PASSI CITY COLLEGE

City of Passi, Iloilo

BACHELOR OF SCIENCE IN CRIMINOLOGY

OBE SYLLABUS IN GE 10
(PEOPLE AND THE EARTH’S ECOSYSTEM)
FIRST SEMESTER, A.Y. 2020-2021
Date Enhanced: September 16, 2020
I. College Vision:
Passi City College- a Center of Academic Excellence for Sustainable Development and Social Transformation.
II. Mission:
Passi City College committed to produce globally competent graduates who are well-equipped with relevant, scientific, academic, and
technological knowledge, skills and values which enable them to become productive citizens and collaborators for social change.
III. Goals:
1. Provide undergraduate education and training which meet the standard quality, excellence, and responsible to regional, national, and
international development needs.
2. Broaden the access of deserving and qualified Filipinos to higher opportunities.
3. Enhance the dissemination of knowledge and skills through research, professional and technological instruction and provide extension services.
IV. Preliminaries
Course Number: GE 10
Course Title: People and the Earth’s Ecosystem
Course Credit: 3 units
Course Description:

This course is a one-semester comprehensive overview of the ways in which human activity impacts the natural environment and how
modification of environment can eventually have significant consequences for human activity over a local, regional, and global spatial scale. Topics
include environmental challenges, such as air and water pollution, population growth and distribution, global atmospheric changes, ecosystems and
evolution, agriculture and food resources, and renewable and nonrenewable energy resources.
 Learning Outcomes:
At the end of the course, the students should be able to:
1. Investigate the effects of human activities on the disruption of the natural ecosystem.
2. Describe how environmental stressors and disturbances can affect species and ecosystems.
3. Explain the history of human cultural evolution in terms of an increasing ability to cope with environmental constraints on the availability
of natural resources and other aspects of economic development.
4. Identify key principles of the ecosystem approach to conserving natural resources.
5. Create an environmental advocacy addressing ecological issues as humans being the catalysts of change.

V. Course Outline and Timeframe

WEEKS TOPICS
1-2 Topic 1: Earth, Life, and Ecosystems
3-4 Topic 2: Forestry, Agriculture, and Soil Waste Generation
5-6 Topic 3: Water Resources and Water Pollution
7-8 Topic 4: Air Pollution, Human Health Risk, and Ecological Impact
9 Topic 5: Bioremediation
10-11 Topic 6: Human Population Growth and Ecological Limits
12 Topic 7: Energy Resources and Environment
13-14 Topic 8: Climate Alteration and Global Warming
15-16 Topic 9: People’s Impact on Climate and Biodiversity
17-18 Topic 10: Ecologically Sustainable Development

Number of Hours: 3 hours every week for 18 weeks or 54 hours in a semester.

VI. COURSE DISGN/ MATRIX

Desired Learning Course Content/ Student Learning Assessment Time

Content Delivery Technology Tools References
Outcomes Topic Activities of Learning Frame
At the end of the 1. Earth, Life, and
chapter, the students Ecosystems Self-directed Synchronous learning:  Google Forms Online 2 weeks Bill Freedman (2018),
must have: learning  Discussion forums coursework/ Environmental
1.1 Environmental  Modular, or text-based  Online media activity Science. Pressbooks
a. Defined Science and Its supplemented chats. links (YouTube) by Dalhousie
environmental science Context with online  Virtual chatting Quiz via University Libraries
and distinguish it from learning and conferencing.  Google Google form Digital Editions
related fields such as 1.2 Hierarchical materials  Multimedia Classroom
environmental studies, Organization of presentations.
ecology, and the Universe Distant learning via  Facebook and Sciencing: The Effects
geography. online platforms Asynchronous Messenger of Human
1.3 Species and  Google learning: Intervention on the
b. Explained the Ecosystems Classroom  Content Environment
complexity of the  Google Meet production (word
universe through a 1.4 Stressors and  Facebook Group processing,
hierarchical framework Responses Page spreadsheets,
that includes  Facebook PowerPoint, etc.)
consideration of Earth, 1.5 Human Activities Messenger  Multimedia
life, and ecosystems at are Environmental presentations.
various scales. Stressors

c. Identified ways which

humans directly affect
ecosystems and
species.
At the end of the 2. Forestry,
chapter, the students Agriculture, and Soil Self-directed Synchronous learning:  Google Forms Online 2 weeks Bill Freedman (2018),
must have: Waste Generation learning  Discussion forums activity Environmental
a. Discussed ecological  Modular, or text-based  Online media sheets Science. Pressbooks
consequences of the 2. 1 Forestry and supplemented chats. links (YouTube) by Dalhousie
conversion of natural Erosion with online  Virtual chatting Quiz via University Libraries
forest into plantations. learning and conferencing.  Google Google form Digital Editions
b. Identified the most
2.2 Plantations and materials  Multimedia Classroom
Municipal Solid presentations.
important
environmental effects
Waste Distant learning via  Facebook and
online platforms Asynchronous Messenger
of agriculture, and
 Google learning:
describe the damage
that they cause.
2.3 Environmental Classroom  Content
Impacts of  Google Meet production (word
c. Described the Agriculture  Facebook Group processing,
ecological risks of
Page spreadsheets,
pesticide. 2.4 Environmental  Facebook PowerPoint, etc.)
d. Explained how Effects of Messenger  Multimedia
organic agriculture uses Pesticides presentations.
a more ecological
approach to the 2.5 Organic
cultivation of crops, Agriculture
resulting in less
environmental damage.
At the end of the 3. Water Resources
chapter, the students and Water Pollution Self-directed Synchronous learning:  Google Forms Online 2 weeks Bill Freedman (2018),
must have: learning  Discussion forums  Online media activity Environmental
a. Identified the
3.1 Water sources  Modular, or text-based links (YouTube) sheets Science. Pressbooks
supplemented chats. by Dalhousie
different sources of  Google
water for urban supply, 3.2 Categories of with online  Virtual chatting Quiz via University Libraries
Water Pollution learning and conferencing. Classroom Google form Digital Editions
describe their
characteristics and materials  Multimedia  Facebook and
3.3 Eutrophication Distant learning via presentations. Messenger
explain how water is
and Other Stressors online platforms
abstracted from them.
b. Explained the role of 3.4 Effects of Water  Google Asynchronous Science Daily: Water
eutrophication and Pollution on Human Classroom learning: Resources
other stressors in Health and the  Google Meet  Content
damage caused to the Environment.  Facebook Group production (word
ecosystem. Page processing,
3.5 Water Pollution  Facebook spreadsheets,
c. Enumerated the Prevention and Messenger PowerPoint, etc.)
effects of water Conservation  Multimedia
pollution on human presentations.
health and the
environment.

c. Identified means of
protecting water
sources.

At the end of the 4. Air Pollution,

chapter, the students Human Health Risk, Self-directed Synchronous learning:  Google Forms Online 2 weeks Bill Freedman (2018),
must have: and Ecological Impact learning  Discussion forums activity Environmental
 Modular, or text-based  Online media sheets Science. Pressbooks
a. Outlined the types 4.1 Gaseous Air supplemented chats. links (YouTube) by Dalhousie
and major sources of Pollution with online  Virtual chatting Quiz via University Libraries
emission of air learning and conferencing.  Google Google form Digital Editions
pollutants. 4.2 Types of materials  Multimedia Classroom
Pollutants presentations. National Geographic:
b. Identified the effects Distant learning via  Facebook and Air Pollution
of air pollution to 4.3 Sources of Air online platforms Asynchronous Messenger
human health and Pollution  Google learning: Serious Effects of Air
ecosystem. 4.4 Disastrous Effects Classroom  Content
Pollution on the
of Air pollution  Google Meet production (word
Environment
c. Enumerated  Facebook Group processing,
solutions in mitigating 4.5 Impressive Page spreadsheets,
air pollution. Solutions to Air  Facebook PowerPoint, etc.)
Pollution Messenger  Multimedia
presentations.
At the end of the 5. Bioremediation Self-directed Synchronous learning:  Google Forms Online 2 weeks Bill Freedman (2018),
chapter, the students learning  Discussion forums activity Environmental
must have: 5.1 Bioremediation  Modular, or text-based  Online media sheets Science. Pressbooks
Approach supplemented chats. links (YouTube) by Dalhousie
a. Defined with online  Virtual chatting Quiz via University Libraries
bioremediation. 5.2 Bioremediation learning and conferencing.  Google Google form Digital Editions
Mechanism materials  Multimedia Classroom
b. Understood bacterial presentations. Bioremediation:
roles in bioremediation Distant learning via Asynchronous  Facebook and Microbes Cleaning Up
5.3 Bioremediation online platforms learning: Messenger the Environment
c. Explained why Successes  Google  Content
bioremediation is a Classroom In Situ
production (word
useful process for  Google Meet processing, Bioremediation:
cleaning up pollutants.  Facebook Group spreadsheets, When Does it Work?
Page PowerPoint, etc.)
 Facebook  Multimedia
Messenger presentations.
At the end of the 6. Human Population Synchronous learning:
chapter, the students Growth and Self-directed  Discussion forums  Google Forms Online 2 weeks Bill Freedman (2018),
must have: Ecological Limits learning or text-based activity Environmental
 Modular, chats.  Online media sheets Science. Pressbooks
a. Outlined the process supplemented
6.1 Cultural Evolution  Virtual chatting links (YouTube) by Dalhousie
of cultural evolution with online
and Carrying Capacity and conferencing. Quiz via University Libraries
and explain how it has learning
increased the carrying  Multimedia  Google Google form Digital Editions
6.2 Impact of a materials
capacity for the human presentations. Classroom
Growing Population Distant learning via Asynchronous
population.
on Natural Resources online platforms learning:  Facebook and Revisiting Population
b. Identified the effects  Google  Content Messenger Growth: The Impact
of population growth to 6.3 Potential Causes Classroom production (word of Ecological Limits
the environment. of a Population Crash  Google Meet processing,
 Facebook Group spreadsheets,
c. Enumerated possible Page PowerPoint, etc.)
causes of a population  Facebook  Multimedia
crash. Messenger presentations.
At the end of the 7. Energy Resources
chapter, the students and Environment Self-directed Synchronous learning:  Google Forms Online 2 weeks Bill Freedman (2018),
must have: learning  Discussion forums activity Environmental
7.1 Energy Resource  Modular, or text-based  Online media sheets Science. Pressbooks
a. Explained the Types supplemented chats. links (YouTube) by Dalhousie
differences between with online  Virtual chatting Quiz via University Libraries
renewable and non- 7.2 Energy Sources learning and conferencing.  Google Google form Digital Editions
renewable natural and Their Impacts on materials  Multimedia Classroom
resources. the World Around Us presentations. Conserve Energy
Distant learning via  Facebook and Future
b. Listed examples of 7.3 Energy online platforms Asynchronous Messenger
renewable and non- Management  Google learning: Energy and resource
renewable natural Classroom  Content management
resources  Google Meet production (word
 Facebook Group processing, Energy Lens
c. Enumerated effects Page spreadsheets,
of energy resources to  Facebook PowerPoint, etc.) Energy, Resources
the environment. Messenger  Multimedia and Environment
presentations.
d. Identified ways in National Geographic:
managing energy Managing Resources
resources.

At the end of the 8. Climate Alteration

chapter, the students and Global Warming Self-directed Synchronous learning:  Google Forms Online 2 weeks Bill Freedman (2018),
must have: learning  Discussion forums activity Environmental
8.1 Greenhouse Effect  Modular, or text-based  Online media sheets Science. Pressbooks
a. Identified what supplemented chats. links (YouTube) by Dalhousie
greenhouse effect is. 8.2 Global Warming with online  Virtual chatting Quiz via University Libraries
learning and conferencing.  Google Google form Digital Editions
b. Explained how 8.3 Climate Change materials  Multimedia Classroom
greenhouse gases trap presentations.
heat.  Facebook and
Messenger
c. Enumerated the Distant learning via Asynchronous Climate Literacy and
different greenhouse online platforms learning: Energy Awareness
gasses.  Google  Content
Classroom production (word The Climate Reality
d. Interpreted the  Google Meet processing,
Project
relationship of carbon  Facebook Group spreadsheets,
dioxide and Page PowerPoint, etc.)
temperature.  Facebook  Multimedia Union of Concerned
Messenger presentations. Scientists
e. Defined what global
warming is.

f. Defined what climate

change is.

At the end of the 9. People’s Impact on Self-directed Synchronous learning:  Google Forms Online 2 weeks Bill Freedman (2018),
chapter, the students Climate and learning  Discussion forums activity Environmental
must have: Biodiversity  Modular, or text-based  Online media sheets Science. Pressbooks
supplemented chats. links (YouTube) by Dalhousie
a. Concluded the 9.1 Human-induced with online  Virtual chatting Quiz via University Libraries
significance of human Climate Change learning and conferencing.  Google Google form Digital Editions
activities to climate materials  Multimedia Classroom
changes. 9.2 Ecological Impacts presentations. How Do We Know
of Climate Alteration Distant learning via  Facebook and that Humans Are the
b. Cited impacts of online platforms Asynchronous Messenger Major Cause of
climate change. 9.3 Extinctions Caused  Google learning: Global Warming?
by Humans Classroom  Content
c. Outlined how  Google Meet production (word
Climate Literacy and
humans are causing the 9.4 International  Facebook Group processing,
modern crisis of Conservation Energy Awareness
Page spreadsheets,
extinction and  Facebook PowerPoint, etc.)
endangerment. Messenger  Multimedia
presentations.
d. Enumerated
examples of species
that have been made
extinct through human
activities.

At the end of the 10. Ecologically

chapter, the students Sustainable Self-directed Synchronous learning:  Google Forms Online 2 weeks Bill Freedman (2018),
must have: Development learning  Discussion forums activity Environmental
 Modular, or text-based  Online media sheets Science. Pressbooks
a. Explained how 10.1 Environmental supplemented chats. links (YouTube) by Dalhousie
environmental Literacy and with online  Virtual chatting Quiz via University Libraries
reporting and literacy Reporting learning and conferencing.  Google Google form Digital Editions
are crucial to dealing materials  Multimedia Classroom
with the environmental 10.2 Sustainability presentations.
crisis. Distant learning via  Facebook and
10.3 Environment and online platforms Asynchronous Messenger
b. Outlined the roles of Society  Google learning:
governments, non- Classroom  Content
governmental 10.4 International and  Google Meet production (word
organizations, Local Environmental  Facebook Group processing,
scientists, and citizens Organizations Page spreadsheets,
in designing and  Facebook PowerPoint, etc.)
implementing an 10.5 Philippines’ Messenger  Multimedia
ecologically sustainable Major Environmental presentations.
economy. Laws

c. Proposed an
environmental
advocacy addressing
ecological issues as
humans being the
catalysts of change.
 VII. RATING SYSTEM
Students are expected to read the course module as instructed based on the timeframe, complete memorandum reports on time, and take the examinations. There
will be one prelim examination, one midterm examination and one final examination regarding the specified course topics. Evaluative requirements further include
assignments, written activities and performance tasks. Supplemental readings on environmental issues will be from current articles and selected essays. All scores
on exams, assignments, written activities and performance tasks will be based on an objective point system or rubrics. The final grade for each term will be
determined by the following grading criteria:

GRADE DISTRIBUTION FOR THE MIDTERM

TERM/PERIODIC EXAM 40%
MODULE GRADE 60%
100%
MODULE GRADE = QUIZZES (20%) + ACTIVITIES/ REQUIREMENTS (30%) + ATTENDANCE (10%)
FINALS TENTATIVE GRADE (OLD RATING SYSTEM IF FACE TO FACE IS ALLOWED)
MAJOR EXAMS 30%
LONG TEST/ CHAPTER QUIZZES 20%
OUTPUT 20%
PROJECT/ PERFORMANCE TASKS 20%
ATTENDANCE 10%
100%
NOTE: SAME GRADE DISTRIBUTION WILL BE APPLIED WITH THAT OF THE MIDTERM IF RESTRICTION PERSISTS
FINAL/SEM GRADE
TENTATIVE FINALS (70%) + MIDTERM (30%)
VIII. REFERENCES

Bill Freedman (2018), Environmental Science. Pressbooks by Dalhousie University Libraries Digital Editions
https://ecampusontario.pressbooks.pub/environmentalscience/
Bioremediation: Microbes Cleaning Up the Environment
https://study.com/academy/lesson/bioremediation-microbes-cleaning-up-the-environment.html
Climate Literacy and Energy Awareness
https://cleanet.org/clean/literacy/energy/index.html
Conserve Energy Future
https://www.conserve-energy-future.com/causes-effects-solutions-of-air-pollution.php#Impressive_Solutions_To_Air_Pollution
Energy and resource management
https://www.metro-cc.com/responsibility/energy-resource-management
Energy Lens
https://www.energylens.com/articles/energy-management
Energy, Resources and Environment
https://www.sciencedirect.com/book/9780080293967/energy-resources-and-environment#book-info
How Do We Know that Humans Are the Major Cause of Global Warming?
https://www.ucsusa.org/resources/are-humans-major-cause-global-warming
In Situ Bioremediation: When Does it Work?
https://www.nap.edu/read/2131/chapter/8#98
Major Environmental Laws
http://ecac.emb.gov.ph/?page_id=43#:~:text=REPUBLIC%20ACT%209275%20PHILIPPINE%20CLEAN,and%20community%2Fhousehold%20activities
National Geographic: Air Pollution
https://www.nationalgeographic.org/encyclopedia/air
pollution/#:~:text=Long%2Dterm%20health%20effects%20from,air%20pollutants%20cause%20birth%20defects.
National Geographic: Managing Resources
https://www.nationalgeographic.org/topics/resource-library-managing-resources/?q=&page=1&per_page=25
Revisiting Population Growth: The Impact of Ecological Limits
https://e360.yale.edu/features/how_environmental_limits_may_rein_in_soaring_populations
 Sciencing: The Effects of Human Intervention on the Environment
https://sciencing.com/effects-human-intervention-environment-23067.html
Serious Effects of Air Pollution on the Environment
https://www.tecamgroup.com/effects-air-pollution-environment/
Science Daily: Water Resources
https://www.sciencedaily.com/terms/water_resources.htm#:~:text=Water%20resources%20are%20sources%20of,needed%20for%20life%20to%2
0exist.&text=Virtually%20all%20of%20these%20human,glaciers%20and%20polar%20ice%20caps.
The Climate Reality Project
https://www.climaterealityproject.org/blog/how-do-we-know-humans-are-causing-climate-change-0
Union of Concerned Scientists
https://www.ucsusa.org/climate/science

IX. SUGGESTED READING:

Supplemental readings on environmental issues will be from current journal articles and selected essays.

Population and Environment: A Global Challenge

https://www.science.org.au/curious/earth-environment/population-
environment#:~:text=The%20impact%20of%20so%20many,toxic%20materials%20and%20greenhouse%20gases

Coronavirus, Climate Change, and the Environment: A Conversation on COVID-19

https://www.hsph.harvard.edu/c-change/subtopics/coronavirus-and-climate-
change/#:~:text=We%20don't%20have%20direct,and%20our%20risk%20for%20infections.&text=Many%20of%20the%20root%20causes,increase%20th
e%20risk%20of%20pandemics.
ACADEMIC-RELATED POLICIES:

Honor Policy:

Learning requires that students assume full responsibility for their work. Unless otherwise directed, all assignments must be independently completed. Any
graded course work that the teacher deems to be plagiarized or copied will result in a zero for the course reports. All students should be assigned academic
tasks on a regular basis for the purposes of practice and reinforcement of skills, preparation for an upcoming lesson/assessment, or for a project-based
assignment. Information pertaining to assignments and assessments will be available offline and online.

Missing/Late Work Policy:

Deductions on late/missing work will be applied unless under valid circumstances and reasons for the matter of output deficit.

Grounds for failing:

Failing academic standing and failure to take exams.

Grave misconduct and/or cheating during individual course works and examinations.

Prepared by: Noted: Approved:

CHRISTIAN ERROL P. ALARBA HEIDE A. PAMA, M.ED. JANNICE JENNIFER P. PALMARES, MPA
Instructor Dean of Instruction Acting College President/ SAO/ Registrar Designate