CARMEN PDR

#Lets LOVE SAVE CONSERVE PROTECT Mt. Kalatungan

1. INTRODUCTION

The environmental issues, flooding and deforestation due to illegal logging are the two
most familiar issues for the high school students in International School. However, they
did not know any further subsequent and direct results of the said issues to the people
especially in terms of their adequate and potable water supply. Hence, the
communication strategy of the group aims to let the adopters be familiarized about the
headquarters of the citys water supply (Mt. Kalatungan) and its present deterioration.
To be able for them to clearly see the relevance of this endeavour to their lives, the
group strived to present the interconnectivity of the ecosystem. Through this, the cause-
and-effect relationship of human activities to the environment and vice-versa are
vividly seen.

From the knowledge, attitude, and practice (KAP) survey, it was found out that
the adopters were willing to donate to support environmental initiatives. So, the group
also gave them a brief background of what Payment for Ecological Services (P.E.S)
and its social marketer Valuing Ecosystem Together (VEST) are all about.

2. CAMPAIGN OBJECTIVES
a. Desired KAP
The group wanted the Liceo de Cagayan Highschool students to be at least equipped
with basic knowledge pertaining towards Environmental conservation and on Natural
disasters such as flood causes and etc.
b. Desired reach/ coverage
The group aims to target all public highschools in Barangay Carmen but due to time
constraints it was decided that we will focus on one particular private Highschool based
on their purchasing power. We wanted to first educate highschool students on the
importance of Environmental conservation and aware them about Mt. Kalatungans
condition because we believe that the new knowledge that these students gain will be
disseminated throughout inside their school and outside to aware other people.
c. Targeted Location
The group wanted to target High schools from all-over Carmen.

3. HIGHLIGHTS OF ACTIVITIES CONDUCTED

a. Planning/ Pre-campaign stage

i. Environmental scanning: Description of the Community
Barangay Carmen is the primer Barangay of Cagayan de Oro City. It has an area of
566,311 hectares and inhabited by 72,000 people. Its 13,000 households are
distributed to 73 zones. Of the 73 zones, zones 2,4,5,7,9 are river bank zones. Zone
3 is the commercial center where Carmen Market is situated.

It is on the west bank of Cagayan de Oro River and bounded by Barangay

Kauswagan in the north, Balulang in the south, Canitoan-Patag-Bulua in the west
and the Cagayan de Oro river in the east.

It has 39 Commercial Establishments, 4 Am/FM Stations, 7 Banks, 7 Hotels, 15

Pawnshops, 5 Restaurants, 3 Supermarkets, 1 TV Station (inactive), has 18
Regional/ District/ Provincial Offices: 15 Pre-school & 14 Elementary Schools, 8
Secondary & 2 Colleges and 2 University.

Liceo de Cagayan University is located at Rodolfo N. Pelaez Boulevard, Cagayan

de Oro, 9000 Misamis Oriental and is a home to an estimated of 13,000 students.

International School Cagayan de Oro (IS) was established in 1994 as a non-

sectarian private school for students in the international and local community,
providing a curriculum in the English language which is primarily for college
preparation, with additional courses as applicable and feasible to broaden and enrich
the program.
The school prepares the individual to be functional and productive member of
society in an increasingly complex world; instils a lifelong desire for knowledge,
growth and development of mind, body and spirit and to provide the necessary skills
to do so.

ii. Problem Analysis

Upon visiting the place and doing an inspection and observation, we asked some
students if they know Mt. Kalatungan and majority of them answered that they do
not know Mt. Kalatungan but Mt. Kitanglad. This was a problem that we needed to
address because of the lack of knowledge that these students have about Mt.
Kalatungan.

Another problem was the lack of environmental warnings (posters) on the school.
The group thought that the school needed to at least put something to aware the
students about environmental conservation.

The group also conducted a KAP Survey in order to have a strong basis of the
problems that we have observed.
iii. Target Adopted Analysis (KAP analysis)

The result on the KAP survey that we conducted yielded a lot of problems and these
are our analysis on the results:

Upon knowing the true situation of Mt. Kalatungan, the students will have a deeper
overview of the danger CdeO will experience in the future and through P.E.S, future
environmental disasters can be minimized. The students might find the campaign
costly as they will get their donation from their own allowance. But if they will see
the bigger picture as to how the P.E.S project is helpful, they might be motivated to
donate.
Students level of awareness to the issue is also a barrier. If they are not that aware
about the Mt. Kalatungan and the consequences of environmental degradation, they
may not be motivated or convinced to support the project. Also, if they feel that
their parents will just disagree with them in their support for the project, they will
probably not pursue supporting it.

Another barrier is the students allocation of time and attention. They may be too
busy about their studies and other related matters that they can only pay little or
even no attention at all on the groups campaign materials.

If they would support to this project, they will create ripples for the success of
P.E.S. They could influence their friends, families, faculty and staff to also support
it. As the nations future, inculcating in them the value of protecting the
environment at their early age will make this course of action sustainable.

iv. Positioning and rationale for the positioning chosen

Our positioning statements were based on the results of our KAP survey. Since it
was found out that all of the students do not know about Mt. Kalatungan, the group
decided that our positioning statements should mainly focus on increasing their
knowledge.

We have formulated 3 positioning statements (seen on the later part of this PDR)
which addresses the needs of the students to improve on their knowledge and their
attiude.
 v. Social Marketing Framework plan

Message
- awareness Aimed results
campaign - 7-10th grade
Medium
about Mt. students of
Kalatungan - seminar & International
& workshop School will:
interconnect - posters 1. get familiar with
ivity, and our Mt. Kalatungan
source of -stickers
2. discuss on pro's
clean water - social media and cons of not
supply protecting Mt.
Kalatungan
3. appreciate
interconnectivity

b. Implementation/ Campaign Stage

i. Communication channel mix used
1. General Approaches
Product P.ES
Promotion Social Media Marketing, Face to Face Marketing (Posters,
Seminars)
Price Their willingness to contribute something for environmental
conservation
Place Liceo de Cagayan High school and International School

2. Specific activities/modes
Product
- This campaign (#Lets LOVE, SAV, PROTECT, CONSERVE Mt.
Kalatungan) is selling the idea of P.E.S though the introduction of Mt.
Kalatungans Environmental condition.
Promotion
- The group took the promotion on Social Media by using the hashtag #Lets
LOVE, SAVE, CONSERVE, PROTECT on facebook, twitter, and
Instagram to make some noise about the campaign.
- We have made 4 posters for each verb on the hashtag (LOVE, SAVE,
CONSERVE, PROTECT) to add more awareness regarding our campaign.
Each poster has different information pertaining on Mt. Kaltungan a,d P.E.S
based on the hashtag used for Example on #Lets LOVE Mt. Kalatungan,
the message is focused on helping Mt. Kalatungan because it is a home for
a lot of extinct animals such as our Philippine Eagle and also a home for 18
Indigenous tribes in Mindanao.
- We also made stickers which we gave out to the students during our seminar.
The message on the sticker is the name of our campaign (#Lets LOVE,
SAVE, CONSERVE, PROTECT Mt. Kalatungan).
- The group conducted the seminar at International School because Liceo De
Cagayan rejected our offer because it was the schools final week that time.
We conducted the seminar on March 9, 2015 at 11 AM with 43 students.

- The seminar started with Anton Enriquez explaining the Interconnectivity

aspect on our Ecosystem using hand-made visual aids to entice the students
to listen. It was then followed by Sherrylyn Famador who introduced Mt.
Kalatungan and its importance especially for us living in the city.

- A game of charades was then conducted by Junessa Torres and the

participants were divided into 4 groups composing of different grades.

- The post-evaluation was conducted through the reports from the 4 groups
on what they understood with the seminar and lectures given to them.
Price
- Their willingness to help on Environmental Conservation and for P.E.S.
Some students were asking if investing on P.E.S is profitable but we denied
it. A few were interested to invest because they were asking where to give
the donation.
Place
- The seminar was conducted at International School in _____. It was a 4-
walled classroom equipped with air conditioning and chairs.
- From Xavier University, it was a 15-20 minute jeepney ride and then a
sikad will get you at I.S.
ii. Creative execution strategies used
1. General approaches

Unique Strategy
- The group wanted to create a message that fits our audience. We wanted a
cool and modern name that will be remembered by young students. The
group decided that we will do a seminar with a twist. A seminar with hand-
drawn visuals.

Candid Dialogue
- The group decided to use a hashtag as a banner message.

Clear Roles and Accountabilities

- Task division were done in a diplomatic way.

Bold Action that puts strategy into plan

- Problems were met along the way because Liceo de Cagayan High school
rejected our seminar offer because it was their finals week and we decided
to contact other schools immediately.

Visible Leadership
- The group members were diligently working on the tasks assigned to them
with the leadership of Irish Maika Lam.

2. Specific creative vehicles

Brand Name
- Since the group wanted something modern and a hip banner message, it was
decided that it should be a hashtag. So the brand name of our campaign is
#Lets LOVE, SAVE, CONSERVE, PROTECT Mt. Kalatungan. We decide
to have at least 4 verbs because one is not enough to express the need to help
Mt. Kalatungan and promote Environmental Conservation.

Seminar
- We did the unconventional way of doing seminars. We did not use any
technology and went with the traditional way. A group member made visual
aids such as drawings to entice the eyes of the students to listen.

Posters
- We made 4 posters on each verb used with different messages on it.
 iii. Promotional stints/activities employed
1. Seminar
2. Doing the hashtag party #Lets Love, Save, Conserve, Protect Mt. Kalatungan
on social media portals.

iv. Institutional support solicited

1. Liceo de Cagayan University (KAP survey)
2. International School (Kauswagan)
c. Post-Campaign stage
i. Evaluation tools employed

Since it was a seminar-workshop, the students did a group work after the discussions.
There were four groups with ten to eleven members. They were given one whole manila
paper and markers. The proponents tasked them to draw the pros and cons of not
protecting/conserving Mt. Kalatungan and report their output in front. This served as
the evaluation tool employed by the group.
Because of their newly acquired knowledge of interconnectivity and importance of Mt.
Kalatungan (discussed earlier by the proponents), the students were able to come up
with comprehensive reports.
The following were the summary of each groups reports:

Group 1: If we protect, its for the better.

If we do not, its for the worse.

Pros: clean water supply, less air pollution (because of the trees), prevent the
occurrence of another Sendong (high flood)
Cons: water pollution

Group 2: Pros: adequate water supply, maintain the natural habitats of animals
Cons: water pollution, landslide, flooding, not enough water supply and we
do not want that.

Group 3: Pros: clean water supply, no landslide, more trees for fresh air,
Cons: threat to the marine lives, dirty water supply

Group 4: Pros: clean water supply for a longer time, prevent the occurrence of
landslide
Cons: Illegal logging will lead to dirty water supply, soil erosion, flood and
threat to marine creatures (No more sushi, no seafood anymore).
4. LESSONS LEARNED
a. About the process/phases undertaken

The group experienced a lot of setbacks while trying to come up with a social
marketing campaign and how difficult it was to create a banner message and tagline
that would sound appealing to the target audience. We also had trouble formulating the
positioning statements. It appeared to be so easy after the results of the KAP survey
were conducted but the appropriate ways to express the objectives were not as easy.
However after a few revisions, we were able to learn something about creating your
position on an issue and stating goals and objectives for the social marketing campaign.
The rest of the process was nothing new to us because weve been doing the
same thing over and over again for the past four years.
Making a social Marketing campaign is energy and brain draining because what
you are trying to sell is not a concrete product but you are trying to sell a behavior.
Sometimes, what had been planned may not be all implemented. When were on
the area, almost everything planned were modified depending on the situation and
the type of audience we have.

b. About the social product being marketed

Creating a social marketing campaign allowed the group to understand what

P.E.S. was and how VEST was used to promote the campaign. We also knew about Mt.
Kalatungan and its importance in the Misamis Oriental ecosystem.
It is an eye-opener because it will definitely help to aware people of whats
happening and whats about to happen in the future. We are very happy about the
product that we are selling because it gears towards change, and not just a mechanical
change but a change in someones behavior.
It was a good thing that we had narrowed down the general topic of
environmental conservation into clean water supply. To teach the target adopters about
interconnectivity is essential for them to grasp what protecting Mt. Kalatungan has to
do with people in the downtowns apart from affecting the quality of water supply. Other
concerns such as diminishing natural habitats of animals in the mountains,
landslide/soil erosion are necessary to mention for them to be able to see the greater
picture of the bad things to happen when the uplands are left unprotected. However, the
topic about P.E.S is kind of confusing for the students. Discussions about that should
be done in separate a seminar.
5. PROBLEMS MET
A. Pre-campaign
High School students were our target audience. But the only problem we met
during the pre-campaign was the school we sent the letter, Liceo High School, during
that time was their final examinations week and we werent able to pre-campaign and
have as much comments for improvements on our poster series to be. So our team
decided to go to MOGCHS and MacArthur Park as we all know that there are many
high school students there. During that time, we were avoided by some but entertained
by many (group of students). Our team asked for what needed to be improved in our
posters all in all, such as colors, design, and banner message and etc. some students
answered in ridiculous way but a lot took it seriously.
B. Campaign
LiceoU High School wasnt available for the implementation or the seminar
for the campaign because its their examination week. Therefore, we adjust/ change
the schedule of our seminar because we have to write letters again. After planning and
brainstorming of the possible school should we implement the campaign, we chose
International School.
Aside from that, the problems we met include:
-we were late for 10 minutes and have to prepare and cut the material at the same time
-there was no projector provided for us because it was broken
-the classrooms ventilation wasnt properly utilized so the tendency for the students
to be irritated, sweaty and uncomfortable is obvious
-the room was too small for approximately 70 students
-there was just one fan
-no chairs provided for us
-the microphone works and remains in one spot
C. Post-campaign
Our group wasnt able to meet problems during the post-campaign, lucky us. We
did our part well. Thumbs up!

6. ACTIONS TAKEN
Liceo de Cagayan Highschool rejected our seminar offer so we opted to different high
schools within and outside Carmen and then we picked International School in Kauswagan.
7. RECOMMENDATIONS
The group recommends that the barangay will reproduce our campaign materials to be posted
in schools, offices and public areas. Also, we recommend that the barangay authorities will
take part in this awareness campaign about Mt. Kalatungan, its major role in the ecosystem, its
present situation, and its contribution to the water supply in the city through organizing their
own awareness campaign (e.g through symposiums) and initiating environmental activities.
They can tap the schools especially the International School wherein the high school students
were already oriented about the said topic.

8. EVALUATIONS (group and peer)

- ONLINE EVALUATIONS ARE ALREADY DONE.

9. ATTACHMENTS
a. Photo documentation
PRE TEST
SEMINAR
 b. Proposed Marketing Plan

COMMUNICATION STRATEGY GOAL

1. What issue is most important in your organization right now?

The knowledge of the 9th grade students about Mt. Kalatungan and environmental
issues such as deforestation and water shortage are the two most important issues to our group
right now.

2. Who is most affected by the issue stated above?

Everyone (all sectors) in Cagayan de Oro City is affected by the issues stated above but
the group focuses only on school sector, targeting 9th grade students.

3. Who makes decisions about the issue?

The members of the sector chosen and the proponents of the group will make the
decisions about the issue that will hopefully influence the decision of related audiences such as
the parents of the students.

4. What is the overall goal you want to achieve?

1. To to sell the idea of Payment for Ecosystem Services (P.E.S) to the high school
students so they will be encouraged to donate for the said project.

2. To let the high school students be familiarized about Mt. Kalatungan and its role in
our ecosystem in Cagayan de Oro City.
5. What tangible outcomes would you like to achieve through a communications effort? How
will you know you are achieving your goals?

The members will conduct a seminar and symposium and also show videos that show
Mt. Kalatungans situation. The number of students attending will be our measurement if we
achieved the goal or not. PROFILE OF AUDIENCE

1. Of the audience listed on the first worksheet, whose knowledge, attitudes and behavior must
be changed in order to meet your goal? The students.

2. Who else is affected if you succeed in your goal?

The parents and faculty and staff will also be affected if the goal is achieved.

3. Are there others who can influence primary and secondary audiences?

People who are in the social media who are not the primary and secondary targets such
those who belong to the other sectors (church, cooperatives, etc.) people who like, share and
comment on the groups campaign posts. They can serve as the groups partners for information
dissemination and could also be the tertiary audience.

AUDIENCE SEGMENTATION WORKSHEET Audience:

1. Describe what you know about this audiences knowledge, attitudes and behaviors as they
relate to your issues:

Knowledge: The 9th grade students do not know about Mt. Kalatungan and its major
role in causing great flood in the city during Typhoon Sendong. However, they are highly
aware of the environmental problems in Misamis Oriental, one of which is flooding. They also
know about the causes of flooding such as clogged canals, improper waste disposals and lack
of trees. They recognized the big impact of deforestation to the environment like landslides
and flooding.

Attitude: The target audiences are willing to donate to support environmental projects
for they feel sad and scared of the future effects of ongoing environmental degradation and
because they appreciate the initiatives that protect the environment.

Practice: The students use television and Internet to access information about
environmental issues usually in the evening after their classes. They do simple ways to
conserve water such as turning off the faucets when not in use. Regarding their school activities
to help protect the environment like tree planting, they only participate when asked to do so.
Their families do not likely give monetary support to environmental projects because they
answered that they do not have much involvement in those projects.

2. What are the barriers to this audience fully supporting or participating in reaching your goal?
What are the benefits if they do?

Their financial capacity/dependence to the family (parents) is the primary barrier to this
audience to fully support in reaching the goal. If their parents do not support the idea of P.E.S,
they are most likely follow. Second barrier would be their time and priorities. For instance, if
they log in to Facebook they will most probably scroll down to their friends status and updates
or check their assignment posted online rather than to check the page, watch the video, or read
the posts made by the group.

If they support this environmental initiative, they will not only contribute to the success
and sustainability of P.E.S but also save their lives and the city from future destruction by
natural disasters most especially.

3. What are the characteristics of this audience? How do they spend their time? What is their
gender, ethnicity and income level? How have they been educated? What are the language
considerations? What or who are they influenced by? What makes new information credible
for them? What or who could motivate change or action?

The audiences are in the honors class of the 9th grade in Liceo de Cagayan University
High School. They are composed of 18 females and 11 males. They are proficient in using the
English language. Since they are still students, they are easily influenced by their teachers,
parents and peers. If they see concrete examples of the new information given to them, it will
be credible for them like how they are taught about environmental issues (their teachers use
concrete examples/real life situations). They themselves could only change their own course
of actions but it will also take efforts such as from the group to really educate and inform them
of what is happening now in the uplands to be able to influence their mindsets.

MESSAGE WORKSHEET Audience:

1. What are the barriers and benefits to your audience thinking, feeling, or acting on you issue?

Thinking: Upon knowing the true situation of Mt. Kalatungan, the students will have a
deeper overview of the danger CdeO will experience in the future and through P.E.S, future
environmental disasters can be minimized. The students might find the campaign costly as they
will get their donation from their own allowance. But if they will see the bigger picture as to
how the P.E.S project is helpful, they might be motivated to donate.

Feeling: Students level of awareness to the issue is also a barrier. If they are not that
aware about the Mt. Kalatungan and the consequences of environmental degradation, they may
not be motivated or convinced to support the project. Also, if they feel that their parents will
just disagree with them in their support for the project, they will probably not pursue supporting
it.

Action: Another barrier is the students allocation of time and attention. They may be
too busy about their studies and other related matters that they can only pay little or even no
attention at all on the groups campaign materials.

If they would support to this project, they will create ripples for the success of P.E.S.
They could influence their friends, families, faculty and staff to also support it. As the nations
future, inculcating in them the value of protecting the environment at their early age will make
this course of action sustainable.

2. What change in attitude (the way they feel about the issue) do you want to motivate in your
audience to meet your goal?
 We would like to change their attitude of being dependents in the sense that they still
have no capacity to make decisions on their own. We want them to know that they too even in
young age have a big role in protecting the environment and preventing further destruction of
it. They do not need to follow their parents practices (i.e not participating in environmental
activities) because they are depending on them. They can make right actions if they are
motivated enough to do so.

3. What change in behavior (day-to-day actions) of your audience are you trying to achieve?

This campaign will help the students to be familiar about Mt. Kalatungan because Mt.
Kalatungan is a major contributor in the water supply in the city and once it is polluted (from
the mountains), the water going down the city is going to poison the people of CdeO.

This campaign is trying to achieve the behavior of constant sharing of environmental

issues, their causes, what can be done/preventions by the students that may give time to talk
over them among their families, classmates, friends and teachers daily so they will together
create a community of concerned citizens for Mother Nature.

4. Now, based on what you know about what your audience needs to hear in order to
think, feel or act, what are the three most compelling sentences you could use to motivate the
audience? These are your messages.

COMMUNICATION CHANNELS

Internet (Social media campaign in Twitter, Facebook, Instagram)

Print (Flyers/leaflets/brochures (VEST)

School (Seminar)

CHANNEL WORKSHEET Audience:

1. Where or from whom does this audience get its information? Who do they find credible?

They get their information from their school, and from internet and television media.
They always find their teachers to be credible as well as those people working in news and
current affair programs on T.V.

2. Where does this audience spend most of its time? Where are they most likely to give you
their attention?

They spend most of their time in school and this place is most likely to be the right
place that they will pay attention to us. But since internet access is readily available using their
android phones, they could also be reached through this medium and get their attention.

3. Complete list of channels your team wants to use to reach this audience.
 Internet (Social media campaign in Twitter, Facebook, Instagram)

Print (Flyers/leaflets/brochures)

School (Symposium and Video Presentation)

ACTIVITIES

Web links/ social media campaign

Symposium
Distribution of campaign materials

MATERIALS

Fliers and leaflets

Posters
Hand-made visual aids

PARTNER/S

XU Press
Liceo de Cagayan University High School administration
International School

PLAN

February 13 Creation of Posters and Flyers

February 14 Distribution of letter for the permission to post posters and conduct a
symposium at Liceo De Cagayan Highschool.

March 4 Distribution of letter for the permission to post posters and conduct a
symposium at International School

March 7 Preparation for the Symposium (Meeting of members)

March 9 Conduct of the Symposium on P.E.S and VEST

March 9 Post Evaluation

March 14 Analysis

Comm Plan finalization with result of Post evaluation

CAMPAIGN PLANNING WORKSHEET

1. What are your short-term and long-term campaign objectives?

 Short-term objectives:

To let the High school students be familiarize about Mt. Kalatungan and its role in our
ecosystem in Cagayan de Oro City.

To be able to orient the Highschool students what is P.E.S all about

To be able to discuss to the Highschool students the effects of not conserving and
preserving our natural resources

Long-term objectives:

To be able to convince the target audience to support environmental conservation

programs/projects

To be able to educate the students about environmental issues, their causes and effects.

2. What is your timeline for completion of the campaign?

March 9, 2015

3. Who are your target audience?

High school students from Liceo de Cagayan University- High School and International
school students.

4. What are the key communications messages?

#Lets LOVE, SAVE, CONSERVE, PROTECT Mt. Kalatungan

5. What are your staff and financial resources?

Monetary contributions from the members of the group

6. What materials and activities will best disseminate these messages?

Leaflets, brochures and posters, symposium in the school and posts in social networking
sites will best disseminate the messages.

7. What media have you targeted?

Facebook, Twitter, Instagram, posters, and brochures .

8. What specific roles have you identified for your spokespeople?

Anton Enriquez- Lay-out artist, overall in-charge; main speaker for the
lecture/orientation session

Sherrylyn Famador- lay-out artist, oversees the progress of the activities, Social media
head
 Irish Lam- researcher; oversees the progress of the activities

Liz Echeveria- researcher; Facebook account in-charge including the posting of updates

Torres, Junessa- speaker; Public Relations officer (communicates with the school
admin)

Luyao, Timothy- Public Relations officer; Facebook account in-charge including the
posting of updates

Silaga, Uneqq- Instagram account in-charge including the posting of updates

9. What role will consortium members, corporate partners and staff play?

XU Press has already some print materials about P.E.S and their own campaign,
V.E.S.T that are useful for lecture session(s) that we could borrow.

The admin of the Liceo High School and International school including the teacher/s
are the organizers for the lecture session such as for permission, provision of facilities, and
arrangement of students.

10. How will you evaluate your campaign?

The campaign will be evaluated through post surveys or to determine if their knowledge
about Mt. Kalatungan and also on environmental preservation.
The total number of students attending the symposiums will be counted and listed.

c. Sample Outputs (brochures, posters, stickers)

STICKER:
POSTERS:
HANDMADE VISUAL AIDS:
 d. Evaluation Instruments

K.A.P Questionnaire
AGE:____________
SEX:_____________
SCHOOL:______________________________________________

KNOWLEDGE
1. Do you know where we get our water supply in the city?

If Yes, where? ________________________________

If No, why? ____________________________________

2. Do you know the importance of having an adequate supple of water?

__________________________________________________________________________
__________________________________________________________________________

3. Are you aware that we are in danger of water shortage?

__________________________________________________________________________
4. Do you know the causes of flooding?
If Yes, what are they?
__________________________________________________________
If No, why not?
_______________________________________________________________

5. Do you know what flood control is?

If Yes, what methods do you know of?
___________________________________________________________________________
__
6. What environmental problem/s are you aware of in Misamis Oriental? Please enumerate.
____________________ ____________________
____________________ ____________________
____________________

7. What do you know about deforestation and its environmental effects? State in 1 or 2
sentences.
___________________________________________________________________________
___________________________________________________________________________
 8. Do you know that there are initiatives that help solve these environmental problems?
_______ YES _______ NO

- If yes, what projects do you know? ___________________________________________

- If no, are you willing to learn more about environmental projects? ___ YES ___ NO, ( If
NO why not?)
________________________________________________________________

9. Do you know that the main cause of high flood during sending was the rapid flow of water
from Mt. Kalatungan in Bukidnon? _________________

ATTITUDE
1. How do you feel about the possibility of a shortage of water in the city?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________

2. What can you say about the environmental projects that protect our water supply?
___________________________________________________________________________
___________________________________________________________________________
______

3. What can you say about environmental projects against deforestation? State in 1 or 2
sentences
___________________________________________________________________________
___________________________________________________________________________
______

4. Are you willing to contribute funds for these environmental projects? _____ YES _____ NO

- If Yes, how frequent ? _______ everyday _______ once a week _______ once a month
_______ twice a year

- If no, why?
________________________________________________________________

PRACTICE
1. What kind of medium do you use to access information about environmental issues?
TV_______ Internet _______
Radio_______
Print Media:
 Brochures__________
Handouts_________
Magazines ________
Newspapers________

2. Where do you get you supply of drinking water?

_____________________________________

3. What are your ways in conserving water? Please Enumerate.

___________________________________________________________________________
__
___________________________________________________________________________
__

4. What do you do in order to help maintain the good condition of the environment?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________

5. What are the environmental activities you have participated?

____________________________
1.1 If you have, How often do you
participate?_______________________________________

6. Does your family give monetary support to environmental projects?

If YES, name the project/s?
_____________________________________________________
If NO, why?
_________________________________________________________________

7. Does your school educate/ inform you about deforestation and flooding?
_________________
If YES, in what ways are you being informed?
_______________________________________

8. What do you do in order to help maintain the good condition of the environment?
 ___________________________________________________________________________
___________________________________________________________________________
______

9. Do you think immediate actions are needed to protect the environment?

If YES, what kind of actions would you recommend?
___________________________________________________________________________
___
___________________________________________________________________________
___

If NO, why?
___________________________________________________________________
___________________________________________________________________________
___

e. Participants Profile

1. Liceo de Cagayan University- High school

- The 35 9th grade students of honors class of Liceo de Cagayan High school
were the respondents on our KAP survey.

2. International School Kauswagan

- The 43 audience which are the grade 7-10 students from I.S on our #Lets
LOVE, SAVE, PROTECT, CONSERVE Mt. Kalatungan Seminar.
f. Certificates
g. Group Profile

MEMBERS OF THE GROUP

1. FAMADOR, SHERRYLYN
- The task divider of the group, speaker,

2. LAM, IRISH MAIKA

- The leader of the group.

3. ENRIQUEZ, ANTON
- layout artist, speaker

4. ECHEVERIA, LEONA FELICE

- Provider of materials, documenter

5. TORRES, JUNESSA
- provider of materials, Host

6. LUYAO, TIMOTHY JOSHUA

- documenter, logistics