submission form of 2013 seameo-japan esd award · pdf file5. telephone number ... this...

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SSEEAAMMEEOO--JJaappaann EESSDD AAwwaarrddTheme for 2012: Education for Disaster Risk Reduction

Supporting Partners:

Submission Form of 2013 SEAMEO-Japan ESD Award Theme: Values Education

PART I: Details of Our School

1. Name of school: SAN MIGUEL NATIONAL HIGH SCHOOL

2. Full address: Scuala St., San Juan, San Miguel, Bulacan, Northern Luzon

3. Postcode: 3011

4. Country: Philippines

5. Telephone number (country code+city code+telephone number): 6344-764-0178

6. Fax number (country code+city code+fax number): 6344-764-0178

7. Name of the Head Master/ Principal/ School Director: Rosauro A. Villanueva

8. Name of Teacher Coordinator: Marinella P. Garcia Sy

9. Email address: [email protected]

10. School website (if available):

11. Educational level (Such as Kindergarten 1 to Grade/Year 9): Grade 7 to Year 4

12. Number of teachers: 233

13. Number of students: 6374

14. Please provide the name of teachers and students who were/have been involved in the planning and implementation of this school activity/programme on Values Education.

Teachers and School Officials:

a) Lydia V. Cheng (Head Teacher – Science Department)b) Lucena S. Paguinto (Young Earth Lovers Society Club Adviser)c) Alvin Mariano (Youth for Environment in School Organization Adviser)d) Ramilo C. Cruz (Head Teacher – Technology and Livelihood Education Department)e) Mary Jane S. Viesca (ICT Coordinator)

Students and Student Organization:

a) Students of Grade 8 Science Class – A b) Students of Grade 8 Science Class – B c) Young Earth Lovers Society (YELS) Officersd) Youth for Environment in Schools Organization (YES-O) Officers

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PART II: Information about the School’s Values Education Activity/Programme

The information of part II from no.1 to 14 should be no longer than nine (9) pages long of A4 in total. The information should be written in Times New Roman font, 11-12 point size.

1. Title of the school’s programme Mitigating Climate Change Impacts Through Weather Monitoring and Blogging

2. Summary of the programme (a half to one page A4)

This program, Mitigating Climate Change Impacts Through Weather Monitoring and Blogging, started with Project Rain Gauge in 2007 wherein the students were trained to observe, measure, and record the amount of rainfall collected by the rain gauge in a given period. To make the activity relevant, the students’ compare the weather condition of the locality, as based on the rain gauge reading, with the daily weather update on the national scale from reliable information agencies like the Philippine Atmospheric Geophysical and Astronomical Services Administration (PAGASA), . They were asked to record these data in their individual journal together with their weekly diary on good practices of environmental protection, waste management and energy conservation.

In addition, they were asked to make their own blog on climate change, global warming, green house effect, and the weather-related phenomena like ITCZ, El Niño, La Niña, Tropical Depression, and so on. The students were asked to research on a given climate-related topic using the following cues: (1) What I did...; (2) What I learned…; (3) I need to do more in…; and (4) I can apply these leanings to…

With this programme, the students are taught to be environmentally aware and become responsible stewards of mother nature. As young earth lovers, they can be effective role models to their family and their community for they are equipped with the knowledge and knowhow on addressing environmental issues and concerns. To care for the environment is an act of love for one’s country and ultimately, for the Divine Creator.

All in all, this programme on Mitigating Climate Change Impacts Through Weather Monitoring and Blogging is anchored on the Department of Education’s core values of Maka-Diyos (God fearing); Maka-Tao (Humane and compassionate), Maka-Bayan (Love of Country) and Maka-Kalikasan (Respect and love of Mother Nature).

3. Background information or reasons why the school created this programme

The Teacher Coordinator with the approval of the Department Head and School Principal initiated this programme to instill environmental awareness among students and in effect, they can share their knowledge to their immediate family, relatives and friends and consequently, to become responsible young role models of the community.

This programme started with the first section of Fourth Year students in the school year 2007-2008. The purpose of the project was to train students to monitor, measure, and record the rainfall using the rain gauges. Before the implementation of the programme, the Teacher-Coordinator underwent training workshops on Rainfall Monitoring, Hazard Monitoring, and Climate Change sponsored by Smartschools Program in partnership with PAGASA, Phivolcs, and Ateneo de Manila’s Manila Observatory. After the training, the school was given a manual rain gauge and in 2009, a digital rain gauge was donated by the same corporate sponsor.

To expand Project Rain Gauge, the Teacher-Coordinator included the students’ monitoring and recording of the daily weather update on the national scale and compare this weather forecast with their Rain Gauge readings. Also they were asked to record these data in their individual journal together with their weekly diary on good practices of environmental protection, waste management and energy conservation.

To reinforce the programme, they were asked to make their own blog on climate change, global warming, green house effect, and the weather-related phenomena like ITCZ, El Niño, La Niña,

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Tropical Depression, and so on. The students were asked to research on a given climate-related topic using the following cues: (1) What I did...; (2) What I learned…; (3) I need to do more in…; and (4) I can apply these leanings to…

Presently, the programme is still functioning with its year-round implementation of its activities that are aimed to promote environmental awareness among young people in the hope that they will become good models and responsible stewards of mother nature.

4. School vision, mission and core values

School Vision: SMNHS sees and operates par excellence in the development of potentials of Filipino learners by nurturing, enhancing, and articulating the best in them today, to enable them to compete in all endeavors based on Christian doctrines of love of God, country and people by the year 2007.

School Mission: SMNHS is committed to equip and provide Quality Education Services to all students through the systematic formal and informal training for the achievement of maximum development of their potentials, values, and deportments to empower them to become workable and functional citizens in a literate, cohesive, peaceful, progressive, compassionate and democratic society.

School Core Values: Moral and social responsibility that are attuned to societal needs and trends; self-reliance instilled with the genuine concern of improving the quality of life of the people specially the poor and powerless.

5. Objectives/goals of the programme

The programme aims to train students to:

1. Observe, measure, and record rainfall readings using the school’s manual and digital rain gauges;2. Compare the local rain gauge readings with the national weather update as based on PAGASA’s

(Philippine Atmospheric Geophysical and Astronomical Services Administration) daily forecast;3. Create individual journal entries of daily weather forecast and the local rain gauge readings;4. Write individual journal entries on personal reflections on good environmental stewardship and

wise energy use; and 5. Create and publish personal blogs about the different weather conditions and climate-related

events.

6. Values that the school aims for within the programme and/or definitions

The programme aims to develop and still among Grade 8 Science Class A and B students the value of being knowledgeable (awareness) on environmental issues and concerns and apply these learning to their day-to-day life and bring about transformation in them to become responsible young stewards of the environment and their community (responsibility).

7. Period of the time when the programme was or has been implemented

From School Year 2007-2008 to present, the programme has been implemented, integrated in the Science curriculum and practiced by the initiators and students of the Science Class.

8. Activities (Actions and strategies of implementation)

Time Frame: at the start of the School Year (June) until the end of the school year (March)Activities as of School Year June 2013- March 2014:

1. Orientation on the programme which includes: a. Powerpoint presentation on Climate Changeb. Powerpoint presentation on environmental issues and concerns; prudent use of energy

resourcesc. Powerpoint presentation on Project Rain Gauged. Visit to the school’s Science Garden where the rain gauges are placed

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2. Demonstration on the proper use of manual and digital rain gauges3. Lecture and discussion on rainfall observation, measurement, and recording4. Assigning of groups (i.e. 5 students/group with the appointed group leader) for the rainfall

measurement and recording5. Scheduling of group assigned for a given week6. Scheduling of the student assigned for a given day 7. The student assigned for the day, writes the rain gauge reading on the board for the whole

class to copy and record in their individual journal. 8. Preparation and submission of a weekly Rain Gauge Journal by the group assigned9. Writing of individual Rain Gauge Journal to be submitted on the first school day of the week10. Writing of individual reflection on good environmental practices and energy conservation11. Creating individual blog accounts at www2.blogger.com 12. Creating and publishing of online journals (blogs) on a given environmental phenomenon or

issue13. Compilation of the class’ printed blogs for each environmental phenomena or issue at the end

of the school year. 14. Submission of individual journals and blog compilations at the end of the school year.

Strategies of implementation:1. Checking of individual weather journals are carried out at the first school day of the week. 2. The teacher affixes her signature and the date the journal was checked3. For each completed weekly journal, a score of 5 points is allotted. 4. Before the scheduled summative test or Periodical Test for each grading period, the students

submit their individual score as based on the points they earned for this week-long activity.5. The raw scores are then recorded and given the equivalent grades which fall under one of the

Grading Component of the subject that is Product/Performance which accounts for 30% of the total grade for each Grading Period. There are four grading periods for each school year.

6. Each printed blog is rated into 3 components: 40 points maximum – Presentation, 40 points maximum – Content, and 20 points maximum – Punctuality.

7. The total score for the printed blogs is added with the total score of the individual journal and computed for its equivalent grade in the Product/Performance criterion.

(Note: for the Grade 8 of the K-to-12 Curriculum the grading criteria includes: 15% Knowledge, 25% Process Skills, 30% Product/Performance, and 30% Understanding)

9. Teaching strategies or pedagogies used for teaching values in the school

One of the roles of a Science Teacher is to promote the improvement and quality of science education by adapting teaching strategies that develop the investigative skills, critical and analytical thinking (i.e. Higher Order Thinking Skills) of the students through learning activities that are experiential, pragmatic, and ‘learning by doing’ (Constructivism) or hands-on application of science concepts. This programme on Mitigating Climate Change Impacts Through Weather Monitoring and Blogging is a hands-on scientific learning experience among students that enhances their investigatory skills and critical thinking incorporated with the social values of environmental awareness and responsibility.

Since the activities of the programme are carried out by the students themselves for the entire school year, they are trained to carry out scientific tasks like weather monitoring, rain gauge measurements, recording of rainfall data, writing weather journals, creating blogs on different weather phenomena and other climate-related topics that involve higher order thinking skills thus developingthem to be systematic, scientific, creative, imaginative, logical and open-minded. This hands-on, minds-on, authentic and inquiry-based approach to learning encompasses the goals of science education.

Moreover, the programme inculcates in the students the values anchored on the Department of

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Education’s national values of Maka-Diyos (God fearing), Maka-Tao (Humane and compassionate), Maka-Bayan (Love of country) and Maka-Kalikasan (Respect and love of Mother Nature). Once they understand the science behind environmental protection and preservation, they begin to understand their role as young stewards of their surroundings and through practice, develop the love for mother nature (Young Earth Lovers), respect for others as co-stewards, love for one’s country, and love of God. If they start young, chances are, they will learn to acquire these affirmative values and more likely, become the initiators or role models to their peers, their family and the community.

10. Programme monitoring and evaluation mechanisms and summary of results

Programme monitoring and evaluation mechanisms:

At the onset of the rainfall monitoring program in August 2007, the Teacher-Coordinator of Project Rain Gauge informed the school authorities of the need of a rainfall measuring device and the cost involved in the project. While waiting for the delivery of the manual rain gauge from Smart Schools Program, an improvised rain gauge was fabricated by Mr. Ramil Cruz, then a Master Teacher and now a Department Head. The design of the rain gauge was patterned after DOST-PAGASA’s rain gauge. Surplus materials like tin can, plastic cover, and scrap iron bars were used. With the help of her students and the support of her colleagues and superiors, the PRG point person was able to effectively implement the project that is still exists to this day. In September 2009, Smartschools Program donated the Digital Rain Gauge to the school. It was installed in one of the school’s open spaces where themanual rain gauge was also placed. The project proponents monitored and measured the rainfall on a daily basis using both rain gauges. This activity of rainfall monitoring, measuring, and recording was carried out for the entire school year and onwards. Different groups of students for each school year since 2007 were trained under Project Rain Gauge.

For the school year 2013-2014, groups of students from Grades 8A and 8B are assigned on rotation basis to monitor, measure and record rainfall data using the manual and digital rain gauges. the Grade 8-B students of the Science Class are assigned to monitor the manual rain gauge during school days and ensure that it is in proper working condition. On a regular basis, they check the area where it is mounted. A weekly rain gauge journal is accomplished by the Grade 8-B group assigned for a particular week to monitor and record rainfall data.

Also, each student has a daily rain gauge journal wherein the day’s rainfall reading is recorded and is compared with the national weather forecast obtained from various media sources (e.g. TV, newspaper, radio, the internet). On the other hand, the Grade 8-A students of the Science Class are assigned to monitor the manual rain gauge during school days and ensure that it is in proper working condition. On a regular basis, they check the area where it is mounted and record the read-out on the digital display mounted on the concrete wall of the classroom next to where the digital rain gauge was installed. A weekly rain gauge journal is accomplished by the Grade 8-A group of students assigned for a particular week to monitor and record rainfall data. The amount of rainfall reflected in the digital read-out is in inches hence it is converted to millimeters by multiplying it with the conversion factor of 0.254.

Moreover, each student has a daily rain gauge journal wherein the day’s rainfall reading is recorded and is compared with the national weather forecast obtained from various media sources (e.g. TV, newspaper, radio, the internet). This way, the student becomes aware of the significance of this hands-on activity and hopefully becomes more responsive to environmental issues.

Upon submission of the rain gauge journal and its verification by the teacher, the gathered rainfall data from manual rain gauge were used as reference and back up to the gathered rainfall data from digital rain gauge. This way there is comparison and verification. Although no two rain gauges give

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the same readings, counter checking helps the rain gaugers achieve a more reliable and valid reading.

Lastly, each student of both Grades 8A and 8B accomplishes a bi-weekly online diary or blog on how he as a young member of the community helps in waste management, energy conservation, and environmental protection. This way, the student becomes aware of the significance of this hands-on activity and hopefully becomes more responsive to environmental issues like climate change and other related weather related topics.

Summary of results:

The programme with its main goal of promoting and inculcating environmental awareness and responsibility among Grade 8 students of the Science Class A & B has achieved the following results:

1. The inclusion of values integration (i.e. environmental awareness and responsibility) inComputer Science Education as one of the subjects of the K-to-12 Science Curriculum;

2. The improvement of their ICT skills (i.e. blogging, Internet surfing, MS-Office applications) as the main competency requirement of their subject;

3. The development of their higher order thinking skills (i.e. analysis, evaluation, and synthesis) in carrying out the scientific method of monitoring the weather condition locally and nationally using the standard rain gauges and multi-media resources;

4. The enhancement of their research writing skills in creating personal blogs that reflect their learning and understanding on climate-related topics and energy conservation measures;

5. The evolvement of their creativity through their individually designed blogs that speak about different events relating to climate change; and,

6. The encouragement of teamwork among students and school authorities in implementing and sustaining this worthwhile programme that builds camaraderie and support beneficial not only to the school but to the community as well.

11. Resources used for programme implementation

At the start of the programme, the teacher-coordinator asked for financial assistance from the school regarding the construction of improvised Rain Gauge in 2007. However, upon the selection of the school as one of the partners of the Smartschools Program’s Project Rain Gauge, standard manual and digital rain gauges were given to the school. Aside from this, the teacher-coordinator was given successive training programs courtesy of the same benefactor on climate-related seminars and trainings from 2007 to 2010.

On one hand, the school provides support to the programme by means of ICT resources and internet connectivity to implement and sustain its activities. Also, on a weekly basis, students involved in the project use the ICT laboratory to update their blogs and other related outputs.

Moreover, the programme implementors coordinate with the rainfall monitoring station of the Local Government of San Miguel, Bulacan to compare rainfall data and update missed readings.

12. List of partners, local government bodies, companies or development agencies who haveparticipated in the planning and implementation, including their roles in the programme.

Name of Partners Roles or contributionsa) School Officials Support in planning and

implementationb) Young Earth Lovers Society (YELS) Partner c) Youth for Environment in Schools Organization (YES-O) Partner c) Local Government of San Miguel Support in the implementationd) Smartschools Program Programme sponsor/benefactore) DOST-PAGASA Technical support through trainingf) Manila Observatory of Ateneo de Manila University Technical support through training

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13. Benefits/Impacts/ positive outcomes of the activity/programme to teachers, students, parents and the community

Programme Awareness Campaign in School

In celebration of the International Day for the Preservation of the Ozone Layer worldwide on September 16, 2010, the Regional Ozone Networks (O-NET) where DepEd Region III is a member encouraged all School Divisions to take part by preparing and implementing a plan of activities in their respective stations. San Miguel National High School of the Division of Bulacan conducted a series of activities in line with this celebration.

Upon the directive of the school authorities, Science Teachers (Ms. Garcia Sy, Ms. Mananghaya, Ms. Lucena Serrana, and Ms. Evelyn Domalaon) designed a program of activities that promote the protection of Ozone Layer. Activities include Symposium on Climate Change, slogan contest, poster making, essay writing and tree planting. Also a lesson plan on the Preservation of the Ozone Layer was executed by the science teachers in all their classes.

PRG point person, Ms. Garcia Sy conducted the Symposium on Climate Change to her colleagues on September 16, 2010 at the school’s ICT Laboratory I. Discussed in the seminar were Project Rain Gauge’s rainfall monitoring and the Low Carbon Diet, the advocacy of Ateneo de Manila’s Manila Observatory on energy conservation, responsible use of resources and waste recycling to achieve a low carbon dioxide emission, as initiatives to promote the preservation of the Ozone Layer. The following day, the said symposium was echoed by the PRG point person to selected third year and fourth year students in an effort to promote awareness on Ozone Preservation among the students. A two-day campaign (September 20-21, 2010) was held by these student leaders the following week to the four provinces (Freshmen, Sophomores, Juniors, and Seniors) of the school.

On Line Presence of School about Rain Gauge (Philstar.com)

On October 1, 2007, ProjectRainGauge.ph under the Smart Schools Program featured in their News/Features page the article “Project Rain Gauge: An Environmental Awareness and Disaster Preparedness Initiative” written by Ms. Garcia Sy. Discussed in the write up was the school’s implementation of Project Rain Gauge through its rainfall monitoring, measuring, rainfall data recording and uploading to the official website of the project.

In September 2, 2009, the school hosted the first gathering of Rain Gaugers from different public schools nationwide. The two-day convention assembled representatives of Smart Schools participating in the project. In the event, the school was selected as pilot school in the installation and use of the digital rain gauge to supplement the existing manual rain gauge. School officials led by the principal, Ms. Rosalina G. Santos and the teaching personnel in the four provinces extended their full support in hosting the said event. Also, the school was selected as the model school in terms of participation in Project Rain Gauge.

On September 26, 2009, Philstar.com posted in their Telecoms page the article “Youths take charge of environment through Smart’s Project Rain Gauge” written by Ms. Aileen Carreon. Featured in the article were the PRG point person of SMNHS, Ms. Garcia Sy, and the students from II-A of the Science Class. In the said write-up, the group was commended for the efforts it has been doing on rainfall monitoring and recording through Project Rain Gauge.

14. Proof of achievement from students, teachers and the community

On September 02, 2010, Ms. Garcia Sy and her students Marvin B. Santos and Imee T. Macaranas were invited as guests in the launching of Rain Watchers Awards at Concepcion Elementary School in Marikina City. During the said launching Ms. Garcia Sy shared how Project

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Rain Gauge was implemented in school and carried out by her students. Also, the group was interviewed by the media representatives from ABC-5 and GMA Network News and the school’s implementation of Project Rain Gauge was featured in the evening news of the said TV stations.

On September 3-4, 2010, SMNHS hosted the Division Science Fair. In the Teacher Category of the Physical Science, Individual Investigatory Projects, Ms. Garcia Sy competed and was selected as the 2nd Outstanding Project. The study entitled “Implications of Flooding and Drought to the Hydrology of San Miguel River” dealt with river measurements (e.g. cross section, wetted area, stream velocity and volume of discharge) as baseline data in order to establish trend in the decline of river water level during the dry season and trend in flooding during the rainy season. Based on the collected rainfall measurements through SMNH’s Project Rain Gauge and the existing flood height measurements from the Local Government of San Miguel, a direct relationship between the amount of rainfall and river height was established.

On September 29, 2010, Ms. Garcia Sy together with Mr. Darwin Flores, Project Manager of Smart Schools Program, Smart Communications-Public Affairs, were invited to talk about Project Rain Gauge and to promote the first Rain Watchers Awards in ABS-CBN News Channel’s (ANC) show, Future Perfect hosted by Mr. Tony Velasquez. As a PRG point person, Ms. Garcia Sy shared how the project was implemented successfully in San Miguel National High School.

On September 30, 2010, Project Rain Gauge of SMNHS was selected and included in the “Internet for All in Photos” project and the “Internet for All” stories by Smart Communications, Inc. The proponents of the school’s rain gaugers led by Ms. Garcia Sy and her students were interviewed on how they successfully implemented the project. Also, a photo shoot on the subjects was done inside the school premises.

On November 11, 2010, San Miguel National High School represented by the project coordinator, Marinella P. Garcia Sy and team leaders from Fourth Year Science Class – A, Imee T. Macaranas and Marvin B. Santos, won second place in the First Rain Watchers Awards was held at the Manila Ocean Park, Intramuros, Manila. The First Rain Watchers Awards contest was opened to all its 68 partner schools nationwide. The selection committee comprising of representatives from Smart Public Affairs Group, DOST- PAGASA, Agham Party List, and the Typhoon Committee Foundation, Inc.

On November 17, 2011, the school, represented by the project coordinator, Marinella P. Garcia Sy and team leaders from Fourth Year Science Class – A, Crishiah Mae G. Lapuz and Claudette Irene S. Manalastas, won first place in the Second Rain Watchers Awards sponsored by the same organizers and sponsors. The competition focused on the school’s Project Rain Gauge website. Several partner schools joined the contest.

Plan for sustainability: Internal Partnerships

San Miguel National High School has organizations that sponsor activities and programs on environment. The Young Earth Lovers Society (YELS) Club under the Science Department, the Young Earth Society (YES-O) under the TLE Department and the four provinces (e.g. Freshmen, Sophomores, Juniors, and Seniors) work together in the cleaning and greening of the school.

The YELS club in particular has a calendar of activities that promote awareness of environment-related issues and concerns not only among students but in the community as well. Led by its adviser, Mrs. Lucena S. Paguinto, a Teacher in Grade 8, and the club officers, they initiate environmental campaigns like waste management and waste recycling. Solid wastes segregation is practiced in the entire school and the collection of used polyethylene bottles, old newspapers, and used tin cans help in the club’s fund raising. The highlight of the club’s activities is the Science Month Celebration held annually in September. The activities of the month-long celebration include slogan contest, essay writing, poster making, enviro-photo, scie quiz, and investigatory projects competition.

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At the onset of Project Rain Gauge on August 29, 2007, a rainfall monitoring activity was initiated by the point person and was coordinated with the club adviser as one worthwhile project of the YELS Club. The club officers, together with their adviser set up the improvised manual rain gauge in an open space of the football field. However, it was observed that its location is not secure and was susceptible to tampering and playing with by some students. Another concern is the accessibility of its location to the administration building where the students in charge of the monitoring are holding classes.

Hence, it was decided that the rainfall measuring device be transferred in the Science Garden. This garden is securely fenced with iron bars and has a gate. Only the teacher-in-charge and her students have access to the place. With the replacement of the improvised manual rain gauge to a standard manual rain gauge patterned after PAGASA’s, the rainfall monitoring activity was carried out successfully.

Presently, Project Rain Gauge continues as a project-based activity and collaborates with the YELS Club in carrying out its objectives through events like the annual Science Month Celebration. The school’s bi-annual papers, The Mayumo of the English Department and Ang Mayumo of the Filipino Department have been featuring Project Rain Gauge making it known to the school’s more than six thousand students and two hundred thirty three teaching and non-teaching personnel.

Plan for Sustainability: External Partnerships

When the school was chosen as partner school of the Smart Schools Program, Ms. Garcia Sy requested for the support of the Local Government through the Office of the Municipal Mayor in implementing and carrying out Smart Schools' program initiatives that are geared toward the integration of ICT in the educational system. Since its membership, the school has been a recipient of internet connectivity, multi-media resources, and ICT trainings to selected teachers and school administrators.

With regard to Project Rain Gauge, the school has been collaborating with the Municipal Radio Communications Unit through Ms. Ma. Luisa C. dela Cruz, a communication equipment operator, in carrying out rainfall monitoring using the digital rain gauge. The Radio Room uses digital rain gauge in monitoring and recording rainfall amounts and sends its rainfall data to the Provincial Disaster Coordinating Council, City of Malolos, Bulacan.

On a regular basis, the school’s point person of PRG compares rainfall data reports with its community partner. This way there is a check and balance on the accuracy and validity of the rainfall data gathered by the school. Considering the proximity of the location of the LGU’s digital rain gauge to the school’s digital rain gauge, comparison of readings is justifiable. Also, this collaboration between the school and the local government promotes PRG on a wider coverage.

Plan for the future:

The programme plans to conduct educational tours to government agencies that promote Science and Technology like Dept of Science & Technology (DOST), Department of Environment and Natural Resources (DENR), Department of Energy, Department of Agriculture, among others, to enhance students’ learning on scientific and technological literacy that will help them to understand and appreciate the importance of environmental awareness and responsible stewardship. Also, the programme plans to include additional ICT-based (e.g. WebQuest, Mining the Internet, Digital Storytelling) activities for students to produce outputs that are oriented toward the programme’s motto of environmental awareness and responsibility. This way, their ICT skills will also be developed and upgraded to make them not only ecoliterates but also ICT-literates as well.

SSEEAAMMEEOO--JJaappaann EESSDD AAwwaarrdd Theme for 2012: Education for Disaster Risk Reduction

Supporting Partners:

Submission Form of


Title of the Programme:

Mitigating Climate Change Impacts Through Weather Monitoring and Blogging

16. List of attachments such as a copy of

of student worksheet, manual, etc.

provide a brief description in English language.

Attachment 1) Supporting Documents

Attachment 2) School Plan and Accomplishment

Attachment 3) Blogs Compilation

Attachment 4) Computer Hands-On Activities

Theme for 2012: Education for Disaster Risk Reduction

ubmission Form of 2013 SEAMEO-Japan ESD Award

Theme: Values Education



List of attachments such as a copy of the school plan, learning/ teaching materials, samples

of student worksheet, manual, etc. If the attached materials are in the local language, please

provide a brief description in English language.

Supporting Documents

School Plan and Accomplishment

On Activities



materials, samples

If the attached materials are in the local language, please

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17. Photos related to the activity/programme (Maximum of 10 photos with captions in English)

Figure 1. The School’s Administration Building

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Figure 2. The School’s Digital Rain Gauge

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Figure 3. The School’s Manual Rain Gauge and the Rain Gaugers 2012-2013

Figure 4.

Figure 4. A Sample Rain Gauge Group Journal

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Figure 5. An Individual Rain Gauge Journal

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Figure 6. An Individual Journal on Low Carbon Diet & Environmental Awareness

Figure 7. The Programme Coordinator Discusses Climate Change to Fellow Science Teachers

Figure 7. The Programme Coordinator Discusses Climate Change to Fellow Science TeachersFigure 7. The Programme Coordinator Discusses Climate Change to Fellow Science Teachers

Figure 8. Student-Participants

Participants Scribble Notes in the Climate Change Symposium

Symposium

Figure 9. The YELS Club Officers 2010 with their Adviser, Mrs. Janel S. Mananghaya

Figure 10. The Youth for Environment Schools Organization Officers for 2013 with

Mr. Alvin Mariano (Adviser) and Ms. Lydia V. Cheng (Science Dep’t. Head)