Eco literacy

By: group 6

Name:
Arcenas , Jae
Barana, Ericka joy
Federizo, Megie
Montalban, Angelica
Morales, Joy

CONCEPT EXPLORATION
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 has to 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 ecoliteracy
practices.

Learning outcomes:
At the end of lesson, the student should be able to;
1.Define Ecological literacy
2.Discuss the seven environment principle of nature
3. Describe a green school
4. Articulate how ecoliteracy can be integrated in the curriculum.
5.Draw relevant life lesson and significant values from a personal
experience on initiating or participating in an environmental
activity.
6. analyze research abstract on ecoliteracy and its implication to
teaching-learning process.
7. make a community service action plan on environmental care
protection.

What is ecological literacy ?

Ecoliteracy considers ecological systems and awareness of how

society operates within natural aspects as an educational
imperative.
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.

Sustainability
is a qualitative and quantitative condition that demonstrate 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 measured with foot printing tools.

Ecologically Literate Person and Society

Wahl (2017), an ecologically literate person can apply such
understanding to the design and organization of communities and
the creation of a regenerative culture.
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.

Ways to Develop Ecoliteracy in school.

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
"socially and emotionally engaged ecoliteracy, which is a proces
that offers an antidote for fear, anger and hopelessness which res
from inaction.

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
intelligences.

1. Develop empathy for all forms of life

2. Embrace sustainability as a community
3.Make the invisible visible
4.Anticipate unintended consequences
5.Understand how nature sustain life.

Seven Environmental Principles of Nature

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 the most intelligent and being gifted with reason, humans
are capable of controlling 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 or students are geard toward adopting
environmentally sustainable principles at all levels, from planning
and decision-making up to their execution in the school's funtioning
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 take action 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.
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.

A "Green School" is identified with those elements and practices

that inculcate environmental sensitivity to promote sustainability
through various environment-friendly means and encourage
judicious use of resources, It also caters to environmental 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 green

surroundings. It also promotes both the physical and tective and
social 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.

The Green School has clean, healthy, protective green

surroundings. It also promotes both the physical and tective and
social 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.

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 is 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 sanitations issues concern for equity and
justice and interconnection between and among natural, s physical
and cultural environment.
4. This requires a teaching-learning approach where studen are
provided time and space to explore different facets environment
and interconnect them.
5. A Green Curriculum is a mutual concern of teachers and
students. Creating a Green School. A Green School is a school
that creates a 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.

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%.

4. It reduces carbon emissions. Green schools significantly

reduce carbon dioxide emissions.

5. It saves energy and money. Operating costs for energy and

water in a green school can be reduced by 20% to 40%.
6.It reduces carbon emissions. Green schools significantly
reduce carbon dioxide emissions.
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.

Dark Green School Program: Philippine Environmental

Perspective

A Dark Green School (DGS) is a schontal Perspective

Environmental Education through assimilation of the environmental
philosophy by the student 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.

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
ofnegative impacts on the environment. Ecological living and
literacy therefore, provide people with the tools, knowledge and
taking concrete actions on their immense desire to contribute to a
better 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 best of our human capacities for the co-creation of
an ecologically sustainable and caring world.

Smitsman, (2014)mentioned practical suggestigical living we can

support the change for sustainability through ecologicatuliving. In
order 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,skill and
values essential to sustainable living.

1.Place-base learning
-it is an experimental learning that engages students in their own
environment and strategy that captures their imagination and
advances environmental stewardship and civic engagement.

2.Project-based learning
- it is strategy that involves students in project that use a variety of
resources,including the community,technology,outside expert,
written resources and web.

3.Socratic Inquiry
- this is named the Greek philosopher Socrates,who believed that
question(not answer) stimulate learning.therefore, rather that
teaching facts and information teachers encourage students.

4.Experiental learning
-it promotes students involvement in the real world defines the
teachers role as facilitator of learning,the process of learning leads
to behavioral outcomes.

5.Interdisciplinary learning
-It emphasizes connections between traditionally discrete
disciplines, such as math,science,history,and language art rather
than limiting to one content area at a time.

References:
https://www.studocu.com/ph/u/53811199?sid=01716204087