Instructional Materials for

National Service Training Program

CIVIC WELFARE TRAINING SERVICE 1
CWTS 10013

Compiled by:

NELSON P. ANGELES, DMD, MEM

CWTS Coordinator

Recommending Approval:

YOLANDA RABE, DEM, RGC

Head Academic Program

Approved by:

MARISSA B. FERRER, DEM, Psy

Director
 NATIONAL SERVICE TRAINING PROGRAM

Course description:

This course is one (I) of the three (3) components under National service Training Program Act
of 2001 (R.A.No.9163) designed to encourage, develop, and train the students to contribute to
the general welfare and the betterment of life for the members of the community or the
enhancement of its facilities, especially those devoted to improving health, education,
environment, entrepreneurship, safety, recreation, and moral of the citizenry and other social
welfare services.

General Objectives
NSTP generally aims to promote civic consciousness and defense preparedness among the
youth by developing the ethics of service and patriotism while undergoing training. (Sec 3a of
NSTP Law)

MODULE 1
Orientation on the NSTP Law RA9163 and Revised Implementing Rules and Regulations

Overview
Republic Act. No. 9163 (The NSTP Act of 2001) is an act establishing the National Training
Program (NSTP) for tertiary level students, amending for the purpose Republic Act No. 7077
and Presidential Decree No. 1706, and for other purposes. Its guiding principles are anchored
on the role of the youth in nation-building.

Objectives:

At the end of the lesson, the students should be able to:

1. Identify the provisions of Republic Act No. 9163 that are applicable to their respective
colleges
2. Assess the implementation of CWTS program in the university based on 2006
Revised Implementing Rules and Regulations of the NSTP
3. Contribute their share in improving the quality of life of the people in the community
4. Take active involvement in the community activities as required by Executive Order
No. 579
5. Value the contents of the syllabus as vital to their development as responsible
citizens with strong sense of nationalism and voluntarism and leadership skills.

Course Materials

Lesson 1
Salient Provision of R.A. 9163, National Service Training Program (NSTP) Act 2001

Republic of the Philippines Congress of the Philippines Metro Manila Twelfth Congress First
Regular Session Begun and held in Metro Manila on Monday, the twenty-third day of July two
thousand one. [REPUBLIC ACT NO. 9163] AN ACT ESTABLISHING THE NATIONAL
SERVICE TRAINING PROGRAM (NSTP) FOR THE TERTIARY LEVEL STUDENTS,
AMENDING FOR THE PURPOSE REPUBLIC ACT NO. 7077 PRESIDENTIAL DECREE NO.
1706, AND FOR OTHER PURPOSE
Be it entered by the senate and House of Representatives of the Philippines in Congress
assembled.

SECTION 1. Short Title. This Act shall be known as the “National Service Training Program
(NSTP) Act of 2001”.
SECTION 2. Declaration of Policy. – It is hereby affirmed the prime duty of the government to
serve and protect its citizens. In turn, it shall be the responsibility of all citizens to defend
security of the state and in fulfillment thereof, the government may require each citizen to render
personal, military or civil service.

Recognizing the youth’s vital role in nation building, the state shall promote civic consciousness
among the youth and shall develop their physical, moral, spiritual, intellectual and social well
being. It shall inculcate in the youth patriotism, nationalism, and advance their involvement on
public and civic affairs.

In pursuit of these goals, the youth, the most valuable resource of the nation, shall be
motivated, trained, organized and mobilized in military training, literacy, civic welfare and other
similar endeavors in the service of the nation.

SECTION 3. Definition of Terms. – For purposes of this Act, the following are hereby defined as
follows:

(a) “National Service Training Program ( NSTP)” i s a program aimed at enhancing civic
consciousness and defense preparedness in the youth by developing the ethics of services and
patriotism while undergoing training in any of its three (3) program components. Its various
components are especially designed to enhance the youth’s active contribution to the general
welfare.

(b) “Reserve Officers’ Training Corps (ROTC)” is a program institutionalized under sections 38
and 39 of Republic Act No. 7077 designed to provide military training to tertiary level students in
order to motivate, train, organize and mobilize them for national defense preparedness.

(c) “Literacy Training Service” is a program designed to train students to become teachers of
literacy and numeracy skills to school children, out of school youth, and other segments of
society in need of their service.
(d) “Civic Welfare Training Service” refers to program or activities contributory to the general
welfare and the betterment of life for the members of the community or the enhancement of its
facilities, especially those developed to improving health, education, environment,
entrepreneurship, safety, recreation and morals of the citizenry.
(e) “Program components” shall refer to the service components of the NSTP as enumerated in
Section 4 of this Act.

SECTION 4. Establishment of the National Service Training Program. – There is hereby

established a National Service Training Program (NSTP), which shall form part of the curricula
of all baccalaureate degree courses and of at least two (2) year technical – vocational courses
and is a requisite for graduation, consisting of the following service components:

(1) The Reserve Officers’ Training Corps (ROTC), which is hereby made optional and voluntary
upon the effectivity of this Act.

(2) The Literacy Training Services; and

(3) The Civic Welfare Training Service

The ROTC under the NSTP shall instill patriotism, moral virtues, respect for rights of civilians,
and adherence to the Constitution, among others. Citizenship training shall be given emphasis
in all three program components.

The Commission on Higher Education (CHED) and technical education and Skills Development
Authority (TESDA), in consultation with the Department of National Defense (DND), Philippine
Association of State Universities and Colleges (PASUC), Coordinating Council of Private
Educational Associations of the Philippines (COCOPEA) and other concerned government
agencies, may design and implement such other program components as may be necessary in
consonance with the provisions of this Act.

SECTION 5. Coverage. – Students, Male and female, of any baccalaureate degree course or
least two (2)-year technical-vocational courses in public and private educational institutions shall
be required to complete one (1) of the NSTP components as requisite for graduation.

SECTION 6. Duration and Equivalent Course Unit. – Each of the aforementioned NSTP
program components shall be undertaken for an academic period of two (2) semesters. In lieu
of the two (2)-semester program for any of the components of the NSTP, a one (1)-summer
program may be designed, formulated and adopted by the DND, CHED and TESDA.

SECTION 7. NSTP Offering in Higher and Technical-Vocational Educational Institutions. – All

higher and technical-vocational institutions, public and private, must offer at least one of the
program components: Provided, That State universities and colleges shall offer the ROTC
component and at least one other component as provided herein: Provided, further, That private
higher and technical-vocational education institutions may also offer the ROTC if they have at
least three hundred and fifty(350) cadet students.

In offering the NSTP whether during the semestral or summer periods, clustering of affected
students from different educational institutions may be done, taking into account logistics,
branch of service and geographical considerations. Schools that do not meet the required
number of students to maintain the optional ROTC and any of the other components shall allow
their students to cross-enroll to other schools irrespective of whether or not the NSTP
components in said school are being administered by the same or another branch of service of
the Armed Forces of the Philippines (AFP), CHED and TESDA to which schools are identified.

SECTION 8. Fees and Incentives. – Higher and technical-vocational institutions shall not collect
any fee for any of the NSTP components except basic tuition fees, which shall not be more than
fifty percent (50%) of what is currently charged by schools per unit.

In the case of the ROTC, the DND shall formulate and adopt a program of assistance and/or
incentive to those students who will take the said component.

The school authorities concerned, CHED and TESDA shall ensure that group insurance for
health and accident shall be provided for students enrolled in any of the NSTP components.

SECTION 9. Scholarship. – There is hereby created a Special Scholarship Program for qualified
students taking the NSTP which shall be administered by the CHED and TESDA. Funds for this
purpose shall be included in the annual regular appropriations of the CHED and TESDA.

SECTION 10. Management of the NSTP Components. – The school authorities shall exercise
academic and administrative supervision over the design, formulation, adoption and
implementation of the different NSTP components in their respective schools: Provided, That in
case a CHED or TESDA – accredited non-government organization (NGO) has been contracted
to formulate and administered a training module for any of the NSTP components, such
academic and administrative supervision shall be exercised jointly with that accredited NGO:
Provided further, That such training module shall be accredited by the CHED and TESDA.

The CHED and TESDA regional offices shall oversee and monitor the implementation of the
NSTP under their jurisdiction to determine if the training are being conducted in consonance
with the objectives of this Act. Periodic reports shall be submitted to the CHED, TESDA and
DND in this regard.

SECTION 11. Creation of the National Service Reserve Corps. – There is hereby created a
National Service Reserve Corps, to be composed of the graduates of the non ROTC
components. Members of this Corps may be tapped by the State for literacy and civic welfare
activities through the joint effort of the DND, CHED and TESDA.
Graduates of the ROTC shall form part of the Citizens Armed Forces, pursuant to Republic Act
No, 7077.

SECTION 12. Implementing Rules. – The DND, CHED and TESDA shall have the joint
responsibility for the adoption of the implementing Rules of this Act within sixty (60) days from
the approval of this Act.
These three (3) agencies shall consult with other concerned government agencies, the PASUC and
COCOPEA, NGOs and recognized student organizations in drafting the implementing Rules.

The implementing rules shall include the guidelines for the adoption of the appropriate
curriculum for each of the NSTP components as well as for the accreditation of the same.

SECTION 13. Transitory Provisions. – Students who have yet to complete the Basic ROTC,
except those falling under section 14 of this Act, may either continue in the program component
they are currently enrolled or shift to any of the other program components of their choice:
Provided, That in case he shifts to another program component, the Basic ROTC courses he
has completed shall be counted for the purpose of completing the NSTP requirement; Provided
further, That once he has shifted to another program component, he shall completed the NSTP
in that component.

SECTION 14. Suspension of ROTC requirement. – The completion of ROTC training as a

requisite for graduation is hereby set aside for those students who despite completing all their
academic units as of the effectivity of this Act have not been allowed to graduate.

SECTION 15. Separability Clause. – If any section or provision of this Act shall be declared
unconstitutional or invalid, the other sections or provisions not affected thereby shall remain in
full force and effect.

SECTION 16. Amendatory Clause. – Section 35 of Commonwealth Act No. 1, Executive Order
No. 207 of 1939, Section 2 and 3 of Presidential Decree No. 1706, and Section 38 and 39 of
Republic Act No. 7077, as well as all laws, decrees, orders, rules and regulations and other
issuances inconsistent with the provisions of this Act are hereby deemed amended and
modified accordingly.

SECTION 17. Effectivity. – This Act shall take effect fifteen (15) days after its publication in two
(2) newspapers of national circulation but the implementation of this Act shall commence in the
school year of 2002-2003.

Approved:
(SGD) FRANKLIN M. DRILON (SGD) JOSE DE VENECIA President of the Senate Speaker of
the House of Representative
This Act which is a consolidation of H.B. No. 3593 and S.B. No. 1824 was finally passed by the
House of Representatives and the Senate on December 19, 2001.
(SGD) OSCAR G. YABES Secretary of the Senate
(SGD) ROBERTO P. NAZARENO Secretary General House of Representatives

Approved: January 23, 2002

(SGD) GLORIA MACAPAGAL ARROYO President of the Philippines

Activity/Assignment
Group Activity
Lecture Discussion

References:
 Labuguen, Florida C. et al. Understanding the National Service Training
Program: A Modular Worktext for NSTP1
 Teves, LailanieG, et al. Modules in Civic Welfare Training Service

Lesson 2
Implementing Rules and Regulations (IRR) of the
National Service Training Program (NSTP)

The Polytechnic University of the Philippines started offering the National Service Training
Program (NSTP) during the first semester of SY 2002-2003. This was in compliance with
Republic Act 9163 which was signed into law by Pres. Gloria Arroyo last March 23, 2002,
“establishing the National Service Training Program (NSTP) for tertiary level students amending
for the purpose Republic Act No. 7077 and Presidential Decree No. 1706…”. Section 10 of the
Act provides that the school authorities shall exercise academic and administrative supervision
over the design, formulation, adoption and implementation of the different NSTP components in
their respective schools.

NSTP is aimed at enhancing civic consciousness and defense preparedness in the youth
by developing the ethics of service and patriotism while undergoing training in any of its three
program components, namely the Reserve Officers Trainings Corps (ROTC); The Civic Welfare
Training Service (CWTS); and the Literacy Training Service (LTS).

Polytechnic University of the Philippines offers and implements three of the program
components of NSTP: The ROTC, CWTS and LTS.
• NSTP stands for National Service Training Program
• NSTP is divided into three (3) components:
 Reserved Officers’ Training Corps (ROTC) which aims at motivating, training,
organizing and mobilizing students for national defense preparedness;
 Civic Welfare Training Service (CWTS) aims at contributing to the general
welfare and betterment of life, enhancement of facilities especially those
connected to the eight (8) areas of development
 Literacy Training Service (LTS) which aims at training students to teach
literacy and numeracy skills to school children, out of school youth, and other
underprivileged segments of society.
PUP-NSTP specifically aims to:

1. Familiarize students with the NSTP law, its concepts, legal implications and
its implementation at Palawan State University.
2. Coordinate and conduct NSTP activities and projects that contribute to the
betterment of life of members of the community.
3. Train, mobilize and involve students in activities and projects contributory
to the development of the immediate locality or community.
4. Produce students that are civic-conscious, service-oriented and with
enhanced intellectual, moral, spiritual, technical and social well-being.

Vision

PUP National Service Training Program envisions itself as the Nation’s prime mover in
community-building, involvement, and linkaging.

Mission

PUP National Service Training Program is committed to provide a globally-competitive reserved

corps who shall be leading agents in attaining a better quality of life, sustainers of peace, unity,
cooperation and growth in the communities.

PUP Goals

• Offering of all three components of NSTP

• Comprehensive lessons and trainings in all the NSTP components
• Spirit of volunteerism among the students
• Participative learning
• Complete instructional and training paraphernalia
• Highly-qualified pool of NSTP trainers who will provide capability enhancement for civic
welfare
• Produce service-oriented and responsive students who will be of help to the university
and community

Activity/Assessment:
1. Memorize PUP Taguig Vision, Mission, Philosophy, Hymn
2. Create a video that’s shows how much you remember about the first item
3. Post it in our social media group page
Lesson II
NSTP Roles, Components, and Area of Concern

NSTP Thrusts

1. Health
2. Safety
3. Education
4. Environmental Protection and Beautification
5. Entrepreneurship and Livelihood Program
6. Sports and Recreation
7. Morals of Citizenry
8. Other Social Welfare Services

Strategies for Implementation

To implement the program and projects in the most effective and efficient manner, PUP-NSTP
Office will use the following strategies:
1. Conduct or participate in trainings, seminar-workshops and information dissemination
activities on relevant NSTP areas.
2. Operationalization of linkages and networking with different development institutions for
joint NSTP undertakings
3. Acquisition and provision of state-of-the-art facilities and learning materials like a
distinct NSTP Office, computers and gadgets, active communication system and audio-
visual resources.
4. Development of resource generation schemes to sustain implementation of meaningful
NSTP programs
5. Continuous monitoring and evaluation of the management system to cope with the
changing opportunities and threats.
6. Coordinate with the School Based Disaster Risk Reduction and Management Council.

University NSTP Management

Organization and Composition of the PUP NSTP Office
The NSTP Office of Polytechnic University of the Philippines shall be under the Office of
the Vice President for Academic Affairs. The Office of the University NSTP shall be
composed by the University NSTP Director, the CWTS Coordinator, the LTS Coordinator,
the ROTC Commandant, College and Campus Coordinators, the administrative staff and
faculty to teach the NSTP components.
Functions of the University NSTP Office
Generally, the University NSTP Office shall be responsible for the overall coordination and
implementation of the National Service Training Program at Polytechnic University of the
Philippines.

1. Oversees the implementation of the University NSTP policies, rules, standards and basic
procedure
2. Consolidates and finalizes the work and financial plans of the different colleges.
 3. Coordinates, monitors and reviews the University NSTP programs, projects and
activities of the PUP campuses to ensure efficient and effective implementation.
4. Coordinates the conduct of training seminars/workshops, conferences, dialogues and
consultations aimed at improving procedures for a more effective and efficient
implementation of the program.
5. Policies and undertakings of projects that encourage participation of students.
6. Assists the different colleges/units in the establishment of linkages with clientele
agencies; interact groups and individuals on matters pertaining to NSTP implementation.
7. Initiate the establishment of Memorandum of Agreement/Understanding with the other
NSTP Service provider subject for the approval of the University President.
8. Submit reports regularly to CHED and other higher government offices or agencies.

Who are qualified to take NSTP?

• All male and female freshmen enrolled in baccalaureate courses and in at least 2-year
technical/vocational or associate courses shall take up and pass one of the components
of NSTP as a graduation requirement.
• Private Higher Educational Institutions may offer at least one (1) NSTP component of
their choice while State Universities and Colleges shall offer ROTC and at least one
other component of their choice.
• Each component should be taken up for two semesters; equivalent to 3 units per
semester, and with 54 to 90 training hours each semester.
• School authorities should provide health and accident group insurance to its NSTP
students.
• ROTC graduates shall form part of the Citizen Armed Forces while CWTS and LTS
graduates shall belong to the National Service Reserve Corps (NSRC). NSRC
Reservists may be tapped by the State for literacy and civic welfare activities.
The following are exempted from taking up NSTP:
 PMA, PMMA, PNPA and other accredited schools of similar nature;
 Transferees or shifters who have already taken up NSTP but are considered freshmen
to the school/college where they have transferred/shifted;
 Those who are taking up a second-degree course, additional baccalaureate degree, and
other technical/vocational or associate course; and
 Foreign Exchange Students

Grading System
Grading system shall adopt the grading system o the institution; hence in PUP, the numerical
grading system will be as follows:

1.0 97-100 2.75 78-76

1.25 96-94 3.0 75

1.50 93-91 5.0 Failed

1.75 90-88

2.0 87-85 Incomplete

2.25 84-82 Dropped

2.50 81-79 Withdrawn

Functions and Responsibilities of the People Involved in the

Implementation of NSTP

University NSTP Director

o Leads in the formulation and implementation of policies, rules, standards and

basic procedure of NSTP in the University in coordination with offices.
o Represents the school authorities in the exercise of academic and administrative
supervision over the design and the adoption of the different NSTP components
offered in the University.
o Coordinates, monitors, and reviews the University NSTP activities of the PUP
Campuses for proper implementation of the program.
o Communicates with school authorities on matters relating to NSTP for the
smooth implementation of the Program subject to final action and approval.
 o Recommends to PUP authorities’ budget for the implementation of NSTP
programs and activities and purchase of facilities to ensure effective and efficient
implementation of the program.
o Renders periodic reports to CHED
o Establishes linkages with other NSTP Service provider and outside funding
agencies.
o Reviews and recommends amendments to the established NSTP policies and
guidelines.

CWTS Coordinator

o Plan, coordinate, organize, implement, monitor and evaluate CWTS activities in PUP
Taguig branch
o Coordinate closely with the University NSTP Director and Branch Director for smooth
implementation of the program.
o Coordinate with other agencies for possible assistance needed for CWTS
projects.
o Recommend projects/activities to the NSTP Director and Branch Director that will
enhance CWTS in the PUP branch.
o Submit consolidated CWTS reports of PUP Taguig Branch and to the NSTP Director for
monitoring and evaluation purposes.
o Directly implements instruction based on prescribed NSTP syllabi
o Submits reports of grades to the University for Consolidation and documentation.
o Communicates with the Branch Director and NSTP Director for consultation and
clarifications on new programs or activities
o Submits semestral progress reports of the activities conducted to the Branch Director
and NSTP Director for consolidation and monitoring

NSTP Staff/Assistant

o Assists in the daily routine of the NSTP Office.

o Performs other tasks as maybe prescribed by NSTP authorities

Lesson 3

SYSTEMS AND PROCEDURES

Fundamental Provisions

The NSTP is an academic requirement for a student before graduation. (NSTP grades
however do not form part in the computation of grades for final evaluation.) Trained and
qualified faculty and employees are encouraged and are given the opportunity to handle the
subjects and serve the needs of the students.

The NSTP must be within the area of concern as specified in RA 9163 and its
implementing Rules and Regulations, CHED Issuances, Memoranda and Thrusts of the
University.
Dropping

Official dropping of the student from the course while enrolled in academic subjects shall
be governed by existing university policies on dropping of subjects. The University NSTP Office
shall be advised and pertinent papers related thereto should be submitted for consolidation and
reporting purposes.

Transfer

NSTP students who enrolled in any NSTP component but decided to transfer in another
component offered by the University may apply for transfer at the NSTP Office after undergoing
25-hour training on the five common modules offered during the first semester of the freshman
year. Hence, transfer without approval from the NSTP Office in due time is considered not valid
and the student is deemed to be officially enrolled in the component where he/she first enrolled
as reflected in his/her enlistment form.

Exemption

Any foreign student enrolled in the University with proper documents as required by CHED
is exempted from the NSTP.

PUP VISION

Clearing the path while laying new foundations to transform the Polytechnic University of
the Philippines into an Epistemic community.

PUP Philosophy

As a State University, the Polytechnic University of the Philippines believes that

education is an instrument for the development of the citizenry and for the enhancement of
nation building. It believes that the meaningful growth and transformation of the country are best
achieved in an atmosphere of brotherhood, peace, freedom, justice and a nationalist-oriented
education imbued with the spirit of humanist internationalism.

PUP HYMN

Sintang Paaralan tanglaw ka ng bayan

Pandayan ng isip ng kabataan
Kami ay dumating na salat sa yaman
Hanap na dunong ay iyong alay
Ang layunin mong makatao
Dinarangal ang Pilipino
Ang iyong aral diwa adhikang taglay
PUP aming gabay paaralang dakila
PUP pinagpala.
 Gagamitin ang karunungan
Mula sa Yo, Para sa bayan
Ang iyong aral diwa adhikang taglay
PUP aming gabay, paaralang dakila
PUP pinagpala.

Read:
1. Republic Act No. 9163
2. Implementing Rules and Regulations of the NSTP
3. A Primer on the NSTP Act of 2001
4. CWTS Mission & Vision
5. PUP Handbook pg: vi, pg: 7

Activities/Assessment
1. Memorize the PUPT Vision, PUP Hymn, Philosophy
2. Memorize CWTS Vision& Mission
3. Oral Recitation through Video Conference

Module II
Lesson 1
HEALTH AND SAFETY
Overview
There is no requirement in the Philippines for causes of death to be medically determined prior
to registration of a death, so national statistics as to causes of death in the Philippines cannot
be accurately substantiated. In the provinces, especially in places more remote from registries,
births and deaths are often not recorded unless some family need arises, such as entry into
college. When there is no legal process needed to pass on inheritance, the recording of deaths
is viewed as unnecessary by the family.
Objectives

1. Assess individual and community needs, assets and capacity for health education
2. Plan effective health education programs
3. Implement effective health education programs
4. Administer and manage health education programs
5. Communicate and advocate for health and health education
Lesson 1
Definition of HEALTH
Health is a state of complete physical, mental, and social well-being and not merely the absence
of disease or infirmity

Important Components of Health

▪ Physical Health - state of physical well-being in which an individual is mechanically fit to
perform daily activities and duties without any problem and is void of ailments of the
body such as disease, obesity and immune deficiency, etc.
▪ Psychological Health – involves a normal emotional, behavioral, and social
maturity to a person.
▪ Social Health - is considered to be the ability to make and maintain “acceptable” and
“proper” interactions and to communicate with other people within the social environment
What is the Importance of PHYSICAL HEALTH?
1. Physical health includes….
2. Improves overall health……
3. Physically fit student are…
4. Positive effects of having proper physical health are….

Benefits of Physical of Activity

▪ Being physically active can benefits all 4 areas of health
1. Mental
2. Physical
3. Emotional
4. Social

Physical Benefits of being Active

1. Strengthen the body’s ability to fight disease and infection
2. Strengthen the heart muscle
3. Decreases body fats & blood pressure

Mental /Emotional Benefits of being Active

1. Improve self-image & steam
2. Reduces stress, depression & anger
3. Release chemical in the brain that improves move & motivation
Social Benefits of Physical Activity
a. Built self confidence in social situations
b. Improved moods make people want to be around w/ you
c. Opportunities to interact w/other

Consequences of Physical Inactivity

1. People who are inactive are living what is called Sedentary Lifestyle
2. You increase chances of acquiring the following consequences if you leave Sedentary Lifestyle:
Cardiovascular Disease
Obesity
Type 2 Diabetes

Lesson 2
Cardiovascular Disease
▪ is the name given any disease that affects the cardiovascular system ( heart & blood
vessels).
▪ A very common cardiovascular disease found in the overweight people is the
Atherosclerosis (a buildup of fats and cholesterol in the artery, this can stop in
transporting vital oxygen and nutrients to the body cells)
Obesity
▪ A body weight that is much greater than what is healthy.
▪ Body Mass Index is the method of measuring body weight.

Type II Diabetes is a chronic condition that affects the way your body metabolizes sugar
(glucose) — an important source of fuel for your body.
▪ Symptoms
▪ Increased thirst
▪ Frequent urination
▪ Increased hunger
▪ Unintended weight loss
▪ Fatigue
▪ Blurred vision
▪ Slow-healing sores
▪ Frequent infections
▪ Areas of darkened skin, usually in the armpits and neck
▪
5 Areas of Health Related Fitness
▪ Body composition
▪ Flexibility
▪ Muscular Strength
▪ Muscular Endurance
▪ Cardio-respiratory Endurance
Body Composition
▪ Is the ratio of body fats to lean body tissue
▪ Body composition is measuring how much of your body is made up of fats compared to
the rest of the tissues, muscle, bone, water, ligaments, tendon, etc.

Flexibility
▪ The ability of the body to move a body a part through a full range of motion
▪ People who stretch regularly and become more flexible are less likely to suffer injuries
like muscle strains

Muscular Strength
▪ The amount of force a muscle can exert
▪ Exercise likewise jogging, sprinting, lifting that involve short powerful burst are great
energy for muscular strength
Muscular Endurance
▪ The ability of the muscles to do difficult physical tasks over a period of time w/o
becoming fatigue
▪ Aerobics exercise, swimming, cycling, dancing

Cardio Respiratory Endurance

▪ The ability of the heart, lungs, ad blood vessels to send fuel & oxygen to the body
tissues during long periods of vigorous activity
▪ Aerobic Exercise are great for making the heart and lungs stronger.

Exercise gives you a:

1. Good feeling
2. Great body
3. Better skin
4. Boost of energy
5. Better mood

References
1. ^ "Philippines National Demographic and Health Survey 2013" (PDF).
2. ^ Azfar, Omar; Gurgur, Tugrul (July 1, 2008). "Does corruption affect health
outcomes in the Philippines?". Economics of Governance. 9 (3): 197–
244. doi:10.1007/s10101-006-0031-y. ISSN 1435-6104.
Activities/ Assessment:
1. Watch Video on Proper Nutrition
 2. Create plans on Food to Eat /day

Lesson 3
Safety Education and First Aid

Overview:
Accidents and emergencies are inevitable, and they occur when we least expect them. In cases
like these, do not panic. Stay Calm, and tell yourself that every emergency can be handled by
remembering four things: Prevent, Prepare, recognize, act. Quick action ca save a life, because
the first minutes after an injury or medical crisis are frequently the most critical. Call for help by
knowing the emergency numbers in your community.
Objectives:
At the end of the module the students should able to :
1. Provide information on first aid for common accidents, diseases, and emergencies
2. Enumerate common type of disaster
3. Point out general disaster countermeasures
4. Discuss disaster management policies
5. Show signs, as leaders of the community, of having imbibed the virtues of responsibility,
trustworthiness, compassion, perseverance, and commitment
Be aware of the signs of an emergency

 Difficulty in breathing, or shortness of breath

 Chest or upper abdominal pain or pressure
 Fainting, sudden dizziness, weakness
 Changes in Vision
 Confusion or changes in mental status
 Any sudden or severe pain
 Uncontrolled bleeding
 Severe ore persistent vomiting or diarrhea
 Coughing or vomiting blood
 Suicidal Feelings

If you are not sure, call a doctor. If the situation involves a child, do not hesitate. Children ca
become sick faster than adults and may not be able to tell what they feel inside. Trust your
instincts. If you feel there is an emergency, go to the emergency room. If you the situation is life
threatening or that the person’s condition will worsen on the way to the hospital don’t hesitate to
call professional help.

Be aware of the signs of an emergency

Treatment for Cuts and Scrapes

1. Bruises: elevate and apply ice for 20 minutes. Don’t massage the area.
 2. Minor Bleeding: first wash your hands, then wash the wound thoroughly for at least 3
minutes with soap and water. Rinse the wound. Ig the wound is in an area that will get
dirty, cover it with antibacterial ointment, gauze or an adhesive bandage for a few days,
but be sure to change the dressing every day.
3. Heavy Bleeding: put continuous, direct pressure with your palm on the wound to control
bleeding. Use gauze or clean cloth. Wash wound with soap and water.
4. Call an ambulance or bring the injured to the hospital if:

 The wound is big, deep, ore heavily bleeding

 Blood spurts from the wound
 He cannot move or feel the body part below the wound or numbness
 The bleeding is still heavy after putting pressure for 15 minutes
5. Bring the injured to the emergency department if:

 a one to three-day old show signs of infection

 cuts are on his palm, neck, face, or genitals
 dirt or debris is embedded in the wound
 he develops a fever or swollen glands after getting hurt
 the cut is made by knife, scissors, or ragged piece of metal
6. Punctured wounds:
Clean the wound thoroughly for at least 5 minutes. Dry gently and apply
an adhesive bandage. Notify a doctor for further treatment advice. The
doctor may want to give preventive treatment, such as tetanus, toxoid
booster injection. If there might be glass or another foreign body in the
wound, bring him to the doctor.

Treatment for Burns

1. Chemical burns (caused by acids or chemicals)

Remove the clothing contaminated with the substance. Rinse the burned part
with clear water for 20 minutes. If chemical gets into the eyes, rinse with water for
at least 30 minutes and at the same time. Call regional poison control center
about the need to go to an emergency room. Do not rub the skin. Do not apply
ointments or butter. Call doctor immediately

2. Electrical Burns
A person with an electrical burn should go to the hospital right away. Electrical
burns often cause serious injury inside the body; but may not show on the skin.

3. Burn from heat

Do not remove the person’s clothing. Put the burned area of the body in cool tap
water or under water from a hose if you are outdoors. Continue to cool the burn
for at least 20 minutes. Do not apply ointments or butter.

4. Call a doctor if:

 There are 3 or more blisters on the skin, or if a blister is bigger than 1 inch
 It was an electrical burn or if the burn is on the face, neck, hands, feet, or
genitals.
 An explosion caused the burn
 There are areas of white or charred skin
Treatment of Animal or Human Bites.
Calm the injured and control bleeding with pressure on the wound. Wash with water.

1. Call the doctor immediately or bring him to an emergency room if:

 The area around the bite is swollen and red

 He was bitten by an animal at risk for carrying rabies or venom
 The skin is broken by the bite

Lesson 4

First Aid for Choking:

See if the child can dislodge the food or object by coughing. Do not give fluids. It may worsen
the problem. If the airway is completely blocked and the child is not able to speak or breathe, do
the following:

1. For a child younger than age 1:

 Use back blows
 Place the baby facedown in a 60 degree incline over your knees or on your
forearm (gravity will help propel the object out)
 Give 4 hard blows with the heel of your hand between the shoulder blades in
rapid succession. If the breathing has not resumed, lay the child in the floor and
apply four rapid chest compressions over the lower breast bone (sternum) using
two fingers.
2. For a child older than age 1:
 Grasp the child from behind, just below the lower ribs, but above the navel, in a
bear-hug fashion
 Make a fist with one hand and fold your other hand over it. Give a sudden
upward jerk at a 45-degree angle to try to squeeze all the air out of the chest and
pop the lodged object out of the windpipe.
 Repeat this upward abdominal thrust 6 to 10 times in rapid succession.
 If the child is too heavy for you to suspend from your arms, lay him on his back
on the floor. Put your hands on both sides of the abdomen, just below the ribs,
and apply sudden, strong bursts of upward pressure.

First Aid for fall

Falls are the most common form of injury visits to the emergency room for young children. If the
child falls, he may have s head injury, fracture, or blunt trauma.
1. Call a doctor if the child is unconscious, having trouble breathing or moving, or may
have a neck injury
 2. Go to an emergency room if the child is younger than six months, cannot move a limb
normally, or if a bone looks deformed or crooked.
3. Call the doctor or go to the emergency room if the child;
 Is younger than age 1, has a severe headache, or is in a seizure
 Has lost consciousness or is not acting normally
 Has broken skin and may need stitches
 Is still crying ten minutes after the fall
 Has slurred speech, has blurred or double vision, or is walking or crawling
unsteadily
 Has vomited
 Is unusually sleepy and difficult to awaken
 Has blood or watery fluid coming from the nose or ears
 Complaint of worsening of head and neck pain
First Aid for Drowning
1. Call for an emergency help if:
 The person is unconscious
 He has been in shock
 He has trouble breathing or coughs or wheezes continuously
 He was submerged in water for more than a few seconds
2. To rescue the person from the water:
 Try to reach him without getting into the water itself
 Look for the spot in the water where you show him last until you reach
him. Bring a rope, towel, or another hard object for him to hold onto while
being brought him
3. When a person is out of the water
 See if he is breathing. If not, begin a mouth to mouth resuscitation. If
there is no pulse and perform CPR
 Remove wet clothing. Cover him with dry cloth or blanket
 Continue CPR if he still not breathing and has no pulse
 If he is unconscious and not breathing, turn him sideward to avoid
inhaling more water, saliva, or vomit if he throws up
 If unconscious but breathing, call for help. Do not leave him. If no help is
available, take him to the hospital and carefully immobilize the head
between pillows or rolled up articles of clothing. Keep the body lying
straight
 Do not give up. Keep giving CPR until he begins to cough and breathe
alone.

References

https://www.who.int/topics/health_systems/en/"Health Systems." World ... A Legacy of Public Health

Department of health Website

 MODULE III
EDUCATION
Overview
Education is one of the most important drivers for ending poverty and boosting shared
prosperity, as well as for improving health, gender equality, peace, and stability. Guaranteeing
the human right to a basic education means little unless schooling leads to learning for all
children and youth.
Objectives:

 Promoting the development of: resilience, determination, confidence, and creative and
critical thinking.
 good social skills and the ability to form good relationships
 participation in community life and fulfilment of civic and social responsibilities
 preparedness for work
Lesson 1
What is Education?
the act or process of imparting or acquiring general knowledge, developing the powers of
reasoning and judgment, and generally of preparing oneself or others intellectually for mature
life. The act or process of imparting or acquiring particular knowledge or skills, as for a
profession.
Education brings a natural and lasting change in an individual’s reasoning and ability to achieve
the targeted goal. It facilitates us to investigate our own considerations and thoughts and makes
it ready to express it in various shapes.
Education is the main thing that encourages us to distinguish between right and wrong because
in the absence of education, we can’t do what we need or we can’t achieve our goal. 
Types of Education
1. Formal
 School/Institution involve
 Has hierarchical structure
 Uniform, Fulltime and proper
 Subject oriented
 Certification/Degrees
Characteristics of formal education
 ▪ Formal education is structured hierarchically.
▪ It is planned and deliberate.
▪ Scheduled fees are paid regularly.
▪ It has a chronological grading system.
▪ It has a syllabus and subject-oriented. The syllabus has to be covered within a specific
time period.
▪ The child is taught by the teachers

Advantages of Formal education:

▪ An organized educational model and up to date course contents.
▪ Students acquire knowledge from trained and professional teachers.
▪ Structured and systematic learning process.
▪ Intermediate and final assessments are ensured to advance students to the next
learning phase.
▪ Institutions are managerially and physically organized.
▪ Leads to a formally recognized certificate.
▪ Easy access to jobs.

Disadvantages of Formal education:

▪ Sometimes, brilliant students are bored due to the long wait for the expiry of the
academic session to promote to the next stage
▪ Chance of bad habits’ adoption may be alarming due to the presence of both good and
bad students in the classroom
▪ Wastage of time as some lazy students may fail to learn properly in spite of motivation
by the professional trainers.
▪ Some unprofessional and non-standard education system may cause the wastage of
time and money of the students which leads to the disappointment from formal education
and argue them to go for non-formal education.
▪ Costly and rigid education as compare to other forms of learning

2. Informal Education
 Practical Adult Learning
 Diversity in method and content
 Mobilizes local resources
 Built on learner’s participation
 Real life examples of learning
Examples of Informal Education
▪ Teaching the child some basics such as numeric characters.
▪ Someone learning his/her mother tongue
▪ A spontaneous type of learning, “if a person standing in a bank learns about opening
and maintaining the account at the bank from someone.”

Characteristics of Informal Education

 It is independent of boundary walls.
  It has no definite syllabus.
 It is not pre-planned and has no timetable.
 No fees are required as we get informal education through daily experience and by
learning new things.
 It is a lifelong process in a natural way.
 The certificates/degrees are not involved and one has no stress for learning the new
things.
 You can get from any source such as media, life experiences, friends, family etc.

Advantages of Informal Education

 More naturally learning process as you can learn at anywhere and at any time from your
daily experience.
 It involves activities like individual and personal research on a topic of interest for
themselves by utilizing books, libraries, social media, internet or getting assistance from
informal trainers.
 Utilizes a variety of techniques.
 No specific time spans.
 Less costly and time-efficient learning process.
 No need to hire experts as most of the professionals may be willing to share their
precious knowledge with students/public through social media and the internet.
 Learners can be picked up the requisite information from books, TV, radio or
conversations with their friends/family members.

Disadvantages of Informal Education

 Information acquired from the internet, social media, TV, radio or conversations with
friends/family members may lead to the disinformation.
 Utilized techniques may not be appropriate.
 No proper schedule/time span.
 Unpredictable results which simply the wastage of time.
 Lack of confidence in the learner.
 Absence of discipline, attitude and good habits.

3. Non Formal Education

 Very long process
 Learning from experience
 Learning from home
 Learning from environment
 Learning from work
Examples of Non-formal Education
 Boy Scouts and Girls Guides develop some sports program such as swimming comes
under non-formal education.
 Fitness programs.
 Community-based adult education courses.
 Free courses for adult education developed by some organization.
Characteristics of Non-formal Education
 The non-formal education is planned and takes place apart from the school system.
 The timetable and syllabus can be adjustable.
 Unlike theoretical formal education, it is practical and vocational education.
 Non-formal education has no age limit.
 Fees or certificates may or may not be necessary.
 It may be full time or part-time learning and one can earn and learn together.
 It involves learning of professional skills.

Advantages of Non-formal Education

 Practiced and vocational training.
 Naturally growing minds that do not wait for the system to amend.
 Literacy with skilfulness growth in which self-learning is appreciated.
 Flexibility in age, curriculum and time.
 Open-ended educational system in which both the public and private sector are involved
in the process.
 No need to conduct regular exams.
 Diploma, certificates, and award are not essential to be awarded.

Disadvantages of Non-formal Education

 Attendance of participants is unsteady.
 Sometimes, it’s just wastage of time as there is no need to conduct the exam on regular
basis and no degree/diploma is awarded at the end of the training session.
 Basic reading and writing skills are crucial to learn.
 No professional and trained teachers.
 Students may not enjoy full confidence as the regular students enjoy.
 Some institutes provide fake certification through online courses just for the sake of
earning.

Activity/Assignment
1. On line discussion
2. Essays

References
Module in National Service Training Program-Civic Welfare Training Program by: Avelina
Bucao, Mely Padilla, Amalia rosales

Labuguen, Florida C. et al. Understanding the National Service Training Program: A

Modular Worktext for NSTP 1 by:Teves, Lailanie G. et. Al. Modules in Civic Welfare
Training Service
 MODULE IV
ENVIRONMENT
Lesson 1
Overview
The sustainable management of the environment and natural resources is vital for
economic growth and human wellbeing. ... Healthy ecosystems are essential for the long-term
growth of economic sectors such as agriculture, forestry, fisheries and tourism. They provide
hundreds of millions of jobs.

Objectives:
1. Conservation and management of natural resources like forest, water, air, mineral, etc.
2. Conservation of bio diversities like genetic diversity, species diversity, ecosystem
diversity, landscape diversity, etc.
3. Control of environmental pollutions like air pollution, water pollution, soil pollution, solid
waste pollution, noise pollution, electronic waste pollution, e-pollution, etc.
4. Gain a variety of experiences and acquire a basic understanding and knowledge about
the environment and its allied problems.
5. Acquire an attitude of concern for the environment.
6. Acquire the skills for identifying and solving environmental problems.
7. Participate in improvement and protection of environment.

The Biggest Environmental Problems

1. Acid Rain.
2. Overfishing. ...
3. Urban Sprawl. ...
4. Deforestation. ...
5. Water Pollution. ...
6. Population Growth. ...
7. Waste Production. ...
8. Genetic Modification of Crops.

What Are the Top 5 Environmental Concerns for 2019?

1. Biodiversity. Biodiversity is the most complex and vital feature of our planet. ...
2. Water. Water pollution is a huge concern for us and our environment. ...
3. Deforestation. We need plants and trees to survive. ...
4. Pollution. ...
5. Climate Change
 1. BIODIVERSITY

What is Genetic Diversity?

Genetic diversity is defined as genetic variability present within species. Genetic diversity is the
product of recombination of genetic material in the process of inheritance. It changes with time
and space.
Sexual reproduction is important in maintaining genetic diversity as it gives unique offspring’s by
combining genes of parents.
Mutation of genes, genetic drift and gene flow are also responsible for genetic diversity.
Types of Biodiversity
1. Genetic Diversity. Every species on Earth is related to every other species through
genetic connections. ...
2. Species Diversity. Species diversity is the variety of species within a habitat or a region.
3. Ecological Diversity. ...
4. Biodiversity Agreements. ...
5. Human Impact. ...
6. Conservation.

Importance of Genetic Diversity

1. Genetic diversity gives rise to different physical attributes to the individual and capacity
to adapt to stress, diseases and unfavourable environmental conditions.
2. Environmental changes that are natural or due to human intervention, lead to the natural
selection and survival of the fittest. Hence due to genetic diversity, the varieties that are
susceptible, die and the ones who can adapt to changes will survive.
3. Genetic diversity is important for a healthy population by maintaining different varieties of
genes that might be resistant to pests, diseases or other conditions.
4. New varieties of plants can be grown by cross-breeding different genetic variants and
produce plants with desirable traits like disease resistance, increased tolerance to
stress.
5. Genetic diversity reduces the recurrence of undesirable inherited traits.
6. Genetic diversity ensures that at least there are some survivors of a species left

Genetic Diversity Examples

1. Different breeds of dogs. Dogs are selectively bred to get the desired traits.
2. Different varieties of rose flower, wheat, etc.
3. There are more than 50,000 varieties of rice and more than a thousand varieties of
mangoes found in India.
4. Different varieties of medicinal plant Rauvolfia vomitoria present in different Himalayan
ranges differ in the amount of chemical reserpine produced by them.
Conservation of Genetic Diversity
1. Activities like specific selection for harvesting, destruction of natural habitats lead to loss
of diversity.
2. Genes which get lost might be having many benefits, so it is important to conserve
diversity for human well-being and to protect a species from getting extinct.
3. In cases of drought or a sudden outbreak of disease when the whole crop is destroyed, it
is possible to grow genetically diverse and disease-resistant species by conserving
diversity.
There are various methods to conserve biodiversity:

1. In situ conservation: It is impossible to conserve the whole of biodiversity, so certain

“hotspots” are identified and conserved to protect species that are endemic to a
particular habitat and are threatened, endangered or at high risk of getting extinct. E.g.
wildlife sanctuaries, national parks.

2. Ex-situ conservation: Threatened plants and animals are taken out from their natural
habitat and kept in a special setting to give them special care and protection. E.g.
botanical gardens, zoos, wildlife safari etc.
Using cryopreservation techniques, gametes of threatened species are preserved in
viable and fertile conditions for a longer period of time.
Eggs can be fertilised in-vitro and plants can be propagated through tissue culture.
Genomic library is a recent advancement to conserve genetic diversity.

Activities/Assignment:
1. Watch Video Presentation about the topic
2. Reaction paper

Lesson 2
2. SPECIES DIVERSITY

Species diversity is defined as the number of different species present in an ecosystem and
relative abundance of each of those species. Diversity is greatest when all the species present
are equally abundant in the area.

Importance of Species Diversity

 A larger number of plant species means a greater variety of crops

 Greater species diversity ensures natural sustainability for all life forms
 Healthy ecosystems can better withstand and recover from a variety of disasters.
 To preserve the diversity in wildlife.

Examples of the ecosystem with high Species Diversity

 Tropical Rainforests: They contain half of the world’s species. There are about 5-10
million insect species present. 40% of the world’s 2,75,000 species of flowering plants
are present in the tropical regions. 30% of total bird species are present in tropical
forests. The species richness of tropical forests is mostly due to relatively constant
environmental conditions.
  Coral Reefs: Colonies of tiny coral animals build the large coral reefs ecosystem. The
clarity of the water in the coral reef systems allow the sunlight to penetrate deep
resulting in the high level of photosynthesis in the algae present inside the coral.
Adaptation to various disturbances and niche specialisation gives rise to species
richness.

Threats to species diversity

The world is facing an accelerated rate of extinction of species largely due to human activities.
The four major causes of loss of diversity are known as “The Evil Quartet”.
These are:

 Habitat Loss and Fragmentation: Due to pollution, urbanisation and various other

human activities, habitat loss and fragmentation is a major cause of loss in species
diversity and driving plants and animals extinct. E.g.

 Amazon rainforest (lungs of the planet), which is a house of millions of species is

being cut and cleared for various purposes
 Tropical rainforest, which once covered 14 per cent of landmass, is no more than
6 percent now
 Over Exploitation: Over-exploitation of natural resources leads to the extinction of
many species. E.g. many marine fishes are overharvested
 Alien species invasions: When alien species are introduced deliberately or
unintentionally, some of them become invasive leading to the extinction of indigenous
species. E.g.
 Illegal introduction of the African catfish is a threat to indigenous catfishes in
rivers
 Co-extinctions: When a species becomes extinct, the species that are associated with
it also becomes extinct. E.g.
 When a host fish extinct, the parasite also extinct
 Mutualism like a plant-pollinator, where extinction of one species leads to the
extinction of other species too

Lesson 3

ECOLOGICAL DIVERSITY

It is the variation in the ecosystems found in a region or the variation in ecosystems over the
whole planet.

A healthy biodiversity provides a number of natural services for everyone:

 Ecosystem services, such as

o Protection of water resources
o Soils formation and protection
o Nutrient storage and recycling
o Pollution breakdown and absorption
 o Contribution to climate stability
o Maintenance of ecosystems
o Recovery from unpredictable events
 Biological resources, such as
o Food
o Medicinal resources and pharmaceutical drugs
o Wood products
o Ornamental plants
o Breeding stocks, population reservoirs
o Future resources
o Diversity in genes, species and ecosystems
 Social benefits, such as
o Research, education and monitoring
o Recreation and tourism
o Cultural values

Environmental organizations in the Philippines:

World Wide Fund for Nature – “exert effort to ensure the survival of the rarest and most
endangered species in the country.”

Waves for Water – to provide clean and potable water for communities here and abroad.

Save Philippine Seas - to promote community empowerment, environmental education, and

shark conservation.

Earth Island Institute – ensures that the country’s top tuna companies conform to industry
standards and practices.

Greenpeace Philippines - to protect natural landscapes, species, and more from

environmental threats such as perilous waste imports, coal projects, and illegal logging.

Haribon Foundation – uses their widely known platform to save different bird species and to
conserve their habitats as they empower and educate people. 

Rare - promotes campaigns focused on sustainable fishing and resource management. They
work with local groups to educate people on the best and proper fishing practices.

Mother Earth Foundation – They hold programs in schools and barangays to promote
environmental education and proper waste management.

Philippines Biodiversity Conservation Foundation – works to restore natural habitats and

aims to educate the public on how to protect wildlife from feasible harm.

Marine Wildlife Watch of the Philippines - protect these creatures from illegal trading and
capture.

Activities/Assignment
  Watch documentary film
 Reaction Paper

Lesson 4

HUMAN IMPACT

 GAS, WASTE AND WATER

 AIR POLLUTION
 WILDFIRES
 SOIL POLLUTION
 NOISE POLLUTION
 DEFORESTATION

I. WASTE MANAGEMENT

Waste management is the precise name for the collection, transportation, disposal or recycling
and monitoring of waste. This term is assigned to the material, waste material that is produced
through human being activity. This material is managed to avoid its adverse effect over human
health and environment.

The main objectives of waste management are:

 For the protection of environment through effective waste management techniques.

 To protect health, well-being and environment.
 To prevent pollution.
 To reduce and reuse of waste.
 Safe disposal of waste.
 To minimize the production of waste.

3R’s of Waste Management

REDUCE: The best way to manage waste is to not produce it.

1. Buy products in bulk. Larger, economy-size products or ones in concentrated form use
less packaging and usually cost less per ounce.
2. Avoid over-packaged goods, especially ones packed with several materials such as foil,
paper, and plastic. They are difficult to recycle, plus you pay more for the package.
3. Avoid disposable goods, such as paper plates, cups, napkins, razors, and lighters.
Throwaways contribute to the problem, and cost more because they must be replaced
again and again.
 4. Buy durable goods – ones that are well-built or that carry good warranties. They will last
longer, save money in the long run and save landfill space.
5. At work, make two-sided copies whenever possible.
6. Maintain central files rather than using several files for individuals.
7. Use electronic mail or main bulletin board.
8. Use cloth napkins instead of paper napkins.
9. Use a dish cloth instead of paper towels.

REUSE: It makes economic and environmental sense to reuse products. Sometimes it takes
creativity:
1. Reuse products for the same purpose. Save paper and plastic bags, and repair broken
appliances, furniture and toys.
2. Reuse products in different ways. Use a coffee can to pack a lunch; use plastic
microwave dinner trays as picnic dishes.
3. Sell old clothes, appliances, toys, and furniture in garage sales or ads, or donate them to
charities.
4. Use reseal able containers rather than plastic wrap.
5. Use a ceramic coffee mug instead of paper cups.
6. Reuse grocery bags or bring your own cloth bags to the store. Do not take a bag from
the store unless you need one.

RECYCLE:  Recycling is a series of steps that takes a used material and processes,
remanufactures, and sells it as a new product. Begin recycling at home and at work:
1. Buy products made from recycled material. Look for the recycling symbol or ask store
managers or salesmen. The recycling symbol means one of two things – either the
product is made of recycled material, or the item can be recycled. For instance, many
plastic containers have a recycling symbol with a numbered code the identifies what type
of plastic resin it is made from. However, just because the container has this code does
not mean it can be easily recycled locally.
2. Check collection canter’s and curbside pickup services to see what they accept, and
begin collecting those materials. These can include metal cans, newspapers, paper
products, glass, plastics and oil.
3. Consider purchasing recycled materials at work when purchasing material for office
supply, office equipment or manufacturing.
4. Speak to store managers and ask for products and packaging that help cut down on
waste, such as recycled products and products that are not over packaged.
5. Buy products made from material that is collected for recycling in your community.
6. Use recycled paper for letterhead, copier paper and newsletters.

WASTE SEGREGATION
To make the 3R work, there is a need to separate or segregate trash or garbage. First,
know what trash or garbage that can be recycled and which ones are not.

 Biodegradable – waste or garbage that can be broken down or decomposed

 Non-biodegradable – waster or garbage that cannot be broken down or decomposed
Then for the non-biodegradable wastes, these can be separated or segregated into paper,
plastic, metal, and glass.
Colour Coding of trash bins and containers
o blue= paper
o red = plastic
o green = glass
o yellow = metal

Summary of Knowledge and Skills

Proper waste disposal and management can be done by applying the 3R – Reduce, Reuse and
Recycle. Reducing means lessening the amount of trash/garbage produced. Reusing refers to
using materials more than once while recycling means creating new material or product out of
trash/garbage. We should start practicing proper waste management at home and in our
community because God commands us to do so as indicated in the bible, specifically, in 1 Peter
4:10, “Each of you should use whatever gift you have received to serve others, as faithful
stewards of God’s grace in its various forms.”
Activities/Assignment

 make flyer or pamphlet (awareness)

 Bulletin Board Posting

Lesson 5
AIR POLLUTION
Overview
Air pollution is a mixture of solid particles and gases in the air. Car emissions, chemicals from
factories, dust, pollen and mold spores may be suspended as particles. Ozone, a gas, is a
major part of air pollution in cities. When ozone forms air pollution, it's also called smog. Some
air pollutants are poisonous.
Causes of air pollution
1. Particulate Matter
Air pollution is characterised by the presence of particulate matter in the air of the
atmosphere.
2. Poisonous Gas
Air is also said to be polluted when there is a presence of poisonous gases in the air we
breathe.
3. Emission from Vehicles
 1. The vehicle exhaust fumes in cities form the largest source of air pollution.
2. Carbon monoxide which is the principle bearer of air pollution is emitted from the
exhaust of the vehicles.

4. Combustion of Fossil Fuels

1. Burning of fossil fuel leads to the formation of these poisonous odourless colourless gas
called carbon monoxide.
2. Carbon monoxide is an extremely harmful gas.

5. Pollution from Air Conditioners

1. The filters in air conditioners when not changed regularly combines with air along with its
dirt and pollutants leading to the pollution inside house.
2. This makes us breathe disease causing air inside our houses too.

6. Dust & Dirt

1. Air Pollution from dust and dirt is also a popular form of air pollution.
2. Every day labour in agricultural and construction industry lifts up dirt and dust that goes
airborne in the atmosphere leading to air pollution.
3. Dust lifted from tractors in fields and also land clearing and general demolition in the
construction field

7. Household Pollution
1. Household chemicals that is being used without proper ventilation is also a major source
of indoor air pollution.
2. And this type of indoor air pollution is very harmful for babies and infants.

8. Pollution from Natural Events

 Natural events like volcanic eruption, dust storms and forest fires are natural causes of
air pollution.
9. Deforestation
1. Trees are responsible for absorption of many harmful gases like carbon dioxide, carbon
monoxide etc. and returning oxygen in exchange.
2. Cutting down of these trees leads to lack of absorption of these gases.
3. Abundance of these gases causes global warming

10. Pollution from Factories

1. The end products of certain factories are harmful gases like carbon monoxide, nitrogen
oxide.
2. These factories carelessly excrete these gases in the atmosphere contributing to air
pollution.

Symptoms
Short term symptoms resulting from exposure to air pollution include:
Itchy eyes, nose and throat, wheezing, coughing, shortness of breath, chest pain, headaches,
nausea, and upper respiratory infections (bronchitis and pneumonia). It also exacerbates
asthma and emphysema. Long term effects include lung cancer, cardiovascular disease,
chronic respiratory illness, and developing allergies. Air pollution is also associated with heart
attacks and strokes.
Prevention
1. Comply with air pollution advisories - ask around and observe what locals are doing and
avoid strenuous activities.
2. Travellers with asthma or chronic obstructive pulmonary disease (COPD) should carry
an inhaler, antibiotic, or oral steroid - consult your doctor to see what is best for you.
3. Older travellers with pre-existing conditions should get a physical exam that includes a
stress and lung capacity test prior to departure.
4. New-borns and young children should minimize exposure as much as possible or
consider not travelling to areas with poor air quality.
5. Ask your medical practitioner if a face mask is advisable for you.
Activity / Assignment

 Audio Visual Presentation

 Essay
 Awareness (Pamphlets, Flyers)

Lesson 5
WILDFIRES
o a large, destructive fire that spreads quickly over woodland or brush.
o a combustible liquid such as Greek fire that was readily ignited and difficult to extinguish,
used especially in warfare.
CAUSES OF WILDFIRE
Natural
o dry climate
o lightning
o volcanic eruption

Human activity
o open burning
o the use of engines or vehicles
o Dropping burning substances such as cigarettes or any other human-related activities
that can create a spark or a heat source sufficient to ignite a wildfire.
What Are the Effects of Forest Fires?
 o The health of people involved is affected, since dust and smoke cause respiratory
disorders. Fatalities are not uncommon, either. Lifesavers and firefighters put their lives
in danger when trying to control wildfires.
o Fire departments are forced to use harmful chemicals in order to put wildfires under
control. The soil absorbs these flame retardants and their traces stay within it for years.
They reduce its fertility and affect the composition of future vegetation. As a result, these
chemicals have a negative effect on biodiversity.
o Forest fires leave ashes behind. They erode the soil and destroy the balance in its
nutrients. As a result, there’s an increased risk of landslides and flooding.
o Wildfires contribute towards increased levels of carbon dioxide in the atmosphere. This
makes the greenhouse effect stronger, and it speeds up the climate change.
o Smaller animals, such as snakes, rabbits, insects, squirrels, and birds, are at major risk
of death during forest fires. If the fire isn’t put under control for a long time, it can lead to
extinction of certain species from that forest. Not all animals can migrate early after
detecting oncoming fires. Some are left behind and killed. Those that move cannot go
back to their previous habitats, since the plants that supported their lives are now gone.
o Degradation is an immediate effect of forest fires. A fire can wipe clear thousands of
acres of vegetation. This contributes to an increased air pollution in urban area.
o The nation’s economy suffers by fires, too. They destroy people’s property. To put out a
single fire, the authorities have to invest in logistics, trucks, phosphate fertilizer, and
airplanes that deploy water from above. A huge budget is involved in the process.
References
Department of Environment and Natural Resources Website

Lesson 6
IV. Noise Pollution
Harmful or annoying levels of noise, as from airplanes, industry, etc.
CAUSES OF ANOISE POLLUTION
1. Industrial and Manufacturing Noise
Factories that use heavy machinery emit large amounts of sound that are damaging to the
people that work for the company and those living in the neighbourhood.
2. Roads and Highways
Vehicle-related sounds are a common cause of noise pollution, especially in bustling
metropolises. Honking horns and loud exhausts attribute to mental distress that could lead to
road rage, headaches, and physical discomfort.
Public transportation drivers and people that use buses, subways, and trains to commute to
work are all exposed to high levels of noise pollution.
3. Commercial Construction
Cities are also prone to commercial soundproofing issues for large construction projects like
those marked by miles of orange barriers on the Interstate. Growing towns and urban areas
often upgrade central thoroughfares on a regular basis.
The Negative Effects of Noise Pollution
Noise pollution can do more than reduce hearing capacity; it can also create psychological
trauma that leads to
1. Nervous Disorders
2. Increased Blood Pressure
3. Thickening of The Blood
4. Neurological Problems.

SOLUTIONS FOR NOISE POLLUTION

 Turn off your electronics:
Computers, game systems, televisions and the like all make noise when they’re not in
use—whether it’s a fan spinning or that high-pitched, barely-audible screech some TVs
make in standby. Over time, all of these sounds cause stress on the ears. Turn them off
when you are not using them. A little extra effort is worth it; as a bonus, you’ll save some
money on electricity.

 Sound proof your space:

There are a lot of things you can do to reduce the sound at home (or perhaps your
workplace).If you have hard floors, rugs will go a long way in the fight to dampen sound.
Windows are a known weak point in many structures. Installing better windows, sealing
window frames, or hanging curtains (even thin ones) will help reduce the sound coming
from outside.
If you have noisy neighbours on one side of you, put furniture or a big bookshelf
(preferably full of books) against that wall.
If you have laundry machines in a separate room, shut the door. Also try running
appliances like dishwashers and bread machines when you’re getting ready to leave the
house for a bit. When you’re gone they can make as much noise as they want.

 Mask or cancel noise

Several options are available for you here. Some people like to create peaceful sounds
around them. You can do this by hanging wind chimes, turning on a fan, or running a
small water feature. It may seem paradoxical because you’re creating more noise,
however these things help mask the more unpleasant sounds that may otherwise bother
you.

 Earplugs
Sometimes the simplest solutions are the most effective. If night time noise keeps you
awake, earplugs could be your ticket to sweet slumber. Just make sure you set your
alarm loud enough. Earplugs can also be great if you are going to a noisy event or
 concert. They don’t block out all the noise; rather, they bring sounds down to a
manageable level.

 Move
This one sounds drastic, but it may be worth it. Sometimes barrier walls and thick
curtains can only do so much (and we’re not about to line our walls with egg carton
foam). While moving outside the city (or perhaps suburbs) will reduce your sound levels
greatly, it is not possible for everyone. However, be aware that sound levels can vary
quite a bit even within a city. You may not have to move very far to experience a
significant drop in noise. Choosing a home away from aircraft paths, trains, highways, or
industrial districts is your best bet. Several cities (such as San Francisco) have even
published noise maps showing which streets and areas are the loudest.
Activity/ Assignment
Using Social Media please create or do a vlog about noise pollution.

References:

Department of Health Website

Lesson 6
DEFORESTATION
 Is the clearing of trees, transforming a wooded area into cleared land
Deforestation causes can either be direct or indirect.
Among direct causes are:
1. Natural causes as hurricanes, fires, parasites and floods
2. Human activities as agricultural expansion, cattle breeding, timber extraction, mining, oil
extraction, dam construction and infrastructure development.
Among indirect causes are:
1. Insufficient political actions and governance failure as inadequate land tenure system,
corruption, wrong public administration investments
2. Political and socio-economic causes as population growth, military conflicts and climatic
changes
The main causes of deforestation can actually be lead back especially to:
 substitution of forest areas with cultivations and breeding
 timber extraction
 firewood collection
 road and infrastructure construction
What are the consequences of deforestation?
 1. Loss of nutrients in the soil that are derived from breakdown of tree leaves.
2. Increased soil erosion by wind and rain.
3. Increased flooding due to a lack of water absorption by trees.
4. Decreased ability to support other plants due to nutrient loss.
Effects of Deforestation in Animal and Human
o Deforestation can lead to a direct loss of wildlife habitat as well as a general
degradation of their habitat.
o Animals may also encounter dangerous situations such as increased human-
wildlife conflicts and being hit by vehicles when they attempt to migrate between
habitat fragments.
Activity/ Assignment
Video Presentation
After the pandemic every student should plant at least 1 tree in the following areas: School
Barangay, etc.
References
Environmental Science A Shared Responsibility towards the Earth
by: FlorendaSantiago, Salvacion Dorado, Lourdes Contreras, Salvacion Aquino, Elsinor
Retondo, Melchora Lamorena

MODULE V
DRUG ADDICTION
Overview

A harm minimisation approach aims to reduce the adverse health, social and economic
consequences of drugs by minimising or limiting the harms and hazards of drug use for both the
community and the individual without necessarily eliminating use. It is recognised that teachers
are best placed to provide young people with the skills and knowledge to make sound choices
and decisions and thus teachers must be adequately trained.
Objectives:

 To provide a program for persons with drug problem towards smooth

reintegration and independent functioning within their families and communities.
 Specifically, to counsel persons with drug problem to cope and manage their
cravings for prohibited drugs;
 To teach and instruct them in prevention or management of relapse;
 To provide services designed to increase self-reliance and integration into
society through education and social programs;
 To develop skills training for them to deal with high risk factors in coordination
with the Department of Health and other partner agencies.
  To comply the information and education 

Lesson 1
Definition of Drug Addiction

Symptoms

 Drug addiction symptoms or behaviours include, among others:

 Feeling that you have to use the drug regularly — daily or even several times a day
 Having intense urges for the drug that block out any other thoughts
 Over time, needing more of the drug to get the same effect
 Taking larger amounts of the drug over a longer period of time than you intended
 Making certain that you maintain a supply of the drug
 Spending money on the drug, even though you can't afford it
 Not meeting obligations and work responsibilities, or cutting back on social or
recreational activities because of drug use
 Continuing to use the drug, even though you know it's causing problems in your life or
causing you physical or psychological harm
 Doing things to get the drug that you normally wouldn't do, such as stealing
 Driving or doing other risky activities when you're under the influence of the drug
 Spending a good deal of time getting the drug, using the drug or recovering from the
effects of the drug
 Failing in your attempts to stop using the drug
 Experiencing withdrawal symptoms when you attempt to stop taking the drug

Recognizing unhealthy drug use in family members

Sometimes it's difficult to distinguish normal teenage moodiness or angst from signs of drug
use. Possible indications that your teenager or other family member is using drugs include:

 Problems at school or work — frequently missing school or work, a sudden disinterest in

school activities or work, or a drop in grades or work performance
 Physical health issues — lack of energy and motivation, weight loss or gain, or red eyes
 Neglected appearance — lack of interest in clothing, grooming or looks
 Changes in behavior — exaggerated efforts to bar family members from entering his or
her room or being secretive about where he or she goes with friends; or drastic changes
in behavior and in relationships with family and friends
 Money issues — sudden requests for money without a reasonable explanation; or your
discovery that money is missing or has been stolen or that items have disappeared from
your home, indicating maybe they're being sold to support drug use

Commonly Used Drugs

Recognizing signs of drug use or intoxication
Signs and symptoms of drug use or intoxication may vary, depending on the type of
drug. Below you'll find several examples.

Marijuana, hashish and other cannabis-containing substances

People use cannabis by smoking, eating or inhaling a vaporized form of the drug.
Cannabis often precedes or is used along with other substances, such as alcohol or
illegal drugs, and is often the first drug tried.

Signs and symptoms of recent use can include:

4. A sense of euphoria or feeling "high"
5. A heightened sense of visual, auditory and taste perception
6. Increased blood pressure and heart rate
7. Red eyes
8. Dry mouth
9. Decreased coordination
10. Difficulty concentrating or remembering
11. Slowed reaction time
12. Anxiety or paranoid thinking
13. Cannabis odor on clothes or yellow fingertips
14. Exaggerated cravings for certain foods at unusual times
15. Long-term (chronic) use is often associated with:
16. Decreased mental sharpness
17. Poor performance at school or at work
18. Reduced number of friends and interests

K2, Spice and bath salts

Two groups of synthetic drugs — synthetic cannabinoids and substituted or synthetic

cathinones — are illegal in most states.

The effects of these drugs can be dangerous and unpredictable, as there is no quality control
and some ingredients may not be known.

Synthetic cannabinoids, also called K2 or Spice, are sprayed on dried herbs and then smoked,
but can be prepared as an herbal tea. Despite manufacturer claims, these are chemical
compounds rather than "natural" or harmless products. These drugs can produce a "high"
similar to marijuana and have become a popular but dangerous alternative.

Signs and symptoms of recent use can include:

 A sense of euphoria or feeling "high"
 Elevated mood
 An altered sense of visual, auditory and taste perception
 Extreme anxiety or agitation
 Paranoia
 Hallucinations
 Increased heart rate and blood pressure or heart attack
  Vomiting
 Confusion

Substituted cathinones, also called "bath salts," are mind-altering (psychoactive) substances
similar to amphetamines such as ecstasy (MDMA) and cocaine. Packages are often labeled as
other products to avoid detection.

Despite the name, these are not bath products such as Epsom salts. Substituted cathinones
can be eaten, snorted, inhaled or injected and are highly addictive. These drugs can cause
severe intoxication, which results in dangerous health effects or even death.

Signs and symptoms of recent use can include:

 Euphoria
 Increased sociability
 Increased energy and agitation
 Increased sex drive
 Increased heart rate and blood pressure
 Problems thinking clearly
 Loss of muscle control
 Paranoia
 Panic attacks
 Hallucinations
 Delirium
 Psychotic and violent behaviour

Barbiturates, benzodiazepines and hypnotics

Barbiturates, benzodiazepines and hypnotics are prescription central nervous system

depressants. They're often used and misused in search for a sense of relaxation or a desire to
"switch off" or forget stress-related thoughts or feelings.

Barbiturates. Examples include phenobarbital and secobarbital (Seconal).

Benzodiazepines. Examples include sedatives, such as diazepam (Valium), alprazolam

(Xanax), lorazepam (Ativan), clonazepam (Klonopin) and chlordiazepoxide (Librium).

Hypnotics. Examples include prescription sleeping medications such as zolpidem (Ambien,

Intermezzo, others) and zaleplon (Sonata).
Signs and symptoms of recent use can include:

 Drowsiness
 Slurred speech
 Lack of coordination
 Irritability or changes in mood
 Problems concentrating or thinking clearly
 Memory problems
 Involuntary eye movements
 Lack of inhibition
  Slowed breathing and reduced blood pressure
 Falls or accidents
 Dizziness

Meth, cocaine and other stimulants

Stimulants include amphetamines, meth (methamphetamine), cocaine, methylphenidate (Ritalin,

Concerta, others) and amphetamine-dextroamphetamine (Adderall, Adderall XR, others). They
are often used and misused in search of a "high," or to boost energy, to improve performance at
work or school, or to lose weight or control appetite.

Signs and symptoms of recent use can include:

 Feeling of exhilaration and excess confidence
 Increased alertness
 Increased energy and restlessness
 Behavior changes or aggression
 Rapid or rambling speech
 Dilated pupils
 Confusion, delusions and hallucinations
 Irritability, anxiety or paranoia
 Changes in heart rate, blood pressure and body temperature
 Nausea or vomiting with weight loss
 Impaired judgment
 Nasal congestion and damage to the mucous membrane of the nose (if snorting drugs)
 Mouth sores, gum disease and tooth decay from smoking drugs ("meth mouth")
 Insomnia
 Depression as the drug wears off

Club drugs

Club drugs are commonly used at clubs, concerts and parties. Examples include ecstasy or
molly (MDMA), gamma-hydroxybutyric acid (GHB), flunitrazepam (Rohypnol ― a brand used
outside the U.S. ― also called roofie) and ketamine. These drugs are not all in the same
category, but they share some similar effects and dangers, including long-term harmful effects.
Because GHB and flunitrazepam can cause sedation, muscle relaxation, confusion and memory
loss, the potential for sexual misconduct or sexual assault is associated with the use of these
drugs.
Signs and symptoms of use of club drugs can include:

 Hallucinations
 Paranoia
 Dilated pupils
 Chills and sweating
 Involuntary shaking (tremors)
 Behaviour changes
 Muscle cramping and teeth clenching
 Muscle relaxation, poor coordination or problems moving
 Reduced inhibitions
 Heightened or altered sense of sight, sound and taste
  Poor judgment
 Memory problems or loss of memory
 Reduced consciousness
 Increased or decreased heart rate and blood pressure

Hallucinogens

Use of hallucinogens can produce different signs and symptoms, depending on the drug. The
most common hallucinogens are lysergic acid diethylamide (LSD) and phencyclidine (PCP).
LSD use may cause:

 Hallucinations
 Greatly reduced perception of reality, for example, interpreting input from one of your
senses as another, such as hearing colors
 Impulsive behavior
 Rapid shifts in emotions
 Permanent mental changes in perception
 Rapid heart rate and high blood pressure
 Tremors
 Flashbacks, a re-experience of the hallucinations — even years later
PCP use may cause:

 A feeling of being separated from your body and surroundings

 Hallucinations
 Problems with coordination and movement
 Aggressive, possibly violent behavior
 Involuntary eye movements
 Lack of pain sensation
 Increase in blood pressure and heart rate
 Problems with thinking and memory
 Problems speaking
 Impaired judgment
 Intolerance to loud noise
 Sometimes seizures or coma

Inhalants

Signs and symptoms of inhalant use vary, depending on the substance. Some commonly
inhaled substances include glue, paint thinners, correction fluid, felt tip marker fluid, gasoline,
cleaning fluids and household aerosol products. Due to the toxic nature of these substances,
users may develop brain damage or sudden death.
Signs and symptoms of use can include:

 Possessing an inhalant substance without a reasonable explanation

 Brief euphoria or intoxication
 Decreased inhibition
 Combativeness or belligerence
  Dizziness
 Nausea or vomiting
 Involuntary eye movements
 Appearing intoxicated with slurred speech, slow movements and poor coordination
 Irregular heartbeats
 Tremors
 Lingering odour of inhalant material
 Rash around the nose and mouth

Opioid painkillers

Opioids are narcotic, painkilling drugs produced from opium or made synthetically. This class of
drugs includes, among others, heroin, morphine, codeine, methadone and oxycodone.

Sometimes called the "opioid epidemic," addiction to opioid prescription pain medications has
reached an alarming rate across the United States. Some people who've been using opioids
over a long period of time may need physician-prescribed temporary or long-term drug
substitution during treatment.
Signs and symptoms of narcotic use and dependence can include:

 Reduced sense of pain

 Agitation, drowsiness or sedation
 Slurred speech
 Problems with attention and memory
 Constricted pupils
 Lack of awareness or inattention to surrounding people and things
 Problems with coordination
 Depression
 Confusion
 Constipation
 Runny nose or nose sores (if snorting drugs)
 Needle marks (if injecting drugs)

When to see a doctor

If your drug use is out of control or causing problems, get help. The sooner you seek help, the
greater your chances for a long-term recovery. Talk with your primary doctor or see a mental
health professional, such as a doctor who specializes in addiction medicine or addiction
psychiatry, or a licensed alcohol and drug counsellor.
Make an appointment to see a doctor if:

 You can't stop using a drug

 You continue using the drug despite the harm it causes
 Your drug use has led to unsafe behaviour, such as sharing needles or unprotected sex
 You think you may be having withdrawal symptoms after stopping drug use
 If you're not ready to approach a doctor, help lines or hotlines may be a good place to learn
about treatment. You can find these lines listed on the internet or in the phone book.

When to seek emergency help

Seek emergency help if you or someone you know has taken a drug and:

 May have overdosed

 Shows changes in consciousness
 Has trouble breathing
 Has seizures or convulsions
 Has signs of a possible heart attack, such as chest pain or pressure
 Has any other troublesome physical or psychological reaction to use of the drug

Staging an intervention

People struggling with addiction usually deny that their drug use is problematic and are
reluctant to seek treatment. An intervention presents a loved one with a structured
opportunity to make changes before things get even worse and can motivate someone
to seek or accept help.

An intervention should be carefully planned

Substance Abuse
For substance abuse, several factors contribute to the abuse of alcohol and drugs.
These include:

 Genetic predisposition to addiction or abuse

 History of mental illness
 Neglect or other childhood trauma
 Poor social skills or lack of social support structure
 Peer pressure or the belief that drug abuse is not a bad thing

Activity/Assignment:

 Lecture-Discussion
 Demonstration
 Debate
 Film / video showing
 Group discussion
 Brainstorming

References
 Labuguen, Florida C. et al. Understanding the National Service Training Program: A
 Modular Worktext for NSTP 1
  Rosales, Ma. Junithesmer D. and Gomez,
 Milagrina A. Field Study 1 Manual: The
 Learner’s Development and Environment
 Teves, Lailanie G. et. Al. Modules in Civic
 Welfare Training Service
 Seven Case Studies of People Power with Substance Abuse Problems.
http://www.cnsproductions.com/pdf/casest udies.pdf

MODULE V1
SELF-AWARENESS AND VALUES DEVELOPMENT
Overview
Self-Awareness is having a clear perception of your personality, including strengths,
weaknesses, thoughts, beliefs, motivation, and emotions. Self-Awareness allows you to
understand other people, how they perceive you, your attitude and your responses to them in
the moment. We might quickly assume that we are self-aware, but it isn’t a skill measured in
binary of “got it” or “don’t got it” (on/off) options. It is helpful to have a range of scale for
awareness. If you have ever been in an auto accident you may have experienced everything
happening in slow motion and noticed details of your thought process and the event. This is a
state of heightened awareness. With practice we can learn to engage these types of heightened
states and see new opportunities for choices and interpretations in our thoughts, emotions, and
conversations. Having awareness creates the opportunity to make changes in behaviour and
beliefs. A simple quick assessment of self-awareness might be: Basic – Aware of your thoughts
while you have them. Medium – Aware of the thoughts and emotions you have about your
thoughts in the moment. High – Able to put attention on your emotions, and physical state in a
way to relax and thereby change your thought process in the moment. Maybe you are at high
level of self-awareness in a relaxed state, but in a stressed state you might shift to a medium or
basic level of self-awareness. Even where we are on the spectrum changes depending on other
factors during the day.
Objectives
1. Develop a broader and deeper awareness of themselves
2. Describe the 3 basic emotions
3. Identify the values that give meaning and fulfilment to life
4. Explain what values clarification means
5. Identify the values which should be strengthened in the Filipino character

Self-awareness and Emotions

“Know thyself” is a maxim, the credit of which goes to Socrates. Why is it important that a
person be able to know himself? Simple, because it is through one’s awareness of himself that
he becomes a better person. The knowledge of oneself, according to Sacrates is a prerequisite
to a deeper understanding of life.

What is self-awareness then and now and how does one develop it?
Self –awareness is the person’s ability to be aware of his impulses, instincts, emotional states,
preferences and habits. It is a skill which is essential to life. Through this, a person can gain
control over his emotions, thus, deterring the commission of negative behaviours.
The attainment of emotional literacy is an important component of developing high self-
awareness. Emotionally literacy refers to our knowledge of what we feel and the causes of such
feelings as well as of our knowledge of what others feel and how our feelings affect others. Emotions are
the manifestations of our heart which make us human and not a robot which moves on
command to do the bidding of a controlling power.

Basic Human Emotions

Love, anger and fear are the three human emotions distinguished by many scientists. These
emotions are the bases of the rich variety of human emotions such as disgust, shame,
tenderness, awe, reverence, joy, grief, jealousy, pride, greed, hatred, ecstasy, remorse,
excitement, envy, worry and happiness.

Love is the most human of all emotions because it tells us what it is to be a person in the
deepest part of ourselves. It becomes from all that is healthy in us. We need it, as much as we
need air to breathe. Love gives meaning and focus to life, strengthens self-identification, makes
priorities clearer, develops a sense of proportion and makes living a real existence.

Love is a natural cleanser of the human psyche. Once it is rooted, it spreads and destroys
jealousy, envy, greed, vindictiveness and all the natural enemies of the mind and body.

Anger, on the other hand is an emotion which is characterized by a strong feeling of displeasure
and antagonism. Like a fear, it is regarded as an emotion which is potentially negative, In
Christian perspective, anger and fear can be positive and are not always wrong. When properly
used, they become constructive.

Fear, refers to an unpleasant and often strong emotion caused by anticipation or awareness of
danger. It usually implies anxiety and loss of courage. When it is manifested as a sign of
solicitousness to a person and profound reverence and awe toward God, it becomes potentially
positive.

The Importance of Understanding Yourself

Individuals who have very poor understanding of themselves are often overcome by negative
emotions which may lead them to be hostile to others, indulge in self-pity, lack of self-
confidence and have very low self-esteem. These are the people who need to undergo a deeper
understanding of themselves to bring them to the reality that each one of us is a unique person
and our capabilities are not the same.
Understanding oneself is a very important for one to be able to live with others harmoniously
and to live for others selflessly; thus, making him a truly contented person who is aware of his
strengths, weaknesses, capabilities and limitations.
How to become a better person?
Build your self-image – this involves your thinking, then the actions you take to make your
thoughts substantial. Since your thinking can rule over your feelings, it is important that you
nurture a positive and optimistic attitude about yourself to enable you to feel your value as a
person. Watch out for your self-critical and defeatist thoughts and as soon as you become
aware of them, do your best to stop them and then positive action.
Search for the meaning of life – life without meaning is a painful life, Yearning for the meaning of
life is a human nature because there is no human being who does not want to lead a meaningful
life. Finding purpose and meaning to one’s life’s is an important aspiration of both the young and
the old people.
The Nature of Values
Values are ideals that give significance to our lives, that are reflected through the priorities we
choose and that we act on consistently and repeatedly. Philosophers seen values as guides to
excellence in thinking and action.
SCOPE OF VALUES
Values cover the aesthetic and spiritual as well as the physiological and economics. Our
appreciation of beauty and our love of God make our lives meaningful. The beauty of nature and
the things which man create provide us with inner joy which affects our attitude towards our life,
work, relationship with our fellowmen and with God. Our appreciation of God’s creations and the
talents. He gives man makes us grateful to Him. We develop spiritual oneness with these
creations as well as with other human beings and in the process we identify our relationship
between ourselves and our Creator. Through this relationship with Him, we become aware of
our spiritual needs and this awareness gives us fulfillment in everything we do.

1. Faith in God
2. Faith in our fellowmen
The Christian Alliance for progress shared these seven values which if observed will
bring back the faith of people in each one will make this world real peaceful and caring world:

 Comparison and Care for others: This simply means love your neighbor as you
love yourself;
 Responsibility and Obligation: It id not enough to transform one’s life but he is
expected to do more, that is one must move beyond the personal and take
responsibilities and his communities, his country, and the world;
 Justice for all: There is so much injustice in this world. There is, therefore, a
need for to be able to stand against powerful systems of human injustice
prevailing in society to bring back the faith of man to his fellowmen;
 Equality and inclusiveness: Every individual has the right to be treated equally
and be considered part of society, no matter what station of life he belongs, what
the color of his skin is, what faith he professes, and what educational
qualifications he has;
 Faithful Stewardship: God endowed the world with so beauty and wealth. It is
the bounded duty of each caretaker of these bounties to be responsible in caring
for them. The environment should be protected and its wealth shared with
anyone.
 Right use of Power: The power that God gifted anyone should use for the
protection of the innocent and building justice in the world. It should not be used
as an instrument of coercing others or forcing others to submit to what believe in
and what we want them to do;
 Spiritual Foundation: God is the foundation of our spirituality. In everything we
do, we turn to him for guidance.
The Dimensions of An Individual
An individual as a human being is multi-dimensional. As such he has the
following dimensions:
1. Physical due to his material needs;
2. Intellectual, because he is equipped with intellect which enables him to know,
in order to transform himself, the society and the world.
3. Moral, because he is endowed with free will which searches for the good, the
truth and the beautiful;
4. Social, because he lives not in isolation but in a community interacting with
other persons, thus, he participates in defining the goals and destinies of the
community and in achieving the common good;
5. Economic, because one cannot live without being concerned with livelihood,
sufficiency, production and consumption;
6. Political, because he seeks to pursue the goal of social progress and total
human liberation and development.

The Core/Related Values

Corresponding to the dimensions of the human person as an individual
and as a member of a community, there are core and related values which
he/she must be able to cultivate. These are;
1. Health. The adage, health is wealth should be instilled in the minds of the
youth for them to be concerned with the development of a physically fit
and in deed, develop harmony with nature, and appreciate the beautiful.
Good health is promoted if an individual possesses such values as eating
the right food, resting properly, having adequate exercise, being clean
personally, and avoiding vices which are detrimental to health;
2. Truth. The search for knowledge s unending process. It does not mean
just discovering data and knowing facts. It involves creative and critical
thinking. Creative understanding and imagination transform the
environment; it develops a culture expressive of the ideals and highest
aspirations of the people and build structures and institutions which are
important in the pursuit of a just a humane society;
3. Love. The highest expression and the primary concern of man’s being,
love implies and quest for moral integrity and the development of self-
worth, honesty, personal discipline. It is thoughts, feeling and actions
 directed towards the benefit of the others even at the expense of one’s
self. True love develops, grows, matures and becomes richer with time;
4. Spirituality. A strong spiritual foundation is the secret to happy and
fulfilled life. It is believing in the promise of eternal life giving the individual
hope which eventually results to peace of mind. For peace to be attained,
there is a need for the heart and mind to be at rest, and this can be
brought about by sincere spiritual awakening. Spiritual foundation is not
just having faith but living a life of love, sincerity and justice;
5. Social Responsibility. The pursuit of the welfare of the family and the
common good of the larger society is a paramount responsibility of
everyone as a social being. As such, individual must understand that the
family is the foundation of the nation and must have to be strengthened.
In this era of modernization and technology which affects the
relationships of families, there is a need to strengthened traditional values
such as mutual love, mutual respect, and fidelity in order to preserve the
unity and sanctity of family life. Responsible parenthood, therefore, is an
important value that must be inculcated in the minds of the youth for them
not o be contributors to the fragmentation of the society. As responsible
parents, it is their duty to expose their children to the traditional family
value of respect for parents, elders and those in authority;
6. Economic Efficiency. Self-reliance and the attainment of independent
national economy are two important objectives of the Filipinos as
embodied in Article II, Section 19 of the 1987 Constitution, these
objectives can be attained only if man has achieved economic efficiency
which is realized through work, exercise of human mastery over
resources of nature and creative imagination in the selection of complex
problems. Man before must be productive in order to raise not only the
quality of his life but also of others living in the community, especially the
underprivileged. Thus, thrift, self-reliance, conservation of resources, the
development and application of scientific and technological knowledge
and vocational efficiency, which are also embodied in the 1987
Constitution, are related values and must be developed among the
people.
7. Nationalism and Global Solidarity. An individual must not only be
aware of his rights but must also be conscious of his duties to his country.
Thus, love of one’s country and its people is an important value which
must bee inculcated in the mind of an individual starting with his formative
years. Values such as common identity, national unity, esteem of national
heroes, commitment, civic consciousness, pride of one’s country and the
bayanihan spirit must be part of the early values orientation of an
individual.
No nation, however, can isolate itself forever. While it is true that
nationalism must be inculcated in the mind of every citizen of a particular
country, there is also a need to go beyond he boarders of the nation,
toward, first, regional and then global solidarity based on international
 understanding and cooperation. This is important in the search for peace
and justice of nations.
Values Clarification
Values Clarification. The author of this approach, Professor Louis Raths, believes that
students are no longer to be guided towards a certain moral choice, but were to be encouraged
to clarify their position on any particular issue. It engages student in an active examination of
their beliefs, behavior, choices, and decisions to enable them to utilize them in their everyday
living. Values clarification consists of making choices freely and thoroughly among alternatives
and with consideration of the consideration of the consequences of choice, prizing and
cherishing choices made the person is happy for his choice, affirming, the choices publicly, and
acting upon the choices made. In acting upon the choices made, the value must be evident in
one’s behavior.
The Strengths of the Character
1. Pakikipagkapwa-tao. This trait is manifested in the Filipinos ability to empathize with
others. In times of need, he is helpful and generous in providing assistance. The spirit of
pakikiramay and bayanihan is very much alive in us even this time of modernization. We
are trustful and have very high sense of gratitude or utang na loob.
2. Family Orientation. The Filipinos’ genuine and deep love for family is not for our
immediate families but extend to grandparents, aunts, uncles, cousins, godparents, and
other relatives. The children are oriented to the importance of the family and are brought
up to honor and respect the parents and elders. The children and the elderly are taken
care of very well. The children are provided with high nurturance, low independence
training and low discipline and are taught to value family. Parents sacrifice so much for
the children and the family welfare. They are generally generous to relatives who are in
need.
3. Joy and Humor. The Filipino spirit is indomitable. Even in times of tragedies and
calamities, we can still find to smile or laugh. We approach life’s ups and downs with fun
and make jokes about them. This strength of character provides us the emotional
balance, optimism, a healthy disrespect for power and office and the capacity to survive.
4. Flexibility, Adaptability and Creativity. Whatever happens, the Filipinos can easily
make adjustment because of high tolerance of ambiguity. We are creative, resourceful,
and quick learners. The absence of materials or resource do not faze us since we can
easily improvise and make us of whatever is available to us in order to create and
produced. This results to productivity, innovation, entrepreneurship, equanimity and
survival.
5. Hard work and Industry. The Filipinos are hard worker. We can take any job as along
as it will provide us better income and enable to give the best opportunities. For the sake
of our families. We endure the pa of separation and loneliness in the other countries.
6. Faith and Religious. Religion is a part of the Filipinos’ everyday life. We turn to God in
times of joy and sorrow. For us, he is the source of our strength. Because of our strong
faith in him. We accept defeat and failure without being totally devastated. Because of
our faith, we become courageous, daring, optimistic, and we develop inner peace.
7. Ability to Survive. Millions of Filipinos’ endurance and determination to live.
Weaknesses of the Filipino Character
  Extreme Personalism. Separation between an objective task and emotional
involvement is stranger to Filipinos. They have a personalistic and world view which
made them difficult to deal with all forms of impersonal stimuli. Thus, one finds it difficult
to understand bureaucracy and its uncomfortable with rules and regulations and
standard procedures that in may cases, they are ignored and/or one asks for exemption.
Because of this extreme personalism, graft and corruption become a malady in
Philippine society.
 Extreme Family Centeredness. Despite the concern for the family being a strength of
the Filipino character extreme concern on the other hand can be a serious flaw of the
Filipino character because it created an in-group where the Filipino becomes fiercely
loyal which result to lack of concern for the larger community or for the common good.
 Lack of Discipline. Our being very poor in time management, procrastination attitude,
aversion to follow strictly a set of procedures, impatience, ningas cogon attitude manifest
our undisciplined nature. This trait results to inefficient and wasteful work systems and
violation of rules and work ethics.
 Passivity and Lack of Initiatives. The Filipinos have the tendency to rely on the
others. This is the reason why we expect the government to do everything for us. We
wait to be told instead of taking the initiative to do things. We are generally submissive to
those in authority. Because of this passivity, we have the tendency to be complacent and
tolerate inefficiency, poor service and even violations of one’s basic rights.
 Colonial Mentality. We have the strong inclination to adapt and incorporate foreign
elements to our culture which result to vagueness of our own culture as well as
weakness of our character. This colonial mentality makes us unpatriotic, thus, we lack
awareness, appreciation and love of our own country and people.
 Kanya-Kanya Syndrome. The crab mentality of the Filipinos manifests the Filipinos’
selfishness and self-serving attitude. The use of tsismis, intriga and unconstructive
criticisms are leveling instruments resorted to bring down others. Personal and in-group
interest are more important than the national interest. This result to dampened
cooperation and community spirit and trampling rights of the others.
 Lack of Self- Analysis and Self-Reflection. The Filipinos lack of analysis of serious
problems and have the tendency to joke about the most serious matters, thus, we don’t
look deeply into the problem. Rhetoric, which is very much part of public life, appeals to
us, thus, we easily believe those who are good on it and we elect to office political
candidates who are making fiery speeches and endless but empty promises.
Values Which Should be Strengthened in the Filipino Character

 Love of Country. To know and understand what it means to be a Filipino. One must
have to have knowledge of the country’s past and sacrifices which its people underwent
to achieve freedom. Love of country is manifested in the love each has for his
countrymen, for the commitment to be responsible citizen by taking care and protecting
the resources of the nation and promoting and strengthening positive values and
attitudes.
 Self-Reliance. Depending on others should be eliminated in the of the character of the
Filipino people. Each one must be able to depend on oneself and not rely to others or
the government. This value, if developed among us will be a very potent instrument to
solve the crises that the nation is facing. The dole out mentality which a good number of
 Filipinos have been oriented to, must be minimize if not totally eradicated. Dependence
on foreign borrowing for national survival must have to be stopped and our officials must
learn how to tighten their belts. There is a need to develop economic recovery policies
which would reduce poverty and create an environment conductive to self-reliance.
Indigenous resources must be used.
 Honesty, Accountability and Stewardship. In order to promote honesty and
accountability, there is a need for moral transformation and commitment of each
individual. Internal conversation, role modeling and responsible parenthood are some of
the strategies which can be used in developing these values among the people. The
value of work, wise use of money and resources, internalization of honesty, and
responsibility must be inculcated in the mind of the young so that they will grow up to be
ideal citizen who will really contribute to the country’s progress.
 Discipline. In many occasions, people would say, that the Philippines is poor because
of the Filipinos lack of discipline. This is quite hurting but this is the truth. The Filipinos
are one of the most undisciplined people in the world. Thus, the urgent and strong need
to inculcate this to our people. If this can really be given emphasis in the development of
our youth, there is no reason why we cannot have a government that is administered by
efficient and ethical public servants; the people are aware of their responsibilities,
respect the law and the rights of others and maintain order. Most importantly, the elders
should set the example of discipline.
 Non-Violence. Every day, newspapers carry stories about killings, tortures, kidnapping
and other violent crimes which make one shiver in fear. Why? Because we live in a
violent society where love seems to be absent in the heart of many people. We became
adversarial and confrontational. For every wrong done to us, we want to inflict injury to
the one who committed wrong against us. Thus, there is a need for the cultivation of
major values such as equity, cooperation, professionalism and dialogue to create a
peace-loving society. Early in the family the children should be oriented on respect,
cooperation and harmonious relationships.
 Cooperation/Teamwork. The attainment of thee common good must be inculcated in
the minds of the youth. The must be taught the value and good results of being involved
and being responsible. When one cooperates, he respects the rights of the others and is
willing to subordinate his own desire in order to attain the collective goals. Cooperation
implies humility, patience, discipline, and willingness to sacrifice.
 Cleanliness and Orderliness. There are two of the important basic values that must
have to be inculcated in the individual and which should be operational. The Filipinos are
clean. There is no doubt about that. The take a bath every day, sometimes two to three
time a day, they keep their houses and surrounding clean and orderly but they don’t do
the same to public places. They just threw their waste anywhere thus, creating a filthy
and polluted environment. There is, therefore, a need for conducting a widespread
information drive on the importance of cleanliness and the orderliness as well as to plan
national programs on cleanliness and orderliness which will include the preservation of
rainforests and development of parks and gardens.
 Simplicity and Thrift. We should learn to live within our means. And this should be
practiced not only by the ordinary citizens but by those occupying high position in the
government. An individual should not accumulated so much should acquire only what is
needed. The patronage of Filipino products should be encouraged. As much as possible
each member of family must know how to manage the financial resources avoid
 resorting to unnecessary loans. Lavish celebration of fiestas should be discouraged. The
Code of Ethics for the Public Officials and Employees (RA 6713) should be strictly
implemented.
 Positive Thinking. There is a need to change the Filipino national psyche which is
prone to negative thinking. The lack of self-confidence and self-degradation of the
Filipinos should be cast away with adopting the following:
a. Transformation quality of entertainment for Filipinos;
b. Affirm the good/high quality media entertainment, commercials and
advertisements;
c. Create new positive symbols in popular culture;
d. Stress positive values in government
e. Highlights good things that people can do;
f. Re-interpret religious teachings and being pro-poor but not necessarily pro-
poverty;
g. Develop positive thinking in the children and family;
h. Use media more to convey values of positive thinking;
i. Maintain the Filipinos’ admirable character as a people;
Activities/Assignment

 Video Presentation
 Movie About Family
 Essay

References:

Eleanor Roosevelt, Family Circle, January 1964

“Faith” Wikipedia, 2 April 2007 http://en.wikipedia./org.wiki/Faith
“Our Values” Christian Alliance for Progress, 26
April2007,.http://christianalliance.org/site/c./ourvalue.htm/
Shakespeare Quotes” Geocities, 25April2007

End