Es Natsci 2022-Syllabus

DON HONORIO VENTURA STATE UNIVERSITY
Cabambangan, Villa de Bacolor 2001, Pampanga, Philippines

COLLEGE OF ARTS AND SCIENCES
ISO 9001: 2015 DHVSU Main Campus, Villa de Bacolor, Pampanga
Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211 QMS-Certified E-Mail Address: [email protected]
URL: http://dhvsu.edu.ph
OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN Indexing

Revision No.
DHVSU-BC-CAS-OBTLCP-S006
02
(PEOPLE AND THE EARTH’S ECOSYSTEM) Semester
Academic Year
2nd Semester
2022-2023
Institutional Vision, Mission, and Core Values
University Vision
A lead university in producing quality individuals with competent capacities to generate knowledge and technology and enhance professional practices for sustainable national and global
competitiveness through continuous innovation
University Mission
DHVSU commits itself to provide an environment conducive to continuous creation of knowledge and technology towards the transformation of students into globally competitive
professionals through the synergy of appropriate teaching, research, service and productivity functions.
Core Values
• Professionalism
• Excellence
• Good Governance
• Gender Sensitivity and Responsiveness
• Disaster Resiliency
Course Information
Course Code PEE 103 Course Title PEOPLE AND THE EARTH’S ECOSYSTEM
The course deals with interactions between human beings and the earth’s ecosystem. The impacts of human economic, social, cultural and
political activities to the condition of the earth’s natural environment will be the main emphasis of the course. This interdisciplinary course
engages student on discussion, analysis and promotes deeper understanding on the interrelationship of anthropogenic activities and the natural
ecosystem. Exploring the components and conditions of the earth’s natural habitats and all the organisms within will provide fundamental
Course Description
understanding for the students on how human activities implicates these natural creations. Scientific based and research oriented pedagogical
approaches will be implemented in the course discussion. This course seeks to instill reflective knowledge, desirable attitudes and behavior for
the students for them to live the good life and display ethical decision making in the face of scientific and technological advancement. This
course includes mandatory topics on climate change and environmental awareness.
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Course Credits / Units 3 units No. of Hours/week 3 hours

Pre-requisite/s None Co-requisite/s None
Course Classification General Science Course Curriculum Basis CMO No. 49 S. 2017
No. of Times Revised 2 Date of Revision July, 2020
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Course Structure
This course will adapt the Face-to-face Approach, which means that Face-to-Face mode of instruction will compose the course structure. Students will participate through varied on-site strategies.
Program Outcomes
Common to all programs in all types of schools
PO-001 Develop an in-depth understanding of the basic principles governing the science of life;
PO-002 Utilize techniques/ procedures relevant to biological research work in laboratory or field settings;
PO-003 Apply basic mathematical and statistical computations and use of appropriate technologies in the analysis of biological data
PO-004 Extend knowledge and critically assess current views and theories in various areas of biological sciences.
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Course Learning Outcomes Vis-à-vis Program Outcomes (POs)
Course Learning Outcomes

POs
Upon completion of the course, the students should be able to:
Articulate the human beings and their activities on the earth’s ecosystem, specifically on the Philippine’s local context; PO-001
• Analyze the quality of human thinking, decisions and actions towards the environment for the students to realize their roles as
CLO-001
environmentally responsible members of the society;
• Define and demonstrate the impact of environmental knowledge on the human lives and Philippine society in general.
Imbibe the importance of environmental literacy in the preservation of the environment and the development of the Filipino nation; PO-001, PO-002
• Critique human industrialization and development vis-à-vis the progress of science and technology such that the student may be
CLO-002
able to define for himself/herself the meaning of the good and responsible life; • Foster the value of a responsible lifestyle toward the
holistic and sustainable development, protection and conservation of human ecosystems.
• Creatively present the importance, consequences and contributions of anthropogenic activities and the natural environment; PO-003, PO-004
• Examine shared concerns that make up the quality, meaningful and responsible life in order to come up with innovative and creative
CLO-003 solutions to prevailing environmental concerns and issues guided by scientific and ethical standards;
• Apply these new learning and skills to one’s self and functioning for a better quality of life and become functional and responsible
members of the society.
Course Design Matrix

INTENDED INSTRUCTIONAL DELIVERY ASSESSMENT
GENDER
LEARNING COURSE CONTENT/ DESIGN OF LEARNING VALUES TIME TABLE
REFERENCE/S SENSITIVENESS
OUTCOMES SUBJECT MATTER OUTCOMES INTEGRATION
Face-to-Face (GAD)
(ILO) (ALO)
At the end of the 1. The University Vision, 1. DHVSU Code Classroom discussion Any or Use of non- The following values will be integrated and Week 1
lesson unit, the Mission and Core Values 2. DHVSU Student combinations of discriminating words emphasized during the discussion and/or on
students are 2. The COVID 19 Pandemic Handbook Collaborative the following that the written lessons:
expected to: • The Nature and Cause • 3. World Health Team learning is/are applicable Everyone, regardless • Personal and social responsibilities;
1. Internalize and Minimum Health Standards Organization Website to the students’ of gender, has the • Self confidence
demonstrate the against COVID 19 communication right to express own • Value of human lives
vision, mission, 3. Course syllabus access category: opinion • Faith to God
core values of the • Recitation or
oral reflection
• Quiz
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GENDER
Face-to-Face (GAD)
(ILO) (ALO)
university, the • Written essay
college and degree
2. Prioritize and
conduct personal
care and protection
against infection
of COVID 19 and
other diseases.
At the end of the Unit I. Introduction Ecology: Plants, Classroom discussion Any or 1. Reduce barriers in The following values will be integrated and Week 2
lesson unit, the and Fundamentals of Animals and the combinations of developing a emphasized during the discussion and/or on
students are Ecosystem Environment by Collaborative the following that personal and the written lessons:
expected to: Allaby, Team learning is/are applicable academic success • Inculcate social and environmental
1. Summarize the I.1. The Ecosystem Michael.Illustrations to the students’ created by sexism responsibility
overview and Concept by Richard Garratt communication 2. Recognize gender • Reiterate the value for life
history of • Overview of (2010). access category: issues arising from • Value for the natural environment
Ecosystem; Ecosystem Ecology Basics of • Recitation or their different social
2. Identify the • Components of an Environmental oral reflection position and and
structures of an Ecosystem Science by Allaby, • Quiz gender roles.
ecosystem; • Ecosystem Structure Michael (2000). • Written essay 3. Inculcate practice
3. State the and Functioning which explain men
functions of and women can
ecosystems; and change for the better
4. Justify the on studies
importance of each
ecosystems;
At the end of the I. 2 The Ecosystem Ecology: Plants, Classroom discussion Any or Use of non- Develop understanding and appreciation on Week 3
lesson unit, the • Energy Flow in Animals and the combinations of discriminating words the contemporary human experience
students are Ecosystems Environment by the following that
expected to: - Photosynthesis Allaby, is/are applicable Everyone, regardless
1. design concept - Food Chain Michael.Illustrations to the students’ of gender, has the
maps on the flow of - Food Web
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GENDER
Face-to-Face (GAD)
(ILO) (ALO)
energy in the - Energy Pyramid by Richard Garratt communication right to express own
ecosystem; (2010). access category: opinion
2. compare and Basics of • Recitation or
contrast food chain Environmental oral reflection
and food web; Science by Allaby, • Quiz
3. Breakdown the Michael (2000). • Written essay
layers of the energy 2. Energy Flows,
pyramid; and Material Cycles and
4. Initiate ideas on Global Development,
the conservation and A process
wise use of food, Engineering Approach
water and air. to the Earth System.
2nd Edition by
Schaub, G. and Turek,
T. (2016).
At the end of the I.2. Bio-Geosphere and the Ecology: Plants, Classroom discussion Any or Use of non- Love for Life Week 4
lesson unit, the Biotic Factors Animals and the combinations of discriminating words
students are • Organisms Environment by Collaborative the following that Respect for individual rights
expected to: • Classification of Allaby, Team learning is/are applicable Everyone, regardless
1. Restate the Organisms Michael.Illustrations to the students’ of gender, has the Justice
characteristic, • Interactions among by Richard Garratt communication right to express own
structures of Organisms (2010). access category: opinion
organisms; Basics of • Recitation or
2. Categorize Environmental oral reflection
organisms on their Science by Allaby, • Quiz
classifications; Michael (2000). • Written essay
3. Compare the
roles of different
organisms; and
4. Justify the value
of all lives on the
planet.
At the end of the The Earth’s System 1. Elements of Classroom discussion Any or Reduce barriers in The following values will be integrated and
lesson students are Planet Earth and the Abiotic Ecology 5th Ed. combinations of developing a emphasized during the discussion and/or on
expected to: Factors. U.S.A. by Smith, Collaborative the following that personal and the written lessons: Week 5
Team learning is/are applicable • Personal and social responsibilities;
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GENDER
Face-to-Face (GAD)
(ILO) (ALO)
1. Arrange the Robert Leo and to the students’ academic success • Self confidence • Value of human lives
events on the • Formation of the Earth Thoma (2003). communication created by sexism • Faith to God
formation of planet • Structure of the Earth 3. Biology by Capco, access category:
Earth; C. M. (2002) • Recitation or Recognize gender
2. Illustrate the oral reflection issues arising from
structure and • Quiz their different social
composition of • Written essay position and and
planet Earth; and gender roles.
3. Justify the
importance of Inculcate practice
everything on the which explain men
planet regardless of and women can
their sizes, form and change for the better
value on studies
At the end of the Earths’ Driving Forces Ecology: Plants, Classroom discussion Any or Use of non- The following values will be integrated and Week 6
lesson unit, the • Plate Tectonics Animals and the combinations of discriminating words emphasized during the discussion and/or on
students are • Earthquakes and Environment by Collaborative the following that the written lessons:
expected to: Volcanoes Allaby, Team learning is/are applicable Everyone, regardless • Personal and social responsibilities;
1. Discuss the • Weather and Climate Michael.Illustrations to the students’ of gender, has the • Self confidence • Value of human lives
process of plate by Richard Garratt communication right to express own • Faith to God
tectonics; (2010). access category: opinion
2. Relate the Basics of • Recitation or
activities of Environmental oral reflection
earthquakes and Science by Allaby, • Quiz
volcanoes; Michael (2000). • Written essay
3. Create a weather
forecast; and
4. Display intentions
to reduce waste to
reduce the progress
of climate change.
At the end of the Materials and Layers of Ecology: Plants, Classroom discussion Any or Use of non- Cooperation for common good Week 7
lesson unit, the the Earth Animals and the combinations of discriminating words
students are 1. Lithosphere Environment by Collaborative the following that Collective Responsibility Week 8
expected to: 2. Hydrosphere Allaby, Team learning is/are applicable Everyone, regardless
3. Atmosphere Michael.Illustrations to the students’ of gender, has the Value wisdom, experience and deeds
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GENDER
Face-to-Face (GAD)
(ILO) (ALO)
1. Describe the by Richard Garratt communication right to express own
features and (2010). access category: opinions
characteristics of Basics of • Recitation or
each layer of the Environmental oral reflection
Earth; 2. Science by Allaby, • Quiz
Differentiate the Michael (2000). • Written essay
composition, 2. Energy Flows,
location and Material Cycles and
function of the Global Development,
layers of the earth; A process
and 3. Initiate Engineering Approach
actions on the to the Earth System.
conservation of 2nd Edition by
water, clean air and Schaub, G. and Turek,
soil. T. (2016).
At the end of the Global Materials and their Ecology: Plants, Classroom discussion Any or Use of non- Respect for basic rights Week 9-11
lesson unit, the Cycles Animals and the combinations of discriminating words
students are • The Carbon Cycle Environment by Collaborative the following that
expected to: • The Oxygen Cycle Allaby, Team learning is/are applicable Everyone, regardless Freedom within the law
1. Illustrate the • The Water Cycle Michael.Illustrations to the students’ of gender, has the
Materials cycle; • The Nitrogen Cycle by Richard Garratt communication right to express own Responsible and Accountable in words and
2. Construct diagra (2010). access category: opinion deeds
ms of the material Basics of • Recitation or
cycles; and Environmental oral reflection Sensitive to local issues in the community
3. Question the Science by Allaby, • Quiz
improper extraction Michael (2000). • Written essay
and utilization of
important materials
on earth
At the end of the • The Sulfur Cycle Ecology: Plants, Classroom discussion Any or Use of non- Respect for Life Week 12
lesson unit, the • The Phosphorus Cycle Animals and the combinations of discriminating words
Page 8 of 14

GENDER
Face-to-Face (GAD)
(ILO) (ALO)
students are Environment by Collaborative the following that Justice
expected to: Allaby, Team learning is/are applicable Everyone, regardless
1. Illustrate the Michael.Illustrations to the students’ of gender, has the Environmental awareness
Materials cycle; by Richard Garratt communication right to express own
2. Construct (2010). access category: opinion
diagrams of the Basics of • Recitation or
material cycles; and Environmental oral reflection
3. Question the Science by Allaby, • Quiz
improper extraction Michael (2000). • Written essay
and utilization of 2. Energy Flows,
important materials Material Cycles and
on earth. Global Development,
A process
Engineering Approach
to the Earth System.
2nd Edition by
Schaub, G. and Turek,
T. (2016).
At the end of the Unit III. Human Ecosystem Ecology: Plants, Classroom discussion Any or Use of non- The following values will be integrated and Week 13
lesson unit, the Animals and the combinations of discriminating words emphasized during the discussion and/or on
students are III.1. Population and Environment by the following that the written lessons: • Personal and social
expected to: Demography Allaby, is/are applicable Everyone, regardless responsibilities; • Self confidence • Value of
1. explain the • Population Density Michael.Illustrations to the students’ of gender, has the human lives Faith to God
concepts of • Population Dispersion by Richard Garratt communication right to express own
population and • Population Changes (2010). access category: opinion
demography; Basics of • Recitation or
2. create graphs and Environmental oral reflection
diagram in Science by Allaby, • Quiz
representing and Michael (2000). • Written essay
discussing
population; and
3. cite advantages
and disadvantages
of small
population/large
population.
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GENDER
Face-to-Face (GAD)
(ILO) (ALO)
At the end of the III.2. Anthropogenic Ecology: Plants, Classroom discussion Any or Use of non- The following values will be integrated and Week 14-15
lesson unit, the Activities in the Natural Animals and the combinations of discriminating words emphasized during the discussion and/or on
students are Environment Environment by the following that the written lessons: • Personal and social
expected to: 1. Agriculture Allaby, is/are applicable Everyone, regardless responsibilities; • Self confidence • Value of
1. Assess the 2. Fishing Michael.Illustrations to the students’ of gender, has the human lives Faith to God
impacts of human 3. Mining by Richard Garratt communication right to express own
activities on the 4.Industrial Activities (2010). access category: opinion
natural 5. Energy Generation Basics of • Recitation or
environment; 6. Transportation and Environmental oral reflection
2. Justify the Mobility Science by Allaby, • Quiz
appropriateness of 7. Urban Development Michael (2000). • Written essay
human activities on
a given type of
environment; and
3. Discriminate
illegal human
environmental
activities.
At the end of the III.3. Pollution Ecology: Plants, • Collaborative Discussion Any or Use of non- The following values will be integrated and Week 16
lesson unit, the • Land Pollution Animals and the • Brainstorming combinations of discriminating words emphasized during the discussion and/or on
students are • Water Pollution Environment by Video Presentations the following that the written lessons: • Personal and social
expected to: • Air Pollution Allaby, is/are applicable Everyone, regardless responsibilities; • Self confidence • Value of
1. analyze the cause • Medical Wastes Michael.Illustrations to the students’ of gender, has the human lives Faith to God
and effect of • e- Wastes by Richard Garratt communication right to express own
pollution; (2010). access category: opinion
2. create sustainable Basics of • Recitation or
plans to reduce Environmental oral reflection
pollution; and Science by Allaby, • Quiz
3. qualify their Michael (2000). • Written essay
personal actions and
practices as to
impacts on the
environment.
At the end of the Unit IV. Managing and Ecology: Plants, Any or combination of the Any or Use of non- The following values will be integrated and Week 17
lesson unit, the Conserving the Ecosystem Animals and the following: combinations of discriminating words emphasized during the discussion and/or on
Environment by the following that the written lessons: • Personal and social
Page 10 of 14

GENDER
Face-to-Face (GAD)
(ILO) (ALO)
students are IV.1. Sustaining Social- Allaby, • Actual Presentation and is/are applicable Everyone, regardless responsibilities; • Self confidence • Value of
expected to: Ecological Systems Michael.Illustrations Demonstration to the students’ of gender, has the human lives Faith to God
1. examine the • Soil Resources by Richard Garratt • Collaborative Discussion • communication right to express own
principles and Management (2010). Brainstorming access category: opinion
impacts of • Biodiversity Management Basics of Video Presentations • Recitation or
ecosystem • Forest Management Environmental oral reflection
management and Aquatic Resources Science by Allaby, • Quiz
conservation; Management Michael (2000). • Written essay
• Management of
Endangered Species
•Waste Management
At the end of the •Addressing Political Ecology: Plants, Any or combination of the Any or Use of non- The following values will be integrated and Week 18
lesson unit, the Realities Animals and the following: combinations of discriminating words emphasized during the discussion and/or on
students are •Philippine Environmental Environment by • Actual Presentation and the following that the written lessons: • Personal and social
expected to: Laws Allaby, Demonstration is/are applicable Everyone, regardless responsibilities; • Self confidence • Value of
1. Paraphrase •Humans, Earth and Social Michael.Illustrations • Collaborative Discussion to the students’ of gender, has the human lives Faith to God
selected provisions Media by Richard Garratt • Brainstorming Video communication right to express own
of the Philippine (2010). Presentations access category: opinion
environmental laws; Basics of • Recitation or
2. React on political Environmental oral reflection
issues with regards Science by Allaby, • Quiz
to the environment; Michael (2000). • Written essay
and
3. Integrate
environmental
awareness and
concerns in social
media.
Project Submission
Final Assessment
Note: This course design is flexible and may include additional topics and activities deemed necessary by the instructor/professor.
Page 11 of 14
List of References:
Printed Materials:
1. Biology. (2002). Phoenix Publishing House, Inc. Quezon City, Capco, C. M.

2. Don Honorio Ventura State University. (n.d.). DHVSU code. Bacolor, Pampanga: Author.
3. Don Honorio Ventura State University. (n.d.). Student handbook. Bacolor, Pampanga: Author.
Digital References:
1. Allaby, Michael (2010). Ecology: plants, animals, and the environment / Michael Allaby; illustrations by Richard Garratt. Facts On File, Inc. An imprint of Infobase Publishing 132 West 31st
Street New York NY 1000
2. Allaby, Michael (2000). Basics of Environmental Science, 2nd Edition.Routledge 29 West 35th Street, New York, NY 10001
3. Smith, Robert Leo and Thomas M. Smith. (2003) Elements of Ecology 5th Ed. U.S.A. : Pearson Education Inc.
Criteria for Grading (Distance Learning)

Class Standing Percentage
Activities 15%
Project 10%
Quiz 20%
Attendance 5%
Participation 10%
Major Exams 40%
TOTAL 100%
Course Policies
✓ Active Participation is essential to maximum/total learning experience. A student is required to participate in face-to-face/ onsite learning modalities. In order to get full credit for
participation, a student should have to complete projects, discussion forums, assignments, lesson assignments, laboratory activities and quizzes on a timely basis. Consistent failure to
participate in class will result in being dropped from the course.
✓ Always adhere to the agreed contents of the Academic Integrity Contract. You shall accomplish the tasks assigned to you with full honesty. You may be allowed (if the instruction permits),
to use credible sources to justify your claims/ideas but must be acknowledged through proper citations. Any form of plagiarism is strictly prohibited.
Page 12 of 14
✓ Students will learn the lessons at his/her own pace. The time-frame is given so that parents and students will be guided of the target lessons and outputs per week. Onsite consultations will
be scheduled to assist students in understanding the lessons.
✓ Any form of dishonesty (cheating, plagiarism, sharing of answers to activities without teacher’s consent, “copy-pasting” answers without paraphrasing, etc.) is prohibited and subject to
disciplinary actions.
✓ All student outputs must be submitted physically (or thru teacher’s email if specified). Submissions thru messenger and facebook will not be accepted.
✓ Incomplete submission of student outputs (activities, project, progress report, final assessment) may incur an INC grade. For our class, non-submission of an output within the specified time
will automatically get zero (0) score for that particular output unless it was coordinated beforehand with the teacher.
✓ Students must observe proper etiquette and behavior at all times.
✓ The teacher will only reply to students during office hours. Avoid emails/messages/consultations beyond office hours. A consultation window hour will be set. This is the time when the
teacher is online so that students may ask about the lessons freely. Individual consultations beyond the set hours must have a prior online appointment.
Prepared and submitted by:
Faculty : ANDRONICA JEAN F. AMBAG

Email Address : [email protected]
Consultation Hours :
Reviewed and noted by:
MARIA RAYCHEL AQUINTO, MSMT

CAS-Chairperson Science Dept
Approved:
ADONIS A. DAVID, Ph.D.
OIC-Dean, College of Arts and Sciences
Page 13 of 14
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DON HONORIO VENTURA STATE UNIVERSITY

Cabambangan, Villa de Bacolor 2001, Pampanga, Philippines

OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN Indexing

Institutional Vision, Mission, and Core Values

Course Credits / Units 3 units No. of Hours/week 3 hours

Common to all programs in all types of schools

Course Learning Outcomes Vis-à-vis Program Outcomes (POs)

Course Learning Outcomes

Course Design Matrix

INTENDED INSTRUCTIONAL DELIVERY ASSESSMENT

INTENDED INSTRUCTIONAL DELIVERY ASSESSMENT

INTENDED INSTRUCTIONAL DELIVERY ASSESSMENT

INTENDED INSTRUCTIONAL DELIVERY ASSESSMENT

INTENDED INSTRUCTIONAL DELIVERY ASSESSMENT

INTENDED INSTRUCTIONAL DELIVERY ASSESSMENT

INTENDED INSTRUCTIONAL DELIVERY ASSESSMENT

1. Biology. (2002). Phoenix Publishing House, Inc. Quezon City, Capco, C. M.

Criteria for Grading (Distance Learning)

Prepared and submitted by:

Faculty : ANDRONICA JEAN F. AMBAG

Reviewed and noted by:

MARIA RAYCHEL AQUINTO, MSMT

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