CENTRAL PHILIPPINES STATE UNIVERSITY

Kabankalan City, Negros Occidental

COLLEGE OF ARTS AND SCIENCES

OBE COURSE SYLLABUS in GEC ELEC (ENVIRONMENTAL SCIENCE)
1st Semester, S.Y. 2019-2020
CPSU as the leading technology-driven multi-disciplinary University by 2030
MISSION

CPSU is committed to produce competent graduates who can generate and extend leading technologies in multi-disciplinary areas beneficial to the community.

GOAL

To provide efficient, quality, technology-driven and gender-sensitive products and services

CPSU QUALITY POLICY

CPSU commits to deliver quality higher and advanced education through instruction, research, extension, production and administrative support services.
We shall endeavor to:

1. Continually improve its Quality Management System (QMS) at par with International standards;
2. Provide timely, efficient and effective delivery of products and services;
3. Satisfy the needs and expectations of the customers and relevant Interested parties; and
4. Uphold applicable statutory, regulatory, organizational and International standard requirements.

COMMON OUTCOME TO A HORIZONTAL TYPE OF SCHOOL (CMO No. 46, s. 2012)

For universities: an ability to participate in the generation of new knowledge or in research and development projects Graduates of State Universities and Colleges must, in
addition, have the competencies to support “national, regional and local development plans.”

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 CENTRAL PHILIPPINES STATE UNIVERSITY
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PROGRAM OUTCOMES

a. Common to All Types of School

The graduates have the ability to:

a.1 Articulate and discuss the latest developments in the specific field of practice. (PQF level 6 descriptor)
a.2 Effectively communicate in English and Filipino, both orally and in writing
a.3 Work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multi-cultural teams. (PQF level 6 descriptor)
a.4 Act in recognition of professional, social, and ethical responsibility
a.5 Preserve and promote “Filipino historical and cultural heritage” (based on RA 7722)

b. Specific for BACHELOR OF ARTS MAJOR IN ENGLISH LANGUAGE (ABEL)1 Education Program

The minimum standards for the BACHELOR OF ARTS MAJOR IN ENGLISH LANGUAGE (ABEL)1 Programs are expressed in the following minimum set of learning outcomes:

b.1 Conduct agricultural research and further studies

b.2 Ensure public safety and order maintenance
b.3 Prevent, suppress and control damage to environment
b.4 Recognize and apply certain laws that governs man and his environment
b.5 Enforce laws, rules and regulations
b.6 Protect lives and properties
b.7 Acquire knowledge in Science, Ecosystem, and the Environment

PROGRAM OUTCOMES
PROGRAM OUTCOMES PERFORMANCE INDICATORS

1. Foster the values of leadership, integrity, accountability and responsibility while
serving their fellowmen, community and country.
2. Prepare the students for careers in agricultural progress, environmental law
enforcement, environmental obligation and develop sense of organization while
being aware of environmental crises and their corresponding management.
●Involve and indulge students in a community program.
● Apply the Holistic approach in learning Environmental Science
●Explain hazard done to the environment and purpose of correctional administration
as well as introduction of regulatory agencies of the country..
●Conduct self-assessment and introspection in learning the basic ecological concepts
as well as the principle of stewardship and sustainability.

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3. Encourage research and inquiry on the nature, causes treatment or
punishment of criminal behavior towards environment.
4. Acquire extensive reading background in language, literature and allied fields.
5. Demonstrate proficiency in oral and written communication.
6. Show competence in employing innovative language and literature teaching
approaches , methodologies, and strategies.
7. Use technology in facilitating language learning and teaching.
8. Inspire students and colleagues to lead relevant and transformative changes
to improve learning and teaching language and literature.
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●Conceptualize and implement scientific research.
●Utilized conducted research in the environment and basic ecological concepts
 Prepare an annotated reading list appropriate for a particular grade level to
enhance student’s reading program.
 Show the ability to enrich the curriculum to include an extensive reading list for
learning , literature , and allied fields.
 Utilize a variety of oral communication forms in order to become an effective
model to learners .
 Prepare original compositions in expository and creative writing
 Employ a variety of innovative teaching approaches ,methodologies, and
strategies
 Design learning plans following expectations of the curricula for Grade 7-10.
 Perform one independent and supervised teaching demonstration
 Construct appropriate assessment tools for the language and literature
classroom
 Design computer-assisted language and literature learning tasks
 Prepare one independent and one supervised technology-based lesson
 Conduct a community language profiling survey to make lessons more
localized
 Draft a proposal for and implements a community–based learning program.
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COURSE OUTCOME

I. PROGRAM : BACHELOR OF ARTS MAJOR IN ENGLISH LANGUAGE (ABEL)

II. COURSE NUMBER : GEL 1

III. COURSE TITLE : ENVIRONMENTAL SCIENCE

IV. COURSE DESCRIPTION : Is an introductory course on the general concepts and principles pertaining to the complex pattern of the interaction between the
physical environment and the biological communities on the earth. Emphasis is also given to the current issues and concepts.

V. CREDIT : 3 UNITS

VI. CREDIT HOURS : 54 HOURS

VII. COURSE PREREQUISITE : None

COURSE OUTCOME : At the end of the course, students will be able to:
1. Gained knowledge on the concepts and principles governing the pattern of interaction between the organism’s physical
environment and the biological communities on earth.
2. Visualized the nature of the ecosystems, relations of individuals and population, the major communities.
3. Identified some issues and concerns relating to the environment.
4. Conceptualized some measures relating to finding the means in solving environment issues and concerns.
5. Identified the basic environment management system, the principles of environment, ethics on environment monitoring
systems and the impact of humans on the environment.

VIII. LEARNING PLAN

Desired Learning Time

Teaching and Resources
Outcomes (DLO) Course Content References Frame Assessment Task
Learning Activities Materials
(hrs)

MIDTERM Unit 0 to Unit 3 Syllabus and Interactive Discussion Midterm Examination Examination
Courses Outline Papers
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At the end of the from Accomplishment of Complete Module

Midterm Worksheets MODULE
Examination, the Unit 0 to Portfolio
students Unit 3 Pre tests
must have Post tests
answered
correctly
at least 75
percent of the
written exam
and completed
assessment.

Unit 0: Course Orientation and Orientation on the

the Institutional Vision, Syllabus and Vision, Mission, Goals
Mission, Core, Values, and Courses Outline and Objectives
Outcomes, Course
At the end of the unit, Description, General Desired Expectation Setting on
the students must Objectives, Class Expectations Student Handbook, the course
have: and Policies University Code
Preparing student
Explained and information Sheet
internalized the nature
and the general desired Class Activity: Getting
outcomes of the course to know each other.
The People in the Discussion: Overview
Earth’s Ecosystem, of the topic
including the
institutional Mission,
Vision, Goals and
Objectives of CPSU,
class policy, and
institutional grading
criteria.

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Kabankalan City, Negros Occidental

At the end of the unit, UNIT 1

the students must INTRODUCTION TO ECOLOGY
have:

1. Defined the a) Meaning of ecology, Fundamentals of Activity No.1 Man and Reference
meaning of ecology population, community, Environmental His Environment Books
and its origin, the ecosystem, biomes and Science by Tayo, G. ACCOMPLISHMENT
biosphere, environmental et. Al., Copyright OF MODULAR
meaning of
science and education. 2004 WORKSHEETS
individual, Multimedia Downloads
population, presentation documents
community, from the
ecosystem, biomes internet
and biosphere, Documents from
ecological system, internet
environmental Activity
sheets
science and
education. Rubrics

2. Discussed the eight b) The eight (8) TOS

(8) Environmental environmental principles.
Principles and give
examples each.

3. Developed a sense of
understanding on the
importance of environ
mental principles.

4. Recognized the value

of human life in the
earth’s ecosystem

At the end of the unit, UNIT 2:

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Kabankalan City, Negros Occidental

the students must BASIC ECOLOGICAL

have: CONCEPTS

1. Identified a) Components comprising

components ecosystems College Biology By: Activity Sheet No.2 Reference
comprising Ma. Carmita Vistan Man and His books
ecosystems – Bordador Ecosystem
Copyright 2005 document
2. Discussed the b) Fundamental concepts of from Internet
fundamental productivity
concepts of ACCOMPLISHMENT Activity
productivity. c) Fundamental OF MODULAR sheets
Step, in the operation of the Field (Outdoor) study WORKSHEETS
ecosystem
3. Enumerated and
explained the
fundamental steps
in the operation of
the ecosystem.

4. Differentiated the LEVELS OF ORGANIZATION: Fundamentals of

basic ecological environmental
concepts like: 1) POPULATION Science by Tayo, G.
population, a) Density et. Al., Copyright,
community, b) Dispersion 2004
ecosystem. c) Natality
d) Mortality
5. Discussed the e) Growth Activity No. 3 Man and
levels of f) Age His Physical World
organization which g) Distribution
includes biomes, h) Reproductive potential
biosphere,
lithosphere and
atmosphere. Reference
books
6. Discussed the
different layers of Documents from document
2) COMMUNITY internet from Internet
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the atmosphere: a) Dominance

Troposphere, b) Diversity Fundamentals of Activity
Stratosphere, environmental sheets
Mesosphere and 3) ECOSYSTEM Science by Tayo, G.
Ionosphere. a) Bioenergetics et. Al., Copyright,
b) Food Chain 2004
7. Understood the c) Food Web
properties of the d)Laws of Energy
population and the e) Biochemical
community Cycles:
1) Water Cycle
8. Developed a bird’s 2) Carbon Cycle
eye view of what are 3) Nitrogen Cycle Activity No.4
the biogeochemical 4) Phosphorus Cycle Species
cycles happened in 5) Sulfur Cycle Interdependence
the earth.

Reference
9. Differentiated the books
environmental laws ENVIRONMENTAL LAWS
governing the life Zoology Laboratory document
and survival of Law of Limiting Factors and the Manual By: from Internet
organism. Law of Tolerance. Christine A. Chanco,
and Reynaldo de la Activity
Paz, Copyright, sheets
10. Discussed the effect 2003
the effect of the
different limiting
factors on the
growth, distribution
and survival of
organisms
3 hours
11. Developed an
insight as on how
organisms are
interrelated with
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each other in the SPECIES INTERACTION

ecosystem. 1. Mutualism
2. Competition
12. Recognized and 3. Predation
understood the 4. Parasitism
relationships and 5. Commensalism
interaction among 6. Amensalism
species.

13. Discussed the

cause and effect of
ozone destruction.

UNIT 3:
At the end of the unit, THE MAJOR TYPES OF
the students must ECOSYSTEM
have:

1. Identify the 3.1 TERRESTRIAL Fundamentals of Reference

major types of ECOSYSTEMS Environmental books
ecosystem. a) Desert: tropical, temperate Science by Tayo G.,
and cold et. al., Copyright, ACCOMPLISHMENT document
2. Categorized the 2004 OF MODULAR from Internet
different types of b) Grasslands: tropical, WORKSHEETS
land ecosystem. temperate and polar Activity
grasslands or arctic tundras, sheets
3. Categorized the
different types of
marine c) Forest Temperate Activity No. 5 Rubrics
ecosystem. Deciduous Forests, Cold World’s Biomes
Northern Coniferous Forest,
4. Categorized the Tropical Rain Forests
different types of
freshwater
ecosystem.
d) Major Rain Forest Notes in General
Regions: Zoology, 2012
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5. Named the American Rain

different forests Forest Regions,
in the world. Malesian Rain Forest Institution of
Regions, African Rainforest economic measures
6. Named the Regions favorable to
major rainforest rainforest…
in the world. e) The Philippine Forests: www.rainforest Activity No. 6
Mangrove Forest, Beach conservation.org/
7. Named the differ- Forest, Molave Forest, rainforest…
rent grassland in Dipterocarp Forest, Pine conserva Structure of Lakes and
the world. Forest and Mossy Fore tion…rainforest. seas.

8. Named the different 3.2 THE AQUATIC Make a structural

freshwater ecosystem in ECOSYSTEM Diorama or Terrarium
the world like of your ideal
lake ,rivers, swamps, 1) Freshwater Ecosystem Ecosystem.

springs, dams, reservoir a) The running freshwater

and estuaries in the (Lotic) Ecosystem
world. b) The standing
water( Lentic)
9. Named the large freshwater Ecosystem
marine ecosystem in the
World like, seas and 2) Marine Ecosystem
oceans.
The Estuarine and Coastal
10. Appreciated the Wetland
value and importance of
our ecosystem.

MIDTERM EXAM

FINAL Syllabus and Final Examination ACCOMPLISHMENT Examination

Part of Unit 4 to Unit 7 Courses Outline OF MODULAR Papers
At the end of the
from Submission of the WORKSHEETS
Final
portfolio
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Examination, the Unit 4 to

students Unit 7 Rubrics
must have
answered Multimedia
correctly
at least 75
percent of the
written exam
and completed
assessment.

At the end of the unit, UNIT 4:

the students must ENVIRONMENTAL CRISES
have:

1. Discussed how 4.1 Anthropogenic Impact Fundamentals of ACCOMPLISHMENT Reference

anthropogenic Environmental OF MODULAR books
impact had a.1 Kaingin Farming Science by Tayo G., Activity No. 7 WORKSHEETS
contributed to a.2 Overuse of common property et. al., Copyright, document
environmental resources 2004 Individual output from Internet
crises. a.3 Convenient Modern Lifestyle “ Plant at least three
and Throwaway society kinds of Fruit Tree at Activity
2. Classified the home” sheets
different 4.2 Garbage Problem Human Impact on
problems a. Solid Waste Natural Rubrics
associated with b. Open Dumps Environment, Past,
garbage found in c. Ocean Dumping Present and Future/
the environment. d. Landfills 7th Edition, Andrew
e. Incineration S. Goudie@2013
f. Recycling John Wiley and
3. Categorized the g. Hazardous and Toxic Wastes Sons, Ltd. Published
types of pollution h. Nuclear Wastes 2013.
their causes and
effects. 4.3 Pollution
a. Air Pollution
4. Identify the
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harmful effect of a.1 Smog

different types of a.2 Major Air Pollutants
pollution. .3 Acid Rain

b. Terrestrial Pollution
b.1 Fertilizers
b.2 Pesticides
b. 3 Salinization and Activity No. 8
Desertification Theme: “ Save our
Mother Nature”
c. Freshwater Pollution

d. Marine Pollution
d.1 Siltation and Heavy
Sedimentation
d.2 Thermal Pollution

e. Toxic Heavy Metals

e.1 Mercury
e.2 Cadmium
e.3 Copper
e.4 Lead

f. Oil Spills

g. Toxic and Radioactive

Wastes

h. Plastics
i. PCBs

UNIT 5
At the end of the unit,
the students must Global Climate Change and
have: Related Phenomena
Human Impact On Climate
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Change and the Atmosphere

1.Explained the causes 5. Greenhouse Effect Fundamentals of ACCOMPLISHMENT Reference

of global climate change b. Global Warming Environmental OF MODULAR books
c. El Niño Science by Tayo, G. Activity No. 9 WORKSHEETS
2. Categorized the d. La Niña et. Al., Copyright, document
different manifestations e. Ozone Destruction 2004 from Internet
of environmental Scrapbook on
degradation and its 6. Ecosystem Degradation Human Impact on Environmental Crises Activity
effect of the different 1. Grassland Degradation Natural sheets
living organisms. 2. Deforestation Environment, Past,
3. Coral Reef Degradation Present and Future/ Rubrics
3. Enumerated the 7th Edition, Andrew
causes of biodiversity 7. Biodiversity Loss S. Goudie@2013
loss a.) Environmental Watch John Wiley and
Groups Sons, Ltd. Published
4.Identified the different b.) Environmental Hazards 2013.
environment watch
groups that help in the
preservation of world’s
natural resources

5. Identified the different

kinds of environmental
hazards.

At the end of the unit, UNIT 6

the students must ENVIRONMENTAL
have: MANAGEMENT
ACCOMPLISHMENT
1. Identified and enume a) Strategies of the Government Fundamentals of Activity No.10 OF MODULAR Reference
rated the kinds of b) Economic Incentive Approach Environmental WORKSHEETS books
strategies made by 1) Charges or Fines Science by Tayo, G. Scrapbook on
the government. 2) “Green” Taxes et. Al., Copyright, Strategies to Waste document
3) Deposit-Refund Schemes 2004 Minimization and from Internet
4) Information Programs Pollution Control

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5) Tradable Emission Permits Rubrics

2. Internaliized and 6) Subsides Human Impact on

valued the impor Natural
tance management Environment, Past,
programs and policies Present and Future/
imposed by the govt. 7th Edition, Andrew
S. Goudie@2013
3. Applied and observed John Wiley and
the different strate Sons, Ltd. Published
gies imposed by the 2013.
government.

ACCOMPLISHMENT
At the end of the unit, UNIT 7 Fundamentals of 3 HOURS OF MODULAR Rubrics
the students must CORPORATE MANAGEMENT Environmental WORKSHEETS
have: STRATEGIES Science by Tayo, G. Reference
et. Al., Copyright, books
1. Discussed the a) Waste Minimization 2004
economic incentive b) Design for Disassembly Multimedia
approach in corporate c) Green Marketing Human Impact on
management strategies d) Greening of Strategy Natural Activity
relating to e) Greening of Communications Environment, Past, sheets
environmental Other Approaches Present and Future/
protection. 7th Edition, Andrew
2 .Explained what is S. Goudie@2013
property rights John Wiley and
approach. Sons, Ltd. Published
2013.
3. Increased awareness
on the standards and
regulations set by the
government on the
corporate companies.

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At the end of the unit, UNIT 8 Fundamentals of

the students must PHILIPPINE Environmental ACCOMPLISHMENT
have: ENVIRONMENTAL Science by Tayo, G. OF MODULAR Rubrics
LAWS et. Al., Copyright, WORKSHEETS
1. Discussed the differ 2004 Reference
rent laws governing our a) General Laws books
natural resources. Human Impact on
b) Regulatory Agencies
Natural Multimedia
2.Explained the different Environment, Past,
SPECIFIC LAWS:
laws, policies and Present and Future/ Activity
a) Resources Management
ethics corcerning 7th Edition, Andrew sheets
b) Water Quality
the utilization of our S. Goudie@2013
c) Air quality
natural resources. John Wiley and
d) Land use and conservation
Sons, Ltd. Published
e) Mining Laws
2013.
f) Solid Waste Management
3. Internalized the impor g) Toxic Substances
Tance of imposing
Different laws
for the protection
of our environment.
.

FINAL EXAM

IX. COURSE REQUIREMENTS:

Each student is required to:

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1. Each student is expected to accomplish tasks in their modules demonstrating proficiency in developing and organizing ideas aligned in critical thinking and
comprehension of the given module.
2. Submit individual activities as worksheets in the modules. Give a presentation of topics assigned to him/her.
3. Find, evaluate and use sources appropriately.
4. Work collaboratively with peers and teacher while establishing leverage and adaptation of effective revision strategies and techniques in learning the course outline.
5. Pass the module in the agreed and scheduled deadline complete with all its accomplished worksheets, activities, pre-tests and post-tests.

Class Policies
 The teacher reserves the right to send anyone out on the grounds of discourtesy to the teacher or to fellow students, misbehavior in the platform used as a
medium of learning and communication, and other valid reasons against anybody else or exploiting any individuals i.e. cyberbullying, inappropriate or violent
reactions/responses for that matter. Since this time calls for a different response, use of internet for follow-ups, clarifications, confirmations and updates is
maximized. Due to this adjustments, online etiquettes should also be observed. Discussion though limited but not impossible, deepens student learning as it is
being encouraged despite the difference of medium used.
 This course is conducted entirely by the use of module and assistive use of online and applications of digital media in viewing, creating, reading documents and
optimal use of internet or network communication. This is a self-paced course while the teacher will design a strategy to monitor the course. It lies entirely upon
the commitment of both the teacher and students to work independently and collaboratively while its primary component is giving and receiving feedbacks. In
order for this to occur effectively, all students must invest time to review and comment on each other’s work. This evaluation, reflection and collaboration is key to
the course. Students and teacher exchanges and learning takes place through online discussions either on groupchats, personal messages, SMS or emails.

NETIQUETTES
 Label posts and e-mails with relevant subject heading
 Use capital letters sparingly, THEY LOOK LIKE SHOUTING.
 Be considerate of other’s feelings and use of language carefully
 Cite quotations, references and sources.
 Use humor carefully as it’s hard to “READ” the tone of post or emails and might be a cause of misinterpretation or can be misread as a criticism or personal
attack.
 Review works before submission. Read twice before posting

TIME MANAGEMENT
 An online and modular course demands serious commitment and requires high level of responsibility, dedication and self-discipline on the part of the students. In
this course, students are responsible for their own work, progress and grades. Students should expect to spend 10-15 hours on each course module, completing,
reading and writing assignments while also a need for posting discussion responses from time to time as so to provide feedback both to teacher and peers, as
such, it is important to stay at pace with the general flow of the course to avoid delays.

ACADEMIC HONESTY

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 Students can avoid plagiarism by doing their own work and by documenting the source means providing the name of the author, the title of the source used, and
other relevant biographical information.

Attendance
 Attendance will be considered as correspondence between teacher and students in regards of updating personal progress and or difficulties tackled in
accomplishing the module.

Exam/ Quizzes/ Assignments/ Problem Sets/ Participation

 Report corrections or mistakes in the checking of your exams on or before the next class meeting after the paper are returned.
 You are to take all three examinations: Prelim, Midterm, and Final. Special exam may be given to students with valid reason only. A receipt should be secured
upon payment of special exam fee and be presented to the faculty-concern.

X. GRADING SYSTEM:

Knowledge : 40%
60% - Written Examination
40% - Module Test/Worksheets

Skills :50%
70 % - Output (Projects, Portfolio, Worksheets)
20 % - Class Participation (via Social Media/ Online/Network platforms)
10% - Assignments

Attitude : 10%
50% - Behavior
50% - Participation, Awareness, Interest

Total 100%

XII. REFERENCES:

Student Handbook; Fundamentals of Environmental Science by Tayo, G. et. Al., Copyright, 2004;
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College Biology By Ma. Carmita Vistan – Bordador Copyright 2005,

Human Impact on Natural Environment, Past, Present and Future,7th Edition, Andrew S. Goudie@2013 John Wiley and Sons, Ltd. Published 2013;
Zoology Laboratory Manual By: Christine A. Chanco, and Reynaldo de la Paz, Copyright, 2003; Notes in General Zoology, 2012;

Documents from internet;

Institution of economic measures favorable to rainforest. www.rainforestconservation.org/rainforest ...conservation... rainforest; In the Name Humanity 1 Penn
Press, Humanity www.humanityjournal.org/blog/2011/01/name-humanity; http://www.nodirtygold.org/poisonedwaters.cfm;
http://www.safewater.org/PDFS/resourcesknowthefacts/Mining+and+Water+Pollution.pdf; The Philippine Environmental L

XII. RESOURCE MATERIALS:

A. 1 Rubrics for Portfolio

POINTS (RATINGS) Creativity/Originality (30%) Effort (30%) Organization (40%)
5 Points: Excellent Output is unique, does not look like the others. The output clearly shows that much effort The order works well and makes
Shows creativity that works, it is not just weird but went into it. Looks complete. All the parts the reader want to find out what's
exciting and fresh. work as intended. coming next.

3 Points: Great start but needs Output is nice and works, but is not unique. The output looks like parts of it were The order of the story/paper
work out some areas. It has similar components as other presentations. thrown together at the last minute. makes sense most of the time.
Looks mostly done, just needs some touch
up here and there.
Some parts do not work as intended
2 Points: Project appears forced, hard to follow. The project looks as if it was put together in The order in the paper is jumbled
“ GOOD” but needs more efforts to Has too many parts that are strange and do not a hurry. and confused. I'm feeling dizzy!
improve. serve any purpose. Tried to be creative but does Still needs quite a bit of work, just doesn't
not work. look done.
Full of errors, parts don't work as intended.

A.2 Rubrics For Assessing Class Participation

POSSIBLE POINTS CRITERIA

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91-100 Clear language. Demonstrate a complete understanding of subject matter.

Language is precise and varied. Speak in clear correct language and grammar
appropriate to the topic.
80-90 Clear language. Demonstrates a good understanding of the key concepts but
explanations could be more detailed. Adequate vocabulary is used fairly.
70-79 Adequate skills but sometimes indicate confused thinking about the concept.
60-69 Language vocabulary is marginal. Inadequate and incomplete explanation,
indicating poor understanding of the subject matter.

B. Course Mapping

COURSE OUTCOME PROGRAM OUTCOMES

RELATIONSHIP TO PROGRAM OUTCOME a.1 a.2 a.3 a.4 a.5 b.1 b.2 b.4 b.5 b.6 b.7 1 2 3

1. Gained knowledge on the concepts and

principles governing the pattern of interaction I P I P
between the organism’s physical environment and
the biological communities on earth.

2. Visualized the nature of the ecosystems, relations I I I

of individuals and population, the major communities D
3. Identified some issues and concerns relating to the I I I D
environment I
4.Conceptualized some measures relating to
finding the means in solving environment issues I I I I
and concerns. I

5. Identified the basic environment management

system, the principles of environment, ethics on I P I D I I P
environment monitoring systems and the impact of
humans on the environment.

Legend:
I - Introduce
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 CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental

P- Practice
D- Demonstrate

Prepared by : TIFFANY ALTEZA C. UNTAL, RN, MN Date: ______________________________

Name of Faculty

Reviewed by : __________________________ Date: ______________________________

Course Syllabi Review Committee

Noted by : MARIA LORINA B. CROBES, Ph.D Date:_______________________________

College Dean

Approved by : FERNANDO D. ABELLO Ph. D. Date: ______________________________

Vice President for Academic Affairs

Doc Control Code: CPSU-F-VPAA-11 Effective Date: 09/12/2018 Page No.:20 of 20