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Disaster Resilience and Climate Change Literacy to Children Based on Context and Local Condition


Description

Summary

Contextualized and Localized Worksheets: An Integrated Climate Change Adaptation Activity Sheets in Science 5. This is a supplementary teaching material for Fourth Quarter Science 5. Through the adaption of contextualization, localization and integration of climate change adaptation, the activity sheets give the grade 5 pupils the opportunity to acquire necessary knowledge, skills and values about climate change awareness, lessen and reduce the effects of risks of calamities through educational, agricultural and environmental mitigation and resilience and manage and use it in productive ways as they apply it to their day to day live.

        This research is considered innovative, original and indigenize because it also supports environmental education which is line with the flagship program of the province in environmental protection YESto Green Program or  Ynares Ecosystem Program of Governor Rebecca Nini Ynares for  greening the environment, cleaning the environment and recycling embodying the aim to address environmental issues of waste management and. It also promotes tourism which adheres to the tourism program of Minicipality of Pililla , the 54 Windmill Turbines which can be found in the activity sheets.

The lesson also includes  Sustainable Agriculture and Rural Development in Climate Change Mitigation and Adaptation in Agricultural and Rural Development and Resilience of Agricultural Systems to Climate Impacts which are integrated in the research output in the lessons 11 “Sustainable Food Production in Schools for Climate Change Mitigaton” of the activity sheets.


What actions do you propose?

The objectives of the research are the following:

      • Developed a contextualized and localized activity sheets in Science 5 with the integration of Climate Change Adaptation or CCA
      • Use the developed activity sheets in Science 5 as a supplementary material in teaching Science for SY 2017-2018 and SY 2018-2019
      • Improve the performance of pupils in Science 5 using the contextualized and localized supplementary material.

            One of the key features of the K-12 Science curriculum is the delivery of lessons through localization and contextualization. The concept of localization and contextualization falls on the idea that students learned best when experiences in the classroom have meanings and relevance in their lives. Things students do and associated with them are the learning that last forever. Applying the rule for learning by doing, applied learning, and manipulative learning is also a must in executing localization and contextualization in teaching. If students were put in an actual learning environment letting them to manipulate, relate, and adapt to various learning opportunities and resources available within the locality or community, profound learning will be assured and realized. It helps teachers and students comprehend concepts by relating and presenting lesson on the context of prevailing local environment, culture, and resources. Hence, lessons are becoming more real-life, customized, and appropriate.

           This proposal is intended to use the descriptive research method employing quantitative and qualitative approaches.

          The primary instruments are the activity and test questionnaire aided with interview among pupils.

          This method is a purposive process of gathering, analyzing, classifying and tabulating data about the present and prevailing conditions, processes and trends and then taking adequate and accurate interpretation about such data.

       Contextualization and Localization: An Integrated Climate Change Adaptation Activity Sheets in Science 5 is the main instrument of the study. This is a supplementary teaching material for Fourth Quarter Science 5. Content validation of the activity sheets will be made through experts in the field of Science.

             A teacher made test questionnaire will also use.  A pre-test and post- test assessment will utilize before and after the use of the activity sheets to determine if pupils learn from the material. A validation of test instruments will be made before the actual implementation. Interview to pupils will also made using interview forms to assess how  much pupils learned from the material.

       Contextualization and Localization: An Integrated Climate Change Adaptation Activity Sheets in Science 5 is a supplementary teaching material for Fourth Grade 5 Science .Through the adaption of contextualization, localization and integration of climate change adaptation, the activity sheets give the grade 5 pupils the opportunity to acquire necessary knowledge, skills and values about climate change awareness, lessen and reduce the effects of risks of calamities through educational, and environmental mitigation and resilience and manage and use it in productive ways as they apply it to their day to day lives. It also promotes tourism which adheres to the tourism program of Municipality of Pililla, the 27 Wind Turbines which can be found in the activity sheets.

          The activity sheets have the following features:

  • It adheres to the Grade Level Standards of the K to 12 Science Curriculum prescribed by the Department of Education.
  • It is localized and contextualized which is flexible, fit, creative, relevant, meaningful, and adaptive to pupils’ level of understanding and instructional needs. Various learning opportunities and resources are available within the locality or community.
  • It contains lessons which are based on pupils’ experiences which are meaningful and relevant in their lives.
  • It contains varied activities that lead the pupils to think and apply their knowledge and learn scientific concepts and values efficiently and effectively.
  • It has an integration of climate change adaption which strengthens environmental education to pupils in dealing with climate change.
  • It promotes environmental and moral values essential to the present needs of the learners, especially the 21st century learners who need to be holistically and skillfully developed.

            Each lessons are divided into 6 areas (six T’s) which includes, try, trivia, trust, team test and take.

           The activity sheets are designed not only to instill climate change awareness and responsibility among pupils but also help gain better understanding and appreciation of our environment and become better citizens of our country.  

          The supplementary material covers the following lessons:

Lesson 1 The Philippine Climate

Lesson 2 Typhoons

Lesson3 Public Storm Warning System (PSWS)Lesson 4 Conditions of the Environment 

                 Before, During and After a Typhoon

Lesson 5 Effects of Heavy Rains Due to Habagat

Lesson 6 Identifying Precautionary Measures

Lesson 7 Safety Precautions Before, During and After a Typhoon

Lesson 8 Relating Weather to Daily Life Activities such as Transportation Service

Lesson 9 Ways to Conserve the Environment to Lessen Harmful Effects of Floods and Typhoons

Lesson 10 Waste Segregation, A Practice to avoid Floods   

 Lesson 11 Sustainable Food Production in Schools for Climate Change Mitigation

  Lesson 12 Project EARTH Environmental Advocacy and Recycling Through Exchange   Project (5 Rs  Recycle, Reduce, Reuse, Recover and Repair)

             The scope of the lesson is Week 4 -6 of Fourth Quarter Science 5 of school year 2017-2018 and Week 5- 10 of First Quarter school year 2018-2019. The table below shows the lessons to be covered as well as the competencies, code, content performance and standards based on the K to 12 Science Curriculum Guide.

            All these lessons adhere for teaching our pupils on disaster preparation, mitigation and resilience which is very timely nowadays that we experience disasters where in children are much affected and vulnerable in the impacts of climate change.

          To gather other needed data and information, the following basic steps were undertaken by the researchers: related literatures, relevant studies, and instruments to be used will be gathered and reviewed and secure permission and approval to conduct the project will be made. 

           For the validity of the activity sheets and test questions, it will under modification   through consultation by a panel of specialist in the field of Science instruction and development of learning materials identified by the researcher.  

            Responses will be retrieved. The data that will be obtain from the questionnaires will be summarized, tabulated, presented, analyzed, and interpreted. Possible trends will be established which will be served as the basis for conclusions and recommendations.

            Data gathered will be recorded and appropriate statistical tools will be employed to derive necessary data for interpretation. Data gathered will be organized, presented, analyzed and interpreted.

The following tools will be used in the project:

Quantitative Data

To get t is the performance of the Grade 5 Science pupils in the pre-test t and post-test, weighted mean will be used.

To get the significant improvement from the pre-test to the post-test results, t-test will be used.

Qualitative Data

To assess how effective is the contextualized and localized activity sheets, interview will be used. Information from the pupils through interviews and documents and will be arranged and interpreted using thematic analysis. The data will be broken down into smaller pieces so that larger and consolidated picture will be emerged.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Who will take these actions?

The participants of the study are the one hundred seventeen (117) Grade 5 pupils of Niogan Elementary School. 

             Participants are selected purposively and identified by the teacher who is teaching Science 5 to 3 sections in the school. Based on the K-12 Science Curriculum Guide Grade 5 Standards, pupils in Grade 5 should be able to learn the conditions enable them to apply the “5R method” (recycling, reducing, reusing, recovering and repairing) at home and in school. types of local weather. Learners should also learn that the weather does not stay the same the whole year round. Weather disturbances such as typhoons may occur.  Learners will describe the effects of typhoons on the community and the changes in the weather before, during, and after a typhoon. All these competencies and standards can be found in the activity sheets.


Where will these actions be taken?

Philippines expect  and experienced more than 20 typhoons every year; It has become vulnerable to disasters and calamaties.  Philippines - a natural disaster hot-spot  - Ranks among six countries most impacted by natural disasters. 

- One of most hazard-prone countries in the world

Schools play a major role in the education of tomorrow's generation and future of the earth. As stewards of the earth, helping students understand climate change, its impacts and its solutions prepares them to take an active role in making good choices for both society and the environment.


What are other key benefits?

Recognizing that climate change is one of the most environmental threats of this age, strengthening governance and policymaking especially at education department is vital to help create climate-resilient communities. This will strengthen, integrate and institutionalize this to government programs and initiatives to achieve and address climate change in the context of school setting.


What are the proposal’s costs?

 

MAINTENANCE AND OPERATING EXPENSES

     A.  Transportation Expenses 4,000 Pesos

     B.  Supplies and Materials  33,000 Pesos

     C.  Communication Expenses 13,000 Pesos


Time line


Related proposals


References

Boakye, C. (2015). Climate Change Education The Role of Pre-Tertiary Science.  Curricula.        University of Cape Coast, Ghana: Sage Publication

 

Shields, P & Rangarjan, N.(2013). A Playbook for Research Methods: Integrating             Conceptual             Frameworks and Project Management. Stillwater, OK: New           Forums Press. pp71

Jackson, S.L. (2009). Research Methods and Statistics: A Critical Thinking         Approach 3rd             edition. Belmont, CA: Wadsworth.

 

                                                   Other References

Department of Education. (2010) Curriculum Guide in Science. Pasig City             Philippines

 

Department of Education. ( 2015). Revised Guidelines for the Basic Education      Research         Fund ( No.42)  Pasig City Philippines

 

Department of Education. ( 2016). Amendment to DepEd Order 43, Series of @015          Revised             Guidelines for the Basic Education Research Fund ( No.4)  Pasig City        Philippines

Republic Act No. 10533 An Act Enhancing The Philippine Basic Education System          By             Strengthening Its Curriculum And Increasing The Number Of Years           For Basic         Education,             Appropriating Funds Therefore And For Other         Purposes

Republic Act 9152 An Act to Promote Environmental Awareness Through            Environmental             Education” also known as known as the “National   Environmental Awareness and           Education Act of 2008”

Republic Act  No. 9729 An Act Mainstreaming Climate Change into Government             Policy Formulations, Establishing The Framework Strategy and Program on         Climate Change also known as “Climate Change Act of 2009

 

Internet Sources

https://insideclimatenews.org/news/11022016/science-teachers-are-teaching-climate       change-not-always-correctly-education-global-warmingOct22,2017

http://polisci.laOct22,2017

http://sgo.sagepub.com/content/5/4/2158244015614611Oct22,2017