PAMANTASAN NG LUNGSOD NG MARIKINA

College of Arts, Sciences and Education

General Education Department

COURSE SYLLABUS

COURSE CODE & TITLE : People and the Earth’s Ecosystems

CREDIT UNITS : Three (3) Unit/s
PRE-REQUISITE COURSES : NONE
PROFESSOR/INSTRUCTOR : LOVELY LANSANG

E-mail address: [email protected]

Class Schedule: ____________________________
Consultation Hours: ________________________________

I. COURSE DESCRIPTION
In this course we will examine the interactions between man and earth. This course aims to provide an integrated
knowledge on the functioning of ecosystems and the levels of organization of the biosphere, from organisms to
populations to ecosystems, taking into consideration the human impact on the ecosystems and the interactions
between human activity and ecosystem processes with the intention of stimulating a scientific approach on the
concepts of conserving natural resources and sustainable development.

II. LEARNING OUTCOMES: At the end of the term, the students will be able to:

KNOWLEDGE
1. Describe the hierarchical structure of the different levels of organization of life on earth, and how they
function and interact among different levels.
2. Explain how the interactions between species, biotic and abiotic factors impact the abundance and
distribution of populations
3. Describe biodiversity and understand the ecological significance and application of the relationships in
biodiversity and functions in the ecosystems
SKILLS
4. Examine how every intervention on the environment can cause unexpected effects in time and space
5. Develop the capability of understanding the terminologies used in the study of ecosystems in order to
elaborate information that is useful for the management and characterization of ecosystems
AFFECT AND ATTITUDES
6. Develop an appreciation of the importance of conserving the natural environment as a non-renewable
environmental heritage
7. Imbibe a critical reflection on the impact of human activity on the balance of ecosystems

III. EVIDENCE OF LEARNING

At the end of the semester, students are to...

Appreciate the importance of scientific research by reporting the results of a particular research by means of
utilizing different methods like PowerPoint presentations, infographics, diagrams that illustrate and explain
particular results which help identify important information as guides to understanding its results. To appreciate the
importance of science and technology by means of creating a video infomercial that promotes the correct use of
science and technology in everyday life. Create and discover new products which are environmentally sustainable,
low cost and beneficial to communities and stakeholders.

IV. RUBRICS FOR ASSESSMENT: Research Paper on the impact of science in helping to protect and preserve
the environment
Written Report (60%)

Criteria 4-Excellent 3-Good 2-Fair 1-Needs

Improvement

Introduction 10% Topic is introduced Topic is introduced Some key concepts Overly simplistic
 through correct definition through definition of were not defined definition of key
of key concepts. key concepts. well. concepts.
Arguments are logical. Rationale, research Rationale, research No rationale for
Rationale is presented question, and question, and study. No logical
logically and well- hypothesis are hypothesis are only argument for
supported by literature presented logically partially supported research question and
review. and supported by the by the literature hypothesis. Incorrect
Introduction leads to literature review. review. Experimental experimental design.
research question and Appropriate design is acceptable
hypothesis in a logical experimental design. but another design is
manner. Presents appropriate.
thoughtful, original, and
critical analysis of the
concepts being studied.
Appropriate experimental
design.

Review of Related Presents a critical review Presents a critical One or more sources Only one or two
Literature 15% of studies directly related and integrated came from studies are cited.
to topic, and not just a review of studies unscientific sources. Presents only a short
summary of previous directly related to the Presents only summary of previous
studies. The review is topic or concepts summaries of studies. Some studies
integrated and coherent. studies, and not just a previous studies are not relevant to
All studies reviewed are summary of previous related to the topic. the topic. Most
appropriate and related to studies. No Not enough studies studies are not
topic. No references from references from reviewed. Some current.
unscientific or unscientific or studies are not
unconventional sources. unconventional current.
Studies reviewed are sources.
current. Reviewed an
appropriate number of
studies that support
hypothesis and refute
hypothesis.

Method 25% All pertinent subsections All pertinent One missing More than one
are included. All subsections are subsection. Not all missing subsection.
necessary details about included. All necessary details are Method section lacks
the conduct of the necessary details included. many details.
experiment are about the conduct of
mentioned. the experiment are
Method is written in such mentioned.
a way that other Method is written in
researchers can replicate such a way that other
experiment. No researchers can
unnecessary details are replicate experiment.
mentioned. Some unnecessary
details are included.

Data analysis and Reported descriptive Reported descriptive Reports descriptive Incorrect statistical
Results 25% statistics and all data statistics and all data statistics but not all analysis. Incorrect
processing. Correct processing. Correct data processing. tables and graphs.
statistical analyses. Uses statistical analyses. Correct statistical
tables and graphs Uses tables and analysis. Lacks
correctly. Explains results graphs correctly. tables or graphs.
in straightforward manner.
No unnecessary discussion
 or interpretation of results.

Discussion and Logical interpretation of Logical interpretation Interpretation of Incorrect

Conclusion 15% results. Answers the of results. Answers result is incomplete. interpretation of
research question(s) in a the research Research question is results. There is no
straightforward manner. question(s) in a only partially answer to the
Links the results and straightforward answered. There is research question.
interpretation to the manner. Links the no clear linking back No link to literature
literature review. Provides results and to the literature review.
recommendations and interpretation to the review. No
addresses limitations. literature review. limitations provided.
Discussion is concise, Provides limitations
critical, and analytical. of the study.

Adherence to APA APA format for empirical Except for one or two Some minor errors in Many errors in APA
style 5% paper is followed in all omissions or errors, formatting based on style formatting
sections of the paper. APA format for APA style. throughout the
empirical paper is paper.
followed in all
sections of the paper.

Grammar, editing, There is continuity or There is continuity or Some paragraphs do No links between
and formatting 5% logical link between logical link between not link. Each paragraphs.
paragraphs. paragraphs. paragraph discusses Sentences are
Each paragraph discusses Each paragraph more than one topic. constructed
only one topic or discusses only one Some sentences are incorrectly. Incorrect
argument. Sentences are topic or argument. constructed paraphrasing of
clear and concise. There is Sentences are clear incorrectly. Incorrect many sources. Many
appropriate use of and concise. There is paraphrasing of some grammatical errors
psychological terms. appropriate use of sources. Some and editing errors.
Appropriate use of figures psychological terms. grammatical, editing, Many errors in cover
and graphs. Appropriate use of or formatting errors. page and formatting.
No grammatical errors. figures and graphs. Some errors on cover
No editing errors. One or two editing, page format.
Cover page formatting is formatting, and/or
correct. grammatical errors.

Oral Report 40% (Defense)

Criteria 4-Excellent 3-Good 2-Fair 1-Needs

Improvement

Organization Introduces the purpose Introduces the Introduced purpose Does not clearly
25% and topic of the purpose of the of presentation. introduce purpose or
presentation clearly and presentation clearly. Includes some topic. Uses
creatively. Effectively Effectively uses transition between ineffective
uses smooth transitions smooth transitions slides. Group jumps transitions.
between slides. Logical between slides. around topics or Presentation is
order in presentation of Logical order in areas of presentation. choppy or disjointed.
information. Ends with presentation of Ends with a No conclusion.
accurate conclusion information. Ends conclusion.
showing thoughtful with correct
evaluation of evidence. conclusion. One or
 two minor points are
lacking or confusing.

Content Group provides an For most of the Explanations of No reference is made

25% accurate and complete presentation, concepts are to existing literature.
explanation of key explanation of incomplete. Presents Information included
concepts. Provides concepts are accurate evidence of research does not support the
evidence of well- and complete. but some information research study. Shows
designed and executed Presents evidence of is lacking. little evidence of
experiment. Information correctly executed research, or inaccurate
completely accurate. experiment. No or incomplete
significant errors are information about
made. study.

Use of Graphics are designed to While graphics relate Occasional use of Use of superfluous
communication aids reinforce thesis of and aid presentation graphics that rarely graphics, no graphics,
25% presentation and audience thesis, these media are support presentation or poor graphics that
understanding. Visual not as varied nor as thesis. Choppy, time- detract from
aids are large enough to well connected to the wasting use of presentation.
be seen from the back of thesis or topic. Font multimedia. Font is
the room. Media are size is appropriate for too small or too
prepared in a professional reading. Some large.
manner. material not supported Communication aids
by visual aid. were poorly
prepared.

Ability to answer Demonstrates extensive Demonstrates Demonstrates some Demonstrates

questions knowledge of the topic by extensive knowledge knowledge of inaccurate or
25% responding confidently, of the topic by rudimentary incomplete knowledge
precisely, and responding questions by of topic by responding
appropriately to all confidently, precisely, responding to most incorrectly to
audience questions. and appropriately to questions. No questions or not
Encourages audience all audience questions. elaboration of responding at all.
interaction or queries. At ease with answers answers.
but fails to elaborate.

V. LEARNING PLAN

Week Topics Learning Experience / Assessments / Resources

#
1-2 Introduction to Ecosystem Learning Experience: (LO 1, 2, 5)
- Levels of ecosystem - Differentiate between producer, consumers, decomposers, heterotrophs,
organization omnivores and carnivores
- Functions of - Identify the components of an ecosystem and give examples for each
ecosystem - Define and describe each trophic level
1. Energy flow - Summarize the concept of energy flow through a food web
2. Biogeochemical - Explain the relationship between the pyramid of biomass and pyramid of
cycles energy
- Describe the main steps in each of those biogeochemical cycles: the carbon,
nitrogen, phosphorus, hydrologic and sulfur cycles
Formative and/or Summative/Graded Assessment: Quiz
Learning Activities and Resources: Lecture-discussion on the environment,
creation of food chain based on the species present in the Marikina river (terrestrial
and aquatic), Reporting on the biogeochemical cycles
Graded Assessment: Quiz, Homework, Seatwork

3-4 Terrestrial and aquatic Learning experience: (LO 1, 2, 5)

 biomes - Define biome, and briefly describe the nine major terrestrial biomes, giving
- Earth’s major land attention to the climate, soil, and characteristic plants and animals of each
biomes - Describe at least one human effect on each of the biomes discussed
- Aquatic biomes - Explain the important environmental factors that affect aquatic ecosystems.
o Marine - Distinguish among plankton, nekton and benthos.
biomes - Briefly describe the various freshwater, estuarine, and marine ecosystems,
o Freshwater giving attention to the environmental characteristics and representative
biomes organisms of each
Graded Assessment: Quiz
Learning Activities and Resources: Lecture, PowerPoint slides, reporting on the
terrestrial biomes, infographic on the aquatic biomes
5-6 Changes in the ecosystem Learning experience: (LO 1, 2, 3, 4, 5, 6, 7)
- Symbiotic - Define competition, and distinguish between interspecific and intraspecific
relationships in competition
the ecosystem - Define predation, and describe the effects of natural selection on predator-
o Mutualism, prey relationships
commensalism, - Distinguish among mutualism, commensalism and parasitism, and give
parasitism examples for each
o Predator-prey - Compare and give examples of ecological succession
relationship Formative Assessment: Report of journal article
- Ecological Learning Activities and Resources: Lecture, Resource Speakers, PowerPoint
succession slides, YouTube documentaries
7-9 Population Dynamics Learning experience: (LO 1, 2, 3, 4, 5, 6, 7)
- Characteristics of - Explain the four factors (birth, mortality, immigration and emigration) that
population produce changes in population size)
- Factors affecting - Contrast the influences of density-dependent and density-independent factors on
population in the population size, and give examples for each
community - Explain the different types of population growth represented by their different
o Density- growth curves
- Explain how highly developed and developing countries differ in population
dependent
characteristics such as infant mortality rate, total fertility rate, replacement-level
o Density- fertility and age structure
independent Graded Assessment: Quiz
- Types of Learning Activities and Resources: Lecture, PowerPoint slides, outdoor activity
population growth on counting the population of a given species using a quadrat
- Population curves
- Issue of
overpopulation
MIDTERM EXAMS
11-13 Conservation of Learning experience: (LO 1, 2, 3, 4, 5, 6, 7)
biodiversity - Explain the development of conservation biology as a branch of applied
- Brief overview of biology
conservation biology - Understand the different threats to biodiversity and their repercussions to
- Problems affecting the ecosystem
biodiversity - List down the different indices in measuring biodiversity such as species
1. Overexploitation richness and relative abundance
of organisms Formative Assessment: Journal article reading and reporting
2. Threatened and Graded Assessment: Quiz and homework
endangered Learning Activities and Resources: Lecture, PowerPoint slides, creating a
species brochure that promotes awareness in protecting endangered species in the
3. Introduction of Philippines, outdoor activity on species richness, case study on recent environmental
exotic/foreign issues in the Philippines and how these manifest the different threats to biodiversity
species
4. Alteration and
loss of habitat

14-16 Different kinds of pollution Learning experience: (LO 1, 2, 3, 4, 5, 6, 7)

and degradation - Explain the process of formation of acid rain
- Pollution - Describe the different types of pollution, such as air, water, soil, noise,
- Acid rain electromagnetic and light pollution and give examples of each
- Depletion of the ozone - Explain the effects of land pollution to humans and the environment
layer - List down ways on how to prevent these types of pollution and degradation
- Excessive use of Graded Assessment: Quiz
fertilizers Learning Activities and Resources: Lecture, PowerPoint slides, photomontage on
o Eutrophication pollution and degradation in one’s own locality, infographic showing the events
- Change in soil pH surrounding the closure of the Manila Bay and the government’s efforts in
rehabilitating it, slogan outlining what tourists and businesses can do to reduce water
 pollution in beach resorts
17-19 Impact of people on the Learning experience: (LO 1, 2, 3, 4, 5, 6, 7)
carbon cycle and - Describe and identify the different renewable and non-renewable sources of
sustainable development energy
- Renewable and non- - List down other energy alternatives that will help benefit the environment
renewable sources of - Cite the natural and man-made causes of climate change and how to
energy mitigate them
- Climate change and - State ways on how we can attain sustainable development
global warming - List ways on how we can become environmentally educated
- Reducing the carbon - Understand how the different conventions help to address the problem of
climate change
footprint
Graded Assessment: Quiz
- Sustainable Learning Activities and Resources: Lecture, PowerPoint slides
development
FINAL EXAMS

VI. COURSE REQUIREMENTS [Be as detailed as possible in enumerating all the requirements for the course]

Requirement Points Description %

60 pts 1st LT There will be 3 long tests, each of which will consist of a combination
50 pts 2nd LT of multiple choice, identification, modified true or false, matching
Long Tests 40 pts 3rd LT type, fill-in-the blank, and 1 or 2 essay questions. They will cover 30%
(Total of 150 information from the text and from class lectures, videos,
points) demonstrations, and activities
Over the course of the semester, there will be activities, both in and out
of class, and demonstrations in which active participation is expected.
Group Participation in, and completion of any written work associated with
Activities 100 points these activities is worth 10 to 20 points each. Group activities will be 10%
on a psychological theory/topic shown in an applied and creative
manner. Guidelines for the activities shall be provided.
There will also be announced quizzes worth 10 points each which will 20%
Quizzes and 100 points cover the previous meeting's lecture as well the assigned chapter of the
Recitation day. Recitations shall also be graded and students shall be asked to
recite in class also from the previous meeting’s lectures and/or
assigned topics for the day.
Research Work asks you to find real and practical examples of how
psychological theories describe the human experience and improve our
lives. Students will be asked to research on a particular phenomenon
Group 100 points about the Philippines or the Filipinos, and explain these in terms of 40%
Research psychological theories and concepts using various scientific methods.
Paper The objective of the project is to foster self-reflection, critical thinking,
and writing skills, and the practical application of psychological
theories to real life experiences. Research days shall be designated
throughout the semester, on these days, classes may be converted into
lectures on how to do your research, reserved for consultation or
suspended to help you have time to do your research.
Total 100%

VII. GRADING SYSTEM

 MIDTERMS (50%) FINALS (50%) Grading Scale
Attendance 10% Attendance 10%
Quizzes 30% Quizzes 30% 1.00 ----- 96 - above
Assignment 30% Assignment 30% 1.25 ----- 93 - 95
1.50 ----- 90 - 92
Exam 30% Project 30% 1.75 ----- 87 - 89
TOTAL 100% TOTAL 100% 2.00 ----- 84 - 86
*The breakdown of percentages for both 2.25 ----- 81 - 83
midterm and final grades is only a 2.50 ----- 78 - 80
sample. Instructors are free to change 2.75 ----- 76 - 77
how each 50% is broken down. 3.00 ----- 75
Notes: 5.00 ----- Below 75
* Minimum grade for Major Subject is 2.00 = 84 (indicate if applicable) INC ----- Incomplete
WP ----- Withdrawal from a
* Transmutation Formula
course with permission
(Score/Highest possible score) x 50+50 UD ----- Unofficially Dropped
VIII. POLICIES: (Policies found in the latest Student Handbook are hereby adopted)

1. Attendance: [indicate specific policies on attendance, classroom behavior and requirements. For example:]
Students are expected to attend class regularly. Students are responsible for all assignments or announcements given
in class. It is expected that all students will be present for all exams and quizzes. Make-up exams are not given
(because these are announced) and missed classroom activities cannot be made up, unless there is compelling reason
to have an excused absence authorized and recognized by the school. Please take note of the following:
a. Maximum number of cuts (stated in student handbook) + 1 more cut = Failure due to Absence
b. 1 late = arriving 15 minutes after class starts (sample only)
c. 3 Lates = 1 cut (sample only)
It is the responsibility of the students to keep track of their absences and incidents of tardiness. They should exercise
wise use of their allotted cuts. Students should not expect a warning upon reaching the maximum number of
allowable cuts.
2. Classroom behavior: Students are expected to be prompt, attentive, honest, and polite. Electronic devices such as
phones and music players should be set aside. The professor has the right to confiscate these devices and file the
necessary corrective action.
3. Requirements: Submit all requirements on time and make sure that it is properly formatted and labeled. Late
submission will be accepted but shall incur 10% deduction for every day the submitted requirement is late.

IX. REFERENCES

Main Text/Required Reading

Solomon, E, Berg, L. (2008). Biology. Prentice-Hall.

Mader, S. (2010). Biology. McGraw-Hill.
Urry, Can, Wasserman, Minorsky and Reece. (2017). Campbell Biology 11th Ed. Pearson Education.
Costanza, Cumberland, Herman, Goodland, Norgaard, Kubiszewski and Franco. (2014). An Introduction to
Ecological Economics 2nd Edition. CRC Press.
Unday, JE, et.al., (2010).Introduction to Environmental Science. QC: Mutya Publishing House, Inc.
Campbell, NA. (2011). Biology. CA: Pearson Benjamin/Cummings Publishing Co., Inc.,
Santiago, Florenda I., et.al., (2013).Environmental Science: A Shared Responsibility Towards the Earth. QC: Rex
Book Store,
Guido, RM, et.al.,(2015) Fundamentals of Environmental Science. Mandaluyong City: Books Atbp. Publishing Corp
Odum, Eugene. (2012). Ecology. Prentice-Hall.

Suggested/Additional Readings:
Pope Francis. Laudato si. Libreria Editrice Vaticano. 2015.
Rogers, Feiss and Geoffrey. 1998. People and the Earth: Basic Issues in the Sustainability of Resources and
Environment. Cambridge University Press.

…………………………………………………………………………………………………………………………

Prepared by: Noted by: Approved by:

Lovely Lansang Dr. Aldrin G. Jadaone Dr. Ma. Rosario M. Quejado

Instructor III Head Dean
Science General Education College of Arts, Sciences,
Education and Criminology