2015 REAL Forum Presentation: Philippines

Integration of Agro-biodiversity and Organic Agriculture in the Basic Education Curriculum (BEC) of the Elementary and

Secondary Schools inDavao del Norte Province, Philippines

November 2015

“Enhancing Environmental Education Thru Agro-biodiversity

and Organic Agriculture Integration in Elementary and Secondary

Schools Basic Subjects”.

Dr. Aser M. Samsona Project Manager

Sol Ryan N. Geroche Coordinator

Marilou Llemit Teacher-Participant

Marilou N. Runas Provincial IPM Coordinator

Engr. Rene D. Garcia Regional SRI - Coordinator

Project Description:

A Collaborative project of the government lead agencies: Department of Education and Department of Agriculture and partner NGO’s: SRI-Philippines and Thai Education. Implemented by the DepEd - Division of Davao del Norte thru Asuncion National High School and assisted by the Provincial Agriculturist Office (PAGRO) of Davao del Norte.

Legend:Sites in the OA School Field Schools (SFS)

Province of Davao del Norte

5 High Schools = 2562 Elementary Schools = 103Total SFS pax 359

General:

Integrate Organic Agriculture concepts and practices in the Basic Education Curriculum for Elementary and Secondary Schools.

Specific:

1.Strengthen technical skills of secondary and elementary teachers on organic and climate-smart agriculture.2.Develop learning materials/guides for the integration of organic agriculture and DRR in Basic Education Curriculum of Secondary and Elementary schools.3.Integrate concepts and practices of organic and climate-smart agriculture in the Basic Education Curriculum .

Project Objectives

II. Brief Description of the Project

1. Name of Project :Integration of Organic Agriculture in the Basic Education Curriculum (BEC) of

the Elementary and Secondary Schools

2. Status : 4th phase - Lesson Plan Pre – Testing and Piloting

Activity Project Started Status

1st Phase:

Intensive Training on Organic Agriculture Integration in Basic Education Curriculum

October 20-30, 2014 Trained 30 Elementary and Secondary Teachers

Activity Project Started

Status

2nd phase

16 Weeks Season-long Training of Teachers on Integration of Organic Agriculture in the Basic Education Curriculum 3rd phase

Curriculum Development and Critiquing on Integration of Organic Agriculture in the Basic Education Curriculum

November 14, 2014 to

February 28, 2015

March 6, 2015 to

April 24, 2015

Conducted 5 School Field School and 1 Major study (Trained 359 Students, 30 Teachers System of Rice Intensification. )

Produced 60 Stand aloneLesson Plans for Organic Agriculture Integration

Activity Project Started Status

4th phase

Lesson Plan Pre – Testing

August 17, 2015 To

Present

On Going (Pre - Testing of Formulated Stand Alone Lesson Plans.)

III – Project Activities :

1. Capacity building10 days – Intensive Training on Organic and Climate Smart Agriculture Concepts and Practices

III – Project Activities : 2. Integration of Organic and Climate

Smart Agriculture Concepts and Practices thru School Field School and PTDs.

• 16 Weeks - Season long Training in 5 School Field Schools and SRI study.

III – Project Activities : 3. Advocacy (Participation in IPM Congress, Conduct of Field Days,

Bench Marking of Organic Practices and Strategies in other Regions of the country.)


4. Formulation of Stand Alone Lesson Plans Integrating Organic and Climate Smart Agriculture Concepts and Practices.


5. Pre-Testing of Stand Alone Lesson Plans Integrating Organic and Climate Smart Agriculture Concepts and Practices.

IV– Concepts Integrated from Organic and Climate Smart Agriculture Concepts and Practices.

Topics Subject Apply safety precautions in farm operations + Organic

fertilizer Science 7

(1st quarter) Parallelograms, Trapezoids and kites+ Land preparation

Math 9(3rd quarter)

Measurements + Land Preparation Math 7(2nd quarter)

Use and maintenance of tools/equipment+ Organic fertilizer

TLE 7(1st Quarter)

Estimation and basic calculation + Organic fertilizer TLE 7(1st Quarter)

Estimation and basic calculation+ Organic fertilizer Computation

Horticulture 7 & 8(1st Quarter)

Estimation and basic calculation+Estimate and calculate amount of organic fertilizer

Horticulture 7 (1st Quarter)

Sawata National High School


Topics Subject Direct Variation + Post Harvest Math 7

(2nd Quarter) Apply safety precautions in farm operations +

Pesticides TLE 7

(2nd Quarter)Different type of solutions + Concoctions Science 7

(1st Quarter)

Method of Harvesting Fruit + Post HarvestTLE 7

(1st Quarter)

Organize information + Introduction of Organic Agriculture

Components of an Ecosystem + Soils

English 7 (2nd Quarter)

Science 7(2nd Quarter)

PH + Soils Science 7(1st Quarter)

Ecological Relationships + Insect Pest & Natural Enemies

Science 7 (2nd Quarter)

Mesaoy National high School


Topics Subject1. Preventing hazards in the workplace +

Waste segregation (RA 9003)2. Respiratory system + Pesticide Hazards

Horticulture 9Science 9

3. Pest Control + Insect Zoo Horticulture 9

4. Fertilizer application + Organic fertilizer Horticulture 9

6. Human activities and the ecosystem + Concoctions

Science 8TLE 8

7. Nutrient needs of the plant + Organic fertilizers

Science 9

8. Biodiversity and Evolution + Introduction of Organic Agriculture

Science 9

Asuncion National High School

IV– Concepts Integrated from Organic and Climate Smart Agriculture

Concepts and Practices.

Topics SubjectRespiratory and Circulatory System + Pesticides

and Concoctions Science 9

(4th Quarter)Types of Text + Climate ChanBiodiversity + AESA

English 8(2nd Quarter)


Human activities and the ecosystem + AESA Adjective + Climate Change

Science 8 / TLE 8(2nd Quarter)

English 8(3rd Quarter)

Stressed and unstressed words + Climate ChangeWord problems involving linear inequalities + Seed

germination

English 8(1st Quarter)

Math 8(1st Quarter)

Representation of relations and functions + Organic and inorganic fertilizers

Humans and the Ecosystem + Introduction of Organic Agriculture

Math 8(2nd Quarter)


Sto. Niño National High School

Examples of Examples of Integration of Integration of Farmland BD and PIA Farmland BD and PIA Concepts in Concepts in CurriculumCurriculum

Lesson Activity SkillsEnvironmenta

l FocusEcosystem ad its components

Different Ecosystem

Feeding Interrelation-ship among the living organisms.

Word search puzzleField walkGroup Work

Field WalkIdentifying diff. Farm scape

Field walk and observationCollection of different specieReporting

InferringDiscoveringCreativity

Analytical thinkingCreativity

Analytical thinking skillsDrawingCreativity

Uses and importance of biodiversity

Interrelationship between living and non-living things

Awareness on the conservation of different organisms Formulate conservation plan.

Brief description on how BD and PIA concepts were integrated in the curriculum

Science-VI


l FocusHuman activities that disrupt the ecosystem

Effects on pesticide used by human

Solving word puzzlePictures analysisGather news clippings / brochures of different concern agencies to solve environmental problem Reporting

Gathering chemical labelConduct survey to farmersReporting

Analytical thinking Research

Oral communication skillsAnalytical thinking skills

Take actions to restore the environment

Join campaign in the conservation of the environment.

Awareness on the effects of chemicals to the different organisms and the environment.

VI- Activities Undertaken for Community Involvement VI- Activities Undertaken for Community Involvement

Activities Person Involved1.Organic Agriculture integration SFS Orientation

Parents, Facilitator , Principal and Participants.

2. OA Session every Thursday A.M. (School Field School)

Parents, Facilitator , Principal and Participants.

3.Planting SRI – Introduction (Rice)

Students-participants, Facilitator and Participants.

4.Organic Fertilizer formulation (Making of Concoctions)

Students-participants, Parents, Facilitator , Participants.

5. Monitoring LGU, Dep- ED, FAO, PAGRO, SRI Coordinator and other NGO.

LGU Province Technical and Financial Assistance

Province

Municipal

Barangay

Formulation of Provincial Ordinances in Support for the R.A. 10068 (Organic Agriculture Act of 2010), Creation of Provincial Technical Committee on Organic Agriculture and Technical support.

Monitoring, Formulation of Municipal Ordinances in Support for the R.A. 10068 (Organic Agriculture Act of 2010).Coordination, Formulation of Brgy. Ordinance

Dep.Ed. Teacher facilitators, Materials for the sustainability of the program andStudent Participants (SFS)

NGO (SRI, Thai Ed) Technical Assistance, Financial support

VII. Project Sustainability Stakeholders


NGO (SRI) Technical Assistance

PTA Clearing-project sitePromotion of Organic Agriculture Practices and Strategies.

D.A. Financial Assistance through National Organic Agriculture Board (NOAB) and Coordination.

PAGRO Provide Technical Assistance and Coordination.

International Organization

Provide Technical Assistance and Coordination.

VII. Project Sustainability Stakeholders

IX. Implementation Issues and Constraints

Issued/problems/Constraints Recommendations

Funding Tap different concerned agencies involved in the implementation of the program.

Time ( Too many school activities) Reconcile

No Complete yet Curriculum/Module Rice and Vegetable

Formulate a complete Curriculum/Module

Piloting of Stand alone Lesson Plans IntegratingOrganic and Climate Smart Agriculture Concepts andPractices.

Lobby Funds from Local, National and International Partner Agencies and NGOs for Continuation of the Program.

X. Future Plan / Next Steps:

XI- DocumentationsXI- Documentations

11stst Phase-Capacity building Phase-Capacity building

2nd Phase – School Field School

2nd Phase – SRI Study

BenchMarking

3rd DevelopmentPhase – Curriculum

4th Phase – (LP Pre-testing)

AGRO-BIODIVERSITY AND PESTICIDE IMPACT ASSESSMENT PROJECT

Davao del Norte ProvincePhilippines

MARILOU A. LLEMITBD/PIA FACILITATOR, DEPED

Name of School and Address Grade / Year Level and Number of Pupils / Students involved

Facilitators

1st Phase

Concepcion Elem. School Concepcion, Asuncion, Davao del Norte

2nd phase

Concepcion Farmers3rd phase Concepcion Elem. School Concepcion, Asuncion, Davao del Norte

Grade Five 44 pupils

30 Parents

Grade Six53 pupils

NGO – Edmund LabusonTeacher – Marilou A. Llemit

I. General Information

II. Brief Description of Biodiversity Conservation Project

1. Name of Project : AGRO-FORESTRY and CONSERVATION OF

NATURAL HABITAT FOR SPIDER2. Status

Project Started Status1st Phase

2nd Phase

Sept. 2007 to April 2008

June 2008 to March 2009

-Missing hills were replanted-Sustained by the grade VI class

150 Trees were planted of diff. species ( Mahogany, Mangium and Narra)

Project Started Status

3rd Phase June 2009 to April 2010

July 2010 to present

-60 trees were plantedNamely: Narra tree, Rin tree, Lamia tree.-Some seedlings were planted during the massive Tree planting activities last june 12 together with the military and community.-Ongoing , clearing of the areas were maintained by the parents.

III – Activities undertaken for pesticide impact assessment)

1. Village Map of the movement of pesticides from stores to village

2. Pupils conducted interview from different farmers using chemicals.

Types of chemicals used by farmers Classifying chemicals according to hazard level,

color code and active ingredient. Spraying behavior Amount pesticide used Storage and disposal

IV-Biodiversity Data collection1. Number of plant and animal species collected in

different ecosystem.2. Ranking of species, benefits/uses and the

corresponding threats identified by the pupils.

Integration of Integration of Farmland BD and Farmland BD and PIA Concepts in PIA Concepts in the (school and the (school and FFS) CurriculumFFS) Curriculum

V-


l FocusEcosystem ad its components

Different Ecosystem

Feeding Interrelation-ship among the living organisms.

Word search puzzleField walkGroup Work

Field WalkIdentifying diff. Farm scape

Field walk and observationCollection of different specieReporting

InferringDiscoveringCreativity

Analytical thinkingCreativity

Analytical thinking skillsDrawingCreativity

Uses and importance of biodiversity

Interrelationship between living and non-living things

Awareness on the conservation of different organisms Formulate conservation plan.

Brief description on how BD and PIA concepts were integrated in the curriculum

Science-VI


l FocusHuman activities that disrupt the ecosystem

Effects on pesticide used by human

Solving word puzzlePictures analysisGather news clippings / brochures of different concern agencies to solve environmental problem Reporting

Gathering chemical labelConduct survey to farmersReporting

Analytical thinking Research

Oral communication skillsAnalytical thinking skills

Take actions to restore the environment

Join campaign in the conservation of the environment.

Awareness on the effects of (toxic) chemicals to the different organisms and the environment.

Scope and SequenceScience VI

Land:Bio-intensive gardeningMineral conservation

Water:Acid Rain/ Solution

Air:Weather/Climate effects of air pollutionTechnologies to control air pollution

Energy:Energy exploration and utilizationEnvironmental impactEnergy conservation

Life Forms:

Environmental problems (deforestation, waste disposal, etc)

Effects on humanCultural practices related to ecologyLand used and mismanagement

VI- Activities Undertaken for VI- Activities Undertaken for Community Involvement in BD and Community Involvement in BD and PIA ActivitiesPIA Activities

Activities Person Involved1.BD/PIA Orientation Parents, Facilitator , Principal and

Participants.2. BD Session every Thursday A.M. Parents, Facilitator , Principal and

Participants.

3.Planting Parents, Facilitator , Principal and Participants.

4.Organic Fertilizer formulation Parents, Facilitator , Principal and Participants.

5. Monitoring LGU, Dep- ED, FAO, PAGRO and other NGO.

VII. Project SustainabilityVII. Project Sustainability Stakeholders Stakeholders


MunicipalBarangay

Transportation for seedlingFormulation of Brgy. Ordinance prohibiting the destruction of Natural enemies particularly spider.

Dep.Ed. Teacher facilitatorsMaterials for the sustainability of the programFence – project site

NGO Technical Assistance

FAO Financial Assistance

PTCA Snacks for participants during classesClearing-project siteRehabilitation of science garden as school nursery

D.A. Technical Assistance

DENR Provide seedling trees

International organization

Financial Support

VIII. Success Indicators:Awareness on the importance of BD.97 pupils completed the training.Developed Conservation PlanFormulate Brgy. Ordinance prohibiting the

destruction of Natural enemies specifically spider.298 trees were planted by the grade V&VI pupils

of different species namely: mahogany, mangium, rin tree, lamio,pine tree and narra.

30 Parents completed the BD-PIA TrainingSeeds of different species were distributed to

different schools in Asuncion district.Organic fertilizer formulation

IX. Implementation Issues and Constraints

Issued/problems/Constraints Recommendations

Funding Tap different concerned agencies involved in the implementation of the program.

Time Reconcile

Lack of learning guide Provision of learning guide

X. Future Plan / Next Steps: Integrate BD and PIA to other learning areas e.g. Math, EPP since it is already integrated in Science..Continue planting trees by the Grade V & VI at least 2 trees / pupils.Conduct homeroom PTA meeting quarterly regarding the activities done by BD and PIA. Continue BD / PIA in the community.

XI- XI- DocumentationDocumentation

1ST Phase

2nd Phase

DOCUMENTATIONDOCUMENTATION

SRI and ORGANIC AGRICULTUREEXPERIENCES

Davao del Norte ProvincePhilippines

SRI History In Davao del

Norte Date Implementer Remarks / Status

•SRI as Project Component only

•SRI Text Lessons to Farmers

•FFS-IPM / SRI

•SRI Officially Endorsed by the Governor of Davao del Norte

•OA Integration to Basic Education Curriculum

2005

2011-present

2012

May 6, 2014

October 2014

MINSSAD/DPRDI (NGO)

SRI-Pilipinas (NGO)

DA-PAGRO & MAGROs

DA & All LGUs

DA-DepED-NOAB-LGUs –FAO & ThaiEd

Not Sustained

Sustained

Sustained & Growing

Sustained & Growing

Actively going-on

Organic Agriculture

History in B.E. Dujali

Year / Date Implementer Remarks / Status

FFS – IPM

Mun. Ordinance – Prohibiting Burning of Rice Straws

FFS – IPM / SRI

Palayamanan

FFS – IPM/Save & Grow

1994

2001

2010

2014

2015

DA-PAGRO-MAGRO

LGU- B.E.Dujali

DA-PAGRO-MAGRO

LGU – B.E. Dujali

DA-PAGRO-MAGRO

Still going-on

OA advocacy in B.E.Dujali started many years ago

Actively going-on

Actively going-on

Recently enhanced & implemented province wide

IPM-FFS on SRI Graduation with Tagum City Vice-Mayor Gementiza & Councilor Remitar- Chair of Agriculture Committee

2 - Cities 1. Panabo City2. Tagum city

6 - Municipalities 1. Asuncion2. B.E. Dujali3. Carmen4. Kapalong5. New Corella6. Sto. Tomas

Farmers’ Field School (FFS) –Integrated Pest Management (IPM)& System of Rice Intensification (SRI)

Province of Davao del Norte

•FFS-IPM/SRI was conducted in 16 sites (average of 2 sites per location) for a 16-week long training and actual field demonstration. •Total of about 2,400 farmers FFS Graduates since 2012 (400 farmer participants / year, 25 participants / site with 42% males and 58% females).

Vegetable Production:

2 – High Schools 1. Mesaoy National High School

2. Tanglaw National High School

Rice Production (SRI):

2- Elementary Schools 1. Concepcion Central Elem. School

2- High Schools 2. Jesus Lumain Elementary School

3. Asuncion National High School

4. Semong National High School

Schools’ Field School (SFS) -Integrated Pest Management (IPM) / Vegetable Production

& System of Rice Intensification (SRI)Organic Agriculture Integration to Basic Education Curriculum

Dept. of Agriculture – Dept. of Education of Davao del Norte

• 4 – School sites did the School Field School (SFS)-IPM / SRI activities for 16-weeks (November –March 2015 season)

DavNor Schools Div. Supt. Ms Josephine Fadul delivering a message to 30 Teacher Participants Province wide

Elementary School pupils doing their SFS - IPM / SRI Activities

FFS-IPM / SRI Farmer Graduates and now SRI Practitioners

Organically & SRI Grown Rice / Seed

Production

School Field Schools (SFS) & Farmer Field Schools (FFS) in Integrated Pest Management (IPM) / SRI conducted province wide resulted to:

• High School students and Elementary pupils influenced some of their farmer parents to adopt pesticide & chemical-free farming system they learned from school.

• Farmers put into actual practice what they learned from their 16-week long participation in FFS-IPM / SRI (potential yield increase, healthy food production and reducing farm input costs).

• In the recent State of the Province Address (SOPA) by DavNor Governor Rodolfo P. del Rosario, he mentioned that SRI was

able to reduce farmers’ farm input cost by P5,000 per hectare.

This December 2015–March 2016 Planting Season: 38 SRI Practitioners signified to plant around 35 ha. (from 8 ha. last June-September 2015 ) Location (7 LGUs)

SRI Practitioner (38 Farmers)

Area to be Planted (35 Ha.)

1. B.E.Dujali

2. Carmen

3.Sto. Tomas

4.Asuncion

5.New Corella

6.Kapalong

7.Tagum City

15

5

4

6

3

3

2

18.00

4.50

3.00

4.00

1.50

2.50

1.50

SRI Challenges

1. Acceptance level of the farmers is quite slow

1.1) Lack of government support at the national level

1.2) Lack of trained SRI service providers

2. Reaching out more farmers through FFS & SFS

3. Financial assistance to implement programs & initiatives

Looking ForwardLooking Forward1.2) Develop more “SRI-Service Providers” to cater the needs of every Barangay and Municipality of the Province 2. Continue encouraging farmers and their children through FFS-IPM/Save & Grow, SFS and other formal / informal fora.

3. Continue relying on the services and supports from the Local Government Units, DA, DepEd, FAO, TEF, SRI-Pilipinas

Thank you!!!Thank you!!!