Liceo De Masbate: In The Service Of God And The Poor!

LICEO DE MASBATE Quezon St., Masbate City

In the Service of God and the Poor! OBE COURSE SYLLABUS COURSE NAME : DEPARTMENT : SY 2020-2021 VISION

ENVIRONMENTAL SCIENCE (MC SCIENCE 3) EDUCATION

A highly esteemed and responsive Catholic educational institution committed to the transformation of persons to a Life of Integrity, Compassion, Excellence and Optimum service to Church and society. MISSION In the service of the Church with Mary, the school commits to: Offer a Gospel-centered and holistic education which will nurture Christian Values, reflective Masbateños and Filipino Culture. Promote academic excellence in search for truth, justice, peace and progress in accordance with laws, rules and policies set by the Catholic Church. Participate in the evangelizing mission of the Church through relevant and dynamic institutional programs that will foster collaboration and improvement among the various sectors of the school as a vital instrument responsive to local, national and global challenges. PROGRAM GOALS The BSEd is designed to meet the needs of professional teachers who can teach in one of the different learning areas in secondary like Mathematics, Physical Sciences, Biological Sciences, English, Filipino, Social Sciences, among others. PROGRAM OUTCOMES 6.3.4.a. Demonstrate deep understanding of scientific concepts and principles. 6.3.4.b. Apply scientific inquiry in teaching and learning. 6.3.4.c. Utilize effective science teaching and assessment methods.

CLASS INFORMATION

INSTRUCTOR’S INFORMATION

SCHEDULE : MONDAY, WEDNESDAY, FRIDAY TIME : 5:00 PM – 6:00 PM

INSTRUCTOR’S NAME : CELLPHONE NO : EMAIL ADDRESS :

ROGER RAYMUND B. MALESIDO 09090646805 [email protected]

ENVIRONMENTAL SCIENCE

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COURSE INFORMATION COURSE NAME COURSE CREDIT

ENVIRONMENTAL SCIENCE

COURSE CODE

MC SCIENCE 3

3 units, 3 hrs./wk. (18 weeks, 54 hrs. total) BTI / CLOs Covered

COURSE DESCRIPTION This 3-unit course deals with the general concepts and principles pertaining to complex pattern of interaction between the physical environment and biological communities on earth. Emphases is also given on the current environmental issues and concerns as well as disaster risk management and techniques. COURSE LEARNING OUTCOMES

BTI / CLOs Covered

At the end of the course, the students should be able to: A. Develop a deeper understanding of environmental issues by relating scientific knowledge with other perspectives. B. Acquire and apply scientific knowledge about environmental issues so as to understand the underlying scientific concepts that would enable them to examine and propose alternatives to a variety of environmental problems. C. Critically evaluate their attitudes, behaviour and values and consequently adopt a more sustainable lifestyle.

LEGEND : ILO CLO BTI

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Intended Learning Outcome Course Learning Outcomes Beginning Teacher Indicator

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Time Allotment

Intended Learning Outcomes (ILOs)

Week 1 (August 2428, 2020)

At the end of this week, the students should be able to: a) Understand the concepts of Environmental Science b) Connect the use of scientific method in studying environmental science c) Define the importance of environmental education d) Connect ecology and environmental science At the end of this week, the students should be able to: a) Discuss the components of the ecosystem b) Explain the different types of ecosystem c) Explain the principle of limiting factors

Weeks 2-3 (August 31September 11, 2020)

Week 4 (September 14-18, 2020)

Week 5 (September 21-25, 2020) Note: Prelim Exam – September 25, 2020

At the end of this week, the students should be able to: a) Explain how energy and nutrient flows within an ecosystem b) Discuss the laws of thermodynamics in an ecosystem c) Explain the trophic levels in an ecosystem At the end of this week, the students should be able to: a) Illustrate the different biogeochemical cycles b) Discuss the similarities and difference of biogeochemical cycles from food chain in relation to the law of conservation and the laws of thermodynamics

BTIs

Content

Suggested Teaching Learning Activities

1. INTRODUCTION: ENVIRONMENTAL SCIENCE A. Science and the Environment B. Scientific Method C. Environmental Education: Its Definition and Importance D. An Overview of Ecology E. Ecology and Environmental Science 2. ECOSYSTEM A. Ecosystems B. Biotic Components of an Ecosystem C. Abiotic Components of an Ecosystem D. Limiting Factors and Tolerance E. Ecological Niche F. Homeostasis in an Ecosystem G. Types of Ecosystem 3. ENERGY FLOW IN AN ECOSYSTEM A. Trophic Levels B. Food Chains and Food Webs C. Pyramids of Energy and Biomass D. The Laws of Thermodynamics

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4. BIOGEOCHEMICAL CYCLES A. The Hydrologic (Water) Cycle B. The Carbon-Oxygen Cycle C. The Nitrogen Cycle D. The Phosphorous Cycle E. The Sulfur Cycle

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Suggested Assessment

Discussion – explain the content of the introduction to environmental science Formulate hypothesis, develop guiding statements and generate data

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Discussion – explain the 1) components of an ecosystem Individual activity – tell the student to create a model of an existing ecosystems in 1) rice field; 2) swamp; 3) mangrove forest; 4) urban areas.

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Ecosystem model Formative Assessment

Team works – tell the students to create a 2member group and present their discussion on the contents of the chapter.

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Formative Assessment Reporting

Chalk-Talk – discuss and explain how biogeochemical cycles

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Recitation

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BTIs

Formative Assessment Essay writing

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Weeks 6-7 (September 28-October 9, 2020)

Week 8 (October 1216, 2020)

Week 9-10 (October 1930, 2020) Note: Midterm Exam – October 30, 2020

Weeks 11 (November 2-6, 2020)

At the end of this week, the students should be able to: a) Identify the characteristics of a population b) Compute for the population growth rate c) Discuss the current Philippine population d) Recognize the true demographic transition

At the end of this week, the students should be able to: a) Analyze the relationship amongst organisms b) Discuss the competition between species c) Explain the progress of biotic community as to the study of succession At the end of this week, the students should be able to: a) Identify the different land biomes b) Identify the different aquatic biomes c) Discuss some of the situations in the littoral zone and some of the adjustments that living things have made to the conditions

At the end of this week, the students should be able to: a) Explain the importance of Philippine biodiversity to the world b) Evaluate the status of Philippine biodiversity c) List down the protected areas in an identified region and the endemic species present in

5. POPULATION ECOLOGY A. Characteristics of Population B. Patterns of Population Growth C. Carrying Capacity D. Limiting Factors of Population E. K-Adapted and r-Adapted Species F. Philippine Population G. Impact of Population in the Environment H. Impact of Population in a Developing Country I. Relationship of Habitats, Geographic Range and Ecologic Niche to Population 6. COMMUNITY ECOLOGY A. Meaning of Community Ecology B. Relationship Among Organisms C. Intraspecies and Interspecies Competition D. Succession in Communities

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Interactive – allow the student to interact during the discussion and explanation, tackle issues and raise concerns on the population situation Individual research – impacts of population in a developing country

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Research paper Recitation Formative assessment

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Discussion – discuss and explain to the students the contents of the community ecology

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Recitation Formative assessment

7. BIOMES OF THE EARTH A. The Land Biomes i. Tundra ii. Taiga iii. Temperate Deciduous Forest iv. Grasslands v. Desserts vi. Tropical Rainforest B. The Aquatic Biomes i. Marine Biome ii. Freshwater Biomes iii. Estuaries 8. PHILIPPINE DIVERSITY A. Meaning of Biodiversity B. The Levels or Sources of Biodiversity C. Status of Philippine Biodiversity D. Importance of Biodiversity E. Factors that Caused Philippine Biodiversity Loss i. Anthropogenic Factors

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Individual Reporting – assign the students to different biomes and let them discuss their collected data to the class. Assist the students during class discussion. Give additional facts.

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Written copy of their reports

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Interactive - let the student participate in the discussion. Let them evaluate the factors that causes biodiversity loss

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Formative assessment

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d)

Week 12 (November 9-13, 2020)

Week 13 (November 16-20, 2020)

Week 14 (November 23-27, 2020)

Note: Pre-Final Exam – November 27, 2020

each identified protected area. Enumerate ways on how to help conserve and protect the endemic species in an identified region

At the end of this week, the students should be able to: a) Enumerate the different types of natural resources b) Discuss the classifications of natural resources c) Compare and contrast the human resources of the Philippines and other countries showing the advantages and disadvantages of the age distribution and potentialities of the population At the end of this week, the students should be able to: a) Describe the components of the earth’s atmosphere b) Assess and explain how air pollution affects the environment c) Discuss the different ways for minimizing air pollution

At the end of this week, the students should be able to: a) Identify and discuss the different greenhouse gases b) Outline the causes of greenhouse effect c) Assess the global warming d) Create brochures on how they can inform people about climate change and global warming

ii. Natural Forces Underlying Causes of the Loss of Philippine Biodiversity G. Conservation and Management of Biodiversity 9. PHILIPPINE NATURAL RESOURCES A. Meaning of Natural Resources B. Types of Natural Resources C. Classifications of Natural Resources D. Natural Resource Management F.

10. AIR POLLUTION A. Human Impact on the Environment B. Types of Pollution C. Air Pollution D. Components of the Earth’s Atmosphere i. Common Criteria Pollutants ii. Non-Criteria Pollutants E. Smog F. Acid Rain i. Causes of Acid Rain ii. Effects of Acid Rain G. Philippine Efforts to Clean the Air H. A Case in Point: Acid Rain 11. GREENHOUSE EFFECT AND GLOBAL WARMING A. Greenhouse Gases B. Causes of Greenhouse Effect C. Global Warming D. Climate Change E. Effects of Greenhouse Gases and Global Warming F. Solutions to Global Warming and Climate Change G. Ozone Layer

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Interactive – involve students in the discussion. Let them ask, explain the concepts of the content of the chapter

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Natural resources portfolio

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Team work – let the student form groups. Each group will choose a certain topic and conduct a research. They will present their output infront of the class.

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Written report

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Formative assessment

Interactive – Discussion of the topics with the participation of the students

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H.

Week 15 (November 30December 4, 2020)

At the end of this week, the students should be able to: a) Identify the different water pollutants b) Explain the effects of human activities on bodies of water c) Discuss the Philippine efforts to clean the waters

Week 16 (December 7-11, 2020)

At the end of this week, the students should be able to: a) Describe solid waste pollution b) Compare and contrast the different solid waste management methods c) Outline a solution to the environment problems created by industries

Week 17-18 (December 14-22, 2020)

At the end of this week, the students should be able to: a) Discuss the cited laws b) Justify the need of creating different environmental laws in the Philippines implemented the cited laws. c) Write a term paper oh how Philippine environmental laws contributed to the science of environment

Note: Final Exam – December 22, 2020

Solutions to Ozone Depletion 12. WATER POLLUTION A. Sources of Water Pollution B. Watter Pollutants C. Effects of Human Activities on Bodies of Water D. Effects of Water Pollution E. Red Tide Menace F. Oil Spill G. Pollution of Philippine Rivers and Lakes H. Philippine Efforts to Clean the Waters 13. SOLID WASTE POLLUTION A. Solid Waste Management Methods i. Zero Waste Management System ii. Composting iii. Sanitary Landfill iv. Incinerators v. Open Dumpsite B. Controlling Pollution C. Philippine Efforts in Controlling Solid Waste 14. PHILIPPINE ENVIRONMENTAL LAWS A. Philippine Clean Air Act of 1999 (RA 8749) B. Tobacco Regulation Act of 2003 (RA 9211) C. Toxic Substances and Hazardous and Nuclear Wastes Control Act of 1990 (RA 6969) D. Ecological Waste Management Act of 2000 (RA 9003) E. Philippine Clean Water Act of 2004 (RA 9275) F. The Water Code of the Philippines (PD 1067) G. Wildlife Resources Conservation and Protection Act of 1992 (RA 9147) H. National Integrated Protected Areas System Act of 1992 (RA 7586)

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Team work – let the student form groups. Each group will choose a certain topic and conduct a research. They will present their output infront of the class.

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Written rpeort

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Team work – let the student form groups. Each group will choose a certain topic and conduct a research. They will present their output infront of the class.

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Written Report Formative assessment

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Individual output - tell the student to write a term paper on the different environmental laws and let them discuss the importance or contribution of these laws to the science of environment.

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Term Paper

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I.

Indigenous Peoples Rights Act (RA 8371)

Suggested References Zehnder, Manoylov, etal. INTRODUCTION TO ENVIRONMENTAL SCIENCE: 2ND EDITION. Retrieved from https://open.umn.edu/opentextbooks/textbooks/introduction-to-environmental-science2nd-edition Dr. Y. K. Singh. 2006. ENVIRONMENTAL SCIENCE. New Age International Limited Publishers. CAPE. 2010. ENVIRONMENTAL SCIENCE SYLLABUS. Caribbean Examinations Council. Tnau, Tamil. ENVIRONMENTAL SCIENCE. Agrimoon.com. Unday, Joel etal. 2012. INTRODUCTION TO ENVIRONMENTAL SCIENCE REVISED EDITION. MaxCor Publishing House, Inc.

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