Mindoro Biodiversity Conservation Program

Formal Environmental Education

Mindoro Biodiversity:
A Legacy for our Children

September 9, 2011
(Final Report)

A Teacher Training Workshop on

"The Use of the Communication Strategies in the Integration of
Environmental Education into the Curriculum."
October 25-29,1999 at the Richville Garden Resort,
Masipit, Calapan City, Oriental Mindoro
 MINDORO BIODIVERSITY CONSERVATION PROGRAM
Formal Environmental Education

Mindoro Biodiversity:
Biodiversity:
A Legacy for our Children

This teacher training workshop on "The Use of Communication Strategies on the Integration of
Environmental Education into the Curriculum" was made feasible through the assistance of the
following people and offices:

Mr. Facundo Roco, Pilipinas Shell Foundation, Inc.

Mr. Dre Boon, Ms. Sally Montero and Luke Esteban, Shell Philippines Exploration B.V.
Mr. William Oliver, Fauna and Flora International
Hon. Rodolfo G. Valencia, Provincial Governor, Oriental Mindoro
Mr. Jimmy Nuevas, Provincial Planning and Development Officer, Oriental Mindoro
Department of Education, Culture and Sports, Region IV
Department of Education, Culture and Sports, Oriental Mindoro
City Office of Calapan
Low Income Upland Communities Project (LIUCP)
Institute of Biological Sciences, University of the Philippines Los Baños

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 TABLE OF CONTENTS

I. PROJECT OVERVIEW ..................................................................................................................... 5

II. PROJECT TEAM................................................................................................................................ 5

III. PROJECT OBJECTIVES .................................................................................................................. 5

IV. SCHEDULE OF ACTIVITIES/PROGRAM

ACTIVITIES/PROGRAM ..................................................................................... 6

V. TRAINING ACCOMPLISHMENTS
ACCOMPLISHMENTS ................................................................................................ 10

A. TEACHER TRAINING ........................................................................................................................... 10

1. PARTICIPANTS AND GUESTS ............................................................................................................ 10
2. OPENING PROGRAM - ....................................................................................................................... 12
Summary of the Opening Remarks of the City Office, Calapan: 12
By Mrs Ma. Nanette Geronimo, Community Affairs Officer III (in behalf of Hon. Hernan
Panaligan) 12
Global Importance Of Mindoro (Summary) 12
By: Prof. Letty Afuang 12
The Teacher Training Project in Perspective (Summary) 13
By: Dr. Zenaida N. Sierra, Project Leader 13
Summary of the State of Environment: Mindoro Situation 13
By Mr. Efren Garcellano 13
Summary Of The Response And Challenge: The Department Of Educat Education, ion, Culture and
Sports 14
By: Dr. Ricardo Chan 14
Summary Of The Closing Remarks 15
Mr. Benjamin Cruz, School Superintendent, Oriental Mindoro 15
3. TRAINING PROPER ............................................................................................................................ 16
Lectures 16
Workshops 17
Environmental Action Plan: Implementation and Monitoring 17
Field Trip 19

VI. POEM AND SONGS WRITTEN

WRITTEN BY THE PARTICIPANTS
PARTICIPANTS....................................................... 20

MINDOREÑO 20
Pola District Participants 20

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 BANTAYAN ANG KALIKASAN 21
(Himig: Pipit) 21
HINAING AT GALIT NI MAHALTA 22
Ni : Mr. Clemente Politico 22

VII. ASSESSMENT OF THE COMMUNICATION COMMUNICATION STRATEGIES STRATEGIES PROBLEMS- PROBLEMS-RESPONSES- RESPONSES-
SUGGESTIONS)
SUGGESTIONS) ........................................................................................................................................... 24

Communication Strategy # 1: Paint Me A Portrait 24

Communication Strategy # 2: Pick Your Choice 26
Communication Strategy # 3: Balance Of Justice 28
Communication Strategy # 4: "Mahalta mindorensis" 29
Communication Strategy #5: Strings Attached/Web Of Life 32
Communication Strategy #6: Buzz Grouping 33
Communication Strategy # 7: Sound Scaping 38
Communication Stategy # 8 Shadow Play 38

VIII. SUGGESTIONS FOR ENVIRONMENTAL

ENVIRONMENTAL ACTION PLAN
PLAN ...................................................... 39

IX. PHOTO DOCUMENTATION

DOCUMENTATION .......................................................................................................... 44

X. EVALUATION OF THE TRAINING

TRAINING WORKSHOP ...................................................................... 45

XI. ANNEXES ......................................................................................................................................... 46

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I. Project Overview

Any conservation activity no matter how apparently successful it can be when inherited by
an uninformed and uncaring populace will always be a futile waste of resources. Thus, the
Formal Environmental Education Project (FEED) of the Mindoro Biodiversity Conservation
Program (MBCP). This project supports the MBCP by opening the minds of the teachers in
Mindoro into the rich biodiversity of their province and training them so that they can easily
and interestingly transmit their awareness into their pupils minds even as they comply with
the curricula already set by the Department of Education, Culture and Sports (DECS).

This project operates on the conviction that the children, being the inheritors of Mindoro
should be well informed on the rich resources of their province and should develop an
inherent concern for these resources. The teachers, being the major source of information
for these students are then the effective channels by which the students get informed and
committed for the protection and conservation of biodiversity.

II. Project Team

Project Leader - Dr. Zenaida Sierra

Team Members - Prof. Leticia E. Afuang
Research Assistant -
Associate Professor, UPLB
Assistant Professor, UPLB
Prof. Nerissa K. Torreta
Assistant Professor, UPLB
Prof. Arlyn V. Pinpin
Assistant Professor, UPLB
Ms. Ma. Theresa T. Payongayong
Instructor, UPLB
Pia M. Madid

III. Project Objectives

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 1. Strengthen the teachers' basic knowledge of scientific concepts and principles to
understand environmental concept and issues;
2. Enhance the teachers' awareness of environmental issues and concerns especially in
their locality;
3. Broaden the teachers' knowledge of the application of various group-oriented
communication strategies as part of the teaching-learning situation;
4. Enhance the teachers' capability in education their students to become not only
environmentally aware but environmentally concerned as well; and
5. Encourage the teachers to initiate or participate in environmentally oriented projects in
their school or locality

IV. Schedule of Activities/Program

Day 1 - October 25, 1999

8:00-9:00 - Arrival of Participants and Guests

9:00-9:05 - National Anthem: Ms. Ma. Theresa T. Payongayong
9:00-9:10 - Invocation: Prof. Nerissa K. Torreta
9:10-9:30 - Welcome Remarks: Mrs. Ma. Nanette Geronimo
(City Office, Calapan)
9:30-10:05 - Mindoro Island's Global Importance and the Mindoro Biodiversity
Conservation Program:
Prof. Leticia E. Afuang
10:05-10:45 - The Teacher Training Program in Perspective
Dr. Zenaida Siera
10:45-11:00 - State of the Environment: The Mindoro Situation
Mr. Efren Garcellano, NGO Representative
11:00-11:45 - Response and Challenge: Department of Education, Culture and Sports (Dr.
Ricardo Chan)
11:45-12:15 - Closing Remarks: Mr. Benjamin Cruz
Schools Division Superintendent

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12:15-2:00 - Lunch Break
2:00 - 2:20 - Training Guidelines and Expectations (Dr. ZN Sierra)
2:20-4:00 - The Power of Communication (Prof. Arlyn V. Pinpin)
4:00-4:15 - Break
4:15-5:30 - The Environment (Dr. Z.N. Sierra)

Day 2 October 26, 1999

8:00-9:15 - The Floristic Diversity (Dr. Emelina Mandia)

9:15-10:30 - Biodiversity Conservation (Leticia E. Afuang)
10:30-10:45- Break
10:45-12:00- Aquatic Ecosystem (Prof. Nerissa K. Torreta)
12:00-1:30 - Lunch Break
1:30-3:30 - Workshop - Communication Strategies
Prof. Arlyn V. Pinpin
Prof. Nerissa K. Torreta
Ms. Theresa Payongayong
3:30-3:45 - Break
3:45-5:30 - The Faunal Diversity (Prof. Juan Carlos Gonzales)
5:30-7:00 - Workshop MCL's and DLC's
(Dr. Z.N. Sierra & Prof. L.E. Afuang)

Day 3 October 27, 1999

8:00-9:15 - The Philippine Agricultural Practices

(Dr. Z.N. Sierra)
9:15-10:30 - Waste Management (Prof. L.E. Afuang)
10:30-10:45 - Break
10:45-12:00 - Environmental Ethics (Ms. Ma. Theresa Payongayong)
12:00-1:30 - Lunch Break
1:30-3:30 - Workshop: Communication Strategies
(Prof. Arlyn V. Pinpin, Prof. Nerissa K. Torreta &

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 Ms. Theresa Payongayong)
3:30-3:45- Break
3:45-5:00 - Community Building
(Prof. L.E. Afuang and Dr. Z.N. Sierra)
5:00-7:00 - Workshop: MLC's and DLC's
(Prof. L.E. Afuang & Dr. Z.N. Sierra)

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Day 4 October 28, 1999

5:30-4:00- Field Trip (LIUCP)

4:00-7:00- Break
7:00-10:00- Workshop: Environmental Action Plan
(Prof. L.E. Afuang and Dr. Z.N. Sierra)

Day 5 October 29, 1999

8:00-10:00 - Presentation of Community Vision/Plan (Participants)

10:00-10:15 - Break
10:15-12:00 - Presentation of EAP (Participants)
12:00-1:00 - Training Evaluation
1:00-3:00 - Planning for Monitoring of Project Implementation
3:00-4:00 - Closing Program (Teacher Participants)

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V. Training Accomplishments

A. Teacher Training

1. Participants and Guests

Twenty-seven teachers completed the teachers training Program on Environmental

Education held at Richville Garden, Calapan City, Oriental Mindoro on October 25-29,
1999. Among the teacher participants, four are college instructors, seven are teaching
elementary and 12 teachers in the high school level. The participants also include two
representatives from the Provincial Planning and Development Office, two Non-Formal
Education Coordinators and an NGO representative, who also served as a resource
person. There are also twelve guests during the first day of the training workshop. Most of
the guests were school heads of the participating teachers. The teachers represent schools
from eleven municipalities of Oriental Mindoro, namely Calapan, Victoria, Naujan, San
Teodoro, Baco, Puerto Galera, Soccorro, Gloria, Pinamalayan, Pola, Bulalacao. Selection
of the participating schools, elementary, high school and college are as follows:

List of teacher/participants
teacher/participants that completed that training workshop
1. Name of Participant
2. Edgardo J. Villarba
3. Jerico A. Manalo
4. Ellen P. Oriel
5. Jonathan S. Montenegro
6. Carlota Almoite
7. Elvira C. Mangarin
8. Ma. Cristina C. Villas
9. Rosalinda A. Reyes
10. Petronila C. Abas
11. Diosdado A. Martinez
12. Marina M. Delos Reyes
13. Elenita I. Torrente
14. Luisia B. Mendoza
15. Eden A. Gonzales
16. William J. Loro
17. Christopher M. Llave
18. Elsa B. Vergara
19. Ma. Consuelo O.
School
Aurelio Arago Memorial Nat’l HS, Victoria
Baco National High School
Bagong Sikat Primary School, Bagong Sikat,
Bulalacao
Bangcal Elementary School, Bulalacao
Bulalacao National High School
Nasucob Elementary School, Bulalacao
Calapan Central School, East District
Canubing National High School, Calapan City
Polytechnic College of Calapan
Polytechnic College of Calapan
Polytechnic College of Calapan
Polytechnic College of Calapan
Lazareto Elementary School, Calapan
JJ Leido Jr. National Memorial High School,
Calapan
Calima Elementary School,Pola
Domingo Yu Chu National High School, Pola
Matulatula Elementary School,Pola
Pola Central School, Pola

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 Mendizabal
20. Mildred L. Lopez Isidro Suzara Memorial School, Puerto Galera
21. Loida R. Villas Puerto Galera National High School
22. Nelia M. Castillo San Antonio Elementary School, Puerto Galera
23. Princesita A. Leyco Sto. Niño Barrio School, Puerto Galera
24. Loida Saa Pigon San Teodoro National High School
25. Leila M. Monsanto Leuteboro National High School, Soccorro
26. Rosalinda G. Medrano Malamig National High School,Malamig, Gloria
27. Truman M. Tividad Melgar National High School, Melgar A, Naujan
28. Norma M. Abainza Ranzo National High School, Pinamalayan
29. Clemente E. Politico District Non Formal Education Coordinator
Benito R. Villar Memorial School
Poblacion, Baco
30. Gloria I. Perez Non Formal Education Coordinator, San Teodoro
Central School
31. Eunice M. Geron Project Development Officer, Provincial Planing
and Development Office
32. Angelito C. Ferrer Community Affairs Asst. I, Provincial Planing and
Development Office
33. Efren E. Garcellano NGO Representative

NAME OF GUESTS ADDRESS

1. Nympaz M. Rosales District supervisor
2. George Mañibo OIC – Principal
3. Lilia M. Pasco District Supervisor – San Teodoro Nat’l HS,
Bulalacao District
4. Nelcy M. Pastor Education Supervisor I,
Science Bongabon Or. Mindoro
5. Manuel G. Pajado Elementary Principal
Bulalacao District
6. Ma. Nanette M. Geronimo Community Affairs Officer III
City Government Representative
7. Edmund A. Balinatataw Principal I, Canubing Nat’l HS
Calapan City
8. Rosalinda Z. Beron District Supervisor
PTO Galera Oriental Mindoro
9. Elizabeth A. Maravilla Head Teacher III
Baco National High School
Baco, Oriental Mindoro
10. Reynaldo S. Janabajab Clerk III, PPDO
11. Virgilio C. Gonzales Division Supervisor, DECS
12. Cesar R. Clasara History Culture & Arts/Curator/Consultant

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2. Opening Program -

Summary of the Opening Remarks of the City Office, Calapan:

By Mrs Ma. Nanette Geronimo, Community Affairs Officer III (in behalf of Hon. Hernan
Panaligan)

Mrs. Geronimo gave the opening remarks in behalf of the mayor. The Mayor is attending a
project where in government officials are taking part in a harvesting activity in a town within
the city. The City Government, nevertheless, extends their appreciation to the members of
the MBCP-FEED for the training workshop for the teachers of Oriental Mindoro.

The City Government also has its biodiversity conservation and environmental projects. The
City Government is in fact mandated by the RA 7172, requiring the enforcement of
environmental sanitation and protection. However, if this will be addressed by the city
government alone it would not have enough resources to effectively implement the law. The
help that would be extended by the teachers will be of great help to City Government. The
city government has also submitted a resolution endorsing solid waste management, and
the protection of marine life and trees in the city. They have also visited several high
schools to make students aware of such program. The LGU acknowledges the significance
of teachers because children/students tend to believe in their teachers more than their
parents.

The city at present is progressing, together with it is the increase in human population. This
increase also increases waste generation. The Government sees to it that the problem in
waste is not yet serious, there are measures for its management already in place.

The speaker believes that the teacher-training workshop will be of great help primarily if the
teachers and the school will strengthen the school newsletter. The newsletter is a great
channel to reach students and inform them of the proper way of taking care of the
environment.

In an effort of the City Government to disseminate information, a radio program is regularly

aired to addresses environmental issues and concerns. Symposia are also programmed
and scheduled in every school to educate children about the environment. There are similar
programs (symposia and seminars) for the barangay captains and other barangay officials.
At present, the City Government considers the environment as its priority project.

Lastly, the speaker reminded every Mindoreño that there are two kinds of waste. Wastes
that should be cleaned. First, there is the garbage or solid wastes that is a part of the city's
everyday problem, while the second kind of waste is the "Basurang panloob". "Basurang
panloob" or inner waste are attitudes that tend to be destructive not only to others but to the
environment as well. To be able to have a successful program for the environment, there
must be change in the attitude to ensure the success of any program that will be
implemented by the local and national government.
Global Importance Of Mindoro (Summary)
By: Prof. Letty Afuang

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The uniqueness and threatened condition of the Mindoro biodiversity as the reason for
Mindoro’s global significance was the theme of Professor L.E. Afuang’s lecture. She has
made it loud and clear that Mindoro's island-endemic but highly threatened species has
agitated the global ecological environment so that many have exerted efforts to extend
funding assistance for their study and protection. The tamaraw, the Ilin cloud rat, and the
newly discovered pallid flying fox are only a few of the beautiful animal species that needs
conservation efforts. Guests and participants came to understand how their efforts to assist
in many ways, especially in spreading the information and advocacy can contribute
significantly to sustaining the habitats and survival of future generations.

The Teacher Training Project in Perspective (Summary)

By: Dr. Zenaida N. Sierra, Project Leader

Dr. Sierra emphasized the bigger concern to the environment at the present, it is
accentuated by the effects of environmental degradation that gradually developed through
time.

She presented facts on how wasteful people could be, primarily in the use of water and
paper. To be able to use enjoy these resources, there must be sustainable management of
such resources.

Dr. Sierra stressed that "the environment is everybody's concern" and teacher play
important role in the protection of the environment. Environmental degradation usually
happen because there is lack of understanding of key processes governing the
environment. The Formal Environmental Education Environmental Education of Mindoro
Biodiversity was developed in this line.

Dr. Sierra believed that the teachers are facilitators of learning and have a very strong
influence in shaping the attitudes and values of the youth. She also pointed out that the rich
biodiversity of Mindoro are things that must be taken care of and should be passed as a
legacy to the future generation of Mindoreños. She also argued that there is no better time
to start but now.

Summary of the State of Environment: Mindoro Situation

By Mr. Efren Garcellano

In his presentation, he shared his appreciation of the beauty of Mindoro. He reminded every
participant that it will only be the Mindoreño that will truly love the Province. He also
reminded the teachers that sometimes it is embarrassing to find out non-Mindoreños
reminding the Mindoreños that they should be taking care of their resources and
environment.

His appreciation for the beauty and uniqueness of Mindoro was strengthened by his visits
and explorations in the field. He cited a species of pine tree that is endemic to Mindoro and
that the province's rich sources of water especially in the mountains. He mentioned that the

13
Mindoro Island is known as the "island of contrast": a side that is in the state of non-
degradation and a side in degradation, an island with a moist and dry side.

Mr. Garcellano presented the Environmental History of Mindoro and challenges the present
frames of mind of Mindoreños that nests on the inexhaustibility of resources that they are
now enjoying. However, he warns that these resources would soon disappear. He points
out the possibility of water scarcity in the near future citing the current water problems in
within the city such as scarcity of water and salt-water intrusion. He also relates the loss of
mangrove forest in the emergence of salt-water intrusion problem in the City of Calapan

Mr. Garcellano cites that even as early as 1960-1970 flooding has occurred in the Province
of Mindoro. However, people thought that everything would go back to normal after the
flooding. Even the decline in the quantity of catch in Naujan Lake was thought to be
temporary.

Mr. Garcellano stressed that the real assets of Mindoro are its forests. Forests which can
take care of itself even without any intervention of man.

Current environmental problems of Mindoro are flood, drought and forest denudation. The
problem of dirty inland waters was also noted. Fishermen also started complaining about
lesser catch without knowing that corals have been damaged by use of dynamite and
chemicals. There is also a fast decline in the number of wildlife that even the Mangyans
observed its loss.

Lastly, Mr. Garcellano pointed out the progress should not be measured by the number of
infrastructure sprouting in the city, nor the high tech machinery they can use. It should be
viewed rather by looking at the kind and quality of life everybody could enjoy without
sacrificing its environment and natural resources.

Summary Of The Response And Challenge: The Department Of Education, Culture and
Sports
By: Dr. Ricardo Chan

Dr. Chan extends DECS appreciation to the MBCP-FEED for selecting the Province as a
recipient of the laudable project. He reminds the participants that they are lucky to have
been selected to attend the training workshop. They are lucky because the training
workshop will not only be a "minds-on", but a "hearts on" and a "hands on" training. The
participants will eventually learn how to live in harmony with Mother Nature.

Dr. Chan also thanked the sponsors and the facilitators. He expects a rippling effect of the
result of the training to the teachers. He also hopes that the ripple will reach out every pupil,
teacher and every Mindoreño in the city of Calapan, the 14 municipalities in the province of
Oriental Mindoro and the 21 districts of DECS Oriental Mindoro.

He challenged the participants to let the environmentalist in them unleash the enthusiasm in
the advocacy for the biodiversity conservation in the Province. Let the strategies that will be
taught by the facilitators inspire the teacher-participants in giving a fair share in such noble

14
undertaking. He calls for saving Oriental Mindoro from degradation and reminds every
teacher that they should be proud that they would be called environmentalist, because the
future depends on them. He believes that the FEED will sow a seed of commitment on
conserving biodiversity in a fertile ground. The participants are reminded in return to nurture
the "seedling" so that it will grow into a hardy tree. Lastly, Dr. Chan shared to the
participants that if the teachers will be able to nurse the teaching that will be shared by the
facilitators. Only then will the facilitators have a natural high of fulfillment and be assured
that the project would be sustainable.

Summary Of The Closing Remarks

Mr. Benjamin Cruz, School Superintendent, Oriental Mindoro

Upon his entrance to the lecture hall, a poster of a Dugong caught his attention. He was
surprised that the creature is very similar to a Manatee. The mammal fascinated him during
a visit in a Florida aquarium and the mammal happens to be an endangered animal in the
US. In addition, he will not be surprised if both mammals will be extinct because it is a very
slow moving animal and an attractive prey to its predators. Mr. Cruz cites his different
observations on how foreign countries normally take care of their environment and wildlife
species. He referred to the stopping of the entire traffic because of a single deer that was
lost somewhere in the freeway of Washington in USA. He also mentioned fencing of almost
the entire length of the freeway in Australia just to prevent kangaroos from crossing the
highway.

He also noted the concern, awareness and obedience of Filipinos to environmental law,
rules and regulations when they are in other countries especially in the U.S.

He believes that the Filipino students in the schools are yet to be instilled of the awareness
to conserve the natural resources.

Mr. Cruz stressed that Mindoro is rich in natural resources, that there is no need for the
children of Mindoro to go to other place to study and appreciate such natural resources.
They are indeed fortunate because in other places, children are seeing such animals only in
pictures of books.

Mr. Cruz would like to reinforce the significance of the project, given to DECS through the
sponsors -UPLB, FFI and other sponsors, with the correspondence of local LGU and NGO.
He reminded the participants that it is in the hands of DECS to make the instrument to
create and reinforce environmental education so that they will conserve Mindoro's natural
resources as well its endemic wildlife species.

He pointed out that there is the need for the integration of environmental education in the
curriculum, although, present environmental education is still not structurally incorporated in
the curricula and is only generally presented to classes.

Lastly he believes that the Mindoreños are indeed lucky because of they still are rich in
natural resources and a recipient of concern of environmental agencies. He reminds the

15
teachers that there is still time left for those who are willing to help in the conservation of
natural resources for the future and the children.

3. Training Proper

Lectures

The basic concept of environmental and biodiversity conservation issues were discussed by
the trainors.

Dr. Zenaida N. Sierra discussed the basic ecological concepts and someimportant
environmental issues. She also presented the Philippine Agricultural Practices and related
problems and concerns.

The Floristic Diversity primarily that of Mindoro was presented by Dr. Emelina Mandia. She
showed several plant species that are unique to the province of Mindoro. Dr. Mandia also
presented plants that need immediate protection.

Prof. Juan Carlos Gonzales showed a series of slides representing the faunal diversity of
Mindoro. The slides include different faunal species such as birds, mammals and reptiles
found in the island of Mindoro. The lecture on the faunal diversity also included the unique
and endangered wildlife species found only in Mindoro.

In general, the importance of Biodiversity Conservation was discussed by Prof. Leticia E.

Afuang. The lecture discussed several plant and animal species that are in need of
immediate protection and conservation. She also discussed the pressing problems of waste
and its proper management, including possible solutions to existing problems.

Prof. Nerissa K. Torreta presented the aquatic ecosystem, its basic components and some
of its common and not so common dwellers. The lecture includes a slide presentation of
some microscopic aquatic organisms that can be found in water bodies.

The lecture on the "Power of Communication" was delivered by Prof. Arlyn Pinpin.

16
The different philosophies regarding the man's view vis-a-vis his environment were
discussed and explained by Ms. Ma. Theresa Payongayong. During the lecture, Ms.
Payongyong presented different worldviews on environmental ethics through a song and a
dance.

Workshops

Workshops were conducted by the trainors to illustrate and integrate the important tools,
techniques and strategies that the teacher can use in the classroom situation. The teachers
participated in all strategies, one of its objective is to simulate a classroom situation wherein
the teachers will act as students. Each communication strategy was assessed sequentially.
The suggestions on how to adapt each strategy to the level of the students were also
solicited. Every afternoon, the integration of environmental concepts and issues into the
specific outlines and MLC's/DLC's were done. This is in preparation for the actual
implementation in their specific class levels.

Environmental Action Plan: Implementation and Monitoring

The factors to be evaluated during the monitoring period are the integration of
environmental issues, the utilization of the communication strategies in their classrooms
and the implementation of the Environmental Action Project Proposals (EAP's). The
monitoring period is scheduled on the first quarter of the Year 2000.

The Environmental Action Project Proposals will be implemented by the teachers in their
respective school and communities. The EAP's will be the materialization of the knowledge
on specific environmental concepts the teachers learned in the training workshop.

The EAP's presented were as follows:

Zone/Schools Project Title
Puerto Gallera District "Tuklasan at Alagaan sa Paraisong Bayan"
Calapan District ( Calapan Central, Lazareto NEO CITY (Newly Born Environmentalists
Elem, JJ Leido Jr. MNHS, Canubing NHS) who will make calapan clean in the Years to

17

Bulalacao (San Roque Elem School,
Cambunang Elem School, Bagong Sikat
Primary School)
Pola District (Pola Central School, Calima
Elem. School, Matulatula Elem. School,
Domingo Yu Chu National High School)
San Teodoro National Highschool
Baco (Lantuyang , Tibonbon)
Calapan-College (Polytechnic College of
Calapan)
Zone (Victoria, Naujan, Gloria, Pinamalayan)
PPDO
18
come)
"Bulalacao Bantay Gubat"
Malinis at Luntiang Kapaligiran, Yaman ng
Paaralan at Pamayanan
"Isang buhay na puno para sa buhay ng
lahat"
Likas Yamang Ibon Ating Pangalagaan
"Clean and Green PCC"
"Lawa ng Naujan ating protektahan"
Skills Training on Handicraft Making Based
on Solid Waste Material
Field Trip

The Low Income Upland Community Project (LIUCP) under the leadership of Mr. Ding
Landicho administered and facilitated the field trip.

The participants including the MBCP-FEED staff were toured in the

agroforestry/reforestation area of Low Income Upland Community Project (LIUCP) in
Sabang, Pinamalayan. They were also given an orientation regarding the nature of the
programs of LIUCP and its developments. Some problems related to the programs were
also briefly discussed.

The Bulusan nature Park was also visited by the participants and the MBCP-FEED Staff.

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VI. POEM AND SONGS WRITTEN BY THE PARTICIPANTS

MINDOREÑO
Pola District Participants
Participants

Kaming Mindoreñoy tahimik na namumuhay

Sa aming lalawigan, pinagpala ng Maykapal
Bisig nami’y walang tigil sa paggawa’y
Walang pagal
Ang Mindoreñoy, masipag na mamamayan.

KORO:
Ang Mindoreñoy, makabayan
Ang Mindoreñoy, mapayapa
Ang Mindoreñoy, makatao
Ang Mindoreñoy, maka-Diyos

Kaming Mindoreñoy, masipag na mamamayan

Ang aming ninanais sa tuwina’s kaunlaran
Aalagaan ang kalikasan, kaloob ng Maykapal
Ang Mindoreñoy, mapagmahal sa kalikasan.

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 BANTAYAN ANG KALIKASAN
(Himig: Pipit)

May sumibol sa malayong bayan sa katimugan

Mga gurong hangad ay bantayan ang kalikasan
Dahil sa trahedya atin nang naranasan
Kapit-bisig magkaisa upang problema’y malutas

Kaunti ma’y may magagawa

Problema’y mabigyan ng lunas
Sama-sama’t magtulungan
Makakamtan ang pangarap.

Ang pagbaba’y ating maiwasan

Na sumisira ng mga kabuhayan
Pumuputi ng napakaraming buhay
Umuubos, kumikitil mga hayop at halaman.

Ang gubat ay muli nating taniman

Linisin ang ilog at karagatan
Mga basura’y ating pamahalaan
Hangi’y sasariwa atin ang kalusugan.

Pagmimina’y ‘wag pahintulutan

Pagkat masisira ang likas na yaman
Ang sinuma’y walang karapatan
Sirain ang kalikasang Diyos ang may lalang.

Elvira C. Mangarin
Master Teacher I
Nasucob Elementary School
Bulalacao, Oriental Mindoro

21
 HINAING AT GALIT NI MAHALTA
Ni : Mr. Clemente Politico

TAO…
Sa sandaling oras ikaw ay pinanday
Dalawang pares nang banal mong kamay
At ng magkaminsa'y paraisong tunay
Tao, halaman at hayop ang siyang pinagbantay

LUPA…
Halika anak ko, mahal na halaman
Saan ka man nanggaling o Endemic ka man
Bubusugin kita nitong pagmamahal
Sa buong buhay mo'u 'di mo naranasan

HALAMAN…
O ama kong Lupa 'di kaya huli na
Di mo napapansin sanga ko'y iisa
Maging ang ugat ko ay kinuha nila
Bukas makalawa ako ay hungkag na

TUBIG…
Halamang kapatid ako'y natatakot sa 'yong kamatayan
Akong itong tubig ay iyo ring masdan
Di ba't dati'y kristal sa dakong Silangan
Di na magagamit maging sino pa man

HANGIN…
Kaibigang tubig huwag kang matakot
Tayo ay gaganti kahit pabaluktot
Maghintay ka diyan at ako'y iikot
Lilipulin nating lahat nilang saplot

22
HAYOP…
MAHALTA MINDORENSIS taglay kong pangalan
Kaibigang tubig, hangin sandali lang
Richville sa Calapan ay may pagsasanay
Ito'y hintayin nyo't buhay matataglay

LAHAT…
Kaya kami ngayon, lupa at halaman
Tubig, hangin, hayop at lalong tao man
Huwag malulungkot buhay ay tatagal
Sa kamay na ginto ng tagapagsanau

UPLB, LA SALLE pati kay Dr. Chan

Fauna and Flora International
Walang masasabi sa inyong harapan
Mabuhay kayo lagi! Salamat na lamang…

23
VII. ASSESSMENT OF THE COMMUNICATION STRATEGIES PROBLEMS-
PROBLEMS-RESPONSES-
RESPONSES-
SUGGESTIONS)

Communication Strategy # 1: Paint Me A Portrait

Topics: Massive fish kill and forest destruction

Materials needed: none

Direction:
An environmental issue will be given and the grouped participants will be reenacting the issue.

POSSIBLE PROBLEMS

Problems may be encountered in sections C, D, and E where students do not know how to
read and comprehend situations such as massive fish kill and forest destruction.

Also problems on shy students that would be hesitant to participate.

RESPONSES

Simple issues that are according to the level of the students should be given.

Asks participants if there are those who feel hesitant at first. She pointed out that feeling
hesitant at first is a normal process for the students but as the other members of the group
starts to participate, the student will also participate.

Teach by example. If the teacher would be active, it would be possible that the student would
be active too. Set the mood, she reminded.

This is a group activity. The students are encouraged to have a sense of belongingness,
creativity and cooperation. It is not only a strategy to integrate a specific environmental issue
but to bring out creativity, sense of belongingness, and cooperation. It doesn’t need to be whole
class participation.

24

It is important to evaluate not only the process of the strategy per se but also the issue
demonstrated. It is a critical matter for the students to understand not only the process but also
the issue integrated in the process.

The strategy could be used to get "realizations" from the students during the starting point of
the activity.

The strategy could be used to introduce a topic or reiterate the topic recently discussed. It can
also be used before or after a lecture of a topic. Regarding the non-participation of the other
students, it is important for the teacher to point out what could and what had just happened
because of non-participation of few students. This could mean that painting an ideal picture of
the environment will not be clearly shown.

If the strategy (Paint me a portrait) would be used, this would also assess the knowledge of
students in painting and presenting a picture. For instance in the issue presented, it would be
noticed that almost all players are presenting only one level of the issue. An effective "paint me
a portrait" should effectively show to the audience the whole picture. If this strategy will be
used, it is important first to be concern if the message is getting across, clear presentation,
realistic situation painted and based on the experience of the community. Again, the level of the
strategy should be according to the level of the students.

The values that can be obtained from the activity are the values of cooperation, sense of
belongingness and creativity. The value of unity and cooperation results to a better portrait.

SUGGESTIONS

Petronilla Abbas (Polytechnic College of Calapan): In the college level, the class could be
divided into groups. Give students ample time to talk about their strategy and then let other
groups appreciate and perhaps judge the performance of other groups. Such modification may
lessen chaos.

Nerissa Torreta: The modification for a particular communication strategy would depend on the
teacher. The teacher would be most knowledgeable about her students, thus can make

25
 appropriate adjustments. After the workshop, it is possible that the teachers will be able to
create their own set of communication strategies that would address her specific needs and
target specific age/grade level.

Mr. Clemente Politico (District NFE Coordinator): For the non-formal education, the strategy will
be most appropriate to learners. After each presentation, discussion should be encouraged
regarding the specific actions of each member or of the entire group.

Participant #: The activity can be used in the primary and secondary level. Activity cards can be
made so that student can draw lots.

Mr. Diosdado Martinez, (Polytechnic College of Calapan): the students should be given to
participate. Ask students on what they can do in improving or solving the issue they had just
presented.

Communication Strategy # 2: Pick Your Choice

Topics: 1) Government is responsible for solving environmental problems

2) Hi tech living is good

Materials needed:
boards with choices (Agree, disagree, no opinion, I don’t care)

Direction:
This particular strategy does not require grouping and is a cost-effective strategy. The participants
are required to choose. Then each of the participants will be asked why such choice was made.

POSSIBLE PROBLEM

Mr. D. Martinez (PPC): The activity is good. However, it would be difficult to integrate into other
subjects. But the value that can be assessed is that the students need to be aware of his/her

26
 surroundings to be able to pick a choice. The student should be aware of the issues to be able
to choose a stand.

RESPONSES & SUGGESTIONS

Mrs. Cristina Villas (Calapan Central School): The strategy is good and will be able to assess
the values of individual students in the class.

Mr. E. Garcellano: Shows what individuals value. There will be no wrong opinion. It would
depend on the level of information the student has. It also shows the divergence of values of
students.

Mrs. Eunice Geron (PPDO): Another way of evaluating of the level of information regarding a
current situation. It will be able to assess the level of knowledge of students regarding specific
and new issues. This activity will also gauge whether the students are well informed or not. The
activity is a way of evaluation.

Mr. Clemente Politico (NFE): The strategy is a democratic or delegative form of strategy. The
activity will encourage the students to express their own viewpoint regarding a situation that is
happening in their community.

Ms. Mildred Lopez (Isidro Suzara Memorial School, Puerto Galera): The strategy can be used
in the activity in "expressions used in giving opinion" in language courses/classes. She used to
assign students to have their opinion, but since the strategy can be an effective tool in teaching
children choose their own opinion, might as well used the strategy. The strategy can also be
used in teaching "connectors" e.g. I agree because, or I disagree because…

Participant # (Filipino teacher): The strategy can develop the values of freedom in choosing
stand, and freedom of expression - mental and emotional.

Participant #: The strategy is good, because at the very early age of the students, the love for
the environment can be inculcated into their hearts and mind.

27

Mrs. Rosalinda Reyes (Canubing Nat'l High school, Baco): Can be integrated in
courses/subjects such as Values 4 and Filipino 4 in lessons such as "Pagbibigay ng wastong
pagpapasya". The students when choosing a stand will learn to articulate their opinion. They
will also be used in expressing their own opinion even in short sentences.

Communication Strategy # 3: Balance Of Justice

Topic: Logging
Materials: Improvised balance

Direction:
The strategy would need an improvised a balance. A uniform weight will be used. An issue will be
given and each participant will be given a coin and drop it according to their belief of the advantage
or disadvantage of the issue. There will be no order of placing the coins; this will depend on the
student's/participants choice. The advantage or disadvantage should only be mentioned once,
similar answers should be considered one answer.

POSSIBLE PROBLEMS

Is the exercise is suited to the level of the students being taught?

Poor participation

Students of different values/views

RESPONSES

Modify the strategy

Motivate the students and setting by examples

Be democratic in approach. Letting students speaking out for themselves. Creating a
community of inquiry, where students are free to ask question and they think critically and
objectively.

28

Mrs. Petronilla Abbas (PPC): An issue was raised regarding a recent news item, about a man
that was sent to jail for cutting two trees that he himself planted in his own private land. The
teacher themselves doesn't know how to answer such issue if ever students would ask them
about it.

Efren Garcellano: There are permits to be secured first and the owner will be allowed to cut and
used the trees. The story should also remind everyone that "ignorance of the law is not an
excuse". There are times that the law is harsh, but we should be aware of our actions.

Prof. Letty: Answering Ella's question, it would be a difficult to be caught in such situation.
However, such situations are good opportunities for 1) making the students think, 2) an
opportunity for the teachers to advocate a good value system. But it should be remembered
that the teachers value should not be imposed to the students, but should be weighed
accordingly. One value that could be said about the situation is being a law abiding citizen,
"ignorance of the law is not an excuse", being aware and knowing how to value resources. The
student, at the same time, will be challenged that he should be aware and knowledgeable of
the things that is surrounding him.

SUGGESTIONS

In order to use the strategy effectively:

Direction should be clear

Teachers should be prepared. The environmental issues used should be well known to the
teacher. Such could be done by continuous learning and updating

Asking the students about the issues, they get from the exercise and soliciting their own
solutions to the problems. From such issues and solutions, realizations can be generated

Communication Strategy # 4: "Mahalta mindorensis"

mindorensis"

Topic: Adaptation
Materials: drawing boards and pens

29
Direction:
The strategy involves inventing a new species, which is given any name. In this case, Mahalta
mindorensis was chosen to give importance to the "MAHALTA" greeting - MAngyan, HALcon,
TAmarraw and the Mindoro endemic. The group will be divided into pairs, and ask to draw an
animal species, as long as they have the following characteristics, the new species can either have
the following feature:

Legs: as many legs but they can only be very tall or very short
Teeth: all its teeth must be flat or all must be sharp
Skin: Can have fur or scales
Feet: its feet may be webbed or it may have sharp claws

The size, the color the number of teeth, legs and feet are left to the imagination of the participants.

The objective of the game is survival.

survival

After the students have drawn their new species (Mahalta mindorensis), environmental changes
will be introduced. The species that has structures to adapt to the changes will be the surviving
species. Its survival would depend upon the adoptive structures of the species. The students with
the surviving species will be remain standing, those with species, which cannot survive the change,
will be asked to sit down. Once the new species died from the introduced change, it cannot live
again.

Changes can be:

First set:

1) All prey of the new animal, die from a disease, thus making all predators die (have sharp
teeth).
2) Overgrazing - level of the grass is going down, animal with short legs will be the only one to
survive.
3) Overgrazing resulted in finding new vegetation, thus to is able to survive; the new species
should have claws to climb trees to find new source of food.

30
Surviving species: with flat teeth, short legs and has sharp claws

Second set:

1) An introduced predator, thus the new species should have a feature to escape the predator
2) Competition from the introduced predator to shelter, the new species should have a body
covering that should be able to survive little shelter
3) Competition for food, the animal with sharp teeth will survive

Surviving species: should have long legs, with fur and sharp teeth

Third set:

1) The environment warms because of global warming

2) Since the environment is warming, flooding is a problem
3) Due to flooding, habitat destruction results - it has to travel long distance to find a new habitat

Surviving species: should have scales, webbed feet and long legs

LEARNING POINTS

The appearance of the surviving animals are similar - students should be able to recognize

A good opportunity for the teachers to discuss the extremes in the environmental condition and
feature of the surviving species

Can also have man made changes or natural environmental changes

A good strategy for lessons in Science about adaptation and survival. Underscoring the subject
of natural selection

In language courses, such as using "adjectives" such as long legs, short legs… also in Filipino
"pang-uri".

Can also be used in social studies such as different social situations.

31

Caution: could be chaotic, if the instruction is not clear

May not include all students, can only chose from few, other students could be judges

Communication Strategy #5: Strings Attached/Web Of Life

Topic: Water Conservation

Materials needed: string/plastic straw

POSSIBLE PROBLEMS

The strategy will be effective. However, problem would be the time constraint since classes are
only for 40 minutes per class.

Can be used in different issues but should limit the number of participants per class meeting

RESPONSES

Group students and have one student of each group to represent a water user. Don’t struggle
with the rope, in order not to hurt students.

The strategy stimulates thinking. Since the participant will be thinking his/her connection to
other participants

Values/realization that can be drawn from the activity:

There are many users of people

Importance of water

Interdependence

Giving importance to other members of the community who are also water users.

Everything is related to everything else and everything plays and important role in the
community.

Issues that can be integrated using the strategy:

32

water,

web of life

sequencing events

government responsibilities

organizing - cooperatives and peoples organization

community building - responsibilities of each member

Communication Strategy #6: Buzz Grouping

Topics:
1) Ecological balance
2) Man is not the center of creation
3) Causes of water pollution
4) What students can do for the environment

Materials needed: None

33
Direction:

Divide the class into groups, each group must have four members ABC and D. Write on the board
the topic for discussion of A. Members B,C, and D will listen to member A and are not supposed to
ask questions or raise objections. After one and a half-minute, the second topic for member B will
be written in the board. The procedure will be repeated until the last member discussed his/her
topic. For the second round, all individuals with the same topic will be group. The students will
discussed their topic and other members are allowed to interact.

Presentation of Results :

Presenter: Mr. Diosdado Martinez - Ecological balance

Man is only one element inside a community and environment. Man's place in the community is
like that of the trees, the ants, and birds, because of such they should give importance to elements
of water, air and solid. Man should not be dominant, his carelessness and disregard to the
environment will come back to him this is in case of flooding, temperature rising/warming and
polluted air. Man should consider and take care of the elements of the environment whether it is in
solid, liquid and gaseous state.

Presenter: Ms. Elvira Mangarin - Man in not the center of creation

It is true that man is not the center of creation because nothing is mentioned in the Holy Bible that
says so. Man is given the gift to think which gives it a little advantage to the other creation.
Together with such give is the responsibility to take care of the other creations whether it is alive or
non-alive. Because if man does not take care of his environment, there will be no ecological
balance.

34
Presenter: Mr. Clemente Politico- Causes of Water Pollution

Oil Spills, illegal fishing, coral destruction, throwing of waste from marine vessel also in houses
near the coast. Pesticides and fertilizers that are leached from the farms and goes into water
bodies are also sources of water pollution. (Presents a drawing) If the water bodies would still be
destroyed due to pollution, man will die (as represented by a skeleton), animals will also die as
water is left contaminated.

Presenter: Mrs. Petronilla Abbas - What students can do for the environment?

Teacher believes that a student can either take care or destroy the environment. Students usually
do not know how to take care of the environment e.g. wildlife and plants - this is because these
students does not have enough information which can be pointed to the lack of information their
teacher also have.

Students should be informed and should be given good examples. For example, the school itself
should reflect the philosophy it is teaching to the students. The teacher should also lead by good
example. The information that the teachers will impart to their students regarding taking care of the
environment will be an effective way of teaching the students what they can do for their
environment.

Observation (Preliminary Comment)

The strategy is good. Advantage: although it took a long time to discuss the topic, but the 40
minutes consumed by the activity was able to discussed four different topics.

Developed students leaders, since they will be ask to discuss and cooperate to other members
of their group.

Sense of responsibility for the student will be developed since each will be given the
opportunity to speak about the topic. However, the teacher should make sure that one student
will speak at a time and those students that are not talking should listen.

35
POSSIBLE PROBLEMS

What if one student does not know anything? Fast learners usually dominates the discussion,
the problem is that slow learners tend to just sit do not and would not give insights to the group
discussion.

The strategy may be limited to the speaker only since no interaction is allowed during the
individual presentation of ideas.

What if the student would discuss wrong idea, especially during the first round where nobody is
allowed to react?

Lower section students who are not just slow learners but had difficulty in expressing
themselves.

RESPONSES

Students that are not articulate may still learn from the process as a listener. Giving the issues
or topics as an assignment or after the discussion, ask the students to summarize the
discussions just to evaluate how well the students understood the topics.

The topics may have been discussed by the teacher before the using the strategy or it may be
assigned at least a class meeting before. Guide questions can also be given to assist slow
learners

The strategy teaches the students not only to articulate themselves in an idea but they are also
taught by the strategy to listen. Nevertheless, if the idea of interaction can be incorporated after
each topic is discussed.

During the second round where interaction is allowed, the ideas would be screened and most
likely corrected by the interaction with other members of the group.

Such strategy would be able to give slow learners the chance to develop articulation skills.
Slow learners should be given special attention and opportunities to exercise their faculties to
help them express themselves effectively.

The strategy will also help the students to be time conscious, if they are given a specific
number of minutes; they should be able to deliver their presentation or discussion within the
time specified.

36

First round will develop the listening and speaking skills. The second round, when the students
assigned of the same topic will be group together the listening and speaking skills will be
further enhanced by the interaction with other students.

Students usually have the impression that the speaker or the selected presenter for each group
would have a higher points or grades.

SUGGESTIONS

During the first round, a student that has poor knowledge on the topic assigned to him can be
assisted by a student with better knowledge on the topic. As such the student can be help by
another student.

In students having difficulty expressing itself in English, can express themselves and Filipino
and the teacher will help the student translate his/her idea in English.

On problem on time constraint, the question should come from one broad topic to avoid
extension, then sub topics will be discussed.

Make the selection of the speaker or presenter random, make the students feel that the teacher
is objective. Rotate the leadership/speaker to give all the students the chance to be the
speaker.

37
Communication Strategy # 7: Sound Scaping

Topic: Environmental songs

Materials needed: Cassette tape and player or poems

Directions:
The participants are grouped into six. All participants are asked to listen to a song (Puno sa gubat -
Joey Ayala), afterwards they were asked to paint/draw what they felt was the message of the song.

POSSIBLE PROBLEMS

Might have a problem with the elementary level if they will be presented with complicated
songs.

Lack of materials such as songs and cassette tapes and players

RESPONSES:

The teacher can pick simple songs only

The activity will not only be limited to songs, poems can also be used if such materials
(cassette tapes of appropriate songs) and facilities are not available.

A good activity. Will be most effective in high school and college level

Communication Stategy # 8 Shadow Play

Play

Topic: How did the Coleto get its bald appearance

Materials: Shadow puppets, white cloth, light

RESPONSE:

The strategy will be effective to younger students, older students can use a more
comprehensive story and elaborate materials.

38
VIII. SUGGESTIONS FOR
FOR ENVIRONMENTAL ACTION PLAN

1. Non-formal education focused on the development of the community

First, is the needs assessment then in pre-planning stage. Pre-planning stage will develop an
action plan. Action planning, scope analysis to find concrete intervention in all identified problems
in the community. Whatever the community identified as its problem such as livelihood and literacy,
environmental education will be integrated. Example, is contour farming, after which, evaluation will
be done on the effect of the activity to the community.

2. Tree Planting Project

There is an existing tree planting activity. Trees are planting within the school proper and along the
highway. Another component of the project is asking the students to plant a tree in their homes.
This is monitored by the teacher on a regular basis. Actual measurement of the growth rate is also
done.

3. Solid waste management

There will be a segregation of garbage. Waste that can be sold will be classified accordingly.

4. Contests such as Extemporary speeches, poster making, Essay writing all about Environmental
Issues

Students skills will be developed and at the same time, the students will be exposed to current
environmental issues.

5. Kabataan (SK): tree planting along the riverbanks. Such projects are started by barangay
officials.

In such projects, the components or members involved can be widened, outside the school and
can involve out of school youths.

39
6. Symposium: Cleanliness Campaign

Dr. Sierra: programming of the existing project. The symposium will discuss on the particular
activities and tasks each members should be doing.

7. Environmental Education Seminar on Kaingin Problems, such seminar will involve the barangay
officials.

8. Coastal Cleaning, with coordination with the barangay

Other specific activities suggested by Prof. Afuang:

Herbarium specimens collection per school. However, the number specimens should be limited
so that it would not exhaust living organism.

Information module. But the level of information should be on the level that can be both
understood by students and lay men. Certain species of animal or plants significant in the
community can be used. The information campaign should be used to inform the community of
importance of the selected species and how to protect it.

Information Education Campaign - critical areas e.g. Puerto Gallera (quarry areas). Program
such as "bantay bundok", then initiate action on student based organization.

"Adopt a tree", "Adopt a mountain" schemes could also be done.

Existing projects can be intensified, go beyond the school with the coordination with the
Barangay and municipal government.

40
ENVIRONMENTAL ACTION PLAN

BEST EAP- BULALACAO DISTRICT!

Name/Address of School: San Roque Elementary School, Cambunang

Elementary School, Bagong Sikat Primary School, Bulalacao District

Project Title: Bulalacao Bantay Gubat

I. Nature of the Project: Bulalacao Forest Protection and Biodiversity Conservation

II. Significance of the EAP:
This plan will help increase awareness among Bulalacao
constituents that it is part of their responsibilities to take good
care of their environment. This will also help in the
conservation of wildlife.
III. Goals and Objectives:
1. To conserve wildlife
2. To avoid environmental degradation
3. To have unity and cooperation
IV. EAP Project Team:
Project Leader: Jonathan Montejo
Co-Project Leader: Mrs. Elvira Mangarin
Implementing Group: Ellen P. Oriel
Carlota Almoite
Bulalacao Teaching Force
Barangay Officials
Sangguniang Kabataan
Pupils/Students
Advisory: School Heads
Funding Group: Municipal Government, LGU, PTCA
V. Project Site:

41
 San Roque Elementary School, Cambunang Elementary School,
Bagong Sikat Primary School, Bulalacao Oriental Mindoro

I. Highlights
ACTIVITIES TIME FRAME
1. Establishing contact with proper November, 1999
authorities of an echo seminar and
making of training design for the
community
2. Holding of echo Seminar November, 1999
3. Information dissemination to the November, 1999
pupils/students and community
4. Organize clubs and holding of logo December, 1999
making contest and poster making
contest
5. Community participation on December, 2000
implementing and monitoring

II. Impact Of EAP

This will produce a concern, responsible and environment friendly individual. The social and
economic development of Bulalacao will become a reality without affecting the forest
resources

III. Problems

1. Ningas cogon attitude

2. Bahala na habit
3. Insurgency problem
4. Lack of cooperation
5. Financial support

42
IV. Actions to be taken:

1. Information dissemination
2. Organization of officers through the supervisions of the teachers
3. Giving of an award to the most cooperative group in the community
4. Soliciting Funds

Prepared by:
Jonathan Montejo
Elivira Mangrin
Ellen P. Oriel
Carlota Almoite

Endorsed by:

MRS. LILIA M. PASCO

District Supervisor
Bulalacao

43
IX. PHOTO DOCUMENTATION

44
X. EVALUATION OF THE TRAINING WORKSHOP

45
XI. Annexes
Mindoro Biodiversity Conservation Program
Formal Environmental Education Workshop
25-
25-29 October 1999

Participant Directory

NAME SCHOOL POSITION ADDRESS

ABAINZA, Norma Ranzo NHS Filipino Coordinator Ranzo National High School
Pinamalayan
ABAS, Petrolina Polytechnic College of Master teacher I Polytechnic College of
Calapan Calapan
National Highway
Tawiran, Calapan City

Paras Street
Calero, Calapan City
ALMOITE, Carlota Bulalacao NHS Teacher I Bulalacao National High
School
Bulalacao
CASTILLO, Nelia San Antonio ES Teacher in Charge San Antonio Elementary
School
Puerto Galera District
Puerto Galera
FERRER, Angelito Provincial Planning Community Affairs PPDO
and Development Assistant I
Capitol Complex
Office
Calapan City
GERON, Eunice Provincial Planning Project Development PPDO
and Development Officer I
Capitol Complex
Office
Calapan City
GONZALES, Eden J.J. Leido NMHS Teacher III J.J. Leido NMHS
Calapan City
LEYCO, Princesita Sto. Nino Barrio Teacher I Sto. Nino
School
Puerto Galera
LLAVE, Christopher Domingo Yu Chu Teacher I Domingo Yu Chu National
NHS High School
Maluanluan
Pola

46
LOPEZ, Mildred Isidoro Suzara Teacher Isidoro Suzara Memorial
Memorial School School
Puerto Galera District
LORO, William Calima ES Teacher I Calima Elementary School
Pola
MANALO, Jerico Baco NHS Teacher I Baco National High School
Poblacion, Baco
MANGARIN, Elvira Nasucob ES Master Teacher I Nasucob Elementary
School
Nasucob, Bulalacao
Cambunang, Bulalacao
MARTINEZ, Diosdado Polytechnic College of Instructor I Polytechnic College of
Calapan Calapan
National Highway,
Tawiran, Calapan City
MEDRANO, Malamig NHS SST I Malamig National High
Rosalinda School
Malamig, Gloria
MENDIZABAL, Pola Central Teacher II Pola Central School
Consuelo
Bayanan, Pola
MENDOZA, Livia Lazareto ES Teacher I Lazareto Elementary School
Lazareto, Calapan City
MONSANTO, Leila Leuteboro NHS Teacher I Leuteboro National High
School
Leutoboro, Socorro
MONTEJO, Jonathan Bangcal ES Teacher I Bangcal Elementary School
Bulalacao District
Bulalacao
San Roque, Bulalacao
ORIEL, Ellen Bagong Sikat Primary EGT I Bagong Sikat Primary
School School
Bagong Sikat, Bulalacao
Poblacion, Bulalacao
PEREZ, Gloria San Teodoro Central Teacher III Poblacion, San Teodoro
PIGON, Loida San Teodoro NHS Teacher San Teodoro National High
School
San Teodoro

47
POLITICO, Clemente Benito R Villar District NFE Benito R. Villar Memorial
Memorial School Coordination School
Poblacion Baco
Dulangan II, Baco
De los REYES, Polytechnic College of College Instructor Polytechnic College of
Marina Calapan Calapan
Tawiran, Calapan City
263 Teachers Village II,
Lumang Bayan
Calapan City
REYES, Rosalinda Canubing NHS Teacher I Canubing National HS
Canubing, Calapan City
Poblacion Baco
TIVIDAD, Truman Melgar NHS Teacher I Melgar National HS
Melgar A, Naujan
Poblacion I, Naujan
Polytechnic College of
Calapan
TORRENTE, Elemita PCC Teacher I
National Highway
Tawiran, Calapan City
VERGARA, Elsa Matulatula ES EGT Matulatula Elem. School
Pola District
Silonay, Calapan City
VILLARBA, Edgardo Aurelio Arago NHS SST I Aurelio Arago
Memorial High School
Victoria
Leido, Victoria
VILLAS, Maria Calapan Central Teacher I Calapan Central School
Cristina School East Distruct
Calapan City
Orminter Subd.,Tibag
Calapan City
VILLAS, Loida Puerto Galera NHS Teacher I Puerto Galera NHS
Poblacion
Puerto Galera
FACILITATOR DIRECTORY
DIRECTORY

48
 Name Organization Position Address
AFUANG, Leticia E. UPLB Assistant Professor Institute of Biological Sciences (IBS),
University of the Philippines Los
Banos (UPLB)
4031 College, Laguna
Tel/fax: 049 5364487
E-mail: dlea@uic.net.ph
MADID, Pia UPLB Research Assistant Eco Lab I, IBS, UPLB, 4030 College,
Laguna
E-mail: piamadid@csi.com.ph
MANDIA, Emelina H. De La Salle Assistant Professor Biology Department, De La Salle
PhD University University, 2401 Taft Avenue, Manila
Tel (02) 536 – 0228
E-mail: cosehm@mail.dlsu.edu.ph
MITCHELL, Emma Fauna and Flora Environmental FFI, Great Eastern House, Tenison
International Education Officer Road, Cambridge, CB1 1DT
England
Tel : 00 44 1223 571000
E-mail: ecmitchell@aol.com
PAYONGAYONG, UPLB Instructor IV Philosophy Division, Department of
Humanities, CAS, UPLB, 48 Pook
Ma Theresa T
Dagohoy, UP Dilliman, QC
Tel (02) 4340840, (049) 536 2320,
E-mail:
Mttp@mudspring.uplb.edu.ph
PINPIN, Arlyn V UPLB Assistant Professor Philosophy Division , Humanities
Department, UPLB, College,
Laguna, Tel: (049) 536 2320
E-mail: avp@mudspring.uplb.edu.ph
SIERRA, Zenaida UPLB Associate Environmental Biology Division IBS,
Professor UPLB, 4030 College, Laguna
PhD
Tel (049) 5362397
TORRETA Nerissa K UPLB Assistant Professor Plant Biology Division, IBS, UPLB,
College, Laguna, Tel (049) 5362397
E-mail: nkt@mudspring.uplb.edu.ph

49
THE MINDORO BIODIVERSITY CONSERVATION PROGRAM

Guidelines for Logo contest

1. Open to three levels for bonafide Mindoreños

a) Elementary level
b) Highschool level
c) General Public

2. Must represent the thrust of the Mindoro Biodiversity Conservation Program

“ Integrating biodiversity conservation and community existence in one of the worlds highest priority
areas conservation concern and action”

Major Program Components/Activities

a) conservation education program

b) applied research program
c) protected areas development program
d) habitat restoration program
e) threatened species recovery program
f) personnel training program
g) commonly development program
h) sustainable development program

3. Should be hand drawn to fill an 8” x 11” illustration board, colored or black and white in any appropriate
medium

4. Should emphasize biodiversity, showing the uniqueness of Mindoro plants and animals and urgency of
conservation

5. Each entry must be accompanied by the following information on a separate sheet (type written or
computer print out)

a) Name of contestant
b) Level of Entry
c) Address
d) Age
e) School/Community
f) Adviser (if student)
g) 3-5 sentences explaining the logo concept

6. Winners will be selected based on the following criteria

a) creativity
b) originality
c) must feature plants and animals unique to Mindoro
d) impact

7. All entries will be exhibited during the launching of the Mindoro Biodiversity Conservation Program.
Winner will likewise be announced on the said date. Venue, prize and other relevant information will be
sent later by mail.

50
Entries must be sent directly to:

PROF. LETICIA E. AFUANG

INSTITUTE OF BIOLOGICAL SCIENCES
UP LOS BANOS, COLLEGE, LAGUNA

And must be received not later than January 2, 2000.

51
52
Evaluation for April 20 -24,1998 Mindoro

Very % Good % Fair % Poor % Very

Part I good poor % Total

1.Value of the training 21 91 2 86 0 0 23

2.Usefulness of the subject matter / content 17 74 5 21 1 43 0 0 23
3.Effectiveness of the training methods used 17 74 6 26 0 0 23
4.Usefulness of visual aids used 17 74 6 26 0 0 23
5.Speaker (s) ability to transfer knowledge 21 87 3 12 0 0 24
6.Atmosphere for active participation 13 54 9 37 2 83 0 0 24
7.Value of the handouts to your job 13 54 11 45 0 0 24
8.Opportunity to reinforcement of learning 20 83 4 16 0 0 24
9.Motivation to learn more 20 87 4 16 0 0 24
10.Training -workshop facilities and / or accomodation 9 45 13 56 1 43 0 0 23
11.Has the following information been made clear to you?
a. The Environment 21 84 4 16 0 0 25
b. The Power of Communication 24 96 1 4 0 0 25
c.The Aquatic Ecosystem 14 56 10 4 1 4 0 0 25
d. Mindoro Biodiversity 21 84 4 16 0 0 25
e. Philippine Agricultural Practices and the Environment 14 56 10 4 1 4 0 0 25
g.Wildlife Conservation 21 84 4 16 0 0 25
h.Waste Management 23 95 1 41 0 0 24
I. Community Building 22 73 6 2 2 6 0 0 30
j. Communication Strategies 21 84 4 13 0 0 25
k.Film Showing 7 29 13 54 4 16 0 0 24
l. Action Program Development 16 64 9 36 0 0 25
m.Field Trip 22 62 6 17 6 17 1 28 0 35
12 .Duration of the training workshop
Too long % Just right % Too short % Total
1 5 18 90 1 5 20

13. Did we spend enough time on the different subjects ?

Yes % (Yes) in % No Answer % Total
some
9 41 13 59 0 0 22
Aquatic,Wildlife case comm.Bldg.Forest Conservation Aquatic Ecosystem.

14. Which topic most appropriate?

Comm.strat.
Far.Cons.
All topics
Waste Management
Philippine Agricultural Practices & Enviroment
Reforestation
Wildlife Conservation
Environment Reform & Garbage Disposal

15. Additional topics / issues for future

Trichoderma Culture
Reuse ,Recycle,Non-biodegradable
Food preserve water
Flora
Aquatic Ecosystem

Strictly valuing natural recover flora fauna national recover,tourist spot

of the communities more group dynamics & MSEP

16. The information I got is:

54
 Too little % Enough % Too much % Total
1 4 14 58 9 37 24

17. What did I dislike about training sp.MLCS & DLC'S

Not well informed about the material

Lack of coordination w/ other agencies
Food & availibility of water in sufficient hand-out

18. What I liked most?

Free training - Communication strategies

Presenting outputs application
Awakening ourselves to biodiversity of Mindoro / preservation
The evironment -Field trips,activities

19. Expectations addressed

Yes % No % Abrta % Total
23 95 0 0 1 4 24

20. General rating

Very good % Good % Fair % Poor % Very poor % Total
17 70 7 29 0 0 0 0 0 0 24

21. What are your suggestions to improve similar training workshop in the future?

Compress into 3 days

Don't use sleeping periods as working hours
Additional resource persons
Should be complete handouts of topics discovered
More information about flora & fauna

55
Coordination w/ gov't official
Follow up - biodiversity conservation
Improve accomodation
Additional topic in science
Proper briefing about needs of seminar workshop
Different venue
More visual aids
MLCi - DLC's workshop

56