Ecological Literacy

Social Literacy

Course: CTE-BuildCur
Course Description: This course introduces the concepts of new literacies in
the 21st century as an evolving social phenomena and shared cultural practices
across learning areas. Field based-interdisciplinary explorations and other
teaching strategies shall be used in this course. The modules are unique in
examining new literacies through multiple theoretical lenses and in highlighting
critical literacy in the list to put premium on the importance of critical thinking
and evaluation of information. It helps in sourcing in the contemporary
information and knowledge production age and aids the teacher in the facilitating
logical interactive classroom discourse and exchanges.

Module 8: Week 15-16 (5 hours)

Instructor: Mr. Jan Marco A. Pacas

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Module 8

Week 15-16 (5 hours)

Experience Total Human Formation

Overview
The heart, head, and hands (3Hs) of every role of education is not only to form a
learner but also to foster an understanding of human-environment relationship
Embedded in the curriculum is raising of public awareness on the many environmental
issues that beset each one of us. For almost two years, UNESCO clearly specified the goal
of those who are concerned about the environment and its associated problems.
Henceforth, everyone whether individually or collectively, was enjoined to find ways to
solve the problems and prevent new ones. What has become of this goal? Have we
successfully lessened our environmental problems? How much have we done to protect
and save our Mother Earth?

General Instructions
● Read and follow instructions carefully.

● Some activities require research and thorough reading. Please be responsible to

do your part.

● Learning is self-paced and self-directed. Use your time wisely.

● Your success in this module largely depends on your diligence and hard work in

accomplishing the activities prepared for you.

Learning Outcomes
At the end of the module, you must have:

A. Researched about related terms of ecoliteracy and their implications;

B. Shared sustainable activities that promote ecoliteracy; and
C. Emphasized on jobs that promote a sustainable world.

Instructor’s E-mail address: janmarco.pacas@lsu.edu.ph

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Contact Number: 09381118870
LSU hotlines: 088 521 0342 local 156 or 157
Module 8

Week 15-16 (5 hours)

Experience Total Human Formation

Explore
UNDERSTANDING AND CULTIVATING ECOLITERACY

Natural places are replaced by screens as children are exposed more to online games.
Richard Louv in Jones (2018) referred to this phenomenon as "nature deficit disorder.
To address the disorder is to influence the children to connect with nature, to make use
of the natural places to connect with other life by embracing positive action towards the
protection and preservation of the environment.

What is ecological literacy? Jones (2018) highlighted how nature works. Fle professed
that each is connected to one another species and communities Cooperation is essential
for sustaining life in all its forms, amidst diversity. Every living and non-living thing is
related. Life is all about connections. Forms may change. A waste to one maybe a blessing
to another. This is ensuring a great balance in the ecosystem. All throughout our
existence, we need plants and animals. clean air and water, and fertile soil for vegetation.
We are part of nature and our actions or lack of actions will have tremendous impact in
our lives.

Ecoliteracy is the ability to understand nature along with the systems that make life
possible. It is understanding the principles that govern the ecosystems making
sustainable human communities possible. According to an American physicist, Fritjof
Capra, the survival of humanity will depend on our ecological literacy, that is, our ability
to understand ecology's basic principles and to live accordingly. As such, developing
ecoliteracy must be an important part of education across levels. It is imperative that
education must be viewed as an environmental education training students to take part
of the natural world, to understand their place in nature Oberlin College Professor and
noted environmental author David Orr once wrote:

"All education is environmental education. By what we include or exclude. We teach the

young that they are part of or apart from the natural world. An economist, for example,
who fails to connect our economic life with that of ecosystems and the biosphere has
taught an environmental lesson all right, but one that is dead wrong. Our goal as
educators ought to be to help students understand their implications in the world and to
honor mystery. Or in the jargon of the time, to connect the dots to see systems and
patterns.

Instructor’s E-mail address: janmarco.pacas@lsu.edu.ph

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Contact Number: 09381118870
LSU hotlines: 088 521 0342 local 156 or 157
Module 8

Week 15-16 (5 hours)

Experience Total Human Formation

Ecoliteracy is fostered when teachers integrate an inquiry-based approach on

developing students' understanding and awareness of all the environmental elements
and their interconnectedness Environmental education (EE) strengthens ecoliteracy of
students and of the community where they belong. Joel Barnes (2013) contented that any
EE program must be geared toward guiding students in acquiring deeper ecoliteracy
through engaging them to experiential and sustainable education activities.

Similarly, UNESCO, with SEAMEO, through the joint efforts of Education for Sustainable
Development (ESD) focal persons from different countries, initiated production of
Teacher's Guide for Integrating ESD in Pre-service Teacher Education for Southeast
Asia. It is the primary purpose of the guide to equip the teacher-practitioners with the
vital knowledge and skills on how to embed ESD concepts and principles in their existing
courses outcomes, ie, using problem-based approach air pollution, deforestation, illegal
fishing, etc. based on local contexts. It is hoped that through this endeavor, everyone
will have an equal opportunity to contribute to sustainable development. This is in
consonance with the realization of Sustainable Development Goal (SDG) 4: Ensure
inclusive and equitable quality education and promote lifelong learning opportunities
for all.

It has been acknowledged that education is pivotal in achieving sustainability and eco-
literacy is a component of education for sustainable development. Conscious of
mitigating the damage suffered by our interaction with the ecosystem, an ecoliterate
person advances empathy, responsibility and cooperation in addressing environmental
issues that destroy balance in the ecosystem. At the heart of developing ecoliteracy are
the real issues in the community. Teachers achieve local significance through
contextualized and authentic tasks like having real-life problems that students must
resolve. After all, sustainability is not an end but a continuous journey where teachers
and students play key roles in the process towards achieving education for sustainable
development.

ECOLITERACY AND PLACE-BASED LEARNING

Have you heard of "earth-dependence"? What does it take to be bonded to the earth?
These are few of the questions an ecoliterate can readily answer. To be earth-dependent
is to acknowledge that as part of nature, we are to remain faithful in doing the things
which sustain all forms of life on earth. Every man's action has an equal repercussion.
Like an old dictum, respect begets respect, love begets love, we will face the
consequences of our actions or lack of actions to take care of our environment. The
choice is ours. Truly Michael Stone's words." This generation will require leaders and
citizens who can think ecologically, understand the interconnectedness of human and

Instructor’s E-mail address: janmarco.pacas@lsu.edu.ph

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Contact Number: 09381118870
LSU hotlines: 088 521 0342 local 156 or 157
Module 8

Week 15-16 (5 hours)

Experience Total Human Formation

natural systems, and have the will, ability, and courage to act," challenge everyone to be
the citizens our world badly needs.

Michael Stone (2010) held that ecological literacy can manifest anywhere, in all aspects
of education. The "green school" concept does not only comply with the green building
or green architecture but it also pertains to how the school embraces the sustainability
principles in the design of the curriculum. It is best achieved when teaching and learning
activities are tailored fit to the sustainability needs of the environment, the community
to which we belong. The integration of ecoliteracy is not a curriculum add on nor a new
subject to enroll in. It is adding "an important flavor to the curriculum. Principles can be
embedded in the development of a competency, of an intended outcome of the
course/subject.

Place-based Learning

Cognizant that ecoliteracy is developed when one is connected with the physical
environment, teachers must facilitate the students' awareness of the impact of human
action to the environment. Smith-Sebasto in Locke (2013) noted that one's value system
supports ecological understanding. He postulated, "People learn about what they value
and value what they know." It is therefore every teacher's role to make every student
appreciate nature and the interconnectedness of things around them.

Similarly, Roth (1991) in Locke (2013) operationalized ecoliteracy in three phases. The
first phase is the getting to know phase or the recognizing and identifying basic
environmental terms. The next phase is formulating an attitude or a standpoint on an
identified environmental crisis. The last phase of literacy is the acting phase where an
informed action is taken to resolve such an environmental issue. Henceforth the
knowing-deciding-acting' on an environmental problem marks the attribute of an eco
literate person.

Place-based learning is a kind of grassroots movement where teachers make the

community an extension of the classroom where authentic learning experiences
happen. Teachers, as designers of activities, create educational experiences that foster
better relationships with the community. Students, too, in the process, internalize the
challenges and solutions to the community problems that beset them. For instance,
teachers may assign the students to interview their local community officials on the
recycling and composting program adopted by the barangay. From the data, students
can initiate ways in which they could be of help to the realization of the program, if there
is one, or to propose a program for waste management.

Instructor’s E-mail address: janmarco.pacas@lsu.edu.ph

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Contact Number: 09381118870
LSU hotlines: 088 521 0342 local 156 or 157
Module 8

Week 15-16 (5 hours)

Experience Total Human Formation

FOSTERING ECOLITERACY

There are underlying principles that govern our natural world. As such, teachers are to
help the students, across levels, value the concept of education for sustainable
development. One of the many ways is to provide learning experiences that engage the
students in real-life tasks. As we together find solutions to human problems, a more
sustainable world is made possible.

Everyday we are confronted with choices. Conscious of how our choices affect the world
around us, we make sure we think critically and act accordingly. In school, teachers, as
frontliners, are instrumental in developing the students' critical thinking skills as a
fundamental element in promoting one's ecoliteracy and in fostering a strong sense of
environmental citizenship However, there are also a number of exercises that one can
do to be close with nature and thereby fostering ecoliteracy in the process.

Activities that Foster Ecoliteracy

• Experience an Earth Day.

• Cultivate a garden
• Offer to take care of pets.
• Learn landscapes of other places
• Invite friends to go nature hiking at least twice in a year a friends walk
• Take photos of things around e.g. butterflies, unique leaves, a twig, etc.
• Explore stories. Learn legends
• Read, read, and read about man's connection with nature
• Allow nature to speak. Be still and listen to the chirping of the birds, the splashing
of the water.
• Create a collage Collect seeds, stones, leaves, flowers of various kinds.
• Yield possibilities. Organize community programs like tree/mangrove planting,
river cleaning, etc.

Outlined here are few of the things students, whether individually or in groups, can carry
out to deepen ecoliteracy and increase the likelihood of becoming an exemplar
environment citizen..

Instructor’s E-mail address: janmarco.pacas@lsu.edu.ph

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Contact Number: 09381118870
LSU hotlines: 088 521 0342 local 156 or 157
Module 8

Week 15-16 (5 hours)

Experience Total Human Formation

Engage
For you to get personally involved in the lesson and to pre-assess your prior
understanding, please do the following activities.
Activity 1: RESEARCH ENTHUSIAST
Directions: Read (online or offline) about the concepts listed and complete the table
with the required information.

Nature Key Educational

Concept
(Description Ideas Implication/s
Greenhouse

Green school

Green Corridor

Green Building

Green
Architecture

Green
Curriculum

Instructor’s E-mail address: janmarco.pacas@lsu.edu.ph

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Contact Number: 09381118870
LSU hotlines: 088 521 0342 local 156 or 157
Module 8

Week 15-16 (5 hours)

Experience Total Human Formation

Activity 2: THIS IS IT!

Directions: Think of a home/community problem, suggest, and implement ways to
respond to this identified sustainability crisis you are facing in the form of a picture
timeline. The timeline will be composed of your photos, texts, and other actual or real
time evidence of how you solved and sustained the solution in a matter of a week. Provide
details of the following: (25 points)

1. All information including the current situation about the issue/problem.

2. The needed practical capacities which you will use to contribute to sustainability.
3. The concrete steps to address the issue, transformed observable behaviors and the
expected tangible outcomes

Instructor’s E-mail address: janmarco.pacas@lsu.edu.ph

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Contact Number: 09381118870
LSU hotlines: 088 521 0342 local 156 or 157
Module 8

Week 15-16 (5 hours)

Experience Total Human Formation

Evaluate
To check your personal mastery, do what is asked.
Activity 3: NAME THAT JOB
Directions: Make a list of ‘green jobs’ in the Philippines. Provide details of these
environment-related jobs. Outline their importance in achieving a sustainable
environment. Use the format given.

Instructor’s E-mail address: janmarco.pacas@lsu.edu.ph

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Contact Number: 09381118870
LSU hotlines: 088 521 0342 local 156 or 157