PROPOSAL FOR THE RECONFIGURATION OF

ENS 10. PEOPLE and ENVIRONMENT

I. Identifying and Descriptive Information

A. Course Catalogue Description

1. Course number: ENS 10
2. Course Title: People and Environment
3. Course Description: Fundamental concepts, principles, theories and practices of environmental science
4. Prerequisite: None
5. Semester Offered: Can be offered at any term
6. Course Credit: 3
7. Number of Hours: 3 hours/week
8. Course Goals: For the students to:
a. understand the basic concept, scope and importance of Environmental Science;
b. describe the basic features of the biosphere, the ecosystem and their
interconnectedness;
c. identify the impacts of human activities on the environment;
d. discuss current environmental issues and concerns and identify option to
respond to the issues; and
e. explain people’s vital role in environmental resource protection and conservation.

B. Rationale

Environmental Science is an Ecology of Sciences. Thus, by inherent nature, a truly interdisciplinary and overarching
course. It integrates different disciplines from the natural sciences and social sciences into one. As a GE course,
it is a way of counteracting the growing trend of too much specialization which is blamed to be one of the major
culprits of today’s environmental problems. Consequently, EnSci ties together the different disciplines to come up
with a holistic view thus allowing a systematic critical thinking of the real world. Environmental problems today are
so complex that not one discipline can offer solutions to address. This convolution requires an interdisciplinary
approach which can be developed only through an appropriate environmental science education. It is an essential
milieu in shaping the young minds of UP students and better equipped them of the still incoming destructive
environmental processes brought about by the anthropogenic alterations of the environment.

This course provides students the opportunity to understand from scientific point of view the phenomenal impacts
of biodiversity loss, climate change and other grave environmental problems today. As a GE course, it aims to
produce students who are imbued with the holistic and critical perspective of the present environmental problems
and enabling them to address these problems from their respective disciplinal perspective while relating and
working with other disciplines. Thru this course our students could become better users, managers and
harbingers of Mother Earth’s life support system

C. Course Outline

1. Course Outcomes. At the end of the course, the students should be able to:

CO 1. Explain EnSci and its importance as an interdisciplinary course.

CO 2. Describe the components of the biosphere, their interactions and how they are affected by
human activities.
CO 3. Identify pressing environmental issues, problems and concerns.
CO 4. Evaluate and recommend solutions to address both local, national and global environmental
issues and concerns.

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 CO 5. Formulate and pursue a personal or group environmental advocacy.
Course Outcomes and Relationship to GE objectives
I (introduced), D (demonstrated) or R (reinforced)

GE Objectives*
Course Outcomes
A B C D E
Explain EnSci and its importance as an interdisciplinary course
Describe the components of the biosphere, their interactions and how they
are affected by human activities
Identify pressing environmental issues, problems and concerns.
Evaluate and recommend solutions to address both local and global issues
and concerns
Formulate and pursue a personal or group environmental advocacy
*A Broaden intellectual and cultural horizons
B Hone critical and creative thinking
C Develop a passion for learning and scholarship
D Cultivate a high sense of intellectual and moral integrity
E Foster a commitment to nationalism and social justice

2. Course Content / Course Coverage

Teaching and
Assessment
Week Topics Learning
Tools
Activities
Module 0. Course Overview. 6 hours
Environmental Science as a transdisciplinary course

LEARNING OUTCOMES
1. Draw a general picture on the scope, focus and Lecture Oral
relevance of the course; discussion, Recitation,
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2. Describe Environmental Science as a transdisciplinary Group Reflection
course; brainstorming paper
3. Develop consciousness of various disciplines and the
need for their interconnectedness;
4. Trace the historical development of environmental
awareness and education.

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 Module 1. The Natural Environment. 15 hrs.

I. Environment & its Component

A. Environment in the Cities and Suburbs
B. Promdi’s Paradise
C. The Air We Breathe
D. Tubig, Our Most Vital Resource
E. Soil of Wealth and Land of Life

II. Eco-Challenge
A. Cycles of Environmental Truth
B. From Where Are You? - Different Ecosystems
(Biomes)
C. Lower and Upper Limits: Principles of Sustainability Lecture Output: -
discussion, 1--minute
3-7 III. Health & Harmony with Nature Video reaction
A. Interactions in the shores and coastlines presentation, paper,
B. Interactions in the forest and inland waters Group work,
C. Interactions in other systems Group -Written
D. Human interactions presentation answers to
(e.g. role questions
LEARNING OUTCOMES playing) -Essay
1. Explain the importance of the life support system
(Land, Air, Water) and put in plain words its
interconnectedness;
2. Describe the components of the biosphere & their
interactions;
3. Identify the changes brought about by human
activities on the Land, Air and Water;
4. Understand how nature works; its principles, laws
and processes affecting humans.
Module 2. The Environmental Problems, Issues and
Concerns. 15 hrs.
The importance of Critical thinking in analyzing Environmental
Problems.

IV. Nature’s warning and Environmental Harassments

Lecture
A. Resource use and abuse discussion,
Group report,
B. Human Population explosion and it’s impacts: Debate,
Growing numbers Video clips /
Reaction
C. Biodiversity loss and Species Extinction Documentary
paper,
8-12 D. Pressure on Land/ Soil Resources (Reclamation/ film showing,
Land Conversion) Case
Written
E. Global warming & Climate Change: analysis,
answers to
Typhoon Yolanda: Impacts, consequences, crisis Group work
question
mgt & recovery and group
F. Climate Change Mitigation and Adaptation: Climate presentation
Justice
G. Disaster Risk Reduction and Management
H. Other issues: Ozone Depletion, Deforestation, El
Nino and La Nina, Water Pollution, Slat Water
Intrusion, Water Supply (quality & quantity), Red
Tide, Waste Management, Food Crisis, Energy

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 Crisis, Alternative Energy, Genetically Modified
Organisms, Industrial Melanism, etc.
I. Others (based on needs of the UP constituent unit)

LEARNING OUTCOMES
1. Appreciate the role and apply the concept of Critical
thinking in analyzing environmental problems;
2. Allow the students to critically engage in identifying
and analyzing environmental issues;
3. Analyze cases related to the various environmental
issues and concerns;
4. Explain from scientific point of view the different
environmental problems today.
Module 3. The Sustainable Options. 12 hrs.

V. Prescribing Solutions to Problems/ Issues/Concerns

A. Environmental Justice
B. National Environmental Laws and Policies
C. International environmental laws and agreements
D. Institutional arrangements and functions

VI. Where do we go from here? – Finding the balance

A. Agree and unite on laws and agreements 2-3 minutes
B. Population needs vs population deeds Lecture Environmental
C. Biosphere II: Creating a New World discussion, Advocacy
D. Shifting Paradigm: Changing lifestyle video (group
E. Workshop/case study: storm surge risk Video clips/ or individual),
13-16 communication tool kit at: Webpage: film showing,
https://www.environmental- Written
communication.space/copy-of-exercise-2 Group answers to
presentation question
Final activity: Any advocacy program/project

LEARNING OUTCOMES
1. Familiarize existing environmental laws, agreements
and protocols;
2. Distinguish different environmental arrangements
and their respective roles and responsibilities;
3. Analyze and recommend solutions to address both
local and global issues and concerns;
4. Choose and pursue a personal or group
environmental advocacy.

Course Requirements and Grading:

Students will be evaluated based on their performance on the following course requirements:

Activity Percent Wt.

1st long exam (M0-M1) 15
2nd long exam (M2-M3) 15
Group presentation of selected Environmental Issues 20
Class participation (quizzes/group work/recitation) 20

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 Advocacy Activity/Project/Program 30
TOTAL 100 %

Below is the equivalent grade of students raw scores: (for discussion)

1.0 = 90 – 100 2.50 = 61 - 65

1.25 = 86 - 89 2.75 = 56 – 60
1.50 = 81 – 85 3.00 = 50 – 55
1.75 = 76 - 80 4.00 = 45 - 49
2.00 = 71 - 75 5.00 = 44 and below
2.25 = 66 - 70 INC = Lacking requirement(s).

Recommended References and Resources:

(Faculty may draw their reading requirements from this list or may add their own).

1. Guzman, R.S. and R.Z. Guzman. 2000. Environmental Education for Sustainable Development. Wisdom
Advocates Publishing. 296 pp.
2. Botkin, D.B. and R.A. Keller. 2005. Environmental Science: Earth as a Living Planet. John Wiley & Sons,
Inc.664 pp.
3. Miller, Jr. G.T. 2005. Environmental Science: Working with the Earth. Brooks/Cole and Thompson Learning
Asia. 119 pp.
4. Enger, E.D., and B.F. Smith. 2002. Environmental Science. A Study of Interrelations.7th Ed. McGraw-Hill
Companies. 434 pp.
5. Brunthland Report 1987. Our Common Future. World Commission of Environment and Development
(WCED).
6. Vitug, M. D. 1993.The Politics of Logging. Power from the Forest. Philippine Center for Investigative
Journalism. 276 pp.
7. Casas, E.V. and Baguinon, N.T. 2008. Environmental Zoning for Biodiversity Conservation In Lawaan,
Eastern Samar, Philippines. Journal of Nature Studies. PSSN. Vol 7(2) July-Dec 2008. pp. 107- 121.
8. Casas, E.V. and Baguinon, N.T. Optimizing landscape value for man and nature: a case study of land-
suitability mapping to conserve biodiversity in Lawaan, Eastern Samar, Philippines, Applied GIS. 2009; 5(1),
1-27. http://arrow.monash.edu.au/hdl/1959.1/78845.
9. Lejano, R., Casas, E.V., et. al, 2016. Storm Surge Risk Communication: Enabling Institutions to Respond to
Storm Surge Risk Communication. Toolkit is accessible at: https://www.environmental-
communication.space/copy-of-exercise-2
10. Ecological Footprint Calculator: http://www.mec.ca/Apps/ecoCalc/ecoCals.jsp
11. STOP DISASTER Game: http://www.stopdisastersgame.org/en/playgame.html.
12. Imran Ahmad Dar, Mithas Ahmad Dar. 2011. Earth and Environmental Sciences
13. Robert Kaufmann and Cutler Cleveland. 2015. Environmental Science.
http://www.trunity.com/products/digital-textbooks/environmental-science/
14. Bharat Raj Singh. 2015. Global Warming: Causes, Impacts and Remedies
15. Cunningham and Saigo. 1999.Environmental Science: A Global Concern.
16. Environmental Science in the 21st Century - An Online Textbook. @
http://oceanworld.tamu.edu/resources/environment-book/contents.html
17. Environmental Science Books. ebooks @ Google search.
18. Collection of Handouts in Environmental Science

Repository of teaching materials

ONLINE REPOSITORIES

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Group Members during the Workshop on Reconfiguration of other GE Courses:

1. Daniel Licayan 2. Lucite de Guzman

3. Olga Corales 4. Marilou Ang Lopez
5. Rica Cainglet 6. Juliana Baylon
7. Ramon Carlo Cruzpero 8. Joshua Regalado
9. Steve Janagap 10. Diana Paguntalan
dppaguntalan@upv.edu.ph,
11. Jay Martizano 12. Ma. Teresa Minerva
13. Dennis Ong 14. Eulito V. Casas, Jr.