St. Vincent de Ferrer College of Camarin, Inc.

SVFC Compound,
San Vicente Ferrer St., Area D, Brgy. 178, Camarin, Caloocan City
Telephone Number: 668-25-75; Email address: st.vincentdeferrercollegeofccc@yahoo.com
Website: www.stvfc.com

C0URSE SYLLABUS (ENVIR0NMENTAL SCIENCE)

A. SVFC Vision

St. Vincent de Ferrer College of Camarin, Inc. is envisioned as a primary instrument for leading the people of competitiveness through affordable, quality, creative, innovative and sustainable
academic programs..

B. SVFC Mission

The St. Vincent de Ferrer College of Camarin, Inc. shall pursue and commit to develop competent, learned , upright and God fearing children imbued with a spirit of selflessness and
committed service to the society through values-oriented, relevant and high academic standard of instruction apropos to the nation’s hopes and dreams for a progressive future for all.

Part 2 - OUTCOMES-BASED MACRO CURRICULUM FRAMEWORK

INTENDED LEARNING OUTCOMES (ILOS)

Institutional (IILOs) Program (PILOs) Course (CILOs)

SVFC graduate attributes and expected to be a: By the time of graduation, education student will be able When you successfully complete Environmental Science you
to: will be able to:

Demonstrate in-depth understanding of the development of  Exhibit comprehensive knowledge of various  Demonstrate in-depth understanding of the development of
secondary learners. learning areas in the elementary curriculum. secondary learners.
 Create and utilize materials appropriate to the
elementary level to enhance teaching and learning.

 in
Develop a lifelong learning skills in assessment outcome Design and implement assessment tools and Demonstrate a
secondary level, use authentic and performance assessment in procedures to measure elementary learning  Concrete knowledge on contents;
teaching-learning process outcomes  .Art in teaching pedagogy and related course;
 Ability to teach contents analytically in all content areas
secondary Education to Filipinos and foreign students;
and
 Flexibility in teaching natural sciences observing
research outputs, varied approaches and
 methodologies.

ACADEMIC YEAR 2019 – 2020, FIRST SEMESTER

AN OUTCOMES-BASED LEARNING PROGRAM

Course Code : GEN ED

Course Title : ENVIR0NMENTAL SCIENCE
PART 1 – COURSE INFORMATION

Course Credit : 3 Course Facilitator : Amelinda D. Marmol, Ph.D

Course Category : BSIT Office : SVFC Campus
Class Schedule (Day/Time : Tuesday - Thursday 3:30 -6:30 p.m Contact No.
nd
Venue : Room 203 2 Floor , Main Building E-mail : amiemarmol1999@gmail.com
Consultation Period
Prerequisite (Specify All) : (Schedule/Venue) : MWF 3:00-8:00pm

COURSE DESCRIPTION
A comprehensive study about the concepts, theories and nature of environmental science, with emphasis on human population, technological and economic advancement, political and ethics, worldviews and their significant
impacts to the environment. The goal of the Environmental Science course is to provide students with the scientific principles, concepts and methodologies required to understand the interrelationships of the natural worlds,
to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving or preventing them.

COURSE OUTLINE:

LEARNING OUTCOME TOPIC METHODOLOGY RESOURCES ASSESSMENT

After the session, students should be able to: Open discussion
 Class discussion  Pen and paper
- Define Environmental Science 1. Chapter I – Introduction to  Power point presentation  LCD News items on environmental problems
 State and explain the goals of Environmental Science
 Assigned Reading  CPU
Environmental Science Debate mass production-abnormalities and
 Recognize the importance of studying  Goals and importance of
 Lecture Demo Genetic Engineering.
Environmental Science Environmental Science  Situational Analysis
 Different field of sciences  Learning Partner
 Identify the structure of the planet earth related to environmental  Application
science  Case Studies

• Class discussion
 The Planet Earth • Power point presentation
• Assigned Reading
• Lecture Demo

 Define ecosystem, species and
environment
 Give the types of ecosystem and its
structure
 Identify and explain Biotic and Abiotic
Structure
 Give the functions of Ecosystem
 Enumerate and explain the different
Biogeochemical Cycles
 Discuss the threats to ecosystem
 Explain the functions of ecosystem
 Give the principles of sustainability
 Discuss the nature of population
 Explain ecological succession
 Describe the causes and the problems of
rapid population
 Describe atmosphere
 Enumerate the functions of atmosphere
 Discuss temperature inversion
 Explain ozone and SST and its
consequence
 Identify air pollution and its effect
2. Ecosystem, species and Environment
 Types of Ecosystem
 Structure and Functions of the
Different Biotic and Abiotic
Structure
 Limiting Factors
3. Energy laws
 Classifications of
Biogeochemical cycles
 Threats to ecosystem
 Functions of ecosystem
Mid-Term
4. Principles of sustainability
 Nature and characteristics of
population
 Ecological Succession
 Human population growth
 Causes and problems of rapid
population
5. Atmosphere and its layers
 Functions of atmosphere
 Constituents of atmosphere
 Temperature inversion and
photochemical smog
 Ozone and SST
• Situational Analysis
• Learning Partner
• Application
• Case Studies
Drawing of a blank pond or river. Posters of an ecosystem
Based on this pond, describe some  Pen and Paper
interactions as symbiosis parasitism and  LCD Samples of some interaction such as lichens,
commensalism etc Fill in this pond with all orchids, human lice, worms, etc.
 CPU
things seen – living and non-living ex.
Water, stone, fish, corals, etc.
Draw using arrows Write samples of food chain on the board.
( eaten by) of two samples of food  Pen and paper
getting and food taking in any  LCD Thought provoking question on how the written
environment-food chain-food web samples of food chain becomes food web.
 CPU
Analyze pyramids of energy and biomass Computation:
by computation of number of calories Given a number of a calories, compute the
used up on each stage of a food chain percentage number of calories used up in each
phase of tropic level (food chain sample)
Contrast food chain and food web.
• Class discussion
• Power point presentation  Pen and paper Compare and Contrast:
• Assigned Reading  LCD Comparing an information block
• Lecture Demo  CPU Paper or Project Prospective:
• Assess student’s skill in synthesizing
Situational Analysis 
• Learning Partner what they have learned about a topic
• Application or field as they work on their
• Case Studies substantive work
Authentic Tasks Formulation:
Students will craft their rubrics
Including rating for a performance based
assessment
Developing meaningful performance-based
assessment:
Students construct their own
performance-based assessment tool
Including rubric and rating
• Class discussion  Pen and Paper
• Power point presentation  LCD Reflective Exercises:
• Assigned Reading  CPU Course related activities to check
• Lecture Demo learning is on track
• Situational Analysis
• Learning Partner Paper Prospective:
  Ozone layer and its • Application Assess student’s skill in synthesizing
consequence • Case Studies what they have learned about a topic
 Air pollution: pollutants, sources or field as they work on their own
effects substantive work

Problem Sets:
Set of problems to solve
 • Class discussion  Pen and Paper
 • Power point presentation  LCD Compare and Contrast:
 • Assigned Reading  CPU Similarities and differences of
 • Lecture Demo concepts are presented in a chart
 • Situational Analysis format
 Describe lithosphere • Learning Partner
 Give the different kinds of rocks and 6. Lithosphere: crust mantle
• Application Project Prospective :
minerals  Rocks and its kind
• Case Studies Assesses student’s skills in
 Discuss soil system and its mixture  Six common minerals
 Explain the effects of soil erosion  Soil system synthesizing what they have learned
 Components of soil mixture about a topic or field as they work on
 Effects of soil erosion their own substantive work
 Activities contributing to soil
erosion
 Give the environmental impact of mining • Class discussion  Pen and Paper
 Determine the problems in chemical 7.Environmental Impact of mining • Power point presentation  LCD Portfolio Plan Development:
fertilizers  Social impact of mining • Assigned Reading  CPU Students make their own portfolio
 Define green revolution  Chemical fertilization and its • Lecture Demo Plan
 Enumerate the uses of pesticides problems • Situational Analysis
 Explain the problems of the use of  Green revolution • Learning Partner Portfolio Evaluation:
fertilizers  Uses of pesticides
• Application Students react to existing portfolio
 Major problems with the use of
• Case Studies expressing students’ judging,
fertilizers
 Options to chemical insect
Interpretations and viewpoint
control

 Define hydrosphere 8.Hydrosphere and water pollution • Class discussion  Pen and Paper
 Discuss world’s water supply  Global ocean • Power point presentation  LCD Develop portfolio assessment for a
 Give the sources of fresh water  World’s water supply/ budget • Assigned Reading  CPU particular subject
 Recognized the effects of water pollution  Sources of fresh water • Lecture Demo
 Human use of water • Situational Analysis Paper Prospective:
 Nature of water pollution • Learning Partner Assesses students’ skill in
 Effects of water pollution
• Application synthesizing what they have learned
• Case Studies about a topic or field as they work on
their substantive work
 Discuss wastewater and sewage 9.Waste water and sewage treatment • Class discussion  Pen and Paper
treatment  Major concerns of Phil. fisheries • Power point presentation  LCD Compare and Contrast Chart:
 Determine the conceptual framework of  Implementation of various • Assigned Reading  CPU Similarities and differences of
CBRM components in coastal areas • Lecture Demo concepts are presented in a chart
  Conceptual framework of CBRM • Situational Analysis format
• Learning Partner Reflective Exercises:
• Application Course related activities to check
• Case Studies learning is on track

Project Prospective:
Assesses student’s skill in
synthesizing what they have learned
about a topic or field as they own
substantive work

Problem Recognition Tasks:

Present students with a few
examples of common problem type
for them to identify and work out
 Describe noise pollution Finals Cite samples or collect several noise  Pen and Paper Role play and simulation on the effects and
 Discuss the pathways of sound 10.Noise Pollution sound in several places a construction  LCD causes of noise pollution observe in your
 Enumerate decibel scale  Ear/sound waves sites, market, gym, school etc.  CPU community.
 Give the effects of noise  Pathways of sound
 Identify the ways on how to control noise  Physical and psychological Open discussion and explanation on Concluding discussion
dimension of sound various causes and effects of noise
 Decibel scale pollution
 Effects of noise
 Noise control Group dynamics
 Discuss pollutants in internal environment 11. Pollutants in the internal environment Analyze the effects of drugs in human  Pen and Paper  Quizzes
 Explain food additives  Food additives and its effect  LCD  Seatwork
 Describe the effect of drugs  Incidental food additives  CPU  Submission of analysis, reflection
 Illustrate possible drug abuse  Drugs / Regulated drugs:
paper
prohibited and its effect
 Indications of possible drug
abuse
 Identify the different sources of energy 12. Alternative sources of energy Question and answer with the positive  Pen and Paper Asses thru observation of student responses on Q
 Discuss Geothermal energy  Guides in the exploration for a and negative effects of nuclear power  LCD and A
 Determine how a nuclear power plants Geothermal reservoir plants  CPU
works  Nuclear Energy
 Give the problems with nuclear power  Problems with nuclear power
plants plants

Grading System:

All test and quizzes should be graded using the percentage system of rating. The lowest grade than can be given is fifty percent (50%).

Class Standing 70%

• Quizzes
• Attendance
 • Recitation
• Projects/Assignments/Seatwork/Special Report
•
Prelim /Midterm / Final Examinations 30%

100%

Prelim/Midterm Grade + Final Term Grade /3 = FINAL GRADE

REFERENCES:
 Unday, et.al,. (2012).Introduction to Environmental Science: Rex Publishing House
 CunningHam, M.A. (2006). Principles of Environmental Science: Inquiring and Applications: Rex Publishing House.
 Gatchallian, G.C. (2008). Fundamentals of Environmental Science: Rex Publishing House
 Dones, I.P. et.al (2007) Environmental Science Concepts and Activities: Rex Publishing House
 Santiago, F. et.al, (2006) Environmental Science: Rex Publishing House

Copy Revised: Academic Year 2020

Prepared By: AMELINDA D. MARMOL,Ph. D

Faculty Member

Approved By: CRISTETA EVANGELIO, Ed. D., LLB

President ,/Chairman

Date Approved: ___________________ ___________