JOSE C.

FELICIANO COLLEGE FOUNDATION

Dau Exit, North Expressway, Dau, Mabalacat, Pampanga 2010
Telephone Nos. (045) 624-5211/(045) 624-5116
Website: www.jcfc.edu.ph Email Add: jcfc@pldtsl.net

INSTITUTE OF TEACHER EDUCATION

2nd Semester, A.Y. 2015-2016
SYLLABUS IN ENVIRONMENTAL SCIENCE

I. VISION : Jose C. Feliciano College envisions itself to be the leading provider of holistic, responsive, relevant and globally recognized quality
education that is based on the arts, sciences and information technology.

II. MISSION : Jose C. Feliciano College will provide: holistic, globally responsive, relevant and quality education in all disciplines. With this mission, it
aims to produce high-level professionals and leaders who are self-reliant, self-sufficient, socially responsible and God-loving individuals.

III. GOALS : Guided by its vision and mission, the college aims to:

1. provide quality education by promoting academic excellence at all levels the development needs of the region and challenge of a high
progressing and changing technological environment and eventually become a leading higher education institution in the country;
2. provide holistic, relevant, globally responsive education to the Filipino youth so he/she may become an efficient and integrated personality who
is fully cognizant of his/her potentials and who feels at home in an ever advancing society – an individual who is willing to play a dynamic role
in the cultural, political, economic, and technical growth of the country and the global society;
3. provide quality education that will focus on the development of higher order thinking skills: analytical, critical, and creative thinking coupled
with the integration of time tested social values through constant evaluation of the different curricula and the unwavering dedication and
commitment of the highly qualified faculty;
4. recognize the vital role of maintaining partnerships with other academic institutions and organizations thereby forming alliances with the
industry to promote entrepreneurship and global competitiveness; and
5. develop the research awareness and capability of the administrators, faculty members and students thereby contributing to the improvement
of practices in the College and to the increasing stock of knowledge in the outside world.

1
IV. PROGRAM SPECIALIZATION OUTCOMES

1. Articulate and discuss the latest developments in the specific field of practice.
2. Effectively communicate orally and in writing using both English and Filipino.
3. Work effectively and independently in multi-disciplinary and multi-cultural teams.
4. Act in recognition of professional, social, and ethical responsibility.

V. COURSE CODE : ED 12

VI. COURSE TITLE : Special Topics on Education

VII. COURSE DESCRIPTION : Seminars on Special Topics is designed to develop and strengthen the student teachers abilities to think,
organize ideas, handles different classroom situations and strengthen their foundation as a teacher. This course
incorporates reading,understanding and critical thinking. Emphasis is placed on the various forms such as
process, description, narration, comparison, analysis, persuasion and application.

VIII. COURSE OBJECTIVES

At the end of the course, the student should be able to:

1. Improve practice appropriately for classroom situations.

2. Improve the ability to develop and evaluate learning strategies.
3. Develop critical view and teaching techniques.
4. Gain confidence for future interview.

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IX. COURSE CONTENT
DESIRED STUDENT
LEARNING OUTCOME
1. Define Science I.
2. Enumerate the
importance and
limitations of science
3. State and explain the
steps in scientific
method
4. Define Environmental
Science
5. Explain how
Environmental Science
interplays with other
sciences
6. State the goals of
Environmental Science
7. Define Ecology
8. Explain the relevance
and relationship of
ecology with other field
of sciences
COURSE
CONTENT/DURATION
Introduction to I.1 Guided Lecture (A, B, C, 1.1Verbalization of
Environmental
Science (1st – 2nd
Week)
A. Science: definition,
importance and
limitations
B. Scientific Method
C. Environmental Science:
Its Meaning, Importance
and Goals
D. An overview of Ecology
E. Ecology and
Environemtnal Science
INSTRUCTIONAL
DELIVERY
D, E)
The students listen to
30-minute lecture. At the
end, they will
record/write all they can 1.2. Submission of
recall. Then a small
group discussion will
follow, group students
will reconstruct the
lecture conceptually
with supporting data,
preparing complete
lecture notes, then using
the instructor to resolve
questions that rose.
EVIDENCE OF
ASSESSMENT TOOLS
PERFORMANCE
1.1 Recitation log, Analytic
understanding about the Rubric, Objective test
concepts of
Environmental Science.
consolidated and
reconstructed lecture
done by the group
which answers the
following questions:
 As a member of
community, what
are the
environmental
problems you
observed in your
baranggay, and what
measures can you
suggest in solving
these problems?
Present atleast 3
problems.
 What is your
3
 viewpoint about the
current status of
Mother Earth?
Explain your
answer.
 Explain your line of
argument on the
direct link of science,
environment and
ecosystem.

1. Define Ecosystem and II. Ecosystem (3rd II.1Guided Lecture (A, B, C, 2.1 Submission of 2.1 Recitation log, Analytic
its major components Week) D) consolidated and Rubric, Objective test
2. Explain how biotic A. Ecosystem The students listen to reconstructed lecture
factors affect the B. Biotic Components of an 30-minute lecture. At done by the group
environment Ecosystem the end, they will which answers the
3. Dfine the role of C. Abiotic Components f an record/write all they following questions:
producers, consumers Ecosystem can recall. Then a small  How do
and decomposers D. Homeostasis in the group discussion will decomposers keep
4. Explain how abiotic Ecosystem follow, group students us alive? Provide an
factors affect the will reconstruct the expounded
environment lecture conceptually argument.
5. Explain the with supporting data,  Suppose you have a
importance of preparing complete balanced acquarium
homeostasis in the lecture notes, then sealed with a clear
ecosystem using the instructor to glass top. Can life
resolve questions that continue in the
rose. acquarium
indefinetly as long as
the sun shines
regularly on it?
Explain your
4

1. Explain the flow of III. Energy Flow In The 3.1 Guided Lecture (A, B, 3.1 Submission of
energy through Ecosystem (4th
ecosystems Week)
2. Discuss and relate A. Energy flow through
the concept of food ecosystems
chains and food A.1. Tropic Levels
webs. B. Feeding relationships
3. Describe energy B.1. Food Chain
flow, pyramids of B.2. Food Web
energy and biomass C. Pyramids of Energy
in an ecosystem. and Biomass
4. Explain the laws of D. Law of
thermodynamics. Thermodynamics
C, D)
The students listen to
30-minute lecture. At the
end, they will
record/write all they can
recall. Then a small
group discussion will
follow, group students
will reconstruct the
lecture conceptually
with supporting data,
preparing complete
lecture notes, then using
the instructor to resolve
questions that rose.
answer.
 Consider a particular
ecosystem, list down
abiotic factors that
greatly contribute to
the well-being of the
organism within the
chosen ecosystem.
Explain your
answer.
3.1 Recitation log, Analytic
consolidated and Rubric, Objective test
reconstructed lecture
done by the group
which answers the
following questions:
 Can food chain ever
begin with a
consumer? Explain.
 Why there is always
a loss of chemical
energy with each
step in the food
chain?
 How do the
pyramids of energy
and biomass
represent the energy
relationships in an
ecosystem.
 Make a diagram
5
 (drawing) of a food
web that exist in
your locality. Can
you use this to make
a pyramid of energy?

1. Define IV. Biogeochemical 4.1 Guided Lecture (A, B, C, IV.1 Presentation of 4.1 Recitation log, Analytic
biogeochemical Cycles (5th – 6th D, E) biogeochemical cycles. Rubric, Objective test
cycles. Week) The students listen to
2. Explain the cycling A. Hydrologic Cycle 30-minute lecture. At IV.2 Submission of
of nutrients such as B. Carbon-Oxygen Cycle the end, they will consolidated and
carbon, nitrogen, C. Nitrogen Cycle record/write all they reconstructed lecture
phosphorus and D. Phosphorus Cycle can recall. Then a done by the group.
sulfur through E. Sulfur Cycle small group discussion
ecosystem. will follow, group
3. Explain and state the students will
importance of these reconstruct the lecture
cycles and the conceptually with
different processes supporting data,
involved. preparing complete
lecture notes, then
using the instructor to
resolve questions that
rose.

4.2. Concept Mapping (A,

B, C, D, E)
The class is divided
into 5 group. Each
group is tasked to
make an illustration of
the assigned
biogeochemical cycle.

6
1. Define population V.
2. Discuss the different
characteristics of A.
population
3. Explain survivorship
curve
4. Illustrate age-related
changes
5. Explain Age structure B.
diagrams divided a
population into age
groupings C.
6. Describe and explain
the pattern of
population growth D.
7. Explain carrying
capacity E.
8. Identify and explain the F.
limiting factors of
population G.
9. Differentiate K-adapted
and r-adapted species. H.
10. Describe Philippine I.
Population
11. Explain the impact
of population in the J.
environment and in
developing country.
1. Define community, VI.
habitat, geographic
range and ecological
Population Ecology 5.1.
(7th – 8th Week)
Population: its
definition and
characteristics
A.1. Population density
A.2. Population
Distribution
Survivorship Curve
Illustrate Age-Related
Changes
Age structure Diagrams
Divide a Population into
Age Groupings
Patterns of Population
growth
Carrying Capacity
Limiting Factors of
Population
K-Adapted and r- 5.2.
Adapted Species
Philippine Population
Impact of Population in
the Environment and
Developing Country
Effects of Over
Population
Community VI.1
Ecology (9th Week)
A. Community, habitat,
Guided Lecture (A, V.1 Submission of 5.1 Recitation log, Analytic
B, C, D, E, F, G) consolidated ideas by rubric, Objective essay
The students listen to the group.
30-minute lecture. At
the end, they will 5.3. Submission of
record/write all they research work
can recall. Then a regarding the
small group discussion demographics of
will follow, group the country.
students will
reconstruct the lecture
conceptually with
supporting data,
preparing complete
lecture notes, then
using the instructor to
resolve questions that
rose.
Guided Research
(H, I, J)
Divide the class into 5
groups. And allow
them to conduct
research about the
current demographics
of the country.
Student as Resource 8.1. Presentation of 6.1 Recitation log, Analytic
Speaker (A, B, C, D) concepts related to Rubric, Objective test
A group of student with the topic.
7
 niche geographic range and 5 members is tasked to VI.2 Submission of
2. Explain the ecological niche discuss the concepts consolidated ideas by
relationship among B. Relationship among about the topic. Then, the group which
organism Organisms their classmates will ask answers the following
3. Explain symbiotic C. Symbiotic questions thereafter. questions:
relationship Relationship perspective of the topic  Do the eagle
4. Discuss a succession D. Succession in and the snake
in communities Communties compete with
D.1. Primary one another?
Succession Explain.
D.2. Secondary  Why can
Succession human
D.3. Pioneer activities
Community accelerate the
D.4. Seral Stage succession of a
D.5. Climax community?
Community  Give an
example of how
behavior can
lessen
competition for
food and
territory
between the
same organism.

1. Identify and discuss the VII.
different biomes
2. Explain the effects of
different factors in each
biomes.
Biomes of the VII.1 Student as Resource 7.1. Presentation of 7.1 Recitation log, Analytic
Earth (10th Week) Speaker (A, B) concepts related to the Rubric, Objective test
A. The Land Biomes A group of student with topic.
B. The Aquatic 5 members is tasked to
Biomes discuss the concepts 7.2. Submission of
8
 about the topic. Then,
their classmates will ask
questions thereafter.
perspective of the topic
consolidated and
reconstructed lecture
done by the group.
 Why are certain
populations vital in a
specific biome?
 Why are there so
numerous living
species in the
tropical rainforest?
 Whay are living
organisms in the
deciduous forest
inactive during
winter?

1. Define and explain the VIII. Philippines VIII.1 Student as Resource 8.1. Presentation of 8.1 Recitation log, Analytic
importance of Biodiversity (11th Speaker (A, B, C, E) concepts related to the Rubric, Objective test
biodiversity. Week) A group of student with topic.
2. Describe the status of A. Biodiversity: Meaning 5 members is tasked to
Philippine B. The Levels of discuss the concepts 8.2. Submission of
Biodiversity Biodiversity about the topic. Then, consolidated and
3. Explain the C. Status of the their classmates will ask reconstructed lecture
conservation and Philippine questions thereafter. done by the group.
management of Biodiversity perspective of the topic  How does
biodiversity D. Factors that caused deforestation of
Philippine large areas
Biodiversity Loss contribute to an
E. Conservation and increase in
Management of atmospheric carbon
Biodiversity dioxide?

9

1. State the meaning and IX.
types of natural
resources
2. Explain ways on how to
manage the natural
resources
3. Identify factors that
contribute to the loss of
these natural resources
4. Present some measures
on how to conserve
natural resources.
 What is your
understanding of the
statement of McNeil
and Shei that
biodiversity is the
life insurance of life
itself?
 Enumerate ways on
how to help
conserve and protect
the endemic species
in your region.
Philippine Natural IX.1 Student as Resource 91. Presentation of 9.1 Analytic Rubric,
Resources (12th Speaker (A, B, C) concepts related to Recitation log,
Week) A group of student with the topic. Objective Test
A. Natural Resources its 5 members is tasked to 9.2. Submission of
meaning and types discuss the concepts consolidated and
B. Classification of about the topic. Then, reconstructed lecture
Natural Resources their classmates will ask done by the group.
C. Natural Resource questions thereafter.  What are the
Management perspective of the topic underlying reasons
of misuse of natural
resources?
 What is the
significance of
natural resources to
the country’s
economy?
 Based on your
knowledge on
10
 natural resources,
how will you
contribute to the
preservation and
conservation of our
natural resources?

1. Discuss air pollution, X. Air Pollution (13th 10.1Student as Resource 10.1Presentation of 10.1Analytic Rubric,
its causes and effects Week) Speaker (A, B, C,D, E, concepts related to Recitation log,
2. Identify human A. Human impact on the F) the topic. Objective Test
impact on the environment A group of student with
environment. B. Types of pollution 5 members is tasked to X.1 Submission of
3. Understand the C. Common criteria discuss the concepts consolidated and
components of the pollutant about the topic. Then, reconstructed lecture
atmosphere D. Smog their classmates will ask done by the group.
4. Evaluate the E. Acid Rain questions thereafter.
different ways by F. Philippine Efforts to perspective of the topic
which the Philippine Clean the Air
Government address
the present
atmospheric
problems.

1. Describe the different XI. Greenhouse effect
atmospheric layers and global warming
2. Describe how ozone (14th – 15th Week)
is produced and A. Global Warming its
depleted Effect
3. Differentiate B. Climate Change
greenhouse effect C. Causes of Greenhouse
and global warming Effect
4. State the D. Effects of Greenhouse
11.1. Guided Lecture (A, B, 11.1. Submission of 11.1. Analytic Rubric,
C, D, E, F) consolidated ideas Recitation log,
The students listen to by the group. Objective Test
30-minute lecture. At
the end, they will 11.2. Presentation of
record/write all they illustrations.
can recall. Then a
small group discussion
will follow, group

11
 consequences of Gasses and Global
greenhouse effect Warming
5. Assess our role in E. Solutions to Global
ozone layer Warming and Climate
depletion and global Change.
warming F. Ozone Layer and
Solutions for its
depletion
students will
reconstruct the lecture
conceptually with
supporting data,
preparing complete
lecture notes, then
using the instructor to
resolve questions that
rose.

11.2. Gallery Walk (A, B, C,

D, E, F)
The class will be
divided into 5 groups.
Each group are tasked
to make an illustrations
about the concepts of
Global Warming.

XII. WATER POLLUTION (17th
1. Discuss the different week)
problems involving A. Sources of water
water pollution
2. Explain the causes B. Water pollutants
and effects of water C. Effects of water
pollutants pollution
3. Describe the ways D. Red tide menace
by which the a. Effects of red tide
Philippine b. Government actions
government address against red tide
the problems menace
E. Oil spill
12.1 Guided Lecture (A, B, 12.1. Submission of
C, D, E, F,G)
The students listen to
30-minute lecture. At
the end, they will
record/write all they
can recall. Then a
small group discussion
will follow, group
students will
reconstruct the lecture
conceptually with
supporting data,
consolidated and
reconstructed lecture
done by the group
answering the
following questions:
 Do you think that
Pasig River can still
be recovered?
 What are the
different methods of
solving oil spill?
 Explain how janitor
12
 F. Pollution of Philippine
Rivers and Lakes
G. Philippine Effort to
clean the waters
XIII. SOLID WASTE
POLLUTION (18th week)
1. Define solid waste A. Solid waste
pollution management methods
2. Discuss the different a. Zero Waste
solid waste management system
management b. Composting
methods c. Sanitary Landfill
3. Trace the efforts of d. Incinerators
the government to e. Open Dumpsite
control solid waste B. Controlling Pollution
C. Philippine Efforts in
Controlling Solid Waste
preparing complete
lecture notes, then
using the instructor to
resolve questions that
rose.
13.1. Guided Lecture (A, B, 13.1. Submission of
C)
The students listen to
30-minute lecture. At
the end, they will
record/write all they
can recall. Then a
small group discussion
will follow, group
students will
reconstruct the lecture
conceptually with
supporting data,
preparing complete
lecture notes, then
using the instructor to
resolve questions that
rose.
fish and water lilies
become biological
pollutants.
consolidated and
reconstructed lecture
done by the group
answering the
following questions:
 How can one
persuade legislators
in one jurisdiction to
spend money on
anti-pollution
measures of most of
the damage occur in
the other
jurisdiction?
 Materials that
cannot be recycled
are generally taken
to places specifically
set aside as dumps.
If such facility areas
are needed, where
should they be
located? Why?
13
X. COURSE REFERENCES

TEXTBOOKS:

Unday, J., Banzuela, S., Dalisay, J. & Aromin, M. (2012). Introduction to Environmental Science. Revised Edition. MaxCor Publishing House, Quezon City,
Philippines.
Miller, Jr., T & Spoolman, S. (2013). Principles of Environmental Science. Cengage Learning Asia Ptd Lte, Philippines
Lee, S. & Ań es, M. (2008). Lecture Notes in Environmental Science. The Economy of Nature and Ecology of Man. C & E Publishing, Inc., Philippines
Molles Jr., M.C. (2008). Ecology: Concepts of Applications. Fourth Edition. Philippines. Mc- Graw Hill Internal Edition.
Gaselo, P. (2007). Biological Science with Practical Applications Questions. Philippines. C & E Publishing, Inc.
Tarbuck, E. J., Lutgens, F. K & Tasa, D. G. (2012). Earth Science. Thirteeth Edition. Philippines. Pearson Education South Asia Pte Ltd.
Cardenas, C.G., Anunciacion, L.V., Cervania, A.B., Cravalho, B.M.,Jjaramilla & B.S., Olubia, L..T. (2010). Introduction to Physical Science. Mutya Publishing
House, Inc.,Malabon City, Philippines
Eager, E.D & Smith, B.F (2004). Environmental Science: A Study of Interralationships. 9 th Edition. Philippines. Mc-Graw International
Tarbuck, E. J & Lutgen, F.K. (2003). Earth Science: Basic Principles and Concepts. Philippines. Pearson Education South Asia, Pte. Ltd.

ADDITIONAL /SUPPLEMENTARY MATERIALS

1. http://www.sciencedirect.com/science/article/pii/S1462901104000620 I use the example of the 2000 US Presidential election to show that
political controversies with technical underpinnings are not resolved by technical means. Then, drawing from examples such as climate change,
genetically modified foods, and nuclear waste disposal, I explore the idea that scientific inquiry is inherently and unavoidably subject to
becoming politicized in environmental controversies. I discuss three reasons for this. First, science supplies contesting parties with their own
bodies of relevant, legitimated facts about nature, chosen in part because they help make sense of, and are made sensible by, particular interests
and normative frameworks. Second, competing disciplinary approaches to understanding the scientific bases of an environmental controversy
may be causally tied to competing value-based political or ethical positions. The necessity of looking at nature through a variety of disciplinary

14
 lenses brings with it a variety of normative lenses, as well. Third, it follows from the foregoing that scientific uncertainty, which so often
occupies a central place in environmental controversies, can be understood not as a lack of scientific understanding but as the lack of coherence
among competing scientific understandings, amplified by the various political, cultural, and institutional contexts within which science is carried
out.
2. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1240435/ nvironmental scientists play a key role in society's responses to environmental
problems, and many of the studies they perform are intended ultimately to affect policy. The precautionary principle, proposed as a new
guideline in environmental decision making, has four central components: taking preventive action in the face of uncertainty; shifting the
burden of proof to the proponents of an activity; exploring a wide range of alternatives to possibly harmful actions; and increasing public
participation in decision making. In this paper we examine the implications of the precautionary principle for environmental scientists, whose
work often involves studying highly complex, poorly understood systems, while at the same time facing conflicting pressures from those who
seek to balance economic growth and environmental protection. In this complicated and contested terrain, it is useful to examine the
methodologies of science and to consider ways that, without compromising integrity and objectivity, research can be more or less helpful to
those who would act with precaution. 
3. http://www.sciencedirect.com/science/article/pii/S0921800908003376 the ecological footprint is a measure of the resources necessary to
produce the goods that an individual or population consumes. It is also used as a measure of sustainability, though evidence suggests that it falls
short. The assumptions behind footprint calculations have been extensively criticized; I present here further evidence that it fails to satisfy
simple economic principles because the basic assumptions are contradicted by both theory and historical data. Specifically, I argue that the
footprint arbitrarily assumes both zero greenhouse gas emissions, which may not be ex ante optimal, and national boundaries, which makes
extrapolating from the average ecological footprint problematic. The footprint also cannot take into account intensive production, and so
comparisons to biocapacity are erroneous. Using only the assumptions of the footprint then, one could argue that the Earth can sustain greatly
increased production, though there are important limitations that the footprint cannot address, such as land degradation. Finally, the lack of
correlation between land degradation and the ecological footprint obscures the effects of a larger sustainability problem. Better measures of
sustainability would address these issues directly.
4. http://www.sciencedirect.com/science/article/pii/S0964569100000600 Contamination by butyltin (BTs) and organochlorine compounds
(OCs) in green mussels collected along the coastal areas of Thailand, Philippines and India during the period of 1994–1997 was examined. The
BT residues in green mussel were widely detected, suggesting a widespread contamination along the coastal waters of Asian developing
countries. Relatively high concentrations of BTs in green mussel were found in high boating activity and coastal aquaculture areas, implying the
usage of TBT as a biocide in antifouling paints used on boat hulls and marine aquaculture facilities. The composition of BT derivatives in mussel
was in the order of TBT>DBT>MBT, suggesting also the presence of significant butyltin source in Asian coast. BT residues pattern in green

15
 mussels from Thailand revealed higher levels in aquaculture than in boating activity sites. This result may indicate that the developing countries
showing high economic growth rate (like Thailand) tend to increase the usage of TBT for aquaculture activities. BT contamination levels in
Asian developing countries were lower than those in developed nations.
5. http://repository.seafdec.org.ph/handle/10862/1342 Ecological effects include mangrove conversion into ponds; use of antibiotics and
chemicals leading to drug resistance; dumping of pond effluents which affect neighboring ecosystems; and pumping of groundwater that causes
saltwater intrusion and vulnerability to floods. In addition, these effects lead to social costs in the form of reduction in domestic and agricultural
water supplies; decreases in the production of foodfish and other food crops; further marginalization of coastal fishermen; displacement of
labor; and credit monopoly by big businessmen. Comparative economic analyses of three prawn-farming systems showed that, compared to
extensive and intensive culture, semi-intensive farms give the best performance using undiscounted (payback period, return on investment)
and discounted (net present value, internal rate of return) economic indicators. With a 20% fluctuation in inputs or selling price intensive
farming will no longer be profitable because of the high variable cost. The paper concludes with recommendations for strict enforcement of
existing government guidelines (e.g. ban on mangrove conversion); institution of new policies on the use of groundwater, seawater and public
credit; diversification of cultured species; and emphasis on semi-intensive farming parallel with brakes on further intensification of prawn
farming.

XI. PERFORMANCE INDICATORS AND EVIDENCES PERFORMANCE

DESIRED STUDENT LEARNING OUTCOME EVIDENCE OF PERFORMANCE PERFORMANCE STANDARDS

Define Science Verbalization of understanding about the Criteria:

Enumerate the importance and limitations of
science
State and explain the steps in scientific
method
Define Environmental Science
Explain how Environmental Science
interplays with other sciences
State the goals of Environmental Science
Define Ecology
concepts of Environmental Science. 60% - Qualitative Output
35% - Quantitative Output
Submission of consolidated and reconstructed 5% - Time of Submission
lecture done by the group which answers the
following questions:
 As a member of community, what are the
environmental problems you observed in
your baranggay, and what measures can
you suggest in solving these problems?

16
Explain the relevance and relationship of
ecology with other field of sciences
Define Ecosystem and its major components
Explain how biotic factors affect the
environment
Dfine the role of producers, consumers and
decomposers
Explain how abiotic factors affect the
environment
Explain the importance of homeostasis in the
ecosystem
Explain the flow of energy through
ecosystems
Discuss and relate the concept of food chains
and food webs.
Describe energy flow, pyramids of energy and
biomass in an ecosystem.
Explain the laws of thermodynamics.
Present atleast 3 problems.
 What is your viewpoint about the current
status of Mother Earth? Explain your
answer.
 Explain your line of argument on the
direct link of science, environment and
ecosystem.
Submission of consolidated and reconstructed Criteria:
lecture done by the group which answers the 60% - Qualitative Output
following questions: 35% - Quantitative Output
 How do decomposers keep us alive? 5% - Time of Submission
Provide an expounded argument.
 Suppose you have a balanced aquarium
sealed with a clear glass top. Can life
continue in the aquarium indefinitely as
long as the sun shines regularly on it?
Explain your answer.
 Consider a particular ecosystem, list down
abiotic factors that greatly contribute to
the well-being of the organism within the
chosen ecosystem. Explain your answer.
Submission of consolidated and reconstructed Criteria:
lecture done by the group which answers the 60% - Qualitative Output
following questions: 35% - Quantitative Output
 Can food chain ever begin with a 5% - Time of Submission
consumer? Explain.
 Why there is always a loss of chemical
energy with each step in the food chain?
 How do the pyramids of energy and
biomass represent the energy
17
 relationships in an ecosystem.
 Make a diagram (drawing) of a food web
that exist in your locality. Can you use this
to make a pyramid of energy?

Define biogeochemical cycles. Presentation of biogeochemical cycles. Criteria:

Explain the cycling of nutrients such as
carbon, nitrogen, phosphorus and sulfur
through ecosystem.
Explain and state the importance of these
cycles and the different processes involved.
60% - Qualitative Output
Submission of consolidated and reconstructed 35% - Quantitative Output
lecture done by the group. 5% - Time of Submission

Define population Submission of consolidated ideas by the group. Criteria:

Discuss the different characteristics of 60% - Qualitative Output
population Submission of research work regarding the 35% - Quantitative Output
Explain survivorship curve demographics of the country. 5% - Time of Submission
Illustrate age-related changes
Explain Age structure diagrams divided a
population into age groupings
Describe and explain the pattern of
population growth
Explain carrying capacity
Identify and explain the limiting factors of
population
Differentiate K-adapted and r-adapted
species.
Describe Philippine Population
Explain the impact of population in the
environment and in developing country.

Define community, habitat, geographic range Presentation of concepts related to the topic. Criteria:
and ecological niche 60% - Qualitative Output
Explain the relationship among organism 35% - Quantitative Output

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Explain symbiotic relationship
Discuss a succession in communities
Identify and discuss the different biomes
Explain the effects of different factors in each
biomes.
Define and explain the importance of
biodiversity.
Describe the status of Philippine Biodiversity
Explain the conservation and management of
biodiversity
Submission of consolidated ideas by the group 5% - Time of Submission
which answers the following questions:
 Do the eagle and the snake compete
with one another? Explain.
 Why can human activities accelerate
the succession of a community?
 Give an example of how behavior
can lessen competition for food and
territory between the same
organism.
Presentation of concepts related to the topic. Criteria:
60% - Qualitative Output
Submission of consolidated and reconstructed 35% - Quantitative Output
lecture done by the group. 5% - Time of Submission
 Why are certain populations vital in a
specific biome?
 Why are there so numerous living species
in the tropical rainforest?
 Whay are living organisms in the
deciduous forest inactive during winter?
Presentation of concepts related to the topic. Criteria:
60% - Qualitative Output
Submission of consolidated and reconstructed 35% - Quantitative Output
lecture done by the group. 5% - Time of Submission
 How does deforestation of large areas
contribute to an increase in atmospheric
carbon dioxide?
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State the meaning and types of natural
resources
Explain ways on how to manage the natural
resources
Identify factors that contribute to the loss of
these natural resources
Present some measures on how to conserve
natural resources.
Discuss air pollution, its causes and effects
Identify human impact on the environment.
Understand the components of the
atmosphere
Evaluate the different ways by which the
Philippine Government address the present
atmospheric problems.
Describe the different atmospheric layers
Describe how ozone is produced and
 What is your understanding of the
statement of McNeil and Shei that
biodiversity is the life insurance of life
itself?
 Enumerate ways on how to help conserve
and protect the endemic species in your
region.
Presentation of concepts related to the topic. Criteria:
60% - Qualitative Output
Submission of consolidated and reconstructed 35% - Quantitative Output
lecture done by the group. 5% - Time of Submission
 What are the underlying reasons of
misuse of natural resources?
 What is the significance of natural
resources to the country’s economy?
 Based on your knowledge on natural
resources, how will you contribute to the
preservation and conservation of our
natural resources?
Presentation of concepts related to the topic. Criteria:
60% - Qualitative Output
Submission of consolidated and reconstructed 35% - Quantitative Output
lecture done by the group. 5% - Time of Submission
Submission of consolidated ideas by the group. Criteria:
60% - Qualitative Output
20
 depleted
Differentiate greenhouse effect and global
warming
State the consequences of greenhouse effect
Assess our role in ozone layer depletion and
global warming
4. Discuss the different problems involving Submission of consolidated and reconstructed
water
5. Explain the causes and effects of water
pollutants
6. Describe the ways by which the Philippine
government address the problems
4. Define solid waste pollution
5. Discuss the different solid waste
management methods
6. Trace the efforts of the government to
control solid waste
Presentation of illustrations. 35% - Quantitative Output
5% - Time of Submission
Criteria:
lecture done by the group answering the 60% - Qualitative Output
following questions: 35% - Quantitative Output
 Do you think that Pasig River can still be 5% - Time of Submission
recovered?
 What are the different methods of solving
oil spill?
 Explain how janitor fish and water lilies
become biological pollutants.
Submission of consolidated and reconstructed Criteria:
lecture done by the group answering the 60% - Qualitative Output
following questions: 35% - Quantitative Output
 How can one persuade legislators in one 5% - Time of Submission
jurisdiction to spend money on anti-
pollution measures of most of the damage
occur in the other jurisdiction?
 Materials that cannot be recycled are
generally taken to places specifically set
aside as dumps. If such facility areas are
needed, where should they be located?
Why?
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XII. GRADING SYSTEM

PRELIM GRADING PERIOD = CLASS STANDING (60%) + MAJOR EXAMINATION (40%)

MIDTERM GRADING PERIOD = CLASS STANDING (60%) + MAJOR EXAMINATION (40%)

FINAL GRADING PERIOD = CLASS STANDING (40%) + MAJOR EXAMINATION (60%)

FINAL GRADE = PRELIM GRADE + MIDTERM GRADE + FINAL GRADE

3

XII. COURSE REQUIREMENTS

Class Standing 60% (Prelims & Midterms) Class Standing 40% (Finals)
Attendance Attendance
Seatwork/ Assignments/ Journal Reading Seatwork/Assignments/ Journal Reading
Quizzes Quizzes
Recitations Recitations
Group Activities (Reaction Papers) Compendium (Reactions Papers and other Activities)
Major Examination 40% Major Examination 60%

XIII. COURSE POLICIES AND GUIDELINES

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 1. Students should always log-in to the facebook group regularly to retrieve supplementary learning materials such as handouts, take home activities,
worksheets and the like. In addition, the students can also post their concerns about the subject/lesson.
2. Students are expected to study their lessons before entering the class to maximize class participation.
3. Eating and chewing gums inside the classroom is not allowed.
4. Requirements such as assignments/projects should be submitted on time. Failure to meet the deadline would mean demerit of 10% from the actual
grade on a daily basis.
5. Coordinate with the professor within the given consultation hours regarding concerns about the subject requirements.
6. Use of cellphones and other gadgets is strictly prohibited inside the classroom unless highly needed.
7. Practice “Clean as you Go” (CLAYGO).
8. Non-compliance to the requirements given will be marked as incomplete from the course.
9. Students who failed to take quizzes or major examination should comply within one week after the date of examination and are required to present
an excuse letter stating non-compliance to the said activity before taking a special exam.
10. Please refer to the Student’s Handbook concerning the following: tardiness; absences; acquisition of special quizzes, activities & major examination

XIV. CONSULTATION HOURS

Days Time Room

Weekdays 3:30 AM - 5:00 PM ITED FACULTY RM.

Prepared by: Verified by:

Dave Prudence G. Tayag, RN, LMT, MSN Farraday D. Valenton, MA SPED

College Faculty Coordinator, ITED

Approved by:

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Filipinas L. Bognot, MAT, MA Bio, MA SPED, Ph.D
Dean, Institute of Teacher Education
Vice President for Academic Affairs

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