PAMANTASAN NG LUNGSOD NG MARIKINA

College of Arts, Sciences and Education

General Education Department

COURSE SYLLABUS

COURSE CODE & TITLE : GE 172: People and the Earth’s Ecosystems
CREDIT UNITS : Three (3) Unit/s
PRE-REQUISITE COURSES : NONE
PROFESSOR/INSTRUCTOR : ____________________

E-mail address:/Contact # ____________________________

Class Schedule: ____________________________
Consultation Hours: ____________________________

PLMar Vision Pamantasan ng Lungsod ng Marikina (PLMar) is a progressive higher

educational institution fostering competent, compassionate and creative
learning community dedicated to the pursuit of academic excellence,
character formation, social responsibility and accountability.

PLMar Mission: Pamantasan ng Lungsod ng Marikina (PLMar) is committed to:

1.Provide accessible quality education, resources, opportunities and

services for student development;
2. Promote holistic approach in lifelong learning leading to better
quality of life;
3. Build an empowered, resilient and supportive learning community of
agents for positive change.
PLMar Objectives  Expand access to quality higher education among lower income and
disadvantaged groups;
 Improve quality and standards of higher education, raise the level
of educational outcomes and increase the social relevance of its
development functions; and
 Rationalize higher education, improve its internal and external
efficiency, optimize resource utilization and maximize
resource generation.

PLMar Core Values  Discipline, Excellence, and Good Taste

I. COURSE DESCRIPTION
In this course we will examine the interactions between man and earth. This course aims to provide an integrated
knowledge on the functioning of ecosystems and the levels of organization of the biosphere, from organisms to
populations to ecosystems, taking into consideration the human impact on the ecosystems and the interactions
between human activity and ecosystem processes with the intention of stimulating a scientific approach on the
concepts of conserving natural resources and sustainable development.

II. LEARNING OUTCOMES: At the end of the term, the students will be able to:

KNOWLEDGE
1. Describe the hierarchical structure of the different levels of organization of life on earth, and how they
function and interact among different levels.
2. Explain how the interactions between species, biotic and abiotic factors impact the abundance and
distribution of populations
3. Describe biodiversity and understand the ecological significance and application of the relationships in
biodiversity and functions in the ecosystems
SKILLS
4. Examine how every intervention on the environment can cause unexpected effects in time and space
 5.Develop the capability of understanding the terminologies used in the study of ecosystems in order to
elaborate information that is useful for the management and characterization of ecosystems
AFFECT AND ATTITUDES
6. Develop an appreciation of the importance of conserving the natural environment as a non-renewable
environmental heritage
7. Imbibe a critical reflection on the impact of human activity on the balance of ecosystems

III. EVIDENCE OF LEARNING

At the end of the semester, students are to...

Appreciate the importance of scientific research by reporting the results of a particular research by means of
utilizing different methods like PowerPoint presentations, infographics, diagrams that illustrate and explain
particular results which help identify important information as guides to understanding its results. To appreciate the
importance of science and technology by means of creating a video infomercial that promotes the correct use of
science and technology in everyday life. Create and discover new products which are environmentally sustainable,
low cost and beneficial to communities and stakeholders.

IV. RUBRICS FOR ASSESSMENT: Research Paper on the impact of science in helping to protect and preserve
the environment
Written Report (60%)

Criteria 4-Excellent 3-Good 2-Fair 1-Needs

Improvement

Introduction 10% Topic is introduced
through correct definition
of key concepts.
Arguments are logical.
Rationale is presented
logically and well-
supported by literature
review.
Introduction leads to
research question and
hypothesis in a logical
manner. Presents
thoughtful, original, and
critical analysis of the
concepts being studied.
Appropriate experimental
design.
Topic is introduced Some key concepts Overly simplistic
through definition of were not defined definition of key
key concepts. well. concepts.
Rationale, research Rationale, research No rationale for
question, and question, and study. No logical
hypothesis are hypothesis are only argument for
presented logically partially supported research question and
and supported by the by the literature hypothesis. Incorrect
literature review. review. Experimental experimental design.
Appropriate design is acceptable
experimental design. but another design is
appropriate.

Review of Related Presents a critical review
Literature 15% of studies directly related
to topic, and not just a
summary of previous
studies. The review is
integrated and coherent.
All studies reviewed are
appropriate and related to
topic. No references from
unscientific or
unconventional sources.
Studies reviewed are
current. Reviewed an
appropriate number of
studies that support
hypothesis and refute
Presents a critical One or more sources Only one or two
and integrated came from studies are cited.
review of studies unscientific sources. Presents only a short
directly related to the Presents only summary of previous
topic or concepts summaries of studies. Some studies
studies, and not just a previous studies are not relevant to
summary of previous related to the topic. the topic. Most
studies. No Not enough studies studies are not
references from reviewed. Some current.
unscientific or studies are not
unconventional current.
sources.
 hypothesis.
Method 25% All pertinent subsections
are included. All
necessary details about
the conduct of the
experiment are
mentioned.
Method is written in such
a way that other
researchers can replicate
experiment. No
unnecessary details are
mentioned.
Data analysis and Reported descriptive
Results 25% statistics and all data
processing. Correct
statistical analyses. Uses
tables and graphs
correctly. Explains results
in straightforward manner.
No unnecessary discussion
or interpretation of results.
Discussion and Logical interpretation of
Conclusion 15% results. Answers the
research question(s) in a
straightforward manner.
Links the results and
interpretation to the
literature review. Provides
recommendations and
addresses limitations.
Discussion is concise,
critical, and analytical.
Adherence to APA APA format for empirical
style 5% paper is followed in all
sections of the paper.
Grammar, editing, There is continuity or
and formatting 5% logical link between
paragraphs.
Each paragraph discusses
only one topic or
argument. Sentences are
clear and concise. There is
appropriate use of
psychological terms.
Appropriate use of figures
and graphs.
No grammatical errors.
All pertinent One missing More than one
subsections are subsection. Not all missing subsection.
included. All necessary details are Method section lacks
necessary details included. many details.
about the conduct of
the experiment are
mentioned.
Method is written in
such a way that other
researchers can
replicate experiment.
Some unnecessary
details are included.
Reported descriptive Reports descriptive Incorrect statistical
statistics and all data statistics but not all analysis. Incorrect
processing. Correct data processing. tables and graphs.
statistical analyses. Correct statistical
Uses tables and analysis. Lacks
graphs correctly. tables or graphs.
Logical interpretation Interpretation of Incorrect
of results. Answers result is incomplete. interpretation of
the research Research question is results. There is no
question(s) in a only partially answer to the
straightforward answered. There is research question.
manner. Links the no clear linking back No link to literature
results and to the literature review.
interpretation to the review. No
literature review. limitations provided.
Provides limitations
of the study.
Except for one or two Some minor errors in Many errors in APA
omissions or errors, formatting based on style formatting
APA format for APA style. throughout the
empirical paper is paper.
followed in all
sections of the paper.
There is continuity or Some paragraphs do No links between
logical link between not link. Each paragraphs.
paragraphs. paragraph discusses Sentences are
Each paragraph more than one topic. constructed
discusses only one Some sentences are incorrectly. Incorrect
topic or argument. constructed paraphrasing of
Sentences are clear incorrectly. Incorrect many sources. Many
and concise. There is paraphrasing of some grammatical errors
appropriate use of sources. Some and editing errors.
psychological terms. grammatical, editing, Many errors in cover
Appropriate use of or formatting errors. page and formatting.
figures and graphs. Some errors on cover
 No editing errors. One or two editing, page format.
Cover page formatting is formatting, and/or
correct. grammatical errors.

Oral Report 40% (Defense)

Criteria 4-Excellent 3-Good 2-Fair 1-Needs

Improvement

Organization Introduces the purpose Introduces the Introduced purpose Does not clearly
25% and topic of the purpose of the of presentation. introduce purpose or
presentation clearly and presentation clearly. Includes some topic. Uses
creatively. Effectively Effectively uses transition between ineffective
uses smooth transitions smooth transitions slides. Group jumps transitions.
between slides. Logical between slides. around topics or Presentation is
order in presentation of Logical order in areas of presentation. choppy or disjointed.
information. Ends with presentation of Ends with a No conclusion.
accurate conclusion information. Ends conclusion.
showing thoughtful with correct
evaluation of evidence. conclusion. One or
two minor points are
lacking or confusing.

Content Group provides an For most of the Explanations of No reference is made

25% accurate and complete presentation, concepts are to existing literature.
explanation of key explanation of incomplete. Presents Information included
concepts. Provides concepts are accurate evidence of research does not support the
evidence of well- and complete. but some information research study. Shows
designed and executed Presents evidence of is lacking. little evidence of
experiment. Information correctly executed research, or inaccurate
completely accurate. experiment. No or incomplete
significant errors are information about
made. study.

Use of Graphics are designed to
communication aids reinforce thesis of
25% presentation and audience
understanding. Visual
aids are large enough to
be seen from the back of
the room. Media are
prepared in a professional
manner.
While graphics relate Occasional use of Use of superfluous
and aid presentation graphics that rarely graphics, no graphics,
thesis, these media are support presentation or poor graphics that
not as varied nor as thesis. Choppy, time- detract from
well connected to the wasting use of presentation.
thesis or topic. Font multimedia. Font is
size is appropriate for too small or too
reading. Some large.
material not supported Communication aids
by visual aid. were poorly
prepared.

Ability to answer Demonstrates extensive Demonstrates Demonstrates some Demonstrates

questions knowledge of the topic by extensive knowledge knowledge of inaccurate or
25% responding confidently, of the topic by rudimentary incomplete knowledge
precisely, and responding questions by of topic by responding
appropriately to all confidently, precisely, responding to most incorrectly to
audience questions. and appropriately to questions. No questions or not
Encourages audience all audience questions. elaboration of
 interaction or queries. At ease with answers answers. responding at all.
but fails to elaborate.

V. LEARNING PLAN

Week Learning Experience / Assessments / FLEXIBLE LEARNING PLAN

# Topics Resources ASYNCHRONOUS SYNCHRONOUS
1-2 Introduction to Learning Experience: (LO 1, 2, 5) Modular Course Consultation
Ecosystem - Differentiate between Packs/Learning through
- Levels of producer, consumers,
ecosystem decomposers, heterotrophs,
Packets posted on Messenger
organization omnivores and carnivores FB groups or hard
- Functions of - Identify the components of an copy (upon request) FB livestreaming
ecosystem ecosystem and give examples  Chapter Reading
1. Energy for each Google Meet
 Self-Exploratory
flow - Define and describe each
2. Biogeoche trophic level Learning Path such (when applicable)
mical cycles - Summarize the concept of as reflection paper
energy flow through a food writing, Interactive Online
web participation in Collaboration and
- Explain the relationship Discussion
discussion chamber
between the pyramid of
biomass and pyramid of and answering short
energy questions on the
- Describe the main steps in topic
each of those biogeochemical
cycles: the carbon, nitrogen,
phosphorus, hydrologic and
sulfur cycles
Formative and/or
Summative/Graded Assessment:
Quiz
Learning Activities and Resources:
Lecture-discussion on the environment,
creation of food chain based on the
species present in the Marikina river
(terrestrial and aquatic), Reporting on
the biogeochemical cycles
Graded Assessment: Quiz,
Homework, Seatwork

3-4  Terrestrial Learning experience: (LO 1, 2, 5) Modular Course Consultation

and aquatic - Define biome, and briefly Packs/Learning through
biomes describe the nine major
terrestrial biomes, giving
Packets posted on Messenger
 Earth’s FB groups or hard
attention to the climate, soil,
major land copy (upon request) FB livestreaming
and characteristic plants and
biomes
 Aquatic
animals of each  Chapter Reading
- Describe at least one human Google Meet
biomes  Self-Exploratory
effect on each of the biomes
 Marine discussed Learning Path such (when applicable)
biomes - Explain the important as reflection paper
 Freshwater environmental factors that writing, Interactive Online
biomes affect aquatic ecosystems. Collaboration and
participation in
- Distinguish among plankton, Discussion
discussion chamber
nekton and benthos.
- Briefly describe the various and answering short
freshwater, estuarine, and questions on the
marine ecosystems, giving topic
 attention to the environmental
characteristics and
representative organisms of
each
Graded Assessment: Quiz
Learning Activities and Resources:
Lecture, PowerPoint slides, reporting
on the terrestrial biomes, infographic
on the aquatic biomes
5-6 Changes in the Learning experience: (LO 1, 2, 3, 4, 5, Chapter Reading Consultation
ecosystem 6, 7) Assignments through
 Symbiotic - Define competition, and
distinguish between  Self-Exploratory Messenger
relationships
interspecific and intraspecific Learning Path such
in the
competition as reflection paper FB livestreaming
ecosystem
- Define predation, and describe writing,
 Mutualism, the effects of natural selection participation in Google Meet
commensalis on predator-prey relationships
m, - Distinguish among mutualism, discussion chamber (when applicable)
parasitism commensalism and parasitism, and answering short
 Predator- and give examples for each questions on the Interactive Online
prey
- Compare and give examples topic Collaboration and
of ecological succession Discussion
relationship Formative Assessment: Report of
 Ecological journal article
succession Learning Activities and Resources:
Lecture, Resource Speakers,
PowerPoint slides, YouTube
documentaries
7-9 Population Dynamics Learning experience: (LO 1, 2, 3, 4, 5, Modular Course Consultation
- Characteristi 6, 7) Packs/Learning through
cs of - Explain the four factors (birth,
mortality, immigration and
Packets posted on Messenger
population
- Factors emigration) that produce changes FB groups or hard
affecting in population size) copy (upon request) FB livestreaming
population in - Contrast the influences of density-  Chapter Reading
dependent and density-independent Google Meet
the  Self-Exploratory
factors on population size, and give
community
examples for each Learning Path such (when applicable)
o Den - Explain the different types of as reflection paper
sity- population growth represented by writing, Interactive Online
dependent their different growth curves participation in Collaboration and
o Den - Explain how highly developed and Discussion
discussion chamber
sity- developing countries differ in
independe population characteristics such as and answering short
nt infant mortality rate, total fertility questions on the
- Types of rate, replacement-level fertility and topic
population age structure
Graded Assessment: Quiz
growth
Learning Activities and Resources:
- Population
Lecture, PowerPoint slides, outdoor
curves activity on counting the population of a
- Issue of given species using a quadrat
overpopulati
on
MIDTERM EXAMS
11-13 Conservation of Learning experience: (LO 1, 2, Modular Course
biodiversity 3, 4, 5, 6, 7) Packs/Learning Consultation
- Brief overview of - Explain the development
Packets posted on through
conservation biology of conservation biology
- Problems as a branch of applied FB groups or hard Messenger
affecting biodiversity biology copy (upon request)
1. Overexploitation - Understand the different  Chapter Reading FB livestreaming
of organisms threats to biodiversity
 Self-Exploratory
2. Threatened and and their repercussions to Google Meet
endangered the ecosystem Learning Path such
species - List down the different as reflection paper (when applicable)
3. Introduction of indices in measuring writing,
 exotic/foreign
species
4. Alteration and
loss of habitat
14-16 Different kinds of pollution
and degradation
- Pollution
- Acid rain
- Depletion of the
ozone layer
- Excessive use of
fertilizers
o Eutrophi
cation
- Change in soil pH
17-19 Impact of people on the
carbon cycle and
sustainable development
- Renewable and
non-renewable sources
of energy
- Climate change
and global warming
- Reducing the
carbon footprint
- Sustainable
development
biodiversity such as participation in Interactive Online
species richness and discussion chamber Collaboration and
relative abundance
Formative Assessment: Journal
and answering short Discussion
article reading and reporting questions on the
Graded Assessment: Quiz and topic
homework
Learning Activities and
Resources: Lecture, PowerPoint
slides, creating a brochure that
promotes awareness in protecting
endangered species in the
Philippines, outdoor activity on
species richness, case study on
recent environmental issues in the
Philippines and how these
manifest the different threats to
biodiversity
Learning experience: (LO 1, 2, Modular Course Consultation
3, 4, 5, 6, 7) Packs/Learning through
- Explain the process of
formation of acid rain
Packets posted on Messenger
- Describe the different FB groups or hard
types of pollution, such copy (upon request) FB livestreaming
as air, water, soil, noise,  Chapter Reading
electromagnetic and light Google Meet
 Self-Exploratory
pollution and give
examples of each Learning Path such (when applicable)
- Explain the effects of as reflection paper
land pollution to humans writing, Interactive Online
and the environment participation in Collaboration and
- List down ways on how Discussion
discussion chamber
to prevent these types of
pollution and degradation and answering short
Graded Assessment: Quiz questions on the
Learning Activities and topic
Resources: Lecture, PowerPoint
slides, photomontage on pollution
and degradation in one’s own
locality, infographic showing the
events surrounding the closure of
the Manila Bay and the
government’s efforts in
rehabilitating it, slogan outlining
what tourists and businesses can
do to reduce water pollution in
beach resorts
Learning experience: (LO 1, 2, Modular Course Consultation
3, 4, 5, 6, 7) Packs/Learning through
- Describe and identify the
different renewable and
Packets posted on Messenger
non-renewable sources of FB groups or hard
energy copy (upon request) FB livestreaming
- List down other energy  Chapter Reading
alternatives that will help Google Meet
 Self-Exploratory
benefit the environment
- Cite the natural and man- Learning Path such (when applicable)
as reflection paper
made causes of climate
Interactive Online
change and how to writing,
mitigate them participation in Collaboration and
- State ways on how we Discussion
discussion chamber
can attain sustainable
development and answering short
- List ways on how we can questions on the
become environmentally topic
educated
- Understand how the
different conventions
 help to address the
problem of climate
change
Graded Assessment: Quiz
Learning Activities and
Resources: Lecture, PowerPoint
slides
FINAL EXAMS

VI. COURSE REQUIREMENTS [Be as detailed as possible in enumerating all the requirements for the course]

Requirement Points Description %

60 pts 1st LT There will be 3 long tests, each of which will consist of a combination
50 pts 2nd LT of multiple choice, identification, modified true or false, matching
Long Tests 40 pts 3rd LT type, fill-in-the blank, and 1 or 2 essay questions. They will cover 30%
(Total of 150 information from the text and from class lectures, videos,
points) demonstrations, and activities
Over the course of the semester, there will be activities, both in and out
of class, and demonstrations in which active participation is expected.
Group Participation in, and completion of any written work associated with
Activities 100 points these activities is worth 10 to 20 points each. Group activities will be 10%
on a psychological theory/topic shown in an applied and creative
manner. Guidelines for the activities shall be provided.
There will also be announced quizzes worth 10 points each which will 20%
Quizzes and 100 points cover the previous meeting's lecture as well the assigned chapter of the
Recitation day. Recitations shall also be graded and students shall be asked to
recite in class also from the previous meeting’s lectures and/or
assigned topics for the day.
Research Work asks you to find real and practical examples of how
psychological theories describe the human experience and improve our
lives. Students will be asked to research on a particular phenomenon
Group 100 points about the Philippines or the Filipinos, and explain these in terms of 40%
Research psychological theories and concepts using various scientific methods.
Paper The objective of the project is to foster self-reflection, critical thinking,
and writing skills, and the practical application of psychological
theories to real life experiences. Research days shall be designated
throughout the semester, on these days, classes may be converted into
lectures on how to do your research, reserved for consultation or
suspended to help you have time to do your research.
Total 100%

VII. GRADING SYSTEM

MIDTERMS (50%) FINALS (50%) Grading Scale

Attendance 10% Attendance 10%
Quizzes 30% Quizzes 30% 1.00 ----- 96 - above
Assignment 30% Assignment 30% 1.25 ----- 93 - 95
1.50 ----- 90 - 92
Exam 30% Project 30% 1.75 ----- 87 - 89
TOTAL 100% TOTAL 100% 2.00 ----- 84 - 86
*The breakdown of percentages for both 2.25 ----- 81 - 83
midterm and final grades is only a 2.50 ----- 78 - 80
sample. Instructors are free to change 2.75 ----- 76 - 77
how each 50% is broken down. 3.00 ----- 75
Notes: 5.00 ----- Below 75
* Minimum grade for Major Subject is 2.00 = 84 (indicate if applicable) INC ----- Incomplete
WP ----- Withdrawal from a
* Transmutation Formula
course with permission
(Score/Highest possible score) x 50+50 UD ----- Unofficially Dropped
VIII. POLICIES: (Policies found in the latest Student Handbook are hereby adopted)

1. Attendance: [indicate specific policies on attendance, classroom behavior and requirements. For example:]
Students are expected to attend class regularly. Students are responsible for all assignments or announcements given
in class. It is expected that all students will be present for all exams and quizzes. Make-up exams are not given
(because these are announced) and missed classroom activities cannot be made up, unless there is compelling reason
to have an excused absence authorized and recognized by the school. Please take note of the following:
a. Maximum number of cuts (stated in student handbook) + 1 more cut = Failure due to Absence
b. 1 late = arriving 15 minutes after class starts (sample only)
c. 3 Lates = 1 cut (sample only)
It is the responsibility of the students to keep track of their absences and incidents of tardiness. They should exercise
wise use of their allotted cuts. Students should not expect a warning upon reaching the maximum number of
allowable cuts.
2. Classroom behavior: Students are expected to be prompt, attentive, honest, and polite. Electronic devices such as
phones and music players should be set aside. The professor has the right to confiscate these devices and file the
necessary corrective action.
3. Requirements: Submit all requirements on time and make sure that it is properly formatted and labeled. Late
submission will be accepted but shall incur 10% deduction for every day the submitted requirement is late.

IX. REFERENCES

Main Text/Required Reading

Solomon, E, Berg, L. (2008). Biology. Prentice-Hall.

Mader, S. (2010). Biology. McGraw-Hill.

Urry, Can, Wasserman, Minorsky and Reece. (2017). Campbell Biology 11th Ed. Pearson Education.

Costanza, Cumberland, Herman, Goodland, Norgaard, Kubiszewski and Franco. (2014). An Introduction to
Ecological Economics 2nd Edition. CRC Press.

Unday, JE, et.al., (2010).Introduction to Environmental Science. QC: Mutya Publishing House, Inc.

Campbell, NA. (2011). Biology. CA: Pearson Benjamin/Cummings Publishing Co., Inc.,

Santiago, Florenda I., et.al., (2013).Environmental Science: A Shared Responsibility Towards the Earth. QC: Rex
Book Store,

Guido, RM, et.al.,(2015) Fundamentals of Environmental Science. Mandaluyong City: Books Atbp. Publishing
Corp

Odum, Eugene. (2012). Ecology. Prentice-Hall.

Suggested/Additional Readings:

Pope Francis. Laudato si. Libreria Editrice Vaticano. 2015.

Rogers, Feiss and Geoffrey. 1998. People and the Earth: Basic Issues in the Sustainability of Resources and
Environment. Cambridge University Press.

…………………………………………………………………………………………………………………………

Prepared by: Noted by: Approved by:

Lovely Lansang Dr. Aldrin G. Jadaone Dr. Ma. Rosario M. Quejado

Instructor III Head GE & Education Program Dean, CASED