LICEO DE MASBATE

Quezon St., Masbate City

In the Service of God and the Poor!

OBE COURSE SYLLABUS

COURSE NAME : ENVIRONMENTAL SCIENCE (MC SCIENCE 3)
DEPARTMENT : EDUCATION
SY 2021-2022
VISION

A highly esteemed and responsive Catholic educational institution committed to the transformation of persons to a Life of Integrity, Compassion,
Excellence and Optimum service to Church and society.
MISSION

In the service of the Church with Mary, the school commits to:
Offer a Gospel-centered and holistic education which will nurture Christian Values, reflective Masbateños and Filipino Culture.
Promote academic excellence in search for truth, justice, peace and progress in accordance with laws, rules and policies set by the Catholic
Church.
Participate in the evangelizing mission of the Church through relevant and dynamic institutional programs that will foster collaboration and
improvement among the various sectors of the school as a vital instrument responsive to local, national and global challenges.
PROGRAM GOALS

The BSEd is designed to meet the needs of professional teachers who can teach in one of the different learning areas in secondary like
Mathematics, Physical Sciences, Biological Sciences, English, Filipino, Social Sciences, among others.
PROGRAM OUTCOMES

6.3.4.a. Demonstrate deep understanding of scientific concepts and principles.

6.3.4.b. Apply scientific inquiry in teaching and learning.
6.3.4.c. Utilize effective science teaching and assessment methods.

CLASS INFORMATION INSTRUCTOR’S INFORMATION

SCHEDULE : INSTRUCTOR’S NAME :
TIME : CELLPHONE NO :
EMAIL ADDRESS :

ENVIRONMENTAL SCIENCE 1
 COURSE INFORMATION
COURSE ENVIRONMENTAL SCIENCE COURSE CODE MC SCIENCE 3
NAME
COURSE 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
CREDIT
BTI / CLOs
COURSE DESCRIPTION
Covered
This 3-unit course deals with the general concepts and principles pertaining to complex pattern of
interaction between the physical environment and biological communities on earth. Emphases is also
given on the current environmental issues and concerns as well as disaster risk management and
techniques.
BTI / CLOs
COURSE LEARNING OUTCOMES Covered

At the end of the course, the students should be able to:

A. Develop a deeper understanding of environmental issues by relating scientific knowledge with

other perspectives.
B. Acquire and apply scientific knowledge about environmental issues so as to understand the
underlying scientific concepts that would enable them to examine and propose alternatives to
a variety of environmental problems.
C. Critically evaluate their attitudes, behaviour and values and consequently adopt a more
sustainable lifestyle.

LEGEND :
ILO - Intended Learning Outcome
CLO - Course Learning Outcomes
BTI - Beginning Teacher Indicator

ENVIRONMENTAL SCIENCE 2
 Time Intended Learning Outcomes BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotmen (ILOs) Activities
t
Week 1 At the end of this week, the students 1. INTRODUCTION: ENVIRONMENTAL  Discussion – explain the  Formative
should be able to: SCIENCE content of the Assessment
a) Understand the concepts of A. Science and the introduction to  Essay writing
AUGUST 16- Environmental Science Environment environmental science
20, 2021 b) Connect the use of scientific B. Scientific Method  Formulate hypothesis,
method in studying C. Environmental Education: develop guiding
environmental science Its Definition and statements and generate
c) Define the importance of Importance data
environmental education D. An Overview of Ecology
d) Connect ecology and E. Ecology and Environmental
environmental science Science
Weeks 2-3 At the end of this week, the students 2. ECOSYSTEM  Discussion – explain the  Ecosystem model
should be able to: A. Ecosystems 1) components of an  Formative
a) Discuss the components of B. Biotic Components of an ecosystem Assessment
AUGUST 23 the ecosystem Ecosystem  Individual activity – tell
– b) Explain the different types of C. Abiotic Components of an the student to create a
SEPTEMBER ecosystem Ecosystem model of an existing
3, 2021 c) Explain the principle of D. Limiting Factors and ecosystems in 1) rice
limiting factors Tolerance field; 2) swamp; 3)
E. Ecological Niche mangrove forest; 4)
F. Homeostasis in an urban areas.
Ecosystem
G. Types of Ecosystem
Week 4 At the end of this week, the students 3. ENERGY FLOW IN AN ECOSYSTEM  Team works – tell the  Formative
should be able to: A. Trophic Levels students to create a 2- Assessment
a) Explain how energy and B. Food Chains and Food member group and  Reporting
SEPTEMBER nutrient flows within an Webs present their discussion
13-17, 2021 ecosystem C. Pyramids of Energy and on the contents of the
b) Discuss the laws of Biomass chapter.
thermodynamics in an D. The Laws of
ecosystem Thermodynamics
c) Explain the trophic levels in
an ecosystem
Week 5 At the end of this week, the students 4. BIOGEOCHEMICAL CYCLES  Chalk-Talk – discuss and  Recitation
should be able to: A. The Hydrologic (Water) explain how
a) Illustrate the different Cycle biogeochemical cycles
SEPTEMBER biogeochemical cycles B. The Carbon-Oxygen Cycle
20-24, 2021 b) Discuss the similarities and C. The Nitrogen Cycle
difference of biogeochemical D. The Phosphorous Cycle
cycles from food chain in E. The Sulfur Cycle
relation to the law of
conservation and the laws of
thermodynamics

ENVIRONMENTAL SCIENCE 3
Weeks 6-7 At the end of this week, the students 5. POPULATION ECOLOGY  Interactive – allow the  Research paper
should be able to: A. Characteristics of student to interact during  Recitation
a) Identify the characteristics of Population the discussion and  Formative
SEPTEMBER a population B. Patterns of Population explanation, tackle issues assessment
27 – b) Compute for the population Growth and raise concerns on the
OCTOBER 8, growth rate C. Carrying Capacity population situation
2021 c) Discuss the current Philippine D. Limiting Factors of  Individual research –
population Population impacts of population in a
d) Recognize the true E. K-Adapted and r-Adapted developing country
demographic transition Species
F. Philippine Population
G. Impact of Population in the
Environment
H. Impact of Population in a
Developing Country
I. Relationship of Habitats,
Geographic Range and
Ecologic Niche to
Population
Week 8 At the end of this week, the students 6. COMMUNITY ECOLOGY  Discussion – discuss and  Recitation
should be able to: A. Meaning of Community explain to the students  Formative
a) Analyze the relationship Ecology the contents of the assessment
OCTOBER amongst organisms B. Relationship Among community ecology
11-15, 2021 b) Discuss the competition Organisms
between species C. Intraspecies and
c) Explain the progress of biotic Interspecies Competition
community as to the study of D. Succession in Communities
succession
Week 9-10 At the end of this week, the students 7. BIOMES OF THE EARTH  Individual Reporting –  Written copy of
should be able to: A. The Land Biomes assign the students to their reports
a) Identify the different land i. Tundra different biomes and let
OCTOBER biomes ii. Taiga them discuss their
18-29, 2021 b) Identify the different aquatic iii. Temperate Deciduous collected data to the
biomes Forest class. Assist the students
c) Discuss some of the situations iv. Grasslands during class discussion.
in the littoral zone and some v. Desserts Give additional facts.
of the adjustments that living vi. Tropical Rainforest
things have made to the B. The Aquatic Biomes
conditions i. Marine Biome
ii. Freshwater Biomes
iii. Estuaries
MIDTERTM EXAMINATION
Weeks 11 At the end of this week, the students 8. PHILIPPINE DIVERSITY  Interactive - let the  Formative
should be able to: A. Meaning of Biodiversity student participate in the assessment
a) Explain the importance of B. The Levels or Sources of discussion. Let them
NOVEMBER Philippine biodiversity to the Biodiversity evaluate the factors that
1-5, 2021 world C. Status of Philippine causes biodiversity loss
b) Evaluate the status of Biodiversity
Philippine biodiversity D. Importance of Biodiversity
c) List down the protected areas E. Factors that Caused

ENVIRONMENTAL SCIENCE 4
 in an identified region and the
endemic species present in
each identified protected
area.
d) Enumerate ways on how to
help conserve and protect the
endemic species in an
identified region
Week 12 At the end of this week, the students
should be able to:
a) Enumerate the different types
NOVEMBER of natural resources
8-12, 2021 b) Discuss the classifications of
natural resources
c) Compare and contrast the
human resources of the
Philippines and other
countries showing the
advantages and
disadvantages of the age
distribution and potentialities
of the population
Week 13 At the end of this week, the students
should be able to:
a) Describe the components of
NOVEMBER the earth’s atmosphere
15-19, 2021 b) Assess and explain how air
pollution affects the
environment
c) Discuss the different ways for
minimizing air pollution
Week 14 At the end of this week, the students
should be able to:
a) Identify and discuss the
NOVEMBER different greenhouse gases
22-26, 2021 b) Outline the causes of
greenhouse effect
c) Assess the global warming
d) Create brochures on how
they can inform people about
climate change and global
warming
Philippine Biodiversity Loss
i. Anthropogenic Factors
ii. Natural Forces
F. Underlying Causes of the
Loss of Philippine
Biodiversity
G. Conservation and
Management of
Biodiversity
9. PHILIPPINE NATURAL RESOURCES  Interactive – involve  Natural resources
A. Meaning of Natural students in the portfolio
Resources discussion. Let them ask,
B. Types of Natural Resources explain the concepts of
C. Classifications of Natural the content of the
Resources chapter
D. Natural Resource
Management
10. AIR POLLUTION  Team work – let the  Written report
A. Human Impact on the student form groups.
Environment Each group will choose a
B. Types of Pollution certain topic and conduct
C. Air Pollution a research. They will
D. Components of the Earth’s present their output
Atmosphere infront of the class.
i. Common Criteria
Pollutants
ii. Non-Criteria Pollutants
E. Smog
F. Acid Rain
i. Causes of Acid Rain
ii. Effects of Acid Rain
G. Philippine Efforts to Clean
the Air
H. A Case in Point: Acid Rain
11. GREENHOUSE EFFECT AND Interactive – Discussion of the  Formative
GLOBAL WARMING topics with the participation of assessment
A. Greenhouse Gases the students
B. Causes of Greenhouse
Effect
C. Global Warming
D. Climate Change
E. Effects of Greenhouse
Gases and Global Warming
F. Solutions to Global
Warming and Climate
ENVIRONMENTAL SCIENCE 5
 Change
G. Ozone Layer
H. Solutions to Ozone
Depletion
Week 15 At the end of this week, the students 12. WATER POLLUTION  Team work – let the  Written report
should be able to: A. Sources of Water Pollution student form groups.
a) Identify the different water B. Water Pollutants Each group will choose a
NOVEMBER pollutants C. Effects of Human Activities certain topic and conduct
29 – b) Explain the effects of human on Bodies of Water a research. They will
DECEMBER activities on bodies of water D. Effects of Water Pollution present their output in
3, 2021 c) Discuss the Philippine efforts E. Red Tide Menace front of the class.
to clean the waters F. Oil Spill
G. Pollution of Philippine
Rivers and Lakes
H. Philippine Efforts to Clean
the Waters
Week 16 At the end of this week, the students 13. SOLID WASTE POLLUTION  Team work – let the  Written Report
should be able to: A. Solid Waste Management student form groups.  Formative
a) Describe solid waste pollution Methods Each group will choose a assessment
DECEMBER b) Compare and contrast the i. Zero Waste Management certain topic and conduct
6-10, 2021 different solid waste System a research. They will
management methods ii. Composting present their output
c) Outline a solution to the iii. Sanitary Landfill infront of the class.
environment problems iv. Incinerators
created by industries v. Open Dumpsite
B. Controlling Pollution
C. Philippine Efforts in
Controlling Solid Waste
Week 17 At the end of this week, the students 14. PHILIPPINE ENVIRONMENTAL  Individual output - tell  Term Paper
should be able to: LAWS the student to write a
a) Discuss the cited laws A. Philippine Clean Air Act of term paper on the
DECEMBER b) Justify the need of creating 1999 (RA 8749) different environmental
13-17, 2021 different environmental laws B. Tobacco Regulation Act of laws and let them discuss
in the Philippines 2003 (RA 9211) the importance or
implemented the cited laws. C. Ecological Waste contribution of these laws
c) Write a term paper oh how Management Act of 2000 to the science of
Philippine environmental laws (RA 9003) environment.
contributed to the science of D. Philippine Clean Water Act
environment of 2004 (RA 9275)
E. The Water Code of the
Philippines (PD 1067)
FINAL EXAMAMINATION

Suggested References
Zehnder, Manoylov, etal. INTRODUCTION TO ENVIRONMENTAL SCIENCE: 2ND EDITION. Retrieved from https://open.umn.edu/opentextbooks/textbooks/introduction-to-environmental-science-
2nd-edition
Dr. Y. K. Singh. 2006. ENVIRONMENTAL SCIENCE. New Age International Limited Publishers.
CAPE. 2010. ENVIRONMENTAL SCIENCE SYLLABUS. Caribbean Examinations Council.
Tnau, Tamil. ENVIRONMENTAL SCIENCE. Agrimoon.com.
Unday, Joel etal. 2012. INTRODUCTION TO ENVIRONMENTAL SCIENCE REVISED EDITION. MaxCor Publishing House, Inc.

ENVIRONMENTAL SCIENCE 6
ENVIRONMENTAL SCIENCE 7