Department of Teacher Education

GE 15– Course Syllabus

COURSE INFORMATION
1. Course Number : GE 15
2. Course Name : Environmental Science
3. Course Description : The course is meant to deliver scientific knowledge in understanding the nature of
environmental science including its concepts and principles in line with the aspects of natural sciences, technology,
natural-historical events, currents environmental conditions, politics, culture, and economics. This course also
promotes an understanding of the interrelationship humans to the environment and vice versa helping students to
undertake the concepts of how the environment is important to human beings and other species.
4. Pre-requisite : None
5. Co-requisite : None
6. Credit : 3 units
7. Class schedule : 6 hours per week
8. Program Educational Objectives (PEO): The program educational objectives are expectations of students after 5
years, the graduates:

1. Understand key concepts from economic, political, and social analysis as they pertain to the planning,
and evaluation of environmental policies and institutions.
2. Appreciate concepts and methods from ecological and physical sciences and their application in
environmental problem-solving, cross-cultural, and historical context of environmental issues, and also the
links between human and natural systems.
3. Reflect critically on their roles and identities as citizens, consumers, and environmental actors in a very
complex, interconnected world.
9. Student Outcomes (SO) of students and their links to PEO:
PEO
Upon completion of the program students will be able to:
1 2 3
Students will possess the capability to use a basic design to provide solutions that meet
SO a specified needs considerately of public health, safety, and welfare, furthermore as global,
cultural, social, environmental, and economic factors.
Students will possess the capability to acknowledge ethical and professional responsibilities
SO b in situations and make informed judgments, which must consider the impact of scientific
solutions in global, economic, environmental, and societal contexts.
Students will have the flexibility to function effectively on a team whose members together
SO c provide leadership, create a collaborative and inclusive environment, establish goals, plan
tasks, and meet objectives.
Note: * SO being addressed in this course

SO
Upon completion of the course, students of each program are expected to:
a b c
Understand basic concepts and methods from ecological sciences and its application in
CO 1
current environmental problem-solving.
CO 2 Appreciate basic concepts in the evaluation of environmental policies and institutions.
Acknowledge the ethical context of environmental issues and the links between human and
CO 3
natural systems.
10. Course Outcomes (CO) of GE 15 and their links to SO:
Legend:
I = Upon attainment of this CO, students will have been introduced to the SO.
E = Upon attainment of this CO, students will have enabled themselves to attain the SO.
D = Upon attainment of this CO, students will have demonstrated partly or fully the SO

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 Department of Teacher Education
GE 15– Course Syllabus

General Education Student Outcomes Course Outcome (CO)

VISION

By 2022, a globally recognized institution

1. Proficiency and effective 1. Understand core concepts and methods
providing quality, affordable and open
communication (writing, speaking, from ecological and physical sciences
education.
and use of new technologies); and their application in environmental
2. Critical, analytic, and creative problem-solving.
MISSION thinking: 2. Appreciate key concepts from
Provide a dynamic and supportive academic 3. Self-assuredness in knowing and economic, political, and social analysis
environment through the highest standard being a Filipino; as they pertain to the design and
of instruction, research and extension in a 4. Ability to contribute personally and evaluation of environmental policies
non-sectarian institution committed to meaningfully to the country’s and institutions.
democratizing access to education. development; 3. Appreciate the ethical, cross-cultural,
5. Ability to appreciate and contribute and historical context of environmental
to artistic beauty; issues and the links between human
VALUES
6. Ability to reflect on moral and natural systems.
Excellence, Honesty and Integrity, norms/imperatives as they effect 4. Reflect critically about their roles and
Innovation and Teamwork individuals and society; and identities as citizens, consumers and
7. Capacity to personally interpret the environmental actors in a complex,
CORE COMPETENCY human experience. interconnected world.

Quality, Affordable, and Open Education

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 Department of Teacher Education
GE 15– Course Syllabus

Assessment Task Assessment

CO Coverage
Theory-based Practice-based Schedule
Understand basic concepts and
methods from ecological sciences and Multiple Choice
N/A First Exam Chapter 1-3
its application in current Question
environmental problem-solving.
Appreciate basic concepts in the
Multiple Choice
evaluation of environmental policies N/A Second Exam Chapter 4-6
Question
and institutions.
Acknowledge the ethical context of
Multiple Choice
environmental issues and the links N/A Third Exam Chapter 7-8
Question
between human and natural systems.
11. CO and Assessment task alignment
*Final assessment will be a comprehensive examination (from first topic to the last) in a Multiple Choice
Questions

12. Assessment Task Details (Theory-based)

Assessment Coverage Assessment Details
Schedule Task
You are expected to master scientific principles and its relationship with
the recent environmental issues that the local, national, and global
Multiple societies are facing. You will explain the fundamental concepts behind
Week 1to
First Exam Choice environmental science in terms of understanding states of matter,
Week 3 Topics
Question conservation of matter, and essential elements & compounds in the
environment, dynamics of the population by interpreting population
models, and environmental-ecological growth patterns.
This assessment task is designed for you to describe and distinguish the
major types of biogeochemical cycles. Also, you are tasked to define the
Multiple
Week 4to role and relationships that a specific species plays in the environment
Second Exam Choice
Week 5 Topics and to identify examples of environmental pollutants of the 20th
Question
century and how should it be addressed through political, economic,
and social aspects.
You are going to expound the alteration of the natural environment due
Multiple to anthropogenic activities. You are tasked to explain the various types
Week 6to
Third Exam Choice of pollution, its sources, and how to address them. This is also designed
Week 7 Topics
Question for you to grasp comprehensive knowledge in terms of the concepts of
environmental economics, politics and social concerns.
*Final assessment will be a comprehensive examination (from first topic to the last) in a Multiple Choice
Questions

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 Department of Teacher Education
GE 15– Course Syllabus

13. COURSE OUTLINE AND TIME FRAME

TIME
TOPICS TLA REQUIRED READINGS
FRAME
 Orientation on classroom policies, grading
system, and syllabus content.
 Chapter 1–Environmental Problems, Their
Causes, and Sustainability  Discussion/Lecture Student Handbook
 Chapter 2–Science, Matter, and Energy  Library Works 3GE-Learning.(2018).
Week
 Chapter 3–Ecosystems: What Are They and  Oral Recitation Earth and life science.
1-3
How Do They Work?  Seat Work New York: NY:3G-E
 Chapter 4–Biodiversity and Evolution  Speeches Learning.
 Chapter 5–Biodiversity, Species Interactions,
and Population Control
 Chapter 6–Human Population and Urbanization
FIRST EXAMINATION
 Chapter 7–Climate and Biodiversity
 Chapter 8–Sustaining Biodiversity: The Species
Approach  Discussion/Lecture
 Chapter 9–Sustaining Biodiversity: The  Library Works Reynolds, S. J. (2019).
Week Ecosystem Approach  Oral Recitation Exploring earth science.
4-5  Chapter 10-Food, Soil, and Pest Management  Seatwork New York: NY: McGraw-
 Chapter 11–Water Resources and Water  Speed Sharing Hill Publication.
Pollution  Fishbowl
 Chapter 12–Geology and Nonrenewable
Minerals
SECOND EXAMINATION
 Chapter 13–Energy
 Discussion/Lecture
 Chapter 14– Environmental Hazards and Miller, T. G., & Spoolman,
 Library Works
Week Human Health S. (2019). Environmental
 Oral Recitation
6-7  Chapter 15–Air Pollution, Climate Change, and Science. Boston, MA:
 Seatwork
Ozone Depletion Cengage Learning.
 Concept Mapping
 Chapter 16–Solid and Hazardous Waste
THIRD EXAMINATION
Miller, T. G., & Spoolman,
Week  Chapter 17–Environmental Economics, Politics,  Discussion/Lecture S. (2019). Environmental
8-9 and Worldwide views  Oral Recitation Science. Boston, MA:
Cengage Learning.
FINAL EXAMINATION

14. REFERENCES
a) 3G E-Learning. (2018). Earth and life science. New York:NY: 3G-E Learning.
b) Miller, T.G., & Spoolman, S. (2019). Environmental Science. Boston, MA: Cengage Learning.
c) Reynolds, S.J. 92019). Exploring earth science. New York: NY: McGraw-Hill Publication.

15. COURSE EVALUATION

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 Department of Teacher Education
GE 15– Course Syllabus

Assessment Methods Weights

EXAMINATIONS 60%
A. Exam 1st – 3rd 30%
B. Final Exam 30%
CLASS PARTICIPATIONS
C. Quizzes 10%
D. Assignments 5%
E. Research/Requirement 15%
F. Oral Recitation 10%
TOTAL 100%

16. POLICIES AND GUIDELINES

a. Attendance is counted from the first regular class meeting.
b. A validated student identification card must always be worn by all students while attending classes.
c. Cheating is strictly prohibited. Any form of dishonesty shall be dealt with accordingly. Honesty is called for
all times.
d. Valid examination permits are necessary in taking the examinations as scheduled.
e. Base -15 grading policy should be observed.

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 Department of Teacher Education
GE 15– Course Syllabus

Prepared by: References reviewed by:

KARYN CHRISLENE A. VITOR CLARISSA R. DONAYRE, MSLS

Faculty Chief Learning Information

Reviewed by: Recommending approval:

ROSA MARIA T. PINEDA, EdD GINA FE G. ISRAEL, EdD

DASE Department Chair Dean of College

Approved by:

PEDRITO M. CASTILLO II, EdD

AVP, Learning Innovation and Design

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