Module 1 – Citizenship Training

Lesson 1 - Historical and Legal Bases of NSTP

Learning Objectives
At the end of the topic, students are expected to:
a) recognize how NSTP started
b) identify pertinent laws in relation to the creation of NSTP

Learning Content

Meaning of Service
•it is doing something for the benefit of others.
•the action of helping or doing work for someone.
•it can be VOLUNTARY.

The Traditional Filipino Service

BAYANIHAN - This tradition among Filipinos shows community participation, democracy and
cooperation. It may be for the benefit of an individual member of the community or the
community as a whole.

Spanish Colonial Administration

Polos y servicios – During the Spanish period, these policy or practice were used to compel the
Filipinos to work in public works. The polistas constructed churches, casas reales, roads, and
built or repaired ships. Able-bodied men 16-60 years of age were obliged to render services as
polistas.

The Constitutional Mandate

The prime duty of the Government is to serve and protect the people. The Government
may call upon the people to defend the State and, in fulfillment thereof, all citizens may be
required, under conditions provided by law, to render personal military or civil service. (1987
Constitution, Article 2, Section 4)

The State recognizes the vital role of the youth in nation-building and shall promote
and protect their physical, moral, spiritual, intellectual, and social well-being. It shall inculcate in
the youth patriotism and nationalism, and encourage their involvement in public and civic
affairs. (1987 Constitution, Article 2, Section 13)

Through the above legal provisions, national service comes into existence specifically
NSTP
BatStateU - National Service Training Program 1 – CWTS/LTS
Module 1 – Citizenship Training
 The National Service Training Program (NSTP), is a civic education and defense
preparedness program students instituted by the Government of the Philippines on 5 January
2000 by virtue of Republic Act9163, otherwise known as the "National Service Training
Program (NSTP) Act of 2001."

Under the NSTP Program, both male and female college students of any baccalaureate
degree course or technical vocational coursein public or private educational institutions are
obliged to undergo one of three program components for an academic period of two semesters.
The students, however, are free to choose which particular program component to take. The three
NSTP Program components are:[1]
•Civic Welfare Training Service (CWTS)
This program component is designed to provide students with activities contributory to
the general welfare and betterment of life of the members of the community especially
those developed to improve social welfare services.

•Literacy Training Service(LTS)

This program component is designed to train students in teaching literacy and numeracy
skills to schoolchildren and out-of-school youths. The hope is to continue learning on a
peer - to - peer interaction.

•Reserve Officers' Training Corps(ROTC)

This program component is designed to provide military education and trainingfor
students to mobilize them for national defense preparedness. This is also a glimpse for
young people to see how military life is and encourage them into service.

Graduates of the ROTC program component are organized into the Citizen Armed Force,
while graduates of the LTS and CWTS program components are organized into the National
Service Reserve Corps(NSRC) administered by the Department of National Defense, the
Commission on Higher Education and Technical Education and Skills Development Authority.

There have been several legal precedents to the National Service Training Program
(NSTP) Act of 2001. These include:

•Commonwealth Act No. 1

Commonwealth Act No. 1, otherwise known as the "National Defense Act of 1935", was enacted
by the National Assembly of the Philippineson 21 December 1935. It provided for
[2]
obligatorymilitary servicefor all male citizens of ages between 18 and

30.• Presidential Decree No. 1706

Presidential Decree No. 1706, otherwise known as the "National Service Law", was signed into
law on 8 August 1980. It made national service obligatory for all Filipino citizens and specified
three categories of national service: civic welfare service, law enforcement service and military
service [3]
.

•Republic Act 7077

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Republic Act 7077, otherwise known as the "Citizen Armed Forces of the Philippines Reservist
Act", was enacted by the 8thCongress of the Philippineson 27 June 1991. The Reservist Act
provided for organization, training and utilization of reservists, referred to in the Act as "Citizen
Soldiers". The primary pool of manpower for the reservist organization are graduates of the
[4]
Reserve Officers' Training Corpsbasic and advance courses.

Learning Activity

Directions: Look for the article in the internet about the case of the ROTC in University of Sto.
Tomas (UST). Look also on the story of Mark Chua, a student of the same university. Make an
article or write up that relate the story on the establishment or creation of NSTP as academic
requirement for all tertiary or college students.

Learning Assessment
Directions:Among the three components of NSTP, which do you think is BEST to take by the
first year students in order to help the country in the present crisis. Support your answer by
identifying and discussing some practical solutions.

Learning References
1. Labuguen, Florida C.; et al. (2012). Understanding the National Service Training Program.
Mutya Publishing House. p. 11. ISBN 978-971-821-289-9.
2. National Assembly of the Philippines. "CA No. 1". Retrieved 28 June 2013.
3. Ferdinand E. Marcos. "PD No. 1706". Retrieved 28 June 2013.
4. 8th Congress of the Republic to the Philippines. "RA 7077". Retrieved 28 June 2013.
BatStateU - National Service Training Program 1 – CWTS/LTS
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Lesson 2 - Philippine Constitution, Preamble and Bill of

Rights

Learning Objectives
At the end of the lesson, the students are expected to:
1. analyze the preamble of the 1987 Philippine Constitution.
2. recognize and acknowledge the duties and obligations of Filipino citizens. 3.
cite activities in order to further promote and inculcate nationalism among the
youth.

Learning Content
Preamble of the 1987 Philippine Constitution

“We, the sovereign Filipino people, imploring the aid of

Almighty God, in order to build a just and humane society and establish
a Government that shall embody our ideals and aspirations, promote the
common good, conserve and develop our patrimony, and secure
ourselves and posterity the blessings of independence and democracy
under the rule of law and regime of truth, justice, freedom, love,
equality, and peace, do ordain and promulgate this constitution”.

Bill of Rights (from Article III of 1987 Phil. Constitution)

1. No person shall be deprived of life, liberty, or property without due process of law,
nor shall any person be denied the equal protection of the laws.
2. The right of the people to be secure in their persons, houses, papers, and effects
against unreasonable searches and seizures of whatever nature and for any
purpose shall be inviolable, and no search warrant or warrant of arrest shall issue
 upon probable cause to be determined personally by the judge after examination
under oath or affirmation of the complaint and the witnesses he may produce, and
particularly describing the place to be searched and the persons or things to be
seized.
3. The privacy of communication and correspondence shall ne inviolable except upon
lawful order of the court, or when public safety or order requires otherwise as
prescribed by law.
4. No law shall be passed abridging the freedom of speech, of expression, or of the
press, or the right of the people peaceably to assemble and petition the
Government for redress of grievances.
BatStateU - National Service Training Program 1 – CWTS/LTS
5. No law shall be made respecting an establishment of religion, or prohibiting the
free exercise thereof.
6. The liberty of abode and of changing the same within the limits prescribed by
law
shall not be impaired except upon lawful order of the court.
7. The right of the people to information on matters of public concern shall be
recognized.
8. The right of the people, including those employed in the public and private
sectors,
to form unions, association, or societies for purposes not contrary to law shall not
be abridged.
9. Private property shall not be taken for public use without just compensation.
10. No law impairing the obligation of contracts shall be passed.
11. Free access to the courts and quasi-judicial and adequate legal assistance
shall not be denied to any person by reason of poverty.
12. Any person under investigation for the commission of an offense shall have the
right to be informed of his right to remain silent and to have competent and
independent counsel preferably of his own choice.
13. The right to bail shall not be impaired even when the privilege of the writ of
habeas corpus is suspended. Excessive bail shall not be required.
14. No person shall be held to answer for a criminal offense without due
process of law.
15. The privilege of the writ of habeas corpus shall not be suspended except in
cases
of invasion or rebellion when the public safety requires it.
16. All persons shall have the right to a speedy disposition of their cases
before all judicial, quasi-judicial, or administrative bodies.
17. No person shall be compelled to be a witness against himself.
18. No person shall be detained solely by reason of his political
beliefs and aspirations.
19. Excessive fine shall not be imposed, nor cruel, degrading or inhuman
punishment
inflicted. Neither shall death penalty be imposed, unless for compelling reasons
involving heinous crime, the Congress hereafter provide for it.
20. No person shall be imprisoned for debt or non-payment of a poll tax. 21. No
person shall be twice put in jeopardy of punishment for the same offense. 22.
No ex post facto law or bill of attainder shall be enacted.

Duties and Responsibilities of Filipino citizens

Among others, the more important duties and obligations of every citizen in a
democratic society are the following:
1. To be loyal to the Republic. This means faith and confidence in the Republic and
love and devotion to the country. The citizen must be proud of his country, its custom,
traditions, language, and institution. He must share in its glories and feel sad in its
misfortunes.

2
[Link] defend the state. Since the citizens of the Republic receive benefits and
protection from the State of which they are apart, in return, it is their primary and
honorable duty to defend it against any peril, whether from within or from without.

[Link] contribute to the development and welfare of the State. This should be
the concern of every citizen for he will be the first to enjoy the benefits thereof. He
can contribute to the development and welfare of the state by paying taxes willingly
and promptly, by cooperating in its activities and projects such as the preservation of
peace and order, conservation of the natural resources and the promotion of social
justice by patronizing local products and trades and by engaging in the productive work.

[Link] uphold the constitution and obey laws. Since the constitution is the expression
of the sovereign will of our people.

5. To cooperate with duly constituted authorities.

6. To exercise rights responsible and with due regard for the rights of others.

[Link] engage in gainful work. Every citizen must consider his own responsibility
and should strive to become a useful and productive member of society to assure not
only himself but, more importantly, his family a lot worthy of human [Link]
citizen should bear in mind that only hard and sustained work can mend a nations
live and survive.

[Link] register and vote. It is through suffrage that the will of the people is
expressed. The quality of public officials and the policies of government, the success or
failure of government depend, directly and indirectly, upon the [Link]
must be discriminating in evaluating the credentials of candidates and not be satisfied
with only their physical attributes and data.

Duties and Rights of the Filipino People

1. Duties of the People

The people of the Philippine Republic must understand that they have certain duties or
obligations to perform. These duties are the price of freedom and of the rights which
people enjoy
a. to vote honestly and wisely
b. to obey the laws of the land
 c. to respect public authority
d. to be loyal to the Republic
e. to defend the Motherland
f. to pay taxes to the government
[Link] take active interest in local, national
and international affairs

3
2. Rights of the People

a. Natural rights – rights conferred upon human beings by God which cannot be
taken away
Example: right to life, right to love, right to marry

b. Civil rights – rights granted by the State for the promotion of common welfare
of individual citizens
Example: right to own property, right to seek justice in the courts

c. Political rights – rights conferred by the state to the people so that they may
participate in government
Example: right to citizenship, right to suffrage, freedom of speech

d. Constitutional rights – rights recognized and protected by the constitution and

part of the fundamental law of the land
Example: freedom from slavery, freedom to choose one’s residence

e. Statutory rights – rights conferred by statutes or law promulgated by a

lawmaking body and can be abolished by the same body
Example: right to inherit property, right to minimum wage, right to
go to
strike for higher wages

Learning Activity
Directions:
1. Relate thePanatangMakabayan and PanunumpasaWatawat ng Pilipinasto the Preamble of
the 1987 Philippine Constitution by discussing its relationship in
developing strong nationalism and patriotism among the Filipino.

2. In relation to PanatangMakabayan, what is your reaction to some Filipinos who

stayed long in other countries like USA and changed their citizenship? Comment on
their sense of nationalism and patriotism.

Learning Assessment
Directions: Answer the following questions below. Write your answer and submit to
your Instructor or facilitator.

1. How do you internalize the Preamble of our Constitution?

4
2. Think of other possible activities to demonstrate nationalism in your barangay.

Learning References
1. 1987 Philippine Constitution
[Link], RM Jr. and De Chavez, F. I. Civic Welfare Training Service Towards Responsive
Community Organization and Development. Morlanda Publishing. Manila. 2009. 3. Lee,
Sergio
J. National Service Training Program, Civic Welfare Training Service, Literacy
Training Service: A Source Book 3rd City 2013.
Edition. C 7 E Publishing, Inc. Quezon
4. Modules on 16 Good Citizenship Values: Reference for Values Formation by Good
Citizenship Movement, EPPC in partnership with CHED. Institution Building Team EDSA
People Power Commission. 2010.
 5
Module 1 – Citizenship Training

Lesson 3 - United Nations Principles on Human Rights

Learning Objectives
Learning Objectives
At the end of the topic, students are expected to:
a. recognize human rights as tool for equality and cooperation;
[Link] and explain each provision of the United Nations Declaration of
Human Rights;
c. reflect on the human rights condition in the country;
d. promote human rights awareness.
 Learning Content
Universal Declaration of Human Rights

The issue of human rights remains relevant as of this day. Every individual is entitled to
his rights in consonance with the existing laws and policies of his ethnicity. In 1948, the United
Nations General Assembly adopted and proclaimed the Universal Declaration of Human Rights
which was translated into 360 languages – the most translated document in the world. Although
the declaration does not guarantee that no human rights abuse will happen, it serves as guide to
every country in crafting their laws and policies concerning human rights. It is composed of
thirty articles from which the world based its decision to discern what is right and what is wrong.

Thus, the Universal Declaration of Human Rights is defined as a common standard of

achievement for all peoples and all nations, to the end that every individual and every organ of
society, keeping this Declaration constantly in mind, shall strive by teaching and education to
promote respect for these rights and freedoms and by progressive measures, national and
international, to secure their universal and effective recognition and observance, both among the
peoples of Member States themselves and among the peoples of territories under their
jurisdiction.

Preamble

Whereas recognition of the inherent dignity and of the equal and inalienable rights of all
members of the human family is the foundation of freedom, justice and peace in the world,

Whereas disregard and contempt for human rights have resulted in barbarous acts which
have outraged the conscience of mankind, and the advent of a world in which human beings shall

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enjoy freedom of speech and belief and freedom from fear and want has been proclaimed as the
highest aspiration of the common people,

Whereas it is essential, if man is not to be compelled to have recourse, as a last resort, to

rebellion against tyranny and oppression, that human rights should be protected by the rule of
law,

Whereas it is essential to promote the development of friendly relations between nations,

Whereas the peoples of the United Nations have in the Charter reaffirmed their faith in
fundamental human rights, in the dignity and worth of the human person and in the equal rights
of men and women and have determined to promote social progress and better standards of life
in larger freedom,

Whereas Member States have pledged themselves to achieve, in cooperation with the
United Nations, the promotion of universal respect for and observance of human rights and
fundamental freedoms,
 Whereas a common understanding of these rights and freedoms is of the greatest
importance for the full realization of this pledge.

Article 1 - All human beings are born free and equal in dignity and rights. They are endowed
with reason and conscience and should act towards one another in a spirit of brotherhood.

Article 2 - Everyone is entitled to all the rights and freedoms set forth in the Declaration, without
distinction of any kind, such as race, color, sex, language, religion, political or other opinion,
national or social origin, property, birth or other status. Furthermore, no distinction shall be made
on the basis of the political, jurisdictional or international status of the country or territory to
which a person belongs, whether it be independent, trust, non-self-governing or under any other
limitation of sovereignty.

Article 3 - Everyone has the right to life, liberty and security of person.

Article 4 - No one shall be held in slavery or servitude; slavery and the slave trade shall be
prohibited in all their forms.

Article 5 - No one shall be subjected to torture or to cruel, inhuman or degrading treatment or

punishment.

Article 6 - Everyone has the right to recognition everywhere as a person before the law.

Article 7 - All are equal before the law and are entitled without any discrimination to equal
protection of the law. All are entitled to equal protection against any discrimination in violation
of this Declaration and against any incitement to such discrimination.

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Article 8 - Everyone has the right to an effective remedy by the competent national tribunals for
acts violating the fundamental rights granted him by the constitution or by law.

Article 9 - No one shall be subjected to arbitrary arrest, detention or exile.

Article 10 – Everyone is entitled in full equality to a fair and public hearing by an independent
and impartial tribunal, in the determination of his rights and obligations and of any criminal
charge against him.

Article 11- (1) Everyone charged with a penal offence has the right to be presumed innocent until
proved guilty according to law in a public trial at which he has had all the guarantees necessary
for his defence.

(2) No one shall be held guilty of any penal offence on account of any act or omission
which did not constitute a penal offence, under national or international law, at the time
when it was committed. Nor shall a heavier penalty be imposed than the one that was
applicable at the time the penal offence was committed.
Article 12 - No one shall be subjected to arbitrary interference with his privacy, family, home or
correspondence, nor to attacks upon his honour and reputation. Everyone has the right to the
protection of the law against such interference or attacks.

Article 13 – (1) Everyone has the right to freedom of movement and residence within the borders
of each State.

(2) Everyone has the right to leave any country, including his own, and to return to his
country.

Article 14 – (1) Everyone has the right to seek and to enjoy in other countries asylum from
persecution.

(2) This right may not be invoked in the case of prosecutions genuinely arising from
non- political crimes or from acts contrary to the purposes and principles of the United Nations.

Article 15 – (1) Everyone has the right to a nationality.

(2) No one shall be arbitrarily deprived of his nationality nor denied the right to
change his nationality.

Article 16 – (1) Men and women of full age, without any limitation due to race, nationality or
religion, have the right to marry and to found a family. They are entitled to equal rights as to
marriage, during marriage and at its dissolution.

(2) Marriage shall be entered into only with the free and full consent of the intending
spouses.

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(3) The family is the natural and fundamental group unit of society and is entitled to
protection by society and the State.

Article 17 – (1) Everyone has the right to own property alone as well as in association with
others.

(2) No one shall be arbitrarily deprived of his property.

Article 18 – Everyone has the right to freedom of thought, conscience and religion; this right
includes freedom to change his religion or belief, and freedom, either alone or in community
with others and in public or private, to manifest his religion or belief in teaching, practice,
worship and observance.

Article 19 – Everyone has the right to freedom of opinion and expression; this right includes
freedom to hold opinions without interference and to seek, receive and impart information and
ideas through any media and regardless of frontiers.
Article 20 – (1) Everyone has the right to freedom of peaceful assembly and association.

(2) No one may be compelled to belong to an association.

Article 21 – (1) Everyone has the right to take part in the government of his country, directly or
through freely chosen representatives.

(2) Everyone has the right to equal access to public service in his country.

(3) The will of the people shall be the basis of the authority of government; this will shall
be expressed in periodic and genuine elections which shall be by universal and equal
suffrage and shall be held by secret vote or by equivalent free voting procedures.

Article 22 – Everyone, as a member of society, has the right to social security and is entitled to
realization, through national effort and international cooperation and in accordance with the
organization and resources of each State, of the economic, social and cultural rights
indispensable for his dignity and the free development of his personality.

Article 23 – (1) Everyone has the right to work, to free choice of employment, to just and
favorable conditions of work and to protection against unemployment.

(2) Everyone, without any discrimination, has the right to equal pay for equal
work.

(3)Everyone who works has the right to just and favorable remuneration ensuring
for himself and his family an existence worthy of human dignity, and supplemented, if
necessary, by other means of social protection.

(4)Everyone has the right to form and to join trade unions for the protection of
his interests.

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Article 24 – Everyone has the right to rest and leisure, including reasonable limitation of working
hours and periodic holidays with pay.

Article 25 – (1) Everyone has the right to a standard of living adequate for the health and well
being of himself and of his family, including food, clothing, housing and medical care and
necessary social services, and the right to security in the event of unemployment, sickness,
disability, widowhood, old age or other lack of livelihood in circumstances beyond his control.

(2) Motherhood and childhood are entitled to special care and assistance. All children,
whether born in or out of wedlock, shall enjoy the same social protection.

Article 26 – (1) Everyone has the right to education. Education shall be free, at least in the
elementary and fundamental stages. Elementary education shall be compulsory. Technical and
professional education shall be made generally available and higher education shall be equally
accessible to all on the basis of merit.

(2) Education shall be directed to the full development of the human personality and to
 the strengthening of respect for human rights and fundamental freedoms. It shall promote
understanding, tolerance and friendship among all nations, racial or religious groups, and
shall further the activities of the United Nations for the maintenance of peace.

(3) Parents have a prior right to choose the kind of education that shall be given to their
children.

Article 27 – (1) Everyone has the right freely to participate in the cultural life of the community,
to enjoy the arts and to share in scientific advancement and its benefits.

(2) Everyone has the right to the protection of the moral and material interests resulting
from any scientific, literary or artistic production of which he is the author.

Article 28 – Everyone is entitled to a social and international order in which the rights and
freedoms set forth in this Declaration can be fully realized.

Article 29 – (1) Everyone has duties to the community in which alone the free and full
development of his personality is possible.

(2) In the exercise of his rights and freedoms, everyone shall be subject only to such
limitations as are determined by law solely for the purpose of securing due recognition
and respect for the rights and freedoms of others and of meeting the just requirements of
morality, public order and the general welfare in a democratic society.

(3) These rights and freedoms may in no case be exercised contrary to the purposes and
principles of the United Nations.

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Article 30 - Nothing in this Declaration may be interpreted as implying for any State, group or
person any right to engage in any activity or to perform any act aimed at the destruction of any of
the rights and freedoms set forth herein.

Issues of Human Rights in the Philippines

[Link] War – Drug Campaign - human rights groups and activists are accusing
the Duterte government of extra-judicial killings.

[Link] Penalty – many representatives filed bills seeking to reinstate the Death
Penalty which were strongly opposed by the Catholic Church

[Link] the Age of Criminal Liability – the constitution provides that children are
18 years below. Lowering the criminal liability is a violation of children’s rights.

[Link] of Expression – the closure of ABS-CBN and veteran journalist Maria

Ressa were categorized by their supporters as violation of human rights.

5. Rights of the members of the LGBTI Community – the controversial SOGIE Bill
 divided the opinions of Filipinos about human rights.

Additional Information of the Human Rights in the Philippines

[Link] rights can be classified as individual, collective, civil, political,

economic, social and cultural.

[Link] III of the 1987 Constitution also called as the Bill of Rights provides
Filipino citizen’s rights, protection and privileges.

[Link] 2014, nearly 75,000 people filed for recognition as victims of human
rights violations during the implementation of the Martial Law.

For more information on Human Rights Issues in the Philippines, you may visit:

[Link]
philippines/?fbclid=IwAR08Y2g2Zlb9trelKj5RGQ-h2W2z
Vib4VRDHSgoVlgpyHjMkmpbn4eHaN4

Learning Activity
Directions:Interview someone who had experienced Martial Law. Let them compare the human
rights situation then and now. Report the report of your interview.

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Module 1 – Citizenship Training

Learning Assessment
Directions:Answer the following questions

1. What is human rights and how does it affect our daily living?

2. What can you say on the human rights situation in the Philippines? Expand your answer.
3. How will you promote human rights awareness?

Learning References
July 21, 2020[Link]

July 21, 2020 [Link]

philippines/?fbclid=IwAR08Y2g2Zlb9trelKj5RGQ-h2W2z
Vib4VRDHSgoVlgpyHjMkmpbn4eHaN4

July 21, 2020 [Link]

republic-of-the-philippines/the-1987-constitution-of-the-republic-of-the-philippines-article-iii/

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Lesson 4 - Flag Heraldic Code of the Philippines

Learning Objectives
At the end of the topic, students are expected to:

a. recognize R.A. 8491 and its provisions;

b. explain the importance of flag and other national symbols;
c. identify the steps on how to properly fold the Philippine flag;
d. promote nationalism among youth.

For students and instructors’ material, please access at

[Link] g
 Learning Content

Salient Feature of RA No. 8491 of 2002 (Flag and Heraldic Code of the Philippines)

Philippine Flag
Our national flag is the symbol of
our
country. It shows our unity as a people. It
stands for
our high ideals and noble heritage.
Therefore, when
you show respect for the flag, you also
show respect
for our country and people. One way
to
show respect
is to handle the flag properly.

A flag is a sacred and respected feature of the

nation which it represents. Each nation’s flag has a
specific way in which it should be displayed and folded.

The Philippine national flag is said to be the primary symbol of the nation’s camaraderie,
sovereignty, solidarity and unity. It is therefore, the symbol of nationalism and patriotism in our
country.

Flag History
The national flag of the Philippine is a horizontal bicolor with equal bands of blue and
red, and white equilateral triangle based at the hoist side, at the center of the triangle is a golden
yellow sun with eight primary rays (which signifies eight provinces) each containing three
individual rays; and at each corner of the triangle is a five-pointed golden yellow stat. The sun
with eight rays in the Philippine flag represents the first eight provinces (Manila, Bulacan,

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Module 1 – Citizenship Training

Pampanga, Nueva Ecija, Tarlac, Laguna, Batangas and Cavite) that revolt and
fought for independence from the Spanish-rule.
The flag
was
conceptualized by
Emilio
Aguinaldo. The first flag
was
sewn in Hongkong by
Marcela Agoncillo,
her daughter Lorenza,
and Dona
DelfinaHerbosa de
Natividad, niece of
blue field on the top in times of peace, and
with red field on top in times of war. The
flag is unique in the sense that it can
indicate a state of war when the red field is
displayed on top or on the observer’s left
when the flag is displayed vertically, with
the white equilateral triangle at the top
end.

Flag Construction
The flag’s length is twice its width, which translate
into an aspect ratio of 1:2. The length of all sides of the
white
triangle is equal to the width of the flag. Each star
is oriented
in such manner that one of its tips points towards the
vertex at which it is located.

Flag Protocol
The flag should be displayed in all government
buildings,
day) and 12 th official residence, public flag days, during which all offices,
of June 9Independence day) are designated as the year. The
plazas, and schools every day throughout
days
agencies 28thinstrumentalities
of theand of may (national ofFlag
government, business establishments, institutions of learning
and private homes are enjoined to display the flag. In Section 9 of RA 8491, the Philippine flag
must be permanently hoisted and illuminated at night at the following locations:

1. Malacaňang Palace,
2. The Congress of the Philippine buildings (Senate and House of Representatives)
3. Supreme Court of the Philippine Building
4. The Rizal Monument
5. Aguinaldo Shrine in Kawit, Cavite
6. Barasain Shrine in Malolos, Bulacan
7. Tomb of theUnknown Soldiers in La Union, Libingan ng mgaBayani in Makati)
8. Mauseleo de losVeteranos de la Revolucion
9. All international ports of entry

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10. All other places as may be designated by the National Historical

Commission of the Philippines (NHCP).
Half-mast
The flag may be flown at half-mast as a sign or mourning. Upon the official
announcement of the death of the president or a former President, the flag should be flown at
half-mast for 10 days. The flag should be flown at half-mast for seven (7) days following the
death of the Vice President, the Chief Justice, the president of the Senate or the speaker of the
House of the Representatives.
The flag may also be required to fly at
half-mast
upon the death of other persons to be
determined
by the
NHCP, for a period less than seven days. The flag
shall be
flown at half-mast on all the buildings and places
where the
decedent was holding office, on the day of death
until the
day of interment of an incumbent member of the
Supreme
Court, the Cabinet, the Senate or the House of
Representative, and such other persons as may be
determined by the NHCP.
When flown at half-mast, the flag should
be first
hoisted to the peak for a moment then lowered to the half
mast position. It should be raised to the peak again before it
is lowered for the day.

Folding the Flag

[Link] the flag at each of its four corners and pull

it taut.
The folder holds the corners at the end with the
blue and
red fields.
[Link] the flag in half, lengthwise, with red
field covering
the blue field. Pull it taut again making sure
the
open
side’s edges are flush with one another.
[Link] it in half again, the closed side over the
open side,
again maintaining the flattening tension and
parallel,
flush edges on the open side. The blue field
should now
be displayed face up.
[Link] the closed side’s blue field corner and fold
it over
the open side such that what was the bottom
edge
is now
parallel and flush with open side forming a right
triangle
(with

).
 6. Fold the right –angled corner of the new triangle over
such that it forms a new right triangle with
what had been the bottom edge now flush with the
side of the flag below it.
BatStateU - National Service Training Program 1 – CWTS/LTS
Module 1 – Citizenship Training

7. Continue this sequence of folds creating right triangle until the flag is completely folded
into right triangle bundle. The white field and yellow sun should now predominate
in the visible areas of the flag.
Prohibited Acts
In Section 34 of RA 8491, the flag cannot be used in the following rationales: 1. Defacing
or ridiculing the flag by dipping the flag as a salute, or adding additional marks on the flag;
8. As a drapery, festoon, tablecloth, a covering, or as part of a costume or a uniform;
9. As a trademark or for commercial or agricultural labels or designs;
[Link] part of merchandise or in any advertisement or infomercial; and
[Link] a pennant in the hood, side, back and top of motor vehicles.

Other Rules on the Display of the Philippine Flag

1. On board naval vessels, the flag shall be displayed on the flagstaff at the stern when
the ship is at anchor. The Flag shall be hoisted to the gaff at the aftermast when the ship
is at sea.
[Link] all aircraft with Philippine registry, the Philippine Flag shall be prominently
displayed horizontally on its fuselage with the hoist side pointing the forward direction.
[Link] flagpole must not be of equal height or higher than the Independence Flagpole
at the Rizal Park, Manila (107ft).

Learning Activity
Directions:Conduct an interview or research on how to properly dispose the Philippine
Flag. Report your work through video presentation.

Learning Assessment
Directions:Answer the following questions.

1. Is the provisions of RA 8491 very clear to you? Explain it.

2. Using a graphic organizer, make a timeline of the history of the Philippine flag. 3.

Make a two – minute infomercial promoting nationalism and respect to Philippine flag.

Learning References
RA 8491
BatStateU - National Service Training Program 1 – CWTS/LTS
Module 1 – Citizenship Training

July 25, 2020 [Link]

BatStateU - National Service Training Program 1 – CWTS/LTS

Module 1 – Citizenship Training

Lesson 5 - Good Citizenship Values

Learning Objectives
At the end of the topic, students are expected to:

a. analyze the preamble of the 1987 Philippine Constitution;

b. give the duties and obligations of Filipino citizens;
c. cite activities in teachingnationalism.

Learning Content
Developing Good Citizenship

Every right has a corresponding responsibility. Next to the right to live is the right
for citizenship. It provides man the necessary protection of the state, identity, education,
job opportunities, securities and all other rights provided by existing laws.

To the students and instructor, you may access the diagnostic test on Philippine
Citizenship at [Link]
citizenship-test-practice.

Preamble of the 1987 Constitution

We, the sovereign Filipino people, imploring the aid of Almighty God, in order to build a
just and humane society, and establish a Government that shall embody our ideals and
aspirations, promote the common good, conserve and develop our patrimony, and secure
to ourselves and our posterity, the blessings of independence and democracy under the
rule of law and a regime of truth, justice, freedom, love, equality, and peace, do ordain
and promulgate this Constitution.

Citizenship

Citizenship is a term denoting membership of a citizen in a political society,

which membership implies, reciprocally, a duty of allegiance on the part member and
duty of protection on the part of the State.

BatStateU - National Service Training Program 1 – CWTS/LTS

Module 1 – Citizenship Training
Citizen

A citizen is a person having the title of citizenship. He is a member of a

democratic community who enjoys a full civil and political rights and its accorded
protection inside and outside the territory of the State.

Article IV, Section 1 of the 1987 Constitution identifies the following as citizens
of the Philippines:

1. Those who are citizens of the Philippines at the time of the adoption of said
Constitution;
2. Those whose fathers or mothers are citizens of the Philippines; those born before
January 17, 1973, of Filipino mothers, who elect Philippine Citizenship
upon reaching the age of majority; and
3. Those who are naturalized in accordance with law.

Great ideal in the life of every citizen

The greatest ideal in the life of every citizen must be patriotism or love of country.
This achieved through the exercise the positive nationalism and the defense of our
sovereignty when it is threatened by outside and inside forces.

Next to loyalty to God is loyalty to country which is sealed by a pledge of

allegiance such loyalty is neither through compulsion of force, as motivated by certain
material considerations.

Filipino citizen’s loyalty

As a citizen, we have several objects of loyalty in our country, superiors or duly

constituted authorities, principle, our flag, our word of honor.

Filipino may differ in physical features but they are bound by their love for the
country they call their own. They are proud of the cultural heritage and prouder still to
belong to a race of people known for their courage and love of freedom.

Loyalty must be inspired by the respect and faith in the cause to which we
subscribe. It should not be servility or fanaticism. Loyalty is based on love of country,
respect for superiors, belief in the cause and principle, reverence for national symbols and
loyalty to one’s world of honor.

Acquiring Citizenship
[Link] are two principles of citizenship in the world, “jus solis” (by blood)
and “jus sanguinis” (by birth).
2. A baby who was born within the air space or within 12 nautical miles from
the
boarder of the United States will automatically have US citizenship regardless of
the parent’s nationality.

BatStateU - National Service Training Program 1 – CWTS/LTS

Module 1 – Citizenship Training
 3. Commonwealth Act No. 473 provides the qualifications and processes for
acquiring Filipino citizenship.

Learning Activity
Directions:Compose a three –stanza poem encouraging good citizenship (English
or Filipino). Record yourself while reciting it.

Learning Assessment
Directions:Answer the following questions:

1. How do you internalize the Preamble of our Constitution?

2. Think of other possible activities to demonstrate the inculcating of nationalism.

Learning References
1. 1987 Philippine Constitution
2. Commonwealth Act No. 473
3. GuilloJr.,Romeo M, Content Standards of Literacy Training Service, Morlanda
Publishing, 2011
4. July 25, 2020 [Link]
baby-born-on-an-airplane/
5. July 25, 2020 [Link]
citizenship-test-practice.

BatStateU - National Service Training Program 1 – CWTS/LTS

Module 1 – Citizenship Training
 Lesson 6 – Voter Citizenship Education

Learning Objectives
At the end of the topic, students are expected to:
a) recognize the duties and responsibilities as voter;
b) inspire to participate actively in activities whether in national or local elections

Learning Content
The Filipino citizen-voter education cover the political and electoral system, human
rights, and governance that serve to contribute to efforts at developing matured and informed
political attitudes and decisions of Filipino citizen-voters.

1. What is election?
Election is the means by which the people choose their officials for definite and fixed
periods

2. What are the different types of electoral exercises?

The two (2) types of electoral exercises
are:
a) regular elections (national, local, barangay,
ARMM, SK)
b) special elections (plebiscite, referendum,
initiative, recall)

3. What is the right of suffrage?

Suffrage is the human right to vote to which, in the Philippines, is embodied in three
documents:
a) The Universal Declaration of Human Rights (UDHR)
b) The International Covenant on Civil and Political Rights; and
c) The 1987 Philippine Constitution.

These documents all call for universality of the right; equality in access to public
service; and secrecy of voters. The political choice and decision you make will determine
the kind of government that will serve the country. The will of the people, then, will be
best expressed in clean, orderly and honest election.

4. Who are qualified to vote in Philippine elections?

a) Citizens of the Philippines;
b) Those who are 18 years old and above on the day of elections;
c) A resident of the Philippines for one year and in the city or municipality wherein
he/she proposes to vote for at least six months before the elections.

5. Who are qualified to vote under the Overseas Absentee Voting Law?
a) Filipino citizen abroad

BatStateU - National Service Training Program 1 – CWTS/LTS

 b) Those who are 18 years old and above on the day of elections
c) Immigrants with affidavit to resume residence in the Philippines
d) Permanent residents with affidavit of intent to resume residence in the Philippines.

6. Who are disqualified by law to vote in Philippine elections?

a) Persons sentenced to be imprisoned for not less than one year
b)Persons who committed rebellion, sedition, violation of the anti-subversion and
firearms law, or any crime against national security or disloyalty to the government c)
Insane or incompetent persons

7. How often are the elections held?

a) Every 2nd and local election
Monday of May for national
National and local elections are held on the second Monday of May every third
year starting 1992. The presidential and vice presidential elections are held every six
years. Election Days in which the president and vice president and barangay officials
are not elected are called "midterm elections"; Election Days in which the president
and vice president are elected are called "presidential elections". Barangay-level
officials, although are currently elected in the same year as the other officials, are
elected separately the succeeding months.
b) Every last Monday of October, every 3 years for barangay and SK officials
Barangay-level elections, starting from 2007, are to be held every
three years
during the last Monday of October, although these elections are frequently postponed
(and incumbents' terms are extended) as a cost-saving measure.
c) Every 3 years from March 1993 – ARRM elections
Elections for the positions in the Bangsamoro Autonomous Region in Muslim
Mindanao (BARMM), starting from 2011, are to be held every three years during the
second Monday of May.

8. What are the actions points for citizen-voters in exercising the right of suffrage?
a) Before elections
Prepare to exercise the right of suffrage and the right to an informed and free
choice. □ Register during the period allowed for voter registration.
□Be informed of the issues, platforms, and personalities of the political
candidates.
□Set specific guidelines in choosing government leaders in terms of the
candidate’s social affiliations and interests, competence, lifestyle, and
performance records.
□Conduct/participate in public debates that would inform citizens and gain the
commitment of the candidates to integrate, foremost, the
interests and welfare of the citizen in their program of government.
b) During elections
Exercise vigilance and the right to vote.
□Vote according to your conscience
BatStateU - National Service Training Program 1 – CWTS/LTS
Module 1 – Citizenship Training

□ Protect the integrity of your own vote from any other undue
influence □ Volunteer in organizations that work for clean and peaceful
elections □ Watch out for instance of cheating in the elections and inform
authorities and the rest of the electorate of such activities.
c) After elections
Practice continued vigilance and participate in governance.
□Be vigilant in the counting and canvassing of votes
□Attend consultations and public hearings, and participate in local special
bodies.
□ Legislate advocacy – s process where citizens talk with lawmakers
and other
implementers in the government to ensure that the concerns and welfare of the
general public are included in the discussion and making of laws.
d) The Election process
These are the steps in the election process:
□Registration day
□Revision day
□List of votes
□Casting of votes
□Counting of votes
□Preparation of election returns and other reports
□Distribution of election returns
•Board of Canvassers (for President and Vice President
•Board of Canvassers (for Senators)
•Board of Canvassers (for Provincial/City/District/Municipal)
□Proclamation of winning candidates
e) Citizen-voter participation in Political affairs
□Initiation and Referendum
Through the system of initiative and referendum, the people can directly
propose, exact, and reject laws at the local level. Citizens may directly
propose amendments to the Constitution by a petition of at least 12% of
the
total number of registered voters where three (3) % of registered voters in
each legislative district are presented
□Plebiscite
Through plebiscite, the people approve or reject the call for a Constitution,
approve or reject proposed changes in the Constitution and, at the local level,
express their will on certain local issues.
□Sectoral Representation
The party-list system of representation gives sectors the chance to be
represented in Congress together with Congressmen/women or
Representative. The Constitution and the 1991 Local Government Code
(LGC) allow for representation of sectors in the local legislature or
Sanggunian.
□Local special Bodies
Ordinary citizens are called to sit in local special bodies such as the local
health boards, school boards, peace and order councils, and
BatStateU - National Service Training Program 1 – CWTS/LTS
Module 1 – Citizenship Training

developmentcouncils for consultation. The barangay assembly has the power

to hear and judge the report of Sangguniang Barangay’s (SB) performance. □
Absentee Voting system
Republic Act 9189 or the Absentee Voting Law provides for a system
which
allows qualified Filipinos abroad to vote in national elections in the
Philippines.

Learning Activity
Directions: Interview any of the following:
a) a former barangay official
b) an incumbent barangay official
c) three (3) members of the community who cast their votes three (3) times already.

Ask them how the election mean for them; how active are they before, during and after
election. For non-barangay officials, ask their participation after the election. Record your
interview and make a report or narrative.

Learning Assessment
Directions: Answer the following test items.
1. What do you call to the right of every citizen in legal age to elect their government
official?
2. Qualified Filipino citizen shall register for election at the barangay office.
True or False
3. President of the Republic of the Philippines are elected every three years.
True or False
4. Governor and Mayors are elected at the same election period.
True or False
5. Judicial positions are also elected officials of the government.
True or False
6. According to the election code, election for barangay officials
and SanguniangKabataan
(SK) officials are held at the same time.
True or False
7. Registered and qualified Overseas Filipino Workers (OFW) are allowed to cast their
votes.
True or False
8. All Filipino citizens are qualified to vote.
True or False
9. The following are the qualified to vote in
Philippine elections except one. a) A
 resident of the Philippines for one year and in the city or municipality wherein
he/she proposes to vote for at least six months before the elections.

BatStateU - National Service Training Program 1 – CWTS/LTS

Module 1 – Citizenship Training

b) Filipino citizen with dual nationality

c) Citizens of the Philippines;
d) Those who are 18 years old and above on the day of elections;
10. Who among the following Filipino citizen are not granted to exercise their right to
vote by law during elections?
a) Insane or incompetent persons
b)Persons who committed rebellion, sedition, violation of the anti-subversion and
firearms law, or any crime against national security or disloyalty to the government c)
Persons sentenced to be imprisoned for not less than one year
d) Persons sentenced to be imprisoned for lifetime.

Learning References
1. Modules on 16 Good Citizenship Values: Reference for Values Formation by
Good Citizenship Movement, EPPC in partnership with CHED. Institution Building Team
EDSA People Power Commission. 2010.
2. Soriano (SR), L.E. RA (Commissioner Chairperson) Modules on Good Citizenship Values
Good Citizenship Movement, Institution Building Team EDSA People Power
Commission. 2004.
3. Your Vote. Our Future: Citizen Participation in Election 2003 (A Primer)
BatStateU - National Service Training Program 1 – CWTS/LTS
Module 2 - Drug Education

Lesson 7 - Drug Education

Learning Objectives
At the end of the lesson, students are expected to:
1. be familiar of the terms: drug education, drug abuse, drug dependence, drug user,
etc.
2. give the classifications of drug and their effects.
3. enumerate the roles of schools, community and parents in preventing drug abuse.
4. participate in the government campaign against prohibited drugs.

Learning Content
Legal Bases for Drug Education
 Republic Act (R.A.) 9165 is an act instituting the Comprehensive Dangerous
Drug Act of 2002, repealing RA No. 6425 known as the Dangerous Drug Act of 1972.
This Act serves as guide in the implementation of dangerous drug prevention and control
in the country. It guides in the right approach towards issues geared against drug
activities. RA 9165, Article IV mandates the following:

1. Provide continuing in service training for teachers on the effective utilization and
support to instructional materials and on teaching strategies on drug education 2.
Continuously monitor and evaluate the effectiveness and overall impact of drug
education
3. Secure funds from local and foreign donors for the implementation of drug
education programs.

Drug Education

The number of drugs used today is vast and is steadily increasing as new drugs
are developed and new uses are found for old drugs, several drugs still used by the doctor
such as the active principle in aspirin, have been used clinically for many hundreds of
years.

Drug - It is a substance that affects the function of living cells, used in

medicine to diagnose, cure, prevent the occurrence of diseases and disorders and
prolong the life of patients with incurable conditions.

Since 1990, the availability of new and more effective drugs such as antibiotics,
which fight bacterial infections and vaccines, which prevent diseases caused by bacteria
and viruses, has increased the average of Filipino’s life span from about 60 years to about
75 years. Drugs have vastly improved the quality of life. Today, drugs have contributed to
the eradication of once widespread and sometimes fatal diseases such as poliomyelitis
and smallpox.

BatStateU - National Service Training Program 1 – CWTS/LTS

Module 2 - Drug Education

Drug abuse is the overuse of a drug without due regard to accepted medical
practice resulting in the individual’s physical, mental, emotional or behavioral
impairment.
 Drug dependence is a compulsive behavior brought about by drug abuse. In
1987, the American Medical Association declared all drug dependencies to be diseases.
When chemical dependencies are viewed as diseases, their treatment and understanding
are facilitated. Such a view also reduces the guilt and blame traditionally associated with
chemical dependency

Drug user is another term for “drug addict” which refers to an individual who is
dependent on a certain drug or drugs. Smith et al. (1986) define addiction as a
pathological process involving a compulsion to use a psychoactive drug, loss of control
over use of the drug and continued use of the drug despite adverse consequences.

Common signs of drug abuse

1. Change in attendance at work or school

2. Change from normal capabilities (work habits, efficiency, etc.)
3. Poor physical appearance, including in attention to dress and personal hygiene
[Link] wearing of sunglasses at inappropriate times (for instance, indoors or
at night not only to hide dilute or constricted pupils but also to compensate the
eyes’ inability to adjust to sunlight). Marijuana causes bloodshot eyes 5. Unusual
effort made to cover arms in order to hide needle marks 6. Association with known
drug abusers
7. Stealing items that can be readily sold for cash (to support a drug habit)
8. Change in mood, depending on the drug taken

Classifications of drugs and their Effects

9. Alcohol liquor, which is extracted from chemical compound as ethyl and

hydrocarbon, is a dangerous chemical substance that triggers the central nervous
system and may damage vital human organs.

Effects of Alcohol Use

•Give a feeling of relaxation and loss of inhibition
•A sense of excitement due to the release of inhibitions
•Disrupted motor activity, motor skills and coordination
•Deep intoxication that
causes disturbance in bodily
processes
•Dilated superficial blood
vessels causing warm feeling
•Deep intoxication that can lead
to “coma” and “death”
•Warning consciousness,
causing mental dullness
•Loss of self-control resulting
in violent behavior

[Link]
m
BatStateU - National Service Training Program 1 – CWTS/LTS
Module 2 - Drug Education

2. Marijuana (Cannabis Sativa), is

annual plant that grows
wild in many temperate parts
of the world.

Effects of Marijuana
•Throat intoxication and
coughing
•Increased heartbeat and
pulse rate
•Reddening of the eyes,
dizziness, bodily incoordination
•Sleepiness and decreased
physical activity
•Possible chronic bronchitis and
asthma
•Feeling of excitement and
space perception friendliness • Distortion of time and
[Link]

•Disturbance of brainwave activity, causing of impairment of skills leading to

abnormal behavior googleimagesstimulant.c
b) Cocaine om

c) Shabu (methamphetamine, HCL)

3. Stimulants are drugs used to increase mental activity, relieve fatigue, increase
alertness and offset drowsiness.
Effects of Stimulants
a) Amphetamines

•Feeling of being stronger, more decisive and self-possessed

•Extended wakefulness and increased mental alertness
•May include irritability, anxiety and fear
•Loss of appetite resulting in decreased body weight
•Pregnant women who abused “shabu” can cause mental retardation to their
unborn babies
•Loss of sexual desire and interest towards work
•“Schizophrenia” or split personality, leading to violent behavior
•Loss of memory by chronic users
•Chronic snorters from irritation of the nose leading to frequent nose
bleeding
 •Injecting “shabu” using dirty needles can lead to various infections such as
Hepatitis B, blood poisoning and AIDS

4. Cough syrups are also called over the counter colds/cough preparations.
a)Ephedrine, pseudoephedrine, phenylephrine
and phenylproppanolamine for nasal decongestion
b) Clorophenamine maleate for allergic asthma,
nocturnal cough
c) Dextromethorphan is cough suppressant; codeine
has an anti-tussive effect

googleimagescoughsyrup.
co m

BatStateU - National Service Training Program 1 – CWTS/LTS

Module 2 - Drug Education

5. Depressants are usually known as “downers”.

These drugs act on the nervous system,
promoting relaxation sleep.
and
a) Barbiturates
b) Mathaqualone
googleimagesdepressan

Effects oft.c Depressants

A usual dose of barbiturates causing a calming, relaxing effect that promotes

sleep. Other notable reactions are given.

•Relief of anxiety and excitement

•Reduce mental and physical activity
•A marked decreased in breathing

6. Barbiturates are used to reduce the frequency of convulsions in epileptics. An

overdose of barbiturate produces the following reactions.
[Link]

•Unconsciousness and decrease in

breathing • Deepening
unconsciousness leading to “coma”

7. Hallucinogens (Psychedelics) are drugs that can produce changes in mood

and behavior. They can produce delusions and hallucinations. They induce a
state of excitation of the central nervous system, shown by changes in
mood. Hallucinogens disorient the sense of direction, distance and time of a
person. A user may speak of “hearing” colors, “seeing” sounds.
 a) Mescaline
b) LSD
c) Psilocybin
d) Phencyclidine

Effects of Hallucinogens

•Increased heartbeat
and pulse rate
•Elevated or increased
blood pressure
•Increase activity of the
body due to the effect of
the brain
•Enlarged or dilated pupils
of the eyes
•Increased body temperature
•Paleness of the face and
skin of the body

8. Tranquilizer is a drug used to treat nervous disorders, calm psychotic patients.

They are not habit-forming but when taken in large numbers will produce deep
unconsciousness, a drop in blood pressure and finally respiration stops leading top
death.

BatStateU - National Service Training Program 1 – CWTS/LTS

Module 2 - Drug Education

While the margin of safety associated with these drugs is considerable, overdose
can occur and continuous use can lead to and anxiety • Overdose can lead to
dependence. a) Meprobamate “coma”, respiratory failure and death
b) Diazepam

Effects of Tranquilizer

•Physical weakness and sleepiness

•Induced mental and
psychological dullness
•It calms the nerves and relieves googleimagestranquilizer.
co
tension

Narcotics, in medicine, refer to opium, morphine, codeine, heroin and

hydromorphone.

Effects of Narcotics

•Reduced size of the pupils of the

eyes and reduced vision • Drowsiness
and decreased physical activity [Link]
m
 •Nausea, vomiting and difficulty in breathing if taken in larger dosage
•“Tolerance”, which finally leads to “drug dependence”
•Induced “come” with slow, shallow respiration
•Convulsions, followed by the stopping of breathing that can lead to death if
overdosed

9. Inhalants are volatile substances derived from ether or chloroform. It is an

inhalator through the nose to experience intoxication. Recently, inhalation
of different substances known as “glue sniffing” has become popular among
young people in their early teens. These substances include the following:
a) Quick-drying glue or plastic cement, like rugby
b)Paint remover and lacquer,
such as thinner and solvent
c) Gasoline and other
gasoline-based products
d)Kerosene or commonly
known as gaas
e) Nail polish and cuticle
remover
f)Lighter-fluid and dry-
cleaning fluid

Effects of Inhalants

•Unsteadiness and restlessness

•Drunkenness with depression
leading to unconsciousness
•Irritability and highly agitated losing emotional

control condition • Initial excitement thereby [Link]

•Irritation of the throat and nasal passages. Sometimes inhalants contain toxic
elements that are harmful to the heart and can cause sudden death
when inhaled

BatStateU - National Service Training Program 1 – CWTS/LTS

Module 2 - Drug Education

What are the reason behind these drugs?

The most common reason why drugs are abused are as follows:
▪ For relief from problems – personal, family, school or work
▪ To experience its effect on the mind and body
▪ To ease depression, boredom, pain or misery
▪ Giving in to pressures from “peers” or other drug users
▪ For curiosity, due to misinformation from acquaintances
▪ For security feelings – with drugs, they have self-confidence
▪

Some of the preventive measures for drug abuse

 Drug abuse must be avoided from the start before problems set in. There are
several basic ways to do this, namely:

a) Improvement in family relations. The parents and children must communicate

with each other and strengthen their ties to combat drug addiction;
b) Direct and sincere action on the part of the government to address the growing
problems of drug abuse;
c) Clear and noticeable reforms in the environment and economy to provide
everyone with a bright future and good life;
d)Strict enforcement of drug laws against violators and traffickers; e)
Establishment of a dedicated judiciary so as to facilitate the delivery of aid of
victims of drug abuse;
f) Complete “crackdown” against drug pusher and syndicates; and
g) Instituting heavy penalties, specifically the “death penalty’ for drug-related
crime and serious drug violators

Roles of school, the community, youth and parents in preventing drug abuse

School
Every school must formulate a “drug policy “designed to help students and all
school personnel fight drug abuse. Also, the school can initiate “drug awareness”
program and realistic prevention efforts that will benefit the entire community. All
students must take an active part in making this program a success.

Community
The community, as a whole, must work toward eradicating the drug menace by:
▪ conducting an anti-drug campaign, cooperating with authorities in the arrest of the
drug pushers;
▪ helping drug users get treatment from drug rehabilitation centers, dismantling the
drug-based network existing in the community through police action; ▪ planning
a community action program involving young people, civic welfare, and religious
organizations in tackling the drug problem; and
▪ organizing worthwhile and constructive activities such as recreational, social,
and
economic projects that will serve as a positive alternative to drug abuse.

BatStateU - National Service Training Program 1 – CWTS/LTS

Module 2 - Drug Education

Youth
The role of the youth in nation building is crucial and important. They are
problem solvers, have positive influence in other young people and the nation, and are
extremely ambitious. They have the ability to create and identify themselves and move
the nation forward positively.
As responsible youth of today, be strong and always remember:
S - steadfast personality
T – trustworthy in words and
actions R – respectable in relating
with others O – open-minded in
facing situation
 N – noble character
G – gusty actions and ideals

Ten (10) ways to say NO to Drugs

1. be vocal, just say NO to drugs and mean it.
2. Project an image of a clean living for yourself.
3. Get into sports.
4. Choose your friend and influence them positively.
5. Get involved into community-based activities.
6. Join organizations or youth club or form your interest group (church, school or
social)
7. Learn how to manage stress.
8. Join seminars on anti-drug abuse prevention.
9. Talk to your family, listen to the problems of your siblings.
10. Enhance your talents and skills by taking part on workshops,
trainings or seminars.

Parents
Parents must serve as a model to their children through the following: ▪ If
parents use medicines improperly and in large dosages, children will imitate this bad
example. This should be avoided.
▪ Parents must teach their children not to use drugs indiscriminately so as to develop
in their children the correct drug attitude.
▪ Parents should advice their children on their choice of friends and inculcate the
basic knowledge about drug abuse.
▪ If parents discover their son or daughter is into drugs, they must face the
problem
and seek professional help at once.
▪ Parents must create a happy family life and maintain an open communication
between them and their children.

What are some pieces of helpful and timely advice for these
problems? ▪ Maintain good physical and mental health.
▪ Use drugs properly. Most drugs are beneficial when used
under medical advice. ▪
Understand your own self. Accept and respect yourself for what you are. ▪
Develop your potentials. Engage in wholesome, productive and fulfilling activities.
▪ Learn to relate effectively with others. Have somebody to whom you can
communicate your problems and other stresses without the use of drugs.
BatStateU - National Service Training Program 1 – CWTS/LTS
Module 2 - Drug Education

▪ Seek professional help if you cannot cope with your problems anymore.
▪
Develop strong moral and spiritual foundation in life.
 Learning Activity

Google
Images Google
Images

Activity #1: In a clean white paper, create a promotional poster concerning drug
education in our country along with this is a simple slogan on the bottom of your art.

Activity #2: Prepare an inspirational quote to promote a drug free world. (minimum of
three (3) quotes) Note: please make it an eye catcher.
BatStateU - National Service Training Program 1 – CWTS/LTS
Module 2 - Drug Education

Formative Evaluation

1. Define/Describe related terms to drug education.

2. Why do you think prohibited drugs should be avoided by individuals?

3. Why do you think individual turn themselves in the use of these prohibited
drugs?
 Faustino I. De Chavez, Ed. D. and Romeo M. Guillo Jr. Ed. D
CWTS (NSTP) Book Revised Edition
Philippines Copyright ©2013

BatStateU - National Service Training Program 1 – CWTS/LTS

Module 3 – Disaster Awareness Preparedness and Management

Lesson 8 - Philippine Disaster Risk Reduction and

Management System

Learning Objectives
At the end of the lesson, students are expected to:
1. discuss some important provision of the RA 10121
2. recognize government efforts and activities in the disaster risk reduction activities.

Learning Content
Salient Provisions of Republic Act 10121 or the PDRRM Law

Republic Act 10121 or the Philippine Disaster Risk Reduction and Management Act of
2010 is entitled as, “An Act Strengthening the Philippine Disaster Risk Reduction and
Management System, providing for the National Disaster Risk Reduction and Management
Framework and Institutionalizing the National Disaster Risk Reduction and Management Plan,
appropriating funds therefor and for other purposes”.
 This was signed into law on May 27, 2010 and the Implementing Rules and Regulation
(IRR) was approved three months later on September 27, 2010. This revolutionary law defines
the disaster management system in the Philippines.

Figure 1: Cover Photos of Republic Act 10121 & IRR

1. Section 5 provides for the creation of the National Disaster Risk Reduction and Management
Council (NDRRMC) which is formerly known as the National Disaster Coordinating Council but
its membership and functions have increased to cope with complexities of disasters at present
times.

The NDRRMC is headed by the Secretary of the Department of National Defense (DND)
as Chairperson with the Secretary of the Department of the Interior and Local Government
(DILG) as Vice Chairperson for Disaster Preparedness, the Secretary of the Department of Social
Welfare and Development (DSWD) as Vice Chairperson for Disaster Response, the Secretary of
the Department of Science and Technology (DOST) as Vice Chairperson for Disaster Prevention

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Module 3 – Disaster Awareness Preparedness and Management

and Mitigation, the Director-General of the National Economic and Development Authority
(NEDA) as Vice Chairperson for Disaster Rehabilitation and Recovery, and the Administrator of
the Office of Civil Defense (OCD) as the Executive Director, and 39 members as shown in
Figure 2.
 Figure 2 Organizational Chart of NDRRMC
The members of the NDRRMC are composed of fourteen line departments (DA, DBM,
DENR, DEP ED, DOE, DOLE, DFA, DOF, DOH, DOJ, DPWH, DOT, DTI, DOTC ), Office of
the Executive Secretary, Office of the Presidential Adviser on Peace Process (OPAPP),
Chairman of the Commission on Higher Education (CHED), Chief of Staff of the Armed
Forces of the Philippines (AFP), Chief, Philippine National Police (PNP), The Press Secretary,
the Secretary General of the Philippine Red Cross (PRC), Commissioner of the National Anti
Poverty Commission-Victims of Disasters and Calamities Sector (NAPC-VDC),
Chairperson of
the National Commission on the Role of Filipino Women, Chairperson of the Housing and
Urban Development Coordinating Council (HUDCC), Executive Director of the Climate Change
Office of the Climate Change Commission, two government funding institution namely
PHILHEALTH and Government Service Insurance System (GSIS) together with Social Security
System (SSS) which is a private insurance entity, five (5) local leagues such as Union of Legal
Authorities of the Philippines (ULAP), League of Provinces of the Philippines (LPP), League of
Cities of the Philippines (LCP), League of Municipalities of the Philippines (LMP) and League
of Barangays (LMB), four representatives from the Civil Society Organizations who will
focus on Preparedness, Response, Prevention and Mitigation and Rehabilitation and
Recovery. There is also one member who will represent the private sector.

The NDRRMC being empowered with policy-making, coordination, integration,

supervision, monitoring and evaluation functions shall carry out 17 responsibilities as stipulated
in the law. The NDRRMC Chairperson may call upon other instrumentalities or entities of the

BatStateU - National Service Training Program 1 – CWTS/LTS

Module 3 – Disaster Awareness Preparedness and Management

government and nongovernment and civic organizations for assistance in terms of the use of their
facilities and resources for the protection and preservation of life and properties in the whole
range of disaster risk reduction and management. This authority includes the power to call on the
reserve force as defined in Republic Act No. 7077 to Assist in relief and rescue during disasters
or calamities.

2. Section 8 of the law stipulates that the Office of Civil Defense (OCD) shall have the primary
mission of administering a comprehensive national civil defense and disaster risk reduction and
management program by providing leadership in the continuous development of strategic and
systematic approaches as well as measures to reduce the vulnerabilities and risks to hazards and
manage the consequences of disasters.

The Administrator of the OCD serves as the Executive Director of the National Council
and, as such, shall have the same duties and privileges of a department undersecretary. All
appointees shall be universally acknowledged experts in the field of disaster preparedness and
management and of proven honesty and integrity. The National Council shall utilize the services
and facilities of the OCD as the Secretariat of the National Council. The OCD has 19 functions,
duties and responsibilities as stipulated in the law.

It is further provided for in the law that the NDRRMC shall establish an Operations
Center. This is the 24/7 facility for monitoring and coordination. It is where we disseminate
situation reports, alerts and communications to all Council members and various stakeholders. It
is also a venue for us to facilitate effective management of the consequences of disasters.
 [Link] 10 of RA 10121 provides for the creation of the Regional Disaster Risk Reduction
and Management Council (RDRRMC), formerly known as Regional Disaster Coordinating
Council (RDCC). RDRRMC coordinates, integrates, supervises, and evaluates the activities of
the local Disaster Risk Reduction and Management Councils (LDRRMCs). The RDRRMC is
responsible in ensuring disaster sensitive regional development plans, in case of emergencies;
RDRRMC shall convene the different regional line agencies and concerned institutions and
authorities.

Under the law, the RDRRMC shall establish an operating facility known as the Regional
Disaster Risk Reduction and Management Operations Center (RDRRMC OpCen) whenever
necessary.

The civil defense officers of the OCD who are or may be designated as Regional
Directors of OCD serves as chairpersons of the RDRRMCs. Its Vice Chairpersons shall be the
Regional Directors of DSWD, the DILG, the DOST, and the NEDA. The existing regional
offices of the OCD shall serve as secretariat of the RDRRMCs. The RDRRMCs are composed of
the executives of regional offices and field stations at the regional level of the government
agencies.

4. Section 11 provides for the organization at the Local Government Level. The Provincial, City
and Municipal Disaster Risk Reduction and Management Councils are mandated to be organized
at the local levels. In the case of the Barangays, a Barangay Disaster Risk Reduction and

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Module 3 – Disaster Awareness Preparedness and Management

Management Committee which is mandated to be organized and shall operate under the
Barangay Development Council (BDC).

The Local DRRMCs shall be chaired by the local chief executives, the Governor for the
provincial level, the mayor for the city and municipal levels and the barangay captain for the
barangay level. The members are the heads of various offices assigned at the local levels together
with the four (4) members from the CSOs and one (1) private sector representative.

The LDRRMCs shall have the following functions:

a)Approve, monitor and evaluate the implementation of the local DRRM Plans and
regularly review and test the plan consistent with other national and local planning programs;

b)Ensure the integration of disaster risk reduction and climate change adaptation into
local development plans, programs and budgets as a strategy in sustainable development and
poverty reduction;

c)Recommend the implementation of forced or preemptive evacuation of local residents,

if necessary; and,

d) Convene the local council once every three (3) months or as necessary.
 Figure 3. DRRM Network
Hence, to bring DRRM down to the grassroots, RA 10121 further provides for the
establishment of the “DRRM Network”, or the replication of the NDRRMC from the national
down to the regional, provincial, city, municipal and barangay levels as shown in Figure 3.

5. Section 12 provides for the Local Disaster Risk Reduction and Management Office
(LDRRMO). It is also mandated that the local government units shall establish an LDRRMO in

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Module 3 – Disaster Awareness Preparedness and Management

every province, city, and municipality, and a Barangay Disaster Risk Reduction and
Management Committee in every barangay. The LDRRMOs shall be responsible for setting the
direction, development, implementation and coordination of disaster risk management programs
within their territorial jurisdiction. The LDRRMOs are permanent offices under the office of the
governor, city or municipal mayor and the punong barangay (barangay captain) in case of the
BDRRMC. The LDRRMOs have twenty-five (25) functions, duties and responsibilities under
this law given that the local government units are the first line of defense in every disaster or
emergency. Thus, they shall act as front liners of all disaster risk reduction and management
plans, programs, projects and activities.

6. Section 15 provides for the coordination during emergencies. The LDRRMCs are mandated to
take the lead in preparing for, responding to and recovering from the effects of any disaster based
on the following criteria as shown in Figure 4.
Barangay Development Council 1 barangay affected

City/Municipal DRRMC 2 or more barangays affected

Provincial DRMMC 2 or more cities/municipalities affected

Regional DRMMC 2 or more provinces affected

National DRRMC 2 or more regions affected

 Figure 4. Criteria on coordination during emergencies

[Link] 21 provides for the Local Disaster Risk Reduction and Management Fund
(LDRRMF) which is not less than five percent (5%) of the estimated revenue from regular
sources shall be set aside as the LDRRMF to support disaster risk management activities such
as, but not limited to, pre disaster preparedness programs including training, purchasing
life-saving rescue equipment, supplies and medicines, for post-disaster activities, and for the
payment of premiums on calamity insurance. The LDRRMC shall monitor and evaluate the use
and disbursement of the LDRRMF based on the. LDRRMP as incorporated in the local
development plans and annual work and financial plan. Upon the recommendation of the
LDRRMO and approval of the sanggunian or council concerned, the LDRRMC may transfer
the said fund to support disaster risk reduction of other LDRRMCs which are declared under
state of calamity.

Of the amount appropriated for LDRRMF, thirty percent (30%) shall be allocated as
Quick Response Fund (QRF) or stand-by fund for relief and recovery programs in order that
situation and living conditions of people in communities or areas stricken by disasters,
calamities, epidemics, or complex emergencies, may be normalized as quickly as possible.
Unexpended LDRRMF shall accrue to a special trust fund solely for the purpose of supporting
disaster risk reduction and management activities of the LDRRMCs within the next five (5)
years. Any such amount still not fully utilized after five (5) years shall revert back to the general
fund and will be available for other social services to be identified by the local sanggunian.

[Link] 22 of RA 10121 provides for the National Disaster Risk Reduction and
Management Fund.
(a) The present Calamity Fund appropriated under the annual General Appropriations Act shall
henceforth be known as the National Disaster Risk Reduction and Management Fund (NDRRM
Fund) and it shall be used for disaster risk reduction or mitigation, prevention and preparedness

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Module 3 – Disaster Awareness Preparedness and Management

activities such as, but not limited to, training of personnel, procurement of equipment, and capital
expenditures. It can also be utilized for relief, recovery, reconstruction and other work or services
in connection with natural or human-induced calamities which may occur during the budget year
or those that occurred in the past two (2) years from the budget year.

(b)The specific amount of the NDRRM Fund and the appropriate recipient agencies
and/or LGUs shall be determined upon approval of the President of the Philippines in
accordance with the favorable recommendation of the NDRRMC.

(c)Of the amount appropriated for the NDRRM Fund, thirty percent (30%) shall be allocated
as Quick Response Fund (QRF) or stand-by fund for relief and recovery programs in order
that situation and living conditions of people in communities or areas stricken by
disasters, calamities, epidemics, or complex emergencies, may be normalized as quickly as
possible.

(d)All departments/agencies and LGUs that are allocated with DRRM fund shall submit to
the NDRRMC their monthly statements on the utilization of DRRM funds and make an
accounting thereof in accordance with existing accounting and auditing rules.
(e) All departments, bureaus, offices and agencies of the government are hereby authorized to
use a portion of their appropriations to implement projects designed to address DRRM activities
in accordance with the guidelines to be issued by the NDRRMC in coordination with the DBM.

Notably, the special provisions for the NDRRM Fund under the General Appropriations
Act No. 10964, provided for the aid, relief and rehabilitation services to communities / areas
affected by human-induced and natural calamities, and repair and reconstruction of permanent
structures, including other capital expenditures for disaster operation, and rehabilitation activities
with a total budget amounting to Nineteen Billion Six Hundred Million Pesos (P19.6 B).

In addition to the NDRRM Fund, the amount of Seven Billion Six Hundred Million pesos
(P7.6B) is used for the Quick Response Fund of various agencies such as the Departments of
Social Welfare and Development, National Defense, Health, Public Works and Highways,
Education, and Agriculture, as well as National Electrification Administration and National
Irrigation Administration. Release of funds for other agencies in need of QRF shall be subject to
the submission of a favorable recommendation of the NDRRMC and approval of the DBM.

9. Section 23 of the law also specifies funding of the OCD as lead agency to carry out the
provisions the Philippine Disaster Risk Reduction and Management Act of 2010. The OCD shall
be allocated a budget of one billion pesos (PhP1,000,000,000.00) revolving fund starting from
the effectivity of this Act. The National Council, through the OCD, shall submit to the Office of
the President, the Senate and the House of Representatives, within the first quarter of the
succeeding year, an annual report relating to the progress of the implementation of the
NDRRMP.

Learning Activity

BatStateU - National Service Training Program 1 – CWTS/LTS

Module 3 – Disaster Awareness Preparedness and Management

Directions: Visit your barangay hall and take a picture of the organizational chart. If the situation
will not permit you to visit, ask somebody else to the task. In the chart or picture, take notice the
in-charge of the barangay’s disaster risk reduction management. Interview or someone how the
disaster risk reduction management system in your barangay works. Make a report or summary
of the interview. Submit the report to your class facilitator.

Learning Assessment
Directions:Write your reflection orthoughts on the following issuesor challenges regarding
disaster risk reduction management in the country.
1. Establishing a course program in the tertiary level as major or bachelor degree 2.
Select
one (1) particular section or provision from the law which you think is very much important
or necessary in order to ensure safety among the Filipinos.
 Learning References
1. RA.10121 - Philippine Disaster Risk Reduction and Management Act of 2010 2.
[Link]/files/68265_682308philippinesdrmstatusreport.pdf Retrieved July 28,2020

BatStateU - National Service Training Program 1 – CWTS/LTS

Module 3 – Disaster Awareness Preparedness and Management

Lesson 9 - Geographic Profile of the Philippines

Learning Objectives
At the end of the lesson, students are expected to:
1. describe Philippine as archipelago
2. increase awareness on the possible disaster in their own community and take actions to
lessen the vulnerability.

Learning Content
General Information
The Philippines, located in Southeast Asia (SEA), is one of the largest island groups in
the world with 7,107 islands and islets lying about 500 miles (800 kms) off the coast of Vietnam.
Outstanding physical features of the Philippines include the irregular configuration of the
archipelago, the coastline of some 22,550 miles (36,290 km), the great extent of mountainous
country, the generally northward trend of the river systems, and the spectacular lakes. The
islands are composed primarily of volcanic rock and coral, but all principal rock formations are
present. The archipelago has a total land area of 120,000 sq miles (300,000 sq km) and stretches
about 1,150 miles (1,850 km) from north to south, and its widest east-west extent, at its southern
vase, is some 7000 miles (1,130 km).

It is further divided into three (3) major groups of islands namely, Luzon, Visayas and
Mindanao. Luzon is the biggest island group while Visayas is a melting pot of Spanish, Chinese,
and Indo-Malayan cultures; and Mindanao where Chinese and Muslims are predominant. There
are 17 administrative regions, namely: National Capital Region (NCR); Ilocos Region (Region
I); Cordillera Administrative Region (CAR); Cagayan Valley (Region II); Central Luzon (Region
III); CALABARZON (Region IV-A); MIMAROPA (Region IV-B); Bicol Region (Region V);
Western Visayas (Region VI); Central Visayas (Region VII); Eastern Visayas (VIII); Zamboanga
Peninsula (Region IX); Northern Mindanao (Region X); Davao Region (Region XI);
SOCCSKSARGEN (Region XII); Caraga Region (Region XIII); and, Autonomous Region in
Muslim Mindanao (ARMM). Figure 1 below illustrates the map of the Philippine Islands.

Manila is the capital city but outside Manila there are also diverse centers of
commerce and industry, culture, the arts, and education. Meanwhile, Quezon City is the
largest and most populous city. The country has a total population of 100,981,437 based on
the 2015 Census of Population (POPCEN 2015). The Filipino is basically of Malay stock
with a sprinkling of Chinese, American, Spanish and Arab blood, and other ethnic minorities.
The system of Government is Democratic with our current President, His Excellency Rodrigo
RoaDuterte.

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BatStateU - National Service Training Program 1 – CWTS/LTS
Module 3 – Disaster Awareness Preparedness and Management
 Map of the Republic of the Philippines

The climate of the Philippines is tropical and maritime. It is characterized by relatively

high temperature, high humidity and abundant rainfall. It is similar in many respects to the
climate of the countries of Central America. Temperature, humidity and rainfall are the most
important elements of the country’s weather and climate.

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BatStateU - National Service Training Program 1 – CWTS/LTS
Module 3 – Disaster Awareness Preparedness and Management
 Based on the average of all weather stations in the Philippines, excluding Baguio, the
mean annual temperature is 26.6oC. The coolest months fall in January with a mean temperature
of 25.5oC while the warmest month occurs in May with a mean temperature of 28.3oC.

Rainfall is the most important climatic element in the Philippines. Rainfall distribution
throughout the country varies from one region to another, depending upon the direction of the
moisture-bearing winds and the location of the mountain systems.

The mean annual rainfall of the Philippines varies from 965 to 4,064 millimeters
annually. Baguio City, Eastern Samar, and Eastern Surigao receive the greatest amount of rainfall
while the southern portion of Cotabato receives the least amount of rain. At General Santos City
in Cotabato, the average annual rainfall is only 978 millimeters.

Using temperature and rainfall as bases, the climate of the country can be divided into
two major seasons:
(1) the rainy season, from June to November; and
(2) the dry season, from December to May.

The dry season may be subdivided further into

(a) the cool dry season, from December to February; and
(b) the hot dry season, from March to May.

Based on the distribution of rainfall, four climate types are recognized, which are
described as follows:

Climate Map of the Philippines based on the Modified Coronas Classification

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Module 3 – Disaster Awareness Preparedness and Management
 Learning Activity
Directions: Draw the map of the Province of Batangas in a short coupon bond, add legend and
describe the climate characteristics of the province. Give specific details on your own
community.

Learning Assessment
Directions: All community or barangay has its own hazards. Describe your community or
barangay by identifying what are the possible hazards present like flooding, fire, flashflood, or
collapse of a building to name a few. As member of your barangay, what you should do to
prevent the possible disaster and lessen the vulnerability of your community? Submit your output
to your facilitator.

Learning References
1. Ms. Janice Montes Padagdag Civil Defense Officer II Office of Civil Defense
Department of National Defense (OCD-DND)
[Link] Retrieved
July 27, 2020:

2. [Link] July 27,

2020

3. [Link] Retrieved July 27, 2020

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Module 3 – Disaster Awareness Preparedness and Management
 Lesson 10 - Disaster Risk Profile of the Philippines

Learning Objectives
At the end of the lesson, students are expected to:
1. describe Philippines as disaster prone country.
2. highlight the socio-economic and physical impact of disaster community members

Learning Content
A. Natural Hazards Likely to Affect the Country

The Philippines is prone to almost all types of natural hazards because of its geographical
location and geotectonic setting.

Figure 1: Map showing the Pacific Ring of Fire

In addition, the Philippines is situated along the highly-seismic Pacific Ring of Fire as
shown on Figure 1 above. This is the area where the Philippine Sea and Eurasian Tectonic Plates
meet and is prone to occurrences of earthquakes, tsunamis and volcanic eruptions. In fact, there
are 300 volcanoes in the country and 22 are active.

Figure 2 shows the distribution of active faults and trenches in the Philippines which are
found in several areas of the country.

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Module 3 – Disaster Awareness Preparedness and Management
 Figure 2. Map showing the Distribution of Active Faults and Trenches in the Philippines

Moreover, Figure 3 presents the seismicity or the frequency of occurrence of earthquakes,

almost all parts of the country experience earthquakes. Generally, we encounter an average of 20
earthquakes a day, per latest figures from the Philippine Institute of Volcanology and Seismology
(PHIVOLCS). Earthquake disasters are not as frequent as the typhoons and flooding that take
place in the Philippines.

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 Figure 3. Map showing the Seismicity of the Philippines

Nevertheless, the impact generated on affected communities is usually massive and

devastating. Earthquake-induced disasters were few in numbers and in terms of casualties.
According to the Annual Report by the PHIVOLCS, in 2017, six (6) damaging earthquakes hit
the country commencing with the magnitude 6.7 earthquake in Surigao del Norte on 10 February.
A series of earthquakes were recorded in Mabini, Batangas Province from April to

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August 2017. A major event in the earthquake swarms had a magnitude of 5.5 on 04
April. Two
(2) more strong earthquakes occurred on 08 April, the first with magnitude 5.6, succeeded by
another with magnitude 6.0. On 12 April, a magnitude 6.0 earthquake occurred with epicenter
near Wao, Lanao del Sur. On the 29th of the same month, a magnitude 7.2 earthquake happened
offshore of Saranggani, Davao Occidental. On 25 May, a magnitude 5.4 earthquake happened
near the vicinity of San Marcelino, Zambales. Lastly, Ormoc City, Leyte and vicinity were
shaken by the magnitude 6.5 earthquake on 06 July (PHIVOLCS Annual Report, 2017). The
strong ground shaking subsequently caused liquefaction, earthquake-induced landslides, and
damages to buildings and other infrastructures. Areas transected by the active faults that moved
and generated the earthquakes were also affected by ground rupture.

Aside from being situated in the Pacific Ring of Fire shown on Figure 4 below, the
country is also located along the Pacific Typhoon Belt. This explains the occurrences of different
weather disturbances such as typhoons. The Philippine Atmospheric, Geophysical and
Astronomical Services Administration (PAGASA) reports that every year, an average of twenty
(20) tropical cyclones enter the Philippine Area of Responsibility (PAR) and five (5) of
which shall be most destructive. Tropical cyclones and its sequential effects of rain and
windstorms, as well as floods are the most prevalent types of hydrometeorological hazards in the
country.

Figure 4. Photo showing Pacific Typhoon Belt

In fact, the Philippines can also be called “Exporter of Typhoons”. Figure 5 below
illustrates the tracks of Tropical Cyclones in the Western North Pacific Period from 1948 to 2010
based on the records of the Japan Meteorological Agency (JMA).

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Module 3 – Disaster Awareness Preparedness and Management
 Figure 5. Tracks of Tropical Cyclones in the Western North Pacific Period from 1948 to 2010

Between 1997 and 2007, eighty-four (84) tropical cyclones entered the Philippine Area of
Responsibility (PAR). These typhoons resulted to a total of 13,155 in human casualty and more
than 51 million families have been affected. Economic losses due to typhoon damages in
agriculture, infrastructures and private properties are estimated to reach P158.242-B. Some of the
most devastating floods and landslides are triggered by these typhoons that happened also within
this period. The El Nino Southern Oscillation which is a periodic disaster recorded high
economic costs in just a single occurrence. In 2010, out of the almost PhP 25-M worth of
damages to properties caused by natural disasters, tropical cyclones contributed to more than
half. These affected more than 3 million people in that year alone.

As shown on Figure 6, the intensity scale classification of tropical cyclone by the

Philippine Atmospheric Geophysical and Astronomical Services Administration (PAGASA),
have developed the category for Super Typhoon, with sustained winds of greater than 220 km per
hour. In the past years, the country does not have the category for Super Typhoon. However,
because of Typhoon Yolanda, the PAGASA had the realization that the strength of typhoons can
go beyond the country’s existing threshold.

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 Figure 6: PAGASA’s Tropical Cyclone Intensity Scale

In addition, Philippines also has to contend with the irreversible impacts of climate
change that is characterized by the increasing global temperatures as illustrated on Figure 7.

Photo credit: Google Images

Figure 7: Schematic Presentation showing Climate Change

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 Amongst these natural hazards, the Philippine government has to deal with internal
disputes and threats of terrorism in some areas making us also vulnerable to this kind of political
and human-induced hazards.

Environmental factors such as denuded forests aggravate flood risks. The pace of
deforestation since the 1930s accelerated in the 1950s and 1960s, before falling slightly in the
1980s. Even now, the effects of loose soil and reduced forest cover from past forestry activities
are felt in frequent landslides and floods. Recent events show that the annual monsoon season in
the country has brought severe flooding in most areas.

Based on the data from the National Disaster Risk Reduction and Management Council
(NDRRMC), a total of 302 natural incidents were monitored for the period CY 2014-2017.

Of the natural incidents monitored, flashfloods topped the list with 119 or 39.2%
incidents followed by landslides with 29 or 9.6% and tornado with 28 or 9.2%.

B. Recent Major Disasters:

1. Naga Landslides (September 2018)

A landslide incident occurred in SitioSindulan, Barangay Tinaan, Naga City, Cebu. The City
of Naga was declared under State of Calamity thru Resolution No. 001-A-2018 on 21 September
2018 due to damages brought by the occurrence of a massive landslide. It affected 1,972 families
or 8,252 persons in barangays, with 77 dead, 7 injured and 57 missing.

2. Typhoon Mangkhut (September 2018)

Typhoon Mangkhut, locally known as Typhoon Ompong entered the Philippine Area of
Responsibility (PAR) on 12 September 2018 and has made landfall in Baggao, Cagayan on 15
September 2018. The typhoon caused widespread damage across Northern and Central Luzon
due to its intense nature and large size (~900km). Interaction with the rugged terrain of Northern
Luzon have aggravated the nature of rainfall, which caused flooding and landslides especially in
the mountainous Cordillera Administrative Region. It affected a total of 730,596 families or
3,029,062 persons in 5,917 barangays with 82 dead, 138 injured and 2 missing. It destroyed
210,500 houses and damaged a total estimated amount of P7.2B on infrastructure and P26.8B on
agriculture.

3. Volcanic Activity (January 2018)

Mayon Volcano (BulkangMayon), also known as Mount Mayon, is an active volcano in
the Province of Albay. Mayon is the most active volcano in the Philippines having erupted over
49 times in the past 400 years.

On 13 January 2018, a phreatic eruption occurred in Mayon Volcano. Per PHIVOLCS

Eruption Notification, the estimated height of grayish ash plume is at 2,500 meter that drifted
towards the Southwest. Traces of ashfall were found in the Municipalities of Camalig,
Guinobatan, Daraga and Ligao City.

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 DOST-PHIVOLCS raised the alert status of Mayon Volcano from Alert Level 2
(increasing unrest) to Alert Level 3 (increased tendency towards hazardous eruption). This
means Mayon was exhibiting relatively high unrest and that magma is at the crater. On 16
January 2018, the Albay Province was declared under the State of Calamity thru Resolution No.
00670-2018. NDRRMOC raised the alert status from Blue to Red and conducted continuous
monitoring and coordination with other member agencies and response clusters.

On 22 January 2018, PHIVOLCS raised the Alert Level of Mayon Volcano to Alert
Level 4 (hazardous eruption imminent). The Danger Zone was extended to 8 kilometers radius
from the summit vent. The public was strongly advised to be vigilant and desist from entering
this danger zone. Civil aviation authorities advised pilots to avoid flying close to the volcano’s
summit as ash from eruptions can be hazardous to aircraft. A total of nine (9) international flights
and sixteen (16) were cancelled due to volcanic activity.

Then, on 6 March 2018, a notice for lowering of Mayon Volcano’s status from Alert
Level 4 (hazardous eruption imminent) to Alert Level 3 (decreased tendency towards hazardous
eruption).

On 07 March 2018 as per Situational Report No. 57 issued by the NDRRMC, a total of
seventy-six (76) volcanic earthquakes and thirteen (13) rockfall events were recorded by
Mayon’s seismic monitoring network. Sulfur dioxide emission was measured at an average of
4,459 tonnes/day on 06 March 2018. Deflation of the lower slopes that began on 20 February is
still being recorded by electronic tilt and by Precise Levelling (PL) surveys.

A total of 16,380 families were pre-emptively evacuated in Region V due to Mt. Mayon
phreatic eruption. A total of 23,705 families / 90, 742 persons were affected in 61 barangays in
the municipalities /cities of Bacacay, Camalig, Guinobatan, Ligao City, Daraga, Tabaco City,
Malilipot, Santo Domingo (Libog), and Legazpi City in the Province of Albay (Region V).

4. Typhoon Hagupit (December 2014)

Typhoon Hagupit, locally known as Typhoon “Ruby” entered the Philippines on 4
December 2014 at 4:00AM with maximum winds of 175kph and gustiness of 210kph and is
moving West Northwest at 25kph. Typhoon Hagupit is being compared to last year’s Super
Typhoon Yolanda that also enters PAR on the last quarter of the year.

A total of 944,249 families or 4,149,484 persons were affected in Regions III, IV-A, IV B,
V, VI, VII, VIII, CARAGA and NCR. There were 18 fatalities and 916 injured persons and
damaged 290,670 houses. Furthermore, it damaged infrastructure and agriculture amounting to
Php5,090,265,462.00.

5. Super Typhoon Yolanda (November 2013)

Super Typhoon Haiyan, locally known as Typhoon Yolanda entered the Philippine Area
of Responsibility PAR on 6 November 2013 and made landfall on (1) Guiuan, Eastern Samar;
(2) Tolosa, Leyte; (3) Daanbantayan, Cebu; (4) Bantayan Island, Cebu; (5) Conception,
Iloilo;
and finally (6) Busuanga, Palawan and left the Philippines on 9 Nov 2013.

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The wrath of “Yolanda” affected a total of 3,424,593 families or 16,078,181 persons in

12,139 Brgys in 44 Prov, 591 Mun, 57 Cities in the Regions of IV-A, IV-B, 5,6,7,8,10,11
&Caraga. A total of 1,140,332 houses were damaged and killed 6,318 individuals, 28,689 were
injured and 1,061 went missing during the onslaught. The dreadful event left a total of
PhP89,598,068,634.88 worth of damages to infrastructure, productive, social and cross-sectoral
sectors.

Due to the massive destruction and immense effects of TY Yolanda, the President issued
Presidential Proclamation No 682 declaring a state of national calamity on 11 Nov 2013 and
Presidential Assistant for Recovery and Rehabilitation (PARR) was designated to oversee the TY
Yolanda Reconstruction and Rehabilitation.

6. Earthquake in Central Visayas (October 2013)

An earthquake of tectonic origin with 7.2 magnitude occurred in Region VII on 15
October 2013 at about 8:12AM with an epicenter at Sagbayan, Bohol and recorded 3,198
aftershocks and 94 of which were felt. It causes 222 fatalities, 976 were injured, and 8 were
missing.

Secondary to the quake, landslide incidents occurred in different municipalities in Bohol.

Stampede occurred at Barba Sports Complex in Toledo City and Pinamungahan Auditorium both
in Cebu. A ground subsidence was also reported by Mines and Geosciences Bureau (MGB) at
Purok 7 and 8 Barangay Poblacion I, Tagbilaran City, Bohol and residents nearby were advised
to preemptively evacuate.

A total of 671,103 families / 3,221,248 persons were affected in 1,527 barangays in 60

municipalities and 6 cities in 6 provinces of Regions VI and VII. A total of 73,002 houses, 41
bridges and 18 roads were damaged. A total of PhP2,257,182.90 worth of damaged roads,
bridges, flood control, school buildings, hospitals.

7. TaalVolcno Eruption (January 2020)

The eruption of Taal Volcano in Batangas, Philippines on January 12, 2020, was a
phreatomagmatic eruption from its main crater that spewed ashes across Calabarzon, Metro
Manila, and some parts of Central Luzon and Ilocos Region, resulting in the suspension of
school classes, work schedules, and flights in the area. The Philippine Institute of Volcanology
and Seismology (PHIVOLCS) subsequently issued an Alert Level 4, indicating "that a hazardous
explosive eruption is possible within hours to days.”
By January 26, 2020, PHIVOLCS observed an inconsistent, but decreasing volcanic activity
in Taal, prompting the agency to downgrade its warning to Alert Level 3. It was until February
14, 2020, when PHIVOLCS finally decided to downgrade the volcano's warning to Alert Level
2, due to consistent decreased volcanic activity.

Learning Activity

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Module 3 – Disaster Awareness Preparedness and Management

Directions: From the disasters that occurred in the country as mentioned above, collect pictures
from the internet or any other sources. Compile the pictures and put some captions. Submit the
softcopy of the compilation by taking pictures of them. You can add more pictures from the
disasters that happened in the Philippines particularly in Batangas Province

Learning Assessment
Directions: Write your reflection orthoughts on the topic below in relation to disaster risk
reduction management in the country. Discuss your level of agreement whether there is a need
to create or not a new department to look into the affairs and welfare of the Filipino on matters
related to disasters
•Creation of Department of Disaster Resilience (DRR) as separate national agency

Learning References

1. Ms. Janice Montes Padagdag, Civil Defense Officer II Office of Civil Defense
Department of National Defense (OCD-DND)
[Link] July
27, 2020

2. Doroteo, Harold James E (2015).

[Link]
r_Risk_Management_Framework_of_the_Philippines_Natural_Disasters Retrieved July
27, 2020

3. [Link] Retrieved
July 27, 2020

4. Alert Level 3 raised as Taal volcano manifests steam-driven explosion". Manila Bulletin.
January 12, 2020. Archivedfrom the original on January 12, 2020. Retrieved January 13,
2020.

5. "PHIVOLCS warns of 'hazardous explosive eruption' of Taal Volcano soon". cnn.

Archivedfrom the original on January 14, 2020. Retrieved January 13,
2020.
 10
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Lesson 11 – Four Thematic Areas of Philippine Disaster

Management System

Learning Objectives
At the end of the lesson, students are expected to:
1. explain the four important thematic areas of disaster management in the Philippines 2.
identify the government agencies in charge of each areas of disaster management 3. assess
necessary actions and response in time of disaster preparedness, mitigation, response and or
rehabilitation.

Learning Content
Four Thematic Areas PDRRM

In accordance with the NDRRMF, through the NDRRMP, the country envisions a “Safer,
adaptive and disaster resilient Filipino communities towards sustainable development.” This will
be achieved through the four distinct yet mutually reinforcing priority areas, namely, (a) Disaster
Prevention and Mitigation;
(b) Disaster Preparedness;
(c) Disaster Response; and
(d) Disaster Recovery and Rehabilitation.

As shown on figure below, each priority area has its own long term goal, which when put
together will lead to the attainment of the country’s over goal/vision in DRRM.
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Four DRRM Thematic Areas

These priority areas are not autonomous from the other nor do they have clear start and
end points. The four (4) priority areas are NOT seen as a mere cycle which starts in prevention
and mitigation and ends in rehabilitation and recovery. They...

(a)mutually reinforce each other and are interoperable. This means that whatever we do in
one aspect will have a direct or indirect effect on the activities identified under the other
aspects. Furthermore, this means that it is assumed that the level of preparedness and
intensity of response activities we conduct are lessened because proper prevention and
mitigation activities have been done already.

(b)DO NOT, SHOULD NOT and CANNOT stand alone. Because they are inter-linked,
one cannot just focus on one aspect without considering the others.

(c)have no clear starting nor ending points between each of the aspects and overlaps are to
be expected. There are some areas which are divided very thinly by gray areas. These are
activities which need to be smoothly integrated into two aspects. The overlapping activities were
put into the specific aspect which could better capture its essence using the lens of that specific
DRRM area and to correspond to the given parameters within which these aspects focus on.

The significant activities under the four (4) thematic areas include:

1) Disaster Prevention and Mitigation

 Early warning systems
 Flood forecasting and monitoring
 Hazard and risk mappings
 Structural and non-structural interventions

2) Disaster Preparedness
  Contingency planning
 Prepositioning and stock-piling
 Capacitating and organizing responders
 Training, drills and exercises
 Pre-Disaster Risk Assessment

3) Disaster Response
 Rapid Damage Assessment and Needs Analysis (RDANA)
 Issuance of advisories and situation reports
 Activation of Response Clusters and Incident Command System (ICS)
 Mobilization of responders
 Humanitarian assistance (e.g. relief distribution)
 Provision of financial assistance
 Management of evacuation centers

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4) Disaster Rehabilitation and Recovery

 Post-Disaster Needs Assessment (PDNA)
 Enhancement of policies and plans
 Reconstruction using “build back better” approach
 Resettlement
 Provision of new sources of livelihood

Learning Activity
A. Directions:From among the thematic areas of disaster, identify which government
agancies are in-charge in the operation and administration before, during and after the
disaster. Use the template below in writing your task for this lesson
Disaster areas Chair Vice Chair Members

Prevention or
Mitigation
Preparedness

Response

Rehabilitation

B. Directions: Watch the video clip. Go to the URL: [Link]/watch?v=y16aMLeh91Q

List down the 10 things you shpuld know about disaster risk reduction

1.
2.
3.
 4.
5.
6.
7.
8.
9.
10.

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Module 3 – Disaster Awareness Preparedness and Management

Learning Assessment
Directions: Identify what thematic areas are the following by writing the corresponding letter on
the space provided
A. Prevention or Mitigation
B. Preparedness
C. Response
D. Rehabilitation

1. Building or establishing evacuation areas

2. Buying of canned goods for the coming typhoon
3. First aid training for the students
4. Relief operation
5. Weather forecasting
6. Evacuation of informal settlers from esteros
7. Tree planting activities
8. Establishing 10 kilometers danger zone
9. Riprapping of mountain slope
10. Posting of telephone hotlines in conspicuous areas

Learning References
1. [Link]
Retrieved July 28, 2020
2. [Link]
and-the-Mandated-Vice_tbl1_335096282 Retrieved July 28, 2020
BatStateU - National Service Training Program 1 – CWTS/LTS
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BatStateU - National Service Training Program 1 – CWTS/LTS
Module 3 – Disaster Awareness Preparedness and Management
 Lesson 12 - Role of Youth in Disaster Preparedness and
Management (DPR)

Learning Objectives
At the end of the lesson, students are expected to:
1. identify their roles in decreasing the vulnerability of their community;
2. make an active participation in various disaster risk reduction activities in the community
to strengthen resiliency.

Learning Content
Introduction

Disaster management is very important to survive in the case of a natural or a major

human-induced disaster and can be defined as the organization and management of resources and
responsibilities for dealing with all humanitarian aspects of emergencies, in particular,
preparedness, response, and recovery in order to lessen the adverse impact.

Thus, the role of the youth or the students in disaster preparedness and management are
very important in their respective school and community. When the studentsare trained well, they
can help in the prevention, preparedness, mitigation as well as in rehabilitation and resettlement
of victims at times of floods, earthquakes and drought etc. They can spread awareness to all
about the precautions to be taken at times of these national natural disasters.
They can play a very important role in disaster management

A student is a person who is having a great zeal at any subject. All educational system
should integrate disaster risk reduction and management in the curricula and provide training
programs to the students from school level to raise the helping nature in them at times of need. It
needs unity in people to come out of that disaster. When the students are trained well, they are
very good source of manpower. Thus disaster management plays a major role and youth plays a
vital role in responding in time of needs.

1. They can spread awareness to all about the precautions to be taken at times of disasters.
They will help the victims with basic needs and they will do whatever they can at times
of these disasters. It is the duty of the teachers and school management to let them
understand their duties and responsibilities during and after the disasters. This will
minimize the panicking and uncontrolled disaster to the most extent. They should be
trainedwith the knowledge of basic first aid to save lives.

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Module 3 – Disaster Awareness Preparedness and Management
 2. They can help to minimize the potential risks by developing early warning measures. It
helps to prepare and implement developmental plans to provide flexibility to
such disasters and also to mobilize activities including communication and medical
services. The students with effective managing role help in rehabilitation and
post-disaster reconstruction.

3. Keep other students or youth informed. Students are often the best source of
information for other students. The student disaster management team can put together
information to pass on to other students and create posters to hang in the school hallways
reminding students of rules and emergency exits. Have them perform skits or
presentations to educate their classmates on proper behavior in case of an emergency.

Some other roles of the youth

4. Students could create pamphlets and fliers that spell out proper emergency procedures and
why they should be followed.
5. Hold workshops to inform and teach others ways to avoid crisis situations or how to
diffuse a high-stress situation.
6. Youths could also set up information booths during lunchtime to answer questions
about
crisis management and provide further information about their program.
4. Involving in conducting drills. Students can prepare for disasters by holding drills.
Students could distribute information informing the school about drills and
how to properly act or [Link] these drills, students can assist teachers
by retrieving or delivering class lists, taking attendance and helping maintain
order.
5. Students can also assist in disaster cleanup and preparations for continuing classes
elsewhere while the building returns to normal. Through these drills, students
prepare themselves for how to behave properly if a real crisis should occur.
Students have a major role to play in managing disasters.
6. Organize mock camps in holidays in neighboring villages to train people to cope-up with
disasters like earthquakes
7. Be part of ’emergency rescue teams’ – mostly the training goes side by side along with
some military training programs.

The basic role of the student is AWARENESS of what to do before, during and after
disasters. This would lessen panicking, paranoid and uncontrollable people running around.
Knowing what to do when disaster strikes will also lessen the death toll.

Learning Activity
Directions:Create or design an infographic about encouraging the youth in your community to
take part in the disaster risk reduction activities. You can design it using the computer
applications or by using drawing materials available in your house.

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Module 3 – Disaster Awareness Preparedness and Management
 Learning Assessment
Directions:Write an articlewith the title The Youth; The Catalyst for Community
Resiliencewith not less than 300 words. Include introduction, body and conclusion in your
discussion. Submit or send your output to your Instructor or Facilitator.

Learning References

1. Ms. Janice Montes Padagdag Civil Defense Officer II Office of Civil Defense
Department of National Defense (OCD-DND) July 27, 2020 retrieved:
[Link]

2. [Link]
managementRetrieved July 29, 2020

3. [Link]
LCULATE
Retrieved July 29, 2020

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Module 3 – Disaster Awareness Preparedness and Management
 Lesson 13 - Basic First Aid and Basic Life Support

Learning Objectives

At the end of the lesson, students are expected to:

1. acquire knowledge and skills in assessing person with cardiopulmonary problems
[Link] basic operation in doing the cardiopulmonary resuscitation (CPR);
3. identify person that needs first aid assistance and respond with necessary
action

Learning Content

Basic Life Support

Basic Life Support (BLS) is an emergency procedure consists of recognizing respiratory

or cardiac arrest or both and the proper application of cardiopulmonary resuscitation (CPR) to
maintain life until a victim recovers or advanced life support is available.

BLS sustains a non-breathing victim with rescue breathing or the breathing and
circulation of a cardiac arrest victim with cardiopulmonary resuscitation (CPR). Cardio refers to
heart and pulmonary refers to the lungs. Proper and prompt CPR serves as a holding action until
more advanced life support (defibrillation, oxygen, medication) can be provided. Cardiac arrest
victims have a good chance of surviving if CPR is started within four (4) minutes of the arrest
and advanced cardiac life support is received within eight (8) minutes of the heart stoppage.

Advanced Cardiac Life Support

This is the use of special equipment to maintain breathing and circulation for the victim
of a cardiac emergency

Chain of Survival

1. The First Link (Early Access) - It is the event initiated after the patient’s collapse until
the arrival of emergency medical services (EMS) personnel prepared to provide care. 2. The
Second Link (Early CPR) – It is started immediately after the victim collapse. The
probability of survival approximately doubles when it is initiated before the arrival of EMS
personnel.
3. The Third Link (Early Defibrillator) – It is most likely to improve survival. It is the key
intervention to increase the chances of survival of patient with out-of-hospital cardiac
arrest.
4. The Fourth Link (Advance Care) – It is provided by highly trained personnel like
paramedics providing the advance care outside the hospital.
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Adult Rescue Breathing and CPR

If you see a motionless person…

1. Check responsiveness by tapping or gently shaking the victim.
2. Activate the EMS system for help. Activate by calling local emergency hotline or
telephone number.
3. Roll person onto back. Ig head or neck injury is suspected, move only if
absolutely
necessary.
4. Open airway. Use the head-tilt/chin-lift method. Lift the chin gently with one hand
while pushing down on the forehead with the other hand.
If a neck is suspected, do not victim’s head or neck. Lift up the jaw with
your
fingers just below ears.
5. Check for breathing (10 seconds). Put your ear over victim’s mouth and nose while
keeping airway open. Look at victim’s chest to check for rise and fall; listen and
feel for breathing.
6. Give two (2) slow breaths. While using the head-tilt/chin-lift to keep airway open, pinch
the nose shut. Take a deep breath and seal your lips tightly around victim’s mouth.
Give 2 slow breaths (2 seconds each), pausing between them to take a breath.
Watch chest rise to see if breaths go in.
If neither of these 2 breaths goes in, retilt the head and try 2 more breaths. If still
unsuccessful, suspect choking (foreign body airway obstruction) and use appropriate
procedures.
7. Check circulation (10 seconds). While keeping victim’s head lilted back, check for
movement, coughing, or breathing in response to your two (2) breaths.
8. Perform rescue procedures based upon what you found or knew. If signs of
circulation
exist but no breathing, give one (1) rescue breath every 4-5 seconds. Every minute stop
and recheck circulation.

If there are no signs of circulation, give

CPR. Find the
proper hand position by placing the heel of
one
(1) hand
on the lower half of the sternum between
nipples. Place
the other hand on top and using both
hands give
15
compressions, pushing breastbone straight down 1 ½ to 2
inches. Count as you push down: “one, two, three, four,
five,six,… fifteen.” Follow compression with two (2)
slow breaths.,
Continue cycles of 15 compressions to 2 breaths.
Recheck circulation every few minutes. If
still no signs of circulation, restart CPR with chest
compressions.
Continue until relieved by trained help, you are
completely exhausted, or victim is revived.
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Partial airway obstruction:

•Good – indicated by coughing forcefully by conscious victim.
•Poor – indicated by weak, ineffective cough; high pitched noise; blue, gray, or ashen
skin, lips and under fingernails
Complete airway obstruction:
•Unable to speak, breathe, or cough
•Clutches neck with one (1) or both hands (known as the “universal distress signal fr
choking)
•Unconsciousness

First Aid for Conscious Choking Adult:

If a person is conscious and cannot speak, breathe, or cough…

□ Give abdominal thrusts: Stand behind victim; wrap

your arms
around victim’s waist. Make fist with one (1) hand and
place it
just above the victim’s navel and well below the tip of
the
breastbone with the knuckles up. Grasp fist with your
other
hand. Press fist into victim’s abdomen with quick, upward
thrusts. Each thrust should be a separate and distinct effort to
dislodge object.
□Repeat abdominal thrusts until victim coughs up object, start
to breathe or coughs
forcefully, you are relieved by EMS or other trained person, or victim becomes
unconscious (then use methods for unconscious victim)

For a late-stage pregnant woman or obese person, stand behind the victim, place your
arms under the victim’s armpits, and encircle the chest. Place a fist on the middle of the victim’s
breastbone with your knuckles up. Grasp your fist with your other hand and press backward with
quick thrusts.

First Aid for Unconscious Choking Adult

If a person is unconscious and your two (2) breaths have not gone in, and after retilting
the head two (2) more breathes have not gone in…

□Begin CPR. Each time you open the airway to give a breath, look for an object in the
throat. If seen, remove it.

Child Basic Life Support

Basic life support for a child aged one (1) to eight (8) is the same as for an adult with
these exceptions:

•Activate the EMS system after one (1) minute of resuscitation (in adults, activate EMS
system immediately after determining unresponsiveness).
 •For rescue breathing:
1. Give 1 to 1½ second breaths (in adults give 1 ½ to 2 seconds breathes)
BatStateU - National Service Training Program 1 – CWTS/LTS
Module 3 – Disaster Awareness Preparedness and Management

2. Give 1 breath every 3 seconds (in adults give 1 breath every 4 to 5 seconds)

•For CPR:
1. Give chest compressions with one (1) hand while keeping other hand on child’s
forehead (adult requires 2 hands on victim’s chest for
compressions).
2. Compress breastbone 1 to 1 ½ inches (adult requires 1 ½ to 2 inches)
3. Give 1 breath after every 5 chest compressions. (Adult CPR requires 2 breaths after
every 15 compressions).

Infant Basic Life Support

Basic life support for an infant (under 1 year of age) is the same as for a child, with these
exemptions:

•For rescue breathing:

[Link] the infant’s mouth and nose
with your
mouth while giving rescue breaths
(child
requires
covering only victim’s mouth).
•For CPR
2. Locate the proper hand position by placing 2
fingers on the breastbone 1 finger’s
width below
the imaginary line connecting the nipples (child
uses 1 finger’s width above the notch
where breastbone and rib meet).
[Link] the infant’s breastbone with 2 fingers (child uses heel of hand). 4. Depress
the infant’s breastbone ½ to 1 inch (child requires 1 to 1 ½ inches). 5. Give chest
compressions at the rate of at least 100 per minute (child requires 100 per minute)
•For choking (foreign body airway obstruction), use cycles of up to 5 back blows and up
to 5 chest thrusts (child uses abdominal thrusts).

First Aid
This is the immediate care given to an injured or suddenly ill person. First aid does not
take place of proper medical treatment. It consists only of furnishing temporary assistance until
competent medical care, if needed is obtained, or until the chance for recovery without medical
care is assured. Most injuries and illnesses require only first aid care.

Scene Survey
The first step in any emergency situation is to do a scene survey. The following
guidelines apply in most cases:
1. Take charge of the situation.
2. Shout for help to attract bystanders.
3. Scan for hazards. If the scene is unsafe, make it safe. If you are unable to make the
scene safe, do not enter.
 5. Determine the likely cause of the injury or nature of the illness for each victim.
6. Identify yourself as a first aider. Offer to help and obtain consent.

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Victim Assessment
After sizing up an emergency situation initially and deciding if it safe to provide first aid
for the victim there, the first aider can then find out what is wrong and how serious it is by
following a systematic approach known as victim assessment.
Victim assessment of an injured or an ill person consist of:
✔ Initial assessment
✔ Physical exam and history

✔ Initial assessment – the initial assessment covers these areas in this order:
A – Airway open?
B – Breathing normal?
C – Circulation normal?
The initial assessment finds and corrects life-threatening conditions.

Airway. Ask yourself: Does the victim have an open airway? If the person can talk or is
conscious, the airway is open. Take proper precaution if a spine injury is suspected.

Breathing. Ask yourself: Is the victim breathing? Conscious victims are breathing, but
look for any breathing difficulties or unusual breathing sounds. For an unconscious victim, keep
the airway open and look for the chest to rise and fall, listen for breathing, and feel the air
coming out of the victim’s nose and mouth.
Circulation. Ask yourself: Is the unconscious victim’s heart beating? Determine this by
checking for signs of circulation such as movement, coughing, and breathing. A conscious
victim’s heart is obviously beating.

Also ask for yourself: Is the victim bleeding heavily? Check for severe bleeding by
looking over the victim’s entire body for blood-soaked clothing.

✔ Physical exam and history-Having completed the initial assessment and attended to any
life-threatening problems, take a closer look at the victim to discover problems that do
not immediately threaten life but may do so if they remain uncorrected.

Physical examination – check the victim from head to toe.

•Head and neck. Check the scalp for bleeding or deformity (‘goose egg” or depression). Do
not move the head during this procedure. Check the ears and nose for a clear fluid
of bloody discharge. Look in the mouth for blood or foreign materials.
•Eyes. Notice whether pupils are constricted or dilated. Cover the eyes then uncover to
see if the pupils react. Look for unequal pupils, since a difference in their size
almost always means a medical emergency.
•Chest. Check the chest for cuts, bruises, penetrations, and embedded objects. •
Abdomen. Check for penetrating objects and protruding organs. Ask the victim to point to
where it hurts.
•Extremity assessment. Check the arms and legs by feeling and looking for injury,
deformity, and tenderness. Compare one side of the body with the
other.
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•Back. In victims with possible spinal injury as well as those with suspected stroke, check
sensation and strength in all extremities by pressing a foot against your hand and having
them squeeze your hand with theirs.

SAMPLE History
Important information about the victim’s condition can be collected from the victim, and
possibly family members, by following a simple questioning technique known as SAMPLE
history. Also look for a medical alert tag, worn as a necklace or bracelet that may identify a
victim’s problem.
Important Questions – SAMPLE History

Description Sample Questions

S – Symptoms What’s wrong? (known as the chief complaint)

A – allergies Are you allergic to anything?

M – Medications Are you taking any medications?

P – Past medical history Have you had this problem before? Do you have
other medical problems?
L – Last oral intake When did you last eat or drink anything? What was it?

E – Event leading up to Injury: What led to this problem?

the illness or injury

Learning Activity
Directions:
1. Watch the video clips on “How to do CPR”
[Link]
2. You can also watch on some other video clips aside from
the above link on how to do
CPR
3. Make a simple video clip on CPR following the proper procedure YOU as the one doing
it with a dummy. (You can use pillow as your dummy)
4. Once done, submit or send your output. (to your Instructor)

Learning Assessment
Directions: Multiple Choice. Choose the correct or best answer by encircling the corresponding
letter.
1. When performing CPR on an infant, what you should use?
A. Your palm
B. Your 2 fingers
BatStateU - National Service Training Program 1 – CWTS/LTS
Module 3 – Disaster Awareness Preparedness and Management

2. Personal protective equipment (PPE) is use to protect

A. Medical equipment
B. Head, arms hands
C. Patient
D. All of the above

3. The depth of compression for a child during CPR is

A. 1 to 1 ½ inches
B. 1 to 2 inches
C. 1 ½ to 2 inches
D. At least 2 inches

4. Is the unconscious victim’s heart beating?This question is asked during initial assessment.
This is for:
A. Airways
B. Breathing
C. Circulation

5. During initial assessment of the victim, physical examination is done from:

A. Head to toe
B. Shoulder to knee
C. Toe to head
D. Head to affected area

6. What is the recommended BLS sequence?

A. Airway, breathing check pulse
B. Compression, airway, breathing
C. Airway check pulse, breathing
D. Airway, compression, breathing

7. BLS considers an infant to be on what age?

A. Less than one year
B. 2 years old
C. 3 years old
D. 4 years old

8. Which step is not part of adult chain of survival?

A. Early access
B. Early CPR
C. Advance care
D. Rapid defibrillator
 9. It is started immediately after the victim collapse
A. Early access
B. Early CPR
BatStateU - National Service Training Program 1 – CWTS/LTS
Module 3 – Disaster Awareness Preparedness and Management

C. Early Defibrillator
D. Advance care

10. The first step in any emergency situation is to do

a scene survey. A. True
B. False

Learning References

1. (2012). Emergency Medical Services NC II Modules, Asian Center for Emergency

Preparedness [Link] City,
2. Scotese, Barbara A. (2005) First Aid Guide Fourth Edition. American Academy of
Orthopedic Surgeons. Jones and Barlett Publishers.
3.
[Link]
4. [Link] Retrieved July 29, 2020
BatStateU - National Service Training Program 1 – CWTS/LTS
Module 4 - Environmental Protection

Lesson 14 - Environmental Education, Protection and

Management

Learning Objectives
At the end of the lesson, students are expected to:
1. discuss the meaning, goal and objectives of environmental education
2. cite common environmental problems and their causes.
[Link] solutions to
identified environmental
problems.

Introduction
 In the Philippines today as well as all over the world, the alarming rate of
environmental degradation brings havoc and poses a very serious problem. The adverse
environmental issues and problems our world is experiencing nowadays necessitate a
drive for environmental movements toward environmental conservation and sustainable
development. This means that the people must collaborate, cooperate and work hand and
hand in order to save our Mother Earth in great tragedy of havoc. Environmental
awareness, consciousness and understanding are public concerns for the adoption of new
values, change of habits and lifestyles towards the preservation and conservation of our
environment. The people must provide solutions to any environmental problems of this
community and inculcate in their minds to love, care, and nurture our environment. Thus,
environmental education, information and advocacy activities are deemed necessary to
provide solution to environmental crisis.

Definition of Environmental Education

It a process of teaching and learning, helping to acquire understanding, skills and

values that makes them active and informed citizens in the development and maintenance
of an ecological, sustainable and socially just society.

Goal and Objectives of Environmental Education

Environmental education had been introduced in the Philippine Educational

System for many years, but it was never been properly and strongly addressed to all to
ensure functional environmental programs.

The goal of environmental education is to have environmentally literate and

responsible citizenry who will ensure the protection and the improvement of the
environment and bring about sustainability, social equity and economic efficiency in the
use of the country’s natural resources. The people must develop a sympathetic attitude

BatStateU - National Service Training Program 1 – CWTS/LTS

Module 4 - Environmental Protection
towards the diversity and sustainability of resources on earth for the survival and stability
of life.
The specific objectives of environmental education can be attained in terms of the
learners’ awareness, knowledge, attitudes, skills and participation to the resolution of
environmental problems, issues and concerns. The learners must consider the
environment in its totality-natural and built, technological and social (economic, political,
cultural, historical, moral and aesthetic).

Environmental education must be

a) action-oriented – it should involve
finding solutions to real environmental problems and
issues.
b) Experiential – it should use variety of approaches and
environments
c)future-oriented – it must be concerned with the present and
future generations
d) globally-oriented – it must consider the whole earth as one
ecosystem
e)holistic – it must deal with the natural and man-made aspect of
 f) interdisciplinary – it must relate to all disciplines
g) issue-oriented – it must deal with local, regional, national and global
perspective.

Classification and Sources of Pollution

Pollution is defined as the alteration of our surroundings, wholly or largely as a

product of man’s actions, through direct or indirect effects of changes in every patter of
chemical and physical constituents of organisms.

A. Air Pollution

The problem of air pollution has become a worldwide phenomenon. If left

unabated it can cause major health problem and even death. In metro Manila air pollution
had reached the alarming levels with a total suspended particles (TSP) as much as five
times greater that the World Health Organization (WHO) guidelines of particulate matters
of 10 microns (PM 10) and the lead levels even higher as two times the guidelines.

Air pollution is defined as physical and chemical alteration of the properties of

air, which is harmful to human health, vegetation and animals.

Major Types of Air Pollution

1. Outdoor Pollution is a type of pollution derived from the mixture or collection of

additional loads of chemical produced by natural events and human activities which react
with the natural components of the atmosphere thereby producing harmful effects to
living system

BatStateU - National Service Training Program 1 – CWTS/LTS

Module 4 - Environmental Protection

The following are the major sources of outdoor pollution:

♦Burning of fossil fuels for power consumption
♦Photochemical and industrial smog
♦Volcanic eruption to emit sulfuric dioxide and suspended particulates
♦Forest fire, kaingin
♦Evaporation of volatile organic compounds from decaying organic matters
♦Natural radioactive 22-gas from Uranium deposits

Classes of Air Pollutants

Pollutants Common members

Carbon Oxide (CO) Carbon monoxide (CO)

Carbon dioxide (CO2
)
 Sulfur dioxide (SO
)
2
Sulfur Trioxide (SO
3)

Nitrogen Oxide (NO) Nitric oxide (NO)

Nitrogen oxide (NO2
)
Nitrous oxide (N
20)

VOC’s (Volatile Organic Methane (CH4

Compound) )
Butane (C
4H10)

SPM (Suspended Dust, soot (Carbon)

Particulates Matter) Asbestos, Lead (Pb)
Chromium (Cr)
Arsenic (As)

Liquid Droplets Sulfuric acid (H2SO4

)
Nitric acid (HNO
3)

Photochemical Oxidants DDT, malathion, etc.

Ozone (O3)

2. Indoor Air pollution – a type of pollution derived from the accumulation or build up
of chemical, SPM, VOC’s inside the office, buildings, houses, school, commercial store
that are harmful top health.
Sources Class/Type Health Threat

Aerosol sprays Trichloroethane Breathing difficulty

Chlorine treated water Chloroform Cancer

Air freshener crystal Par-chlorobenzene Cancer

and moth balls
Tobacco and cigarettes Nicotine Lung cancer, heart disease

Carpets and plastic products Styrene Liver and kidney damage

Paint stripper and thinner Methylene Diabetes and nerve disorder

Gas stove, kerosene, Nitrogen oxide Respiratory disorder

heater, woodstone
BatStateU - National Service Training Program 1 – CWTS/LTS
Module 4 - Environmental Protection
Dry cleaning fluids Tetrachloroethylene Nerve, liver and
kidney damage

B. Water Pollution

Water pollution is defined as the physical or chemical changes in the surface and
ground water caused by pollutants that can adversely affect living organisms. Every year
14 billion pounds of sewage, sludge, and garbage are dumped into the world’s oceans.
The problem of ocean pollution affects every nation around the world. This is true
because water is able to transport pollution from one location to another. As the world
has industrialized and its population has grown, the problem, of water pollution has
intensified.

Major Sources of Water Pollution

1. Point Source – a source of pollution that discharges pollutants or any affluent, such as
waste water, through pipes, ditches and sewers into bodies of water to
specific location.

Sources: sewage treatment plants of factories, electric power plants, abandoned

underground coal oil tanker offshore oil wells and mine

2. Non-point Source – sources of pollution that are widely scattered and discharges
pollutants over a large area.

Sources: run off into surface water, seepage into ground water in urban and suburban
lands, construction areas and roadways, etc.

Common Types of Water Pollutants and its Sources

□Disease causing organism (bacteria, viruses protozoa and parasites)

□Oxygen demanding wastes (domestic sewage, animal manure)
□ Water soluble inorganic chemicals (acids, slats, toxic metals, etc.) □
Inorganic plant nutrients (water soluble nitrate and phosphate salt) □ Organic
chemicals (insoluble and water soluble oil, gasoline, plastic, pesticides,
solvents, etc.)
□ Sediments of suspended matter (insoluble pesticide of soil, salt
and other inorganic and organic materials that can remain suspended in
water.) □ Radioactive substances (Radon 222 and uranium)

C. Solid Wastes/Land Pollution

This type of pollution is referring to the presence in land of any solid waste in
such quality, of such nature and duration, and under such conditions that would injurious
to human health or welfare, animal or plantlike or property. Solid waste disposal is an
issue for all countries. Most countries produce millions of tons of household wastes and
industrial toxic wastes from factories, industries and hospitals.
BatStateU - National Service Training Program 1 – CWTS/LTS
Module 4 - Environmental Protection

These wastes are polluting the air, soil and water because most countries and
communities do not have means of safety disposing it. When solid wastes are burned,
toxic gases spread into the air, causing air pollution. The dumping of some waste can be
dangerous for public health because acids and non-decomposable organic materials seep
through the soil and contaminate the drinking water and pollute farming land. As a result
waste or garbage causes dangers to public health. Solid waste takes up space and
produces unpleasant smells.

Citizens should divide their waste and garbage into four categories:

1) combustibles
2) non-combustibles
3) recyclable
4) hazardous wastes

Solid Waste and its Disposal

There are only three places for wastes to end up:

❖ in the ground
❖ in the air
❖ some of our waste end up in each place

❖ Landfills – sanitary landfills are designed to reduce the amount of waste that
leaks out into the environment. It protects the environment from
pollution and uses the methane produced in the landfill to generate
electricity. Water dissolves pollutants out of the garbage forming a
solution known as leachate.

❖ Incineration – reducing solid waste by burning it first and this causes fly ash,
gases and particulate matter to the air.

❖ Ocean dumping – about 50 million tons of waste a year are discharge into the
ocean; 300 kilometers offshore. Disease-causing organisms and
heavy metals have destroyed numerous fisheries.

Simple and Effective Ways of 4 R’s (Personal Waste Management)

•Avoid over-packed goods

•Avoid disposable goods such as throw-away razors, pens, diapers, and lately,
even disposable cameras
•Buy food in bulk. Patronize whose contents are refillable.
•Practice composting (e.g. yard clipping and leaves)
•Patronize recycled and recyclable goods. (avoid PVC containers) •
Patronize products that are made from renewable, rather than non-renewable
resources
•When buying products, such as shampoos and other toiletries, choose those with
little packing as possible
BatStateU - National Service Training Program 1 – CWTS/LTS
Module 4 - Environmental Protection
•In cases of cardboard packaging, choose products, which come in brown,
gray, or those that specify that they are made from recycled materials • Recycle
paper.

The 4R’s of Ecology:

Strategy in Attaining Ecological Sustainability at School-Community Based Projects

School-community can suffer from the same pollution problems as homes. A

school-community administrator has many needs to attend but in spite of these, he must
be able to “green up” environment by sponsoring and supporting to Cleaning, Greening
and Beautifying Program.

When it comes to attaining Ecological sustainability, the “Four R’s” – reduce,

reuse, recycle and repair as strategies have to be learned and practiced in the
communities and schools by the community officials, residents, students, teachers as well
as concerned parents in solving about the “garbage overload”.

To reduce means to reasonably limit or conserve the use of materials for more
important projects.
To reuse is to “use again” the materials that are non-degradable, reusable and
recyclable
To recycle is to reuse after the materials had been reprocessed either
to new
products or similar functional products.
To repair is to reconstruct/restructure and reinstall equipment/appliances/gadgets
that are still repairable to its functional state.

The school-community can spend as much money disposing its trash as it does on
buying textbooks. The amount of trash created in community has grown steadily as marts
and canteens have switched to serving more and more meals and snacks on paper and
plastics and throw away plastics, styrofoam plates and cups instead of reusable
conventional tablewares, glass, forks, and spoons.

Earth Charter for a Sustainable Environment Development

In recognition of World Environmental Month, environmental leaders from

around the world seek to implement the Earth Charter for sustainable development and
living and to spread the word about environmental awareness.

The Charter comprises a set of broad principles designed to guide all humans
towards a sustainable way of life. The Charter contains 16 general principles and 60
supporting principles, or ways to implement the principal guidelines. It is designed to
serve as a universal code of conduct to guide people and nations toward sustainable
development. They are:

1. Respect earth and life in all its diversity.

2. Care for the community of life with understanding, compassion and love.
BatStateU - National Service Training Program 1 – CWTS/LTS