NSTP National Training Service Program MODULE 2MODULE 1A: “INTRODUCTION” ¢ LEARNING OBJECTIVES: e At the end of the module, students will be able to: * 1. Discuss the implementing rules & regulations of the course. ¢ 2. Be acquainted w/ their instructors & classmates.CWTS ROTC IMPLEMENTING RULES & REGULATIONS Pursuant to Section 12 of Republic Act No. 9163 otherwise known as the National Service Training Program (NSTP) Act of 2001, the Commission of Higher Education (CHED), Technical Education & Skills Development Authority (TESDA), & Department of National Defense (DND), in consultation with concerned government agencies, the Philippine Association of State Universities & Colleges (PASUC), Coordinating Council of Private Educational Associations of the Philippines (COCOPEA), Non-Government Organizations (NGOs) & recognized student organizations, hereby jointly issue, adopt & promulgate the following implementing rules & regulations to implement the provisions of the Act.Rule Guiding Principles Section 1. Guiding Principles. While it is the prime duty of the government to serve & protect its citizens, in turn it shall be the responsibility of all citizens to defend the security of the State, & in fulfillment thereof, the government may require each citizen to render personal military or civil service. Section 2. Role of the Youth. a. In recognition of the vital role of the youth in nation building, the State shall promote civic consciousness among them & shall develop their physical, moral, spiritual, intellectual & social well being. It shall inculcate the ideals of patriotism, nationalism, & advance their involvement in public & civic affairs. b. As the most valuable resource of the nation, they shall be motivated, trained, organized & involved in military, literacy, civic welfare programs & other similar endeavors in the service of the nation.Rule It Definition of Terms Section 3 As used in this implementing Rules & Regulations (IRR), the following terms shall mean: a. “National Service Training Program’ (NSTP)- refers to the program aimed at Enhancing civic consciousness & defense preparedness in the youth, by developing the ethics of service & patriotism while undergoing training in any of the three (3) Program components, specifically designed to enhance the youth's active contribution to the general welfare; b. “Reserve Officers Training Corps” (ROTC)- refers to the Program component, institutionalized under Sections 38 & 39 of Republic Act no. 7077, designed to provide military training to tertiary level students in order t motivate, train, organize &mobilize them for national defense preparedness: ¢. ‘Literacy Training Service” (LTS)- refers to the Program component designed to train the students to teach literacy & numeracy skills to school children, out-of- school youths & other segments of society in need of their services; 4. “Civic Welfare Training Service” (CWTS) - refers to the Program component or activities contributory to the general welfare & betterment of life for the members of the community or the enhancement of its facilities, especially those devoted toRule I Definition of Terms Section 3. As used in this implementing Rules & Regulations (IRR), the following terms shall mean: a. “National Service Training Program” (NSTP)- refers to the program aimed at Enhancing civic consciousness & defense preparedness in the youth, by developing the ethics of service & patriotism while undergoing training in any of the three (3) Program components, specifically designed to enhance the youth's active contribution to the general welfare; b. “Reserve Officers Training Corps” (ROTC)- refers to the Program component, institutionalized under Sections 38 & 39 of Republic Act no. 7077, designed to provide military training to tertiary level students in order t motivate, train, organize &mobilize them for national defense preparedness.Definition of Terms c. “Literacy Training Service” (LTS)- refers to the Program component designed to train the students to teach literacy & numeracy skills to school children, out-of-school youths & other segments of society in need of their services; d. “Civic Welfare Training Service” (CWTS) - refers to the Program component or activities contributory to the general welfare & betterment of life for the members of the community or the enhancement of its facilities, especially those devoted toDefinition of Terms e. Improving health, education, environment, entrepreneurship, safety, recreation & moral of the citizenry & other social welfare services; f. “Program Component’- refers to the service components of the NSTP as defined herein; g. “Clustering”- refers to the grouping of students enrolled in the different schools & taking up the same NSTP component into one (1) group under the management & supervision of a designated school;Definition of Terms h. “Cross Enrollment’- refers to a system of enrollment where a student is officially enrolled in an academic program of a school but is allowed to enroll in the NSTP component of another school; and i. “Non-Government Organization” (NGO)- refers to any private organization duly accredited by CHED or recognized by TESDA.Rule Ill Program Implementation Section 4. Coverage: All tneaming freshmen students, male & female, starting School Year (SY) 2002-2003, enrolled in any baccalaureate & in at least two (2) year technical-vocational or associate courses, are require to complete one (1) NSTP component of their choice, as a graduation requirement. All higher & technical-vocational education institutions must offer at least one (1) of the NSTP components. Section 5: Program Components: The NSTP shall have the following components which the students can choose from as defined in Rule II, Section 3 hereof: The Reserve Officers Training Corps (ROTC), Literacy aug Service (LTS), & Civic Welfare Training ServiceProgram Implementation Section 6: Duration & Equivalent Course Unit: Each of the aforementioned NSTP components shall be undertaken for an academic period of two (2) semesters. It shall be credited for three (3) units per semester, for fifty-four (54) to ninety (90) training hours per semester. A one (1) summer program in lieu of the two (2) semester program may be designed, formulated & adopted by the DND, CHED & TESDA, subject to the capability of the school & the AFP to handle the same.Rule IV Fees & Incentives Section 9: Fees. No fees shall be collected for any of the NSTP component except basic tuition fees, which should not be more than fifty (50) percent of the charges of the school per academic unit.Rule V Organization of NSTP Graduates Section 11. Organization of the NSTP Graduates. a. Graduates of the non-ROTC components of the NSTP. shall belong to the National Service Reserve Corps (NSRC) & could be tapped by the State for literacy & civic welfare activities, through the joint efforts of DND, CHED, & TESDA, in coordination with DILG, DSWD & other concerned agencies/associations.Rule VI Transitory Provisions Section 12. Transitory Provisions a. Male students who are not covered by Section 12 of this Rule & are currently enrolled but have not taken any of the Military Service (MS), Civic Welfare Service (CWS) or Law Enforcement Service (LES) programs shall be covered by the NSTP Law. b. Male students who have not completed two semesters of the Expanded ROTC (E-ROTC)/National Service Program (NSP) are deemed to have compiled with the NSTP requirement. COMMULITY SERVICE eee Rae SS ‘e AF ——— =Transitory Provisions Section 12. Transitory Provisions a. Male students who are not covered by Section 12 of this Rule & are currently enrolled but have not taken any of the Military Service (MS), Civic Welfare Service (CWS) or Law Enforcement Service (LES) programs shall be covered by the NSTP Law. b. Male students who have not completed two semesters of the Expanded ROTC (E-ROTC)/National Service Program (NSP) are deemed to have compiled with the NSTP requirement.a. Male students who are not covered by Section 12 of these Rules & have taken only one (1) semester of Basic ROTC or E-ROTC/NSP shall take one more semester of any of the NSTP components to qualify for graduation. b. Students who want to qualify for enlistment in the Reserve Force or attend the Advance ROTC program shall undertake a special program for this purpose.OVERVIEW OF ENVIRONMENTAL EDUCATIONLEARNING OBJECTIVES: At the end of the lesson, the students will be able to:Introduction: What is Environmental Education? ©Introduction: What is Environmental Education? ©Components of Environmental EducationComponents of Environmental EducationEnvironmental education does not advocate a particular viewpoint or course of action. Rather, environmental education teaches individuals how to weigh various sides of an issue through critical thinking and it enhances their own problem-solving and decision-making skills.Environmental education is More Than Information about the Environment Environmental Education Increases public awareness and knowledge of environmental issues Does teach individuals critical- thinking Does enhance individuals’ problem- solving and decision-making skills Does not advocate a particular viewpointMain objectives of Environmental EducationThe Main Purpose of Teaching Environmental Education (EE)ENVIRONMENTAL EDUCATIONLEARNING OBJECTIVES: At the end of this topic, the students will be able to:Introduction 6The following are core messages based from the Environmental Education Guide, CHED—DENR as unifying themes:A. Rationale of Environment Education wn = &BB. State of Philippine EnvironmentB. State of Philippine EnvironmentC. Environmental Education Framework |C. Environmental Education Framework |C. Environmental Education Framework |D. Nature of Environmental EducationE. Characteristics of Environmental EducationEcology of Environmer EducatiorA. The Biosphere and Distribution of a on Earth Biosphere- thin outer layer of the earth. ~ Lithosphere- rocky part of the earth’s surface. Hydrosphere- water part on the earth’s surface. ~ Atmosphere- gaseous component of the earth's surface.~ f yh a eee . PP ae Ao us 9)-reil (0 geographic area notable for FE Tees srl =\ aiMAJOR TERRESTRIAL BIOMES a f oy ta, Deciduous forests : f = \ ae, y ! \ Coniferous fores' ‘ a bY ’ ¢ 7 _ ep ies Tropical rain ae c » fa! . i Grassland ) ey } \ la dh) Tundra x ; Pr » "Desert . 'The-Earth has temperate decidtious forests, arid tropical‘and Subtropical deciduous forests, also known-ds Gry forests. Anothernaine for these forests is, broad-leat forests becdusevot the wide; flatleaves aMNU asec ssc bc-\o Sm laMere) e)icte ke Fresh watet Ry y { Marine wate ay dij. - Estijary andDESERT * Deserts are extremely dry environments that are home to well-adapted plants and animals. The main ind dr i eee include hotseualeOaIe CLs selar fowing’water)., 2 Fae = = = freshwoter biomes: vide aqui ifig-water, crop‘irrigation,ne oiomes Orgoniens iS Siainararenallelaleaalecm exgivole, many as 5 SiesinteiSecesoicolk a elias gees Sd mh anvies Pete Oe NAVA OCEAN - The largest of all the ecesystemssceans dre very large bodies of water that dominate the Earth's surface. 4 Z0NES OF OCEANS” ~ INTERTIDAL ZONE i$ where the’ocean meets the land, sometimes it is submerged and at other times exposed, as waves and tides come in and out. '— PELAGIC ZONE includes those waters further fromthe land, basically the open ocean. (FLORA: include surface seaweeds, FAUNA: include many species of fish and some mammals, such as whales and dolphins) Saas shin P20) Nea Ul elon =o hla jo 1010 (oben mo iae octal gol elu en MeL acel-cle feleleexo a ulXee-elAy — ABYSSAL ZONE is the deep ocean. The water in this region is very cold (around 3° C), highly pressured, high in oxygen content, but low in nutritional content. (oo oN Ssesexe cae Relea Nelccod a OM Ae nme MMA A A ohio ate Lod le Ui CeK oN] continents (eg,, the Great Barrier Reef off Australia), fringing islands, and atolls. ESTUARIES - are areas where freshwater streams or rivers merge with the ocean.~ Animals have become distributed in two ways. 1. Dispersal (population moves from one place to another} or 2. Vicariance (separation of populations due to environmental and climate changes- Animals have become distributed in two ways. 1. Dispersal (population moves from one place to another) or 2. Vicariance (separation of populations due to environmental and climate changes- Population ~~ -OrganismEcosystem ” yh avast xzorganismC. ECOLOGY Study of the relationship between organisms (plant and animals) in relation with their environment. Itis a term offen used to refer to the immediate surroundings of organism.ee Ecosystems ComponentsMose LZBAPZ IIMA GARR Lib spss hy CSV YY Y HAV\AG SAN PSV\AWN 2 2 GCL I ILI 7 Wy CCIE MMs hihitsa i \Matter moves between ecosystems, biotic & abiotic environments, and organisms Unlike energy Biogeochemical cycling TAIN 5 Biological, geologic and chemical interactions Five major cycles: (cid eld Ninos (sane eomtey Sulfur and Water (hydrologic)“Tle Welton Cyels Collects, purifies and distributes water supply. Gi ‘Water in cae Condensation ‘Sublimation 4 Desublimation eeeCarbon » Carbon is the basic constituents of organic compounds (carbohydrates, fats, proteins, and Cycle: nucleic acids) and required by living organism for respiration, assimilation and photosynthesis. The Catben Cycle ‘i sea gas Weathering of exchange terrestrial rocks A Respiration \ Respiration e-If ‘sediments Marine photosynthesis.Nitrogen Cycle: Nitrogen accounts for almost 78% of the atmosphere are essential constituents of Be living materials Neer particularly proteins and nucleic acids. The Nitrogen Cycle ghting creates snitrates Nitrogen compounds eventally break own nto gas and returntotheair The nr ie 788. ritrogen gasThe living part of our ecosystem includes the cabbage, pepper, roly polys, spider, crickets, worms and bacteria. We have some dead leaves in there that used to be alive.aes Sa produce are autotrophs such as algae and green plants, which use the energy of the sun for, photosynthesis.Consumers _ Also known as heterotrophs, consumers get their energy directly or indirectly on producers. Major classes of consumers are: 1. Hervivores 2. Carnivores 3. Omnivores 4. DetrivoresHerbivores They are primarily consumers or plant eaters.Carnivores The secondary consumers, which feed directly on animals.Omnivores They are the tertiary level of consumers that feeds on herbivores and carnivores.SQUIRRELConsumers Detritivores eat dead plants and animals (also called decomposers) Detritivore Examples: * Worms * Beetles * Bacteria * FungiE. Energy _ Energy flows into the ecosystem as sunlight and almost all life depends on the conversion of energy into organic compounds by the fixation of carbon dioxide in green plants.F. Production, Food Chain, Food Web i and Trophic Level ~ Production is the energy accumulated by the plants in photosynthesis. It is a prerequisite of energy inputinto the ecosystem. _ The rate of energy storage per unit of time by plants is known as primary productivity ~ The gross productivity (total rate of energy storage) could not be entirely available for growth because plants also use energy for reproduction. ~ Plant growth results in the accumulation of biomass (standing crop - expressed as the weight of dry organic matter per unit area.) Therefore, it is possible to have a low biomass production as it is rapidly grazed by consumers. éFOOD CHAIN Food chain is the description the way the energy flows through the ecosystem. Such as plants are eaten by consumers, W! hich are then consumed by another consumers and so on.FOOD CHAIN Food chain is the description the way the energy flows through the ecosystem. Such as plants are eaten by consumers, W! hich are then consumed by another consumers and so on.FOOD WEB _ The interconnected relationships among various food chains in the ecosystem. éTROPHIC LEVEL It is a step in the food chain. Meaning the organism's feeding level of food in the food chain. DetritvoresG. Community is the most tangible concept in the ecosystem. It comprises the biotic portion of | the ecosystem with population of interbreeding organism belonging to the same species i.e oyster community.Ecological niche = ae|. Ecological Niche 0 _ Niche is the animal's place in the biotic environment. It includes the interaction, relationship and food needs. Any sets of condition under which animal populationexist.J. Population Population is a group of organisms belonging to the same species that share a particular place or space bearing a number of attributes unique to the groupK. SPECIES INTERACTION 1. Competition- When two or more species in the same ecosystem use the same niche, which can lead to diversification.SPECIES INTERACTION 2. Predator-prey relationship- in which individuals of a predator population kill and eat individual's of a prey population.SPECIES INTERACTION _ 3. Parasite-host relationship - both parasites and predators feed at the expense of their host-prey. Parasites, which are usually smaller than their host, live for a good stage of their life cycle.SPECIES INTERACTION 4. Commensalism - is sometimes symbiotic, in which one type of organism (commensal) enjoys some benefit from the relationship but does not harm the host.SPECIES INTERACTION 5. Mutualism - an interaction in which both species benefit.SPECIES INTERACTION 6. Protocooperation - is a mutually beneficial interaction not physiologically important fo the survival of the partners.‘ ‘POPULATION GROWTHL. Population Growth Unrestricted growth of organism can happen only in environment when there is a abundance of resources and no competition. » When food and space are not limiting and the growth is exponential, the limit to the environment is approached. ~ This limit, the maximum density the environment can support, is called the carrying capacity of the environment. _ When population reached the carrying capacity of the environment, they may remain or fluctuate above and below the limit.M. 1. Density Dependent Density-dependent of population control include overcrowding, food and space, limitations, disease, predation and stress.2. Density Independent = Mechanism include extreme weather, abrupt environmental change and hazard of varying severity to the population.CONCERN OF ENVIRONMENTAL EDUCATION FOR SUSTAINABLE DEVELOPMENT Ill - A. LAND NSTP LESSON 3Learning Objectives: At the end of this topic, the students will be able to: Differentiate agricultural land, forest land and urban lands; Know the role of individual in maintaining the balance of nature; and Have knowledge in carrying capacity a class activity.A. LAND © Land has managed to support life of part of the earth’s inhabitants. ~ Plants receive nutrients and water from soil ~ Animals feed on products of the land ~ Human are dependent on land for food and natural resources OUR ROLE IS TO MAINTAIN THE BALANCE OF NATURE éTypes of Land A. Agricultural Land 10.3M hectares of land- agricultural production, 45% lowlands, 33% uplands Rate of land use conversion- 2300 hectares per year Soil degradation _ 5.2M hectare- 17% of the country is severely eroded, 8.5M hectares (28.3%) moderately eroded & 8.8M hectares (29.4) slightly eroded Mindanao has the biggest share of erosion at 2.4 hectares &Types of Land ~ B. Forest Land ~ 15.8 million hectares are forest land: Dipterocarp, Mossy, Sub marginal, Pine, Mangrove. ~ Forest depletion is estimated to be 200,000 hectares per year. ~ 27.5 M hectares of virgin forest(16 century) ~ Causes of forest destruction: Forest fires, illegal logging, land use of conversion, kaingin, human settlements. _ Forest destruction contributed to: Massive erosion and siltation, reduced ground water, saltwater intrusion. éTypes of Land ~ C. Urban Land _ Filipino population is still predominantly rural base but urban population is increasing form 37, 44, to 48.5% in 1990. Population density of manila 51,044 person/sq.km. National average is 288 person/sq.km. Density resulted in environmental problems like: Congestion, dilapidates, housing structure, poor sanitation.