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Environmental Science
Activity Sheet
Quarter 4 – MELC 4
Week 7-8
Towards Sustainable Future

REGION VI – WESTERN VISAYAS

Environmental Science
Activity Sheet No. 4 – Towards Sustainable Future
First Edition, 2021

Published in the Philippines

By the Department of Education
Region 6 – Western Visayas

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

This Learning Activity Sheet is developed by DepEd Region 6 – Western Visayas.

ALL RIGHTS RESERVED. No part of this learning resource may be reproduced or

transmitted in any form or by any means electronic or mechanical without written permission
from the DepEd Regional Office 6 – Western Visayas.

Development Team of Environmental Science Activity Sheet

Writer: Silvestre M. Solomon III

Editors: Joseph M. Pagalaran

Karyl L. Morano

Division of Himamaylan City Management Team:

Reynaldo G. Gico
Michell L. Acuyong
Grace T. Nicavera
Mylene D. Lopez
Joseph M. Pagalaran

Regional Management Team:

Ramir B. Uytico
Pedro T. Escobar, Jr.
Elena P. Gonzaga
Donald T. Genine
Rovel R. Salcedo
Moonyeen C. Rivera
Anita S. Gubalane
Minda L. Soldevilla
Daisy L. Lopez
Joseph M. Pagalaran
Introductory Message
Welcome to Environmental Science

The Learning Activity Sheet is a product of the collaborative efforts of

the Schools Division of Himamaylan and DepEd Regional Office VI - Western
Visayas through the Curriculum and Learning Management Division (CLMD).
This is developed to guide the learning facilitators (teachers, parents and
responsible adults) in helping the learners meet the standards set by the K to
12 Basic Education Curriculum.

The Learning Activity Sheet is self-directed instructional materials

aimed to guide the learners in accomplishing activities at their own pace and
time using the contextualized resources in the community. This will also
assist the learners in acquiring the lifelong learning skills, knowledge and
attitudes for productivity and employment.

For learning facilitator:

The Environmental Science 7 Activity Sheet will help you facilitate

the leaching-learning activities specified in each Most Essential Learning
Competency (MELC) with minimal or no face-to-face encounter between you
and learner. This will be made available to the learners with the
references/links to ease the independent learning.

For the learner:

The Environmental Science 7 Activity Sheet is developed to help you

continue learning even if you are not in school. This learning material provides
you with meaningful and engaging activities for independent learning. Being
an active learner, carefully read and understand the instructions then
perform the activities and answer the assessments. This will be returned to
your facilitator on the agreed schedule.
Name of Learner:_________________________________________________________
Grade and Section:_____________________________Date: ____________________

ENVIRONMENTAL SCIENCE ACTIVITY SHEET No. 4

Towards Sustainable Future

I. Learning Competency with Code

• Identify the right attitudes in order to attain sustainable living and

development.

II. Background Information for Learners

For you, what does development really mean? Probably, you may have
different definitions of development. For some, development means technological
advances, scientific breakthroughs or economic successes. But, when does
development really become genuine? How do you know that appropriate development
is happening and life is sustained?
Sustainable Living is a practical philosophy that aims to reduce personal
and societal-environmental impacts by making positive changes. Sustainable Living
is the practice of reducing your demands for natural resources by making sure that
you replace what was utilized. It is also called as “Earth-Harmony-Living” for there
should be a balance between economic growth, ecosystem services, and human
flourishing. Figure 1 below illustrates this.

Economic Ecosystem
Growth Services

Sustainability

Human
Flourishing

Figure1. Factors related to sustainable living.

In this lesson, you will realize that development could only become genuine
once it adheres to the principle of sustainability and identify the right attitude to
sustain life on Earth.

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III. Activity Proper

Activity 1: Know Your Roles, Make a Difference!

Directions: Study Figure 1 about the 17 United Nations’ Sustainable
Development Goals (SDG) below and choose 1 which you think you have a
role in achieving it. On a separate sheet of paper, explain how you will do it
in 100 words.

Figure 2. UN Sustainable Development Goals

Activity 2: My Attitudes, My Actions, My Responsibilities!

Directions: List 10 attitudes and actions that you can do to help sustain the
environment for future generations. You may draw, make a comic strip,
poem or essay with 5 paragraphs to perform this activity on a separate sheet
of paper.

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Activity 3: My Own Little Ways (Performance Task)
Directions: Read statements inside the box entitled, Role Bank and select
three which you can do at home. Answer the questions that follow. Write
your answer in a separate piece of paper.
Role Bank
➢ I could create something useful out of non-biodegradable but recyclable materials
and wastes. (For example, single-use plastic bottles can be made into flower
vases, old plastic pen barrels may be used to create picture frames, cheese curls
plastic wrappers could be made into stylish wallets, and more.)
➢ I could promote proper waste segregation at home by creating different trash bins
for different waste classification (i.e.; one bin for Biodegradable, another for the
non-biodegradable, another for Recyclables, and more.)
➢ I could promote awareness for Proper Food Consumption by sharing clips,
documentaries, pictures, and other evidences of Food Scarcity and Shortages in
my social media accounts. (You may also choose other sustainable development
causes like Global Warming, Climate Change, Effects of Industrialization and
Globalization, Overpopulation, and other Human Impacts on Resources.
➢ I could at least help by planting one tree-seedling, or I could practice backyard
vegetable planting, and more.
➢ I could be able to practice Water and Energy Conservation at home by turning off
the faucet and electric appliances when not in use.
➢ I could help by keeping the surroundings clean, thus alleviating probable health
risks.
➢ (You are free to identify others more)

A. Which roles did you choose?

1._________________________________________________________________________
2. ________________________________________________________________________
3._________________________________________________________________________

B. What are the proofs or evidences you can provide to support the roles
you have chosen? Paste pictures or certification coming from your
parents to prove your claim.

( Sir jo please review answer key)

IV. Reflection
What is your reaction on this quote?

“The greatest threat to our planet is the belief that someone else will save it.”
– Robert Swan

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For Activity 1:
Know Your Roles, Make a Difference!
The icon that the learners will redraw will depend on the Sustainable Goal that they
have picked.
1. The students answer may vary as to the Sustainable Goal that they have picked.
2. No, because the journey towards a Sustainable Future must be a collaborative effort.
Supporting answers may as well be case-to-case.
3. Yes, because the journey towards a Sustainable Future must be a collaborative effort.
Supporting answers may as well, again, be case-to-case.
4. No, Yes, because every Sustainable Goal is a piece of the puzzle that we need to
arrange in order to achieve Sustainable Future.
Supporting answers may as well, again, be case-to-case.
For Activity 2:
My Attitudes, My Actions, My Responsibilities!
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
For Activity 3:
My Own Little Ways (Performance Task)
The learners may write different roles which they prefer to perform.
The proofs of performance may be case-to-case for each learner.
1. The learners must elaborate further the reason for choosing the specific role to be
performed.
2. The learners must explain how they can contribute to sustainable future as based
from the roles they have chosen.
3. Students can freely enumerate to other more ways.
VI. Answer Key
VII. Links and/or Other References

“Google”. The 17 Goals. Sustainable Development. United Nations Department of

Global Communication. Accessed April 19, 2021
https://sdgs.un.org/goals

“Google”. What is Sustainable Living? Sustainable Jungle. Better One Percent of

the Planet. Org. Accessed April 19, 2021
www.sustainablejungle.com/sustainable-living/what-is-sustainable-living/

“Google”. What is Sustainable Living? Conserve Energy, Conserve Future.

Accessed April 20, 2021
https://www.conserve-energy-future.com/15-ideas-for-sustainable-living

“Google”. #Envision 2030: 17 Goals To Transform the World for Persons with
Disabilities. United Nations Department of Economic and Social Affairs.
Accessed April 20, 2021
https://www.un.org/development/desa/disabilities/envision2030.html