and having dysmenorrhea along with it
and having breast development.
3. In your opinion, do these changes in your body affect your thinking and behavior and vice versa?
Why or why not?
- Yes. Because I think when I am not in puberty I'm so coarse but as I arrive at that stage I
now know how to act appropriately and much more mature and calm.

C. ABSTRACT
Gil’s Case Study
1. In your opinion, what were the causes of Gil's stress? Why?
- Gil's cause of stress is his indecisive thinking about things and his future.
2. Have you heard of the term “ identity” before? How would you define identity in your own words?
- Yes. Identity is your identification and who you are as a person or human being.
3. If you were in Gil's position, how would you resolve this dilemma? Explain your answer.
- If I were in Gil's position and signed up in the military I would take that responsibility and
opportunity and continue and not shift because for me it is my responsibility and decision so
I should shoulder the burden of what choices I make in my life.

D. APPLY
My Vision Board
1. Do you think that visioning can facilitate identity formation? Why or why not?
- Yes, because you know what you want which shows that you know yourself.
2. In your opinion, what are the steps or strategies that you can implement to reach your vision,
goals, and aspirations in life? List down at least three strategies below and accompany each with
an explanation.
- Study hard I will take my studies more seriously than when I was in high school.
Pass LPT I will use my knowledge from studying hard to pass.
Take masters And take my masters at a well-known university.
3. In your opinion, who are the people, groups, or institutions that could help you reach your dreams?
Why?
- I believe it is my college teachers because they will put foundational knowledge for me to
pass and be a successful teacher like them someday.
UNIT 3

LESSON
A. ACTIVATE
Filipino Heroes
FILIPINO HEROES CONTRIBUTIONS

Dr. Jose Rizal Dr. José Rizal played a vital role in sparking
Filipino nationalism and the push for
independence. Through his novels “Noli Me
Tangere” and “El Filibusterismo”, he exposed
Spanish colonial abuses, inspiring Filipinos to
demand reform. Advocating peaceful change,
Rizal promoted unity, education, and pride in
Filipino culture, forming “La Liga Filipina” to
encourage collective action. His execution in 1896
made him a martyr, fueling the revolutionary spirit.
Rizal’s legacy continues to inspire Filipino leaders,
embodying values of freedom, equality, and
cultural pride central to Filipino identity.

Andres Bonifacio Andres Bonifacio, known as the "Father of the

Revolution," was a pivotal figure in the Philippine
Revolution who co-founded the Katipunan to fight
for independence from Spanish rule.

Apolinario Mabini Apolinario Mabini was a significant figure in the

Philippine Revolution and is often referred to as
the "Brains of the Revolution." Despite being
disabled, he served as a chief adviser to President
Emilio Aguinaldo. Mabini authored important
documents, including the Malolos Constitution,
which established the first democratic government
in Asia.

Antonio Luna Antonio Luna was a key military leader during the
Philippine-American War, known for his strategic
expertise and unwavering commitment to
independence. As the commander of the
Philippine Revolutionary Army, he enforced strict
discipline and modern tactics while advocating for
national unity, leaving a lasting legacy that
continues to inspire Filipinos in their quest for
sovereignty.

Gabriela Silang Gabriela Silang was a trailblazing leader in the

18th-century Philippine revolt against Spanish
colonial rule who, after the assassination of her
husband Diego, took command of their forces with
exceptional bravery, thus underscoring the crucial
role of women in the fight for independence.
Indigenous People (IPs) of the Philippines
Although protected by the aforementioned laws, IPs still fall victims to marginalization and discrimination
even as they stay in their ancestral domain or ancestral land. What do you think can happen if IPs will be
forcibly driven out of their ancestral domain, possibly in the name of development? Explain your answer
briefly.
- If Indigenous Peoples (IPs) are forcibly driven out of their ancestral lands in the name of
development, it could lead to the loss of their cultural heritage, identity, and traditional knowledge
tied to the land. Such displacement might worsen their poverty and marginalization, making it
 difficult for them to thrive. Moreover, removing IPs from their land can lead to psychological trauma
and weaken their community bonds, impacting their overall well-being.

D. APPLY
My Obligation as a Responsible Filipino Citizen
Activity 1
With your current knowledge on the various responsibilities of a Filipino citizen, list down 10
personal and practical ways to prove that you are a worthy citizen of the nation.
1. Respect for authority and the law.
2. Being informed on current issues and affairs.
3. Voting in local and national elections.
4. Practicing environmental sustainability.
5. Respecting the rights and freedom of others.
6. Take responsibility for your actions.
7. Respect the property of others.
8. Volunteer to be active in your community.
9. Be compassionate.
10. Protect the environment.
Activity 2
1. From the 10 citizenship commitments you have listed down in the activity above, can you identify
one which you think is most important and which you are inclined to practice more often?
- It is to take responsibility for your actions. I am inclined in practicing this more often
because for accepting this personal responsibility either school or at home will allow myself
and/ or be self aware of my mistakes and evaluate my future actions and may minimize the
harm that my actions can do to others.
2. In your own words, why is it important to defend your Filipino citizenship?
- It is important to defend my Filipino citizenship because I, myself, is a Filipino, born and
raised in the Philippines with both Filipino parents. By defending my Filipino citizenship is a
way for me to show love for the Philippines and actively contribute to make it more
progressive.
3. In essence, what is the connection of citizenship to the process of nation building?
- Citizenship means being part of a nation and its community, giving people a sense of
belonging and connection. This shared identity is important for nation building because it
brings people together, no matter their differences, fostering unity and solidarity. Citizenship
also encourages people to take a part in their country's development and ensures a balance
between their rights and responsibilities. These elements are key to building a strong and
united nation, helping create a society where anyone can flourish. In this way citizenship is
a vital role/ part of a nation building, playing a key role in shaping and driving a resilient
community.

LESSON 6.1
A. ACTIVATE
Reflection on Disaster Preparedness
“We cannot stop natural disasters, but we can arm ourselves with knowledge: so many lives wouldn’t
have to be lost if there was enough disaster preparedness.’ – Petra Němcová
1. How did you feel upon reading the quote and learning about Petra Němcová's disaster
experience? Why?
- I think Petra Němcová is right about what he said in his quote. because we really can't stop
natural disasters from happening but we can also really arm ourselves with knowledge
about what to do in times of disaster. As we plan ourselves for short term prevention and
mitigation, let us also equip ourselves with the knowledge on how we can survive the
disaster.
 2. From the said quote, what word or phrase struck you the most? Why?
- “Arm ourselves with knowledge” because we can really do anything if we have knowledge
within us. We won't be lost or panic if we know things that can save ourselves and others.
And being prepared for disasters like earthquakes, tsunamis, typhoons, floods, storm surge
and many more.
3. In your own words, how would you define disaster preparedness?
- For me, disaster preparedness is being prepared in times of disaster. You are prepared and
have knowledge about things that can help you survive a disaster.

B. ANALYZE
A Yolanda Story of Survival
1. How did you feel as you were reading Joanne's story of survival? Why?
- I feel sad about her experience. because they are not prepared enough that something like
that would've happened. But if they were, how many more Filipinos like them would survive
Yolanda because of their preparedness for the typhoon.
2. Had Joanne and her family learned about the deadly effects of Super Typhoon Yolanda early on,
what do you think would have happened? Why?
- If Joanne and her family learned about the deadly effect of Super Typhoon Yolanda they
would have preferred some things or maybe evacuate to a much safer place rather than
staying at their house and bothered and thinking that the typhoon coming was just an
ordinary typhoon they usually experienced.
3. In relation to disaster preparedness, what do you think are the benefits of having an informed
citizenry? Why?
- The benefits of having an informed citizenry are that the communities will have lesser
casualties and they will know what they are doing in times of a disaster and not panic.

D. APPLY

1. Based on the hazard map you created above, describe the common potential hazards and risks in
your barangay. Do you think these hazards and risks warrant your communities urgent attention?
Why or why not?
- From the map, it seems like common risks in the barangay include potential overcrowding in
places like the barangay hall, evacuation center, and church during emergencies, which
could lead to injuries. There’s also a higher risk of fires spreading because some buildings
are close together. These issues definitely need attention so the community can be better
prepared and respond quickly if something happens, reducing the chance of serious harm.
2. As a student, what effective teaching methods can you employ to raise your community members’
awareness of the potential hazards and risks in your area?
- I could organize interactive sessions, like workshops or community meet-ups, where people
can help make hazard maps together. Visual aids like posters and flyers would also help,
especially if they’re placed in public spots. Plus, using social media to share tips and
information could reach even more people and keep them informed.
 3. What would you say to fellow students who are not yet familiar with the hazards and risks in their
own communities?
- I’d tell my fellow students that understanding the hazards in their area is important because
it means they’ll be better prepared if something happens. It’s not just about their own safetY,
it also puts them in a position to help others in the community, which makes everyone
stronger and safer.

LESSON 6.2
A. ACTIVATE
Essence of the Essentials: Reflections on COVID-19
1. Community quarantine
- stay extend extended periods, restricted movements, travel passes required to leave the
house, lockdown, enhance community quarantine or ECQ, and general community
quarantine or GCQ
2. Essential goods and services
- rationing of basic goods, prioritizing grocery, importance of delivery services, basic
necessities, food supply chain, and critical services
3. Skeleton workforce
- only a few employees are allowed to work on site, work from home setups from many,
limited workforce, remote work, essential workers
4. Health and emergency frontline services
- dependence on hospitals and health care workers, health protocols enforced by frontliners,
hearing stories of overworked medical staffs, frontliners, health care heroes, emergency
response, personal protective equipment

C. ABSTRACT
Reflections on Disaster
1. What is the importance of having awareness of your community’s, barangay, or city’s disaster risk
reduction and management plans?
- The importance of having awareness helps us understand how to respond during
emergencies or disasters. It helps us to know the evacuation routes, emergency contact
numbers, and the location of the safe zones. Preparing us to protect ourselves by following
proper protocols and contributing to community safety.
2. How can you, as a student, contribute to disaster education and disaster preparedness?
- As students, we can contribute by participating in disaster drills at school and joining
community efforts in planning or volunteering during disaster management activities. And
also by conducting seminars in communities to make them aware and be educated on how
to act in times of disaster.
D. APPLY

Hazards at Home Ways to Address Them

Knives Store knives in a knife block with covers to prevent

accidents

Electrical Outlets Avoid overloading outlets and use power strips or

surge protectors

Slippery Floors Use non-slip mats in areas like bathrooms and

kitchens

Gas Regularly check gas appliances for leaks or

malfunctions

Hair Straighteners Keep them away from flammable items and unplug
it immediately after use
LESSON 6.3
A. ACTIVATE
A Picture of a Disaster
1. Describe the family members you see in the picture as well as their surroundings. What have you
observed?
- Their surroundings are destroyed by a natural disaster. There appear broken trees,
damaged houses, and debris scattered around.
2. In your opinion, can a disaster event like the one depicted in the picture be prevented? What are
some ways you can think about preventing disasters from happening? Briefly explain your
answers.
- Natural disasters cannot entirely be prevented but we can minimize the impact. About being
prepared in a disaster. We can prevent more casualties if we are prepared.
3. In your own words, how would you define disaster risk reduction? explain your definition.
- Disaster risk reduction means minimizing the damage caused by natural disasters. This can
be preparing communities, Improving infrastructure and creating policies that mitigate the
risks of disasters.

B. ANALYZE
The National DRRM Framework
1. Can you share your understanding of the framework presented?
- The National DRRM Framework focuses on building stronger, safer communities that can
handle disasters better. It includes preventing and reducing risks, preparing for possible
disasters, responding when they happen, and helping communities recover afterward. By
focusing on all these areas, the framework aims not only to react to disasters but also to
lessen their impact and help people get back on their feet faster.
2. Which component of the framework would you deem most impactful in achieving effective DRRM?
Why?
- I think prevention and mitigation are the most impactful parts of the framework. By focusing
on these, we can reduce or even avoid the damage from disasters before they happen,
which makes the whole response and recovery process easier and less costly. Preventing
disasters where possible is always better than just responding after the fact.
3. What do you think are the benefits of this new framework on DRRM? Why?
- The new DRRM framework benefits communities by focusing on preparedness, resilience,
and quick recovery, making us better equipped to handle disasters. By encouraging
collaboration and proactive planning, it helps reduce risks and ensures that people are more
aware of what to do in emergencies, which ultimately saves lives and resources.

D. APPLY
Assessment of my Community’s Recent DRRM Response

As natural disasters become more frequent and severe, Disaster Risk Reduction and Management
(DRRM) has become essential for protecting communities like ours. Reflecting on my community’s recent
response to a disaster, it’s clear that DRRM efforts are now deeply ingrained in how we approach
emergencies. Both our local government and community members are committed to these efforts
because we’ve seen firsthand how critical they are for saving lives and building resilience.

We’ve made progress toward our DRRM goals for 2030, especially in areas like early warning systems,
community education, and volunteer training. However, challenges remain. Limited resources and gaps in
public awareness can sometimes hold us back, especially when unexpected events put a strain on our
systems. To fully reach our goals, we need ongoing support from national agencies, private organizations,
and, most importantly, active participation from community members.

In our most recent disaster response, our community demonstrated strengths in preparedness and
coordination, both of which align with the National Disaster Risk Reduction and Management (NDRRM)
framework. But it wasn’t without its issues. Communication breakdowns and logistical hurdles slowed
parts of our response, and in some areas, supplies like food and water didn’t arrive as quickly as needed.
These challenges showed us that while we’re on the right track, there are still areas where we can
improve.

Moving forward, we can make our response even stronger by enhancing communication within the
community so that information spreads quickly and clearly. Strengthening early warning systems would
give people more time to prepare or evacuate if needed. Training additional local volunteers and ensuring
a steady supply of essential resources, like food and medical supplies, would also make a difference.
Overall, while our community has made great strides in DRRM, there’s still room to grow. By addressing
these areas, we can be better prepared for future challenges and continue building a safer, more resilient
community.

LESSON 7.1

A. ACTIVATE

Let’s Draw!

B. ANALYZE

Interpret the Data: Environmental Decline and Degradation

1. Share your thoughts as you look closely at the data in the table. What happens when wildlife
species become extinct?
- When wildlife species become extinct, we lose a part of our natural heritage and ecosystem
balance. Extinction disrupts food chains, reduces biodiversity, and weakens ecosystems,
making them less resilient to changes like climate shifts. It’s a loss that impacts everyone.
2. What do you think are the impacts of species extinction to human populations, especially to the
poor sectors?
- Species extinction can hit poor communities hard, as they often rely on natural resources
for food, medicine, and income. Losing species means fewer resources and ecosystem
services, leading to more poverty and instability in already vulnerable communities.
3. How would you interpret this graph? What are the effects of declining forest cover?
- The graph shows a significant decline in forest cover in the Philippines from 21 million
hectares in 1900 to just over 7 million hectares in 2010. This loss of forests can lead to
problems like loss of biodiversity, soil erosion, increased carbon emissions, and disruption
of water cycles, affecting both the environment and human livelihoods.
C. ABSTRACT

The Causes of Environmental Degradation

1. How does an economic system affect environmental conditions?

- The economic system described in The Story of Stuff leads to environmental harm by
pushing for constant extraction and production, which creates waste and pollution at every
stage.
2. What should be the roles of the government in regulating the economy and ensuring sustainable
management of the environment?
- According to The Story of Stuff, the government should protect the environment by setting
limits on harmful practices, supporting sustainable production, and ensuring companies
prioritize people and the planet over profit.

D. APPLY

Petition to the Government

October 25, 2024

Dear Government Officials,

As a concerned citizen, I am reaching out to urge you to prioritize the protection of our environment, which
is increasingly threatened by the effects of unsustainable economic activities. In the Philippines,
large-scale logging, mining, and unplanned urbanization are causing massive environmental destruction,
stripping away our natural resources and disrupting ecosystems. These activities may boost economic
growth in the short term, but they leave lasting damage to our lands and communities. We need policies
that balance economic development with environmental stewardship to ensure that we are not sacrificing
our future for temporary gains.

I kindly ask that you consider implementing stricter regulations on industries that heavily impact the
environment. This includes holding corporations accountable for irresponsible practices such as excessive
resource extraction and unregulated land conversion. By promoting responsible practices, such as
reforestation, sustainable farming, and eco-friendly urban planning, the government can help foster a
model of development that respects and protects our natural resources. Additionally, encouraging foreign
and local investments in green technologies and sustainable projects will provide long-term economic
benefits without degrading the environment.

Lastly, I urge you to invest in programs that educate our communities about environmental conservation
and provide opportunities for them to participate in protecting our natural resources. Public awareness and
community involvement are key in promoting sustainable lifestyles and encouraging collective
responsibility. By prioritizing these actions, you are not only preserving the environment but also
promoting a healthier, more equitable society for generations to come. Thank you for considering this
urgent plea for the welfare of our people and our planet.

Sincerely,

Ma. Regina Angela G. Velasquez

LESSON 7.2

A. ACTIVATE

Environmental Justice

"Saving our planet, lifting people out of poverty, advancing economic growth... these are one and the
same fight. We must connect the dots between climate change, water scarcity, energy shortages, global
health, food security and women's empowerment. Solutions to one problem must be solutions for all."
— Ban Ki-moon

With reference to this quote by Ban Ki-moon, how should we view environmental preservation and
protection?

- Ban Ki-moon’s quote emphasizes that environmental preservation and protection should be viewed
as integral to addressing broader global challenges such as poverty, economic growth, and social
equity. It reminds us that issues like climate change, water scarcity, and food security are deeply
interconnected and affect everyone, especially vulnerable communities. Therefore, solutions to
environmental problems should not only focus on saving nature but also on creating a fairer,
healthier world for all. When we work towards sustainability, we are also working towards lifting
people out of poverty, promoting public health, and advancing human rights, showing that
environmental justice is a shared responsibility and a pathway to a more just society.

B. ANALYZE

Initiatives to Address Contemporary Environmental Issues

After learning about the many efforts and initiatives that people can do to take care of the environment,
write a short story outline composed of 6 to 10 sentences that depict an example of collective action to
promote the rights of people and to protect the environment. Include the following elements in your story:
setting, characters, problem, and resolution.

- In the small coastal town of Balangay, where fishing is the main source of livelihood, the
community began noticing that fish populations were dwindling, and their once-clear waters were
becoming murky and polluted. A local fisherwoman named Rosa, deeply connected to the sea,
knew something had to be done. Together with her neighbors and the local indigenous group, she
organized a meeting to discuss their concerns. They discovered that a new industrial plant
upstream had been dumping toxic waste into the river, which flowed directly into the sea.

Determined to protect their environment and preserve their way of life, Rosa and her community
sought help from environmental advocates. They worked together to file a petition, gather
evidence, and hold peaceful protests demanding that the plant take responsibility for its actions.
Their movement gained traction, drawing support from nearby towns and media coverage.
Eventually, the local government stepped in, ordering the plant to stop polluting and implement
eco-friendly waste management practices. With time, the waters cleared up, fish returned, and
Rosa’s community continued fishing sustainably, proud of their united stand for both nature and
their rights.

C. ABSTRACT

Voices and Capacities of the Youth in Environmental Justice

Defend the statement, "Young people are not passive victims of environmental destruction." What do you
think are the strengths and potentials of the youth for environmental protection? Give concrete example/s.

- Young people are not passive victims of environmental destruction; instead, they are powerful
agents of change actively fighting for a sustainable future, as Dr. Jose Rizal once said, “Ang
 kabataan ang pag-asa ng bayan”. Many youths today are informed, passionate, and motivated to
address environmental issues, often leading protests, organizing clean-up drives, and pushing for
policy changes. One strength of the youth is their ability to mobilize quickly through social media,
raising awareness and organizing global movements like Fridays for Future, led by students who
demand climate action from world leaders. Young people are also incredibly resourceful and
innovative, often coming up with creative solutions to reduce waste and carbon emissions. For
instance, some students develop eco-friendly alternatives, such as biodegradable packaging or
sustainable fashion, to reduce environmental impact.

Youth possess a strong sense of urgency about the planet’s future, as they will be the ones most
affected by today’s environmental decisions. Many young people pursue environmental studies
and engage in research, contributing to advancements in green technology and conservation
efforts. The youth’s drive and optimism inspire older generations, making them valuable allies in
the fight for environmental justice. In the Philippines, young environmental advocates have joined
protests against destructive mining projects, showing their commitment to protecting their
homeland. This generation is not content to sit back and watch; they are actively shaping a better
world, proving that they are far from passive victims.

D. APPLY

The Roles of Young People Promoting Environment Protection

1. As a student, I commit to reducing my personal waste by bringing reusable containers, bags, and
utensils to school, minimizing single-use plastics in my daily life.
2. When given a platform or presentation opportunity, I’ll raise environmental issues, helping others
understand the importance of sustainability and inspiring them to take action.
3. I aim to pursue internships or job opportunities with organizations focused on environmental
conservation, allowing me to gain experience and contribute to meaningful work.
4. I will commit to conserving energy by being mindful of my electricity usage at home and
encouraging my family to do the same, which reduces our carbon footprint.
5. In the future, I hope to create a community project that supports eco-friendly urban gardening,
where we can grow food locally, reduce food miles, and bring people together for a sustainable
cause.

LESSON 8.1

A. ACTIVATE

Reflect about the Drug Situation in the Country

1. Why do millions of Filipinos use drugs? Explain your answer.

- Millions of Filipinos use drugs for various reasons, often tied to social and economic
hardships. Poverty, unemployment, and lack of access to mental health services drive some
to seek comfort or escape through substance use. For others, curiosity and peer pressure,
especially in environments where drugs are easily accessible, play a significant role.
There’s also a lack of awareness about the long-term dangers of drugs, making people
underestimate the consequences. Overall, drug use may seem like a temporary relief, but it
often leads to deeper challenges for individuals and their communities.
2. Why are most of these users male adults who have reached high school?
- Most drug users are male adults who have reached high school because this demographic
is often more exposed to situations where drugs are available or seen as “acceptable.”
Adolescence and early adulthood are times when people are more influenced by peers and
societal pressures, which can lead to experimenting with risky behaviors. Culturally, men
may feel the need to conform to ideas of toughness or risk-taking, which sometimes
 includes substance use. High school may be the stage where initial exposure happens, and
without intervention, it can develop into a habit. Additionally, males in the workforce are
sometimes in high-stress jobs, which might lead them to seek quick ways to relax or cope.
3. Despite being employed, why do 67% of Filipinos use drugs?
- Even though 67% of Filipino drug users are employed, their work environments may
contribute to their substance use rather than prevent it. Many employed individuals face
high levels of stress, long hours, and low wages, which can lead to feelings of frustration
and burnout. For some, drugs become a means to temporarily relieve stress or escape the
struggles of daily life. Moreover, being employed may provide them with just enough
financial means to access drugs but not necessarily enough support to cope with their
stresses in healthier ways. This shows that having a job does not always equate to stability
or well-being, especially if there are underlying issues in one’s work-life balance or mental
health.

D. APPLY

People vs. Sanchez

A short summary of the case:

- The case of *People vs. Sanchez, et al.*, GR No. 205787, revolves around a criminal offense in
which Sanchez and others were accused of committing a serious crime. This case was brought
before the Supreme Court to determine the guilt or innocence of the accused based on the
evidence presented. The primary legal question involved whether the actions of Sanchez and his
co-accused constituted a violation of the law and whether they were justly held accountable under
existing legal standards.

In its examination, the Supreme Court delved into the specifics of the crime, carefully considering
testimonies, evidence, and the credibility of witness statements. The Court evaluated whether
procedural due process was observed and if the rights of the accused were maintained throughout
the legal proceedings. They also examined if there were any mitigating or aggravating
circumstances that should influence the final judgment. The Supreme Court's thorough review of
the case aimed to uphold fairness and ensure that justice was properly administered.

Ultimately, the Supreme Court rendered a decision affirming the guilt of Sanchez and his
co-accused. The Court concluded that the evidence presented was sufficient to establish their
culpability beyond a reasonable doubt. In its decision, the Court emphasized the importance of
adhering to legal standards and ensuring that justice is served both for the victims and for society.
The ruling served as a reminder of the Court's commitment to uphold the rule of law and ensure
accountability for criminal actions.

My insights on the Supreme Court decision:

- The Supreme Court's decision in *People vs. Sanchez* seems both fair and necessary given the
severity of the crime and the strength of the evidence presented. By upholding the conviction, the
Court reinforced the importance of accountability and showed that criminal actions carry serious
consequences. It was crucial for the Court to show that the legal system protects the rights of
victims while also ensuring that due process is observed for the accused. This balance between
justice for the victims and fairness toward the defendants is a cornerstone of the rule of law.

Moreover, the decision sends a strong message to society about the standards of behavior
expected from individuals. It shows that the justice system will not tolerate serious offenses and
that there are robust measures in place to deter such actions. By ruling this way, the Supreme
Court is upholding public trust in the legal system, demonstrating that everyone is equal under the
law, and that actions that harm others will not go unpunished. This ruling supports the idea that
 justice is not just about punishing wrongdoing, but also about maintaining peace and order in
society.

LESSON 8.2
A. ACTIVATE
Reflect about the Negative Effects of Drug Addiction
To Self To My Family To The To My School To My Workplace
Community

Drug addiction can Drug addiction can Drug addiction Drug addiction Drug addiction
lead to severe create a cycle of negatively affects disrupts learning often leads to
physical and stress, pain, and communities by environments and decreased
mental health broken trust. increasing crime impacts academic productivity,
issues. Physically, Loved ones may rates and creating performance. missed deadlines,
it weakens the feel helpless, a sense of Students with and even
body, making one anxious, or insecurity. It can addiction issues accidents.
more vulnerable to constantly worried, lead to vandalism, may struggle to Colleagues may
illnesses. Mentally, leading to strained theft, or other concentrate, miss find it difficult to
addiction often relationships. crimes as classes, or even rely on someone
leads to emotional Family members individuals might drop out, affecting who is struggling
instability, may suffer engage in illegal their future with addiction,
depression, or financially as they activities to sustain prospects. It can which can lead to
anxiety. It attempt to support their addiction. also influence tensions and
becomes a daily the individual in Public health peers negatively, reduce overall
struggle where the their recovery. The systems are also creating an team morale. For
person may lose emotional toll can strained as they environment employers,
self-control, be immense, with work to manage where others addiction can
dignity, and parents, siblings, the health might be tempted mean financial
motivation, or children consequences of to try drugs losses and the
eventually experiencing drug abuse, which themselves, need for increased
neglecting disappointment, can lead to higher leading to a supervision or
self-care and resentment, or healthcare costs broader problem interventions,
personal guilt. for everyone. within the school impacting the
responsibilities. community. workplace
environment as a
whole.