BASIC EDUCATION SCHOOLS

Urbiztondo, San Juan, La Union

SYLLABUS IN ENVIRONMENTAL SCIENCE

CORE SUBJECT STANDARD This course is designed to provide students with a sound foundation in basic principles and unifying
concepts of Environmental Science Topic selection is based on major themes of modern environmental
sciences: humans and sustainability; science and ecological principles; sustaining biodiversity and natural
resources; and sustaining environmental quality and human societies. Students will gain an awareness of
the importance of Earth's systems in sustaining our daily lives, plus the scientific foundation and tools
needed to apply critical thought to contemporary environmental issues.
CONTENT STANDARDS The Learners
1. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain
relatively consistent numbers and types of organisms unstable conditions,but changing conditions
may resultinanew ecosystem.
2. Design, evaluate, and refine a solution for reducing the impacts human activities have on the
environment and biodiversity.
3. Use a computer simulation to model the impact of proposed solutions to a complex real-world
problem with numerous criteria and constraints on interactions within and between systems
relevant to the problem.
4. Develop a model to illustrate how Earth's Internal Surface Processes operate at different spatial and
temporal scales to form continental and ocean-floor features.
5. Analyze geoscience data to make the claim that one change to Earth's surface can create feedback
that causes changes to other Earth systems.
6. Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems
and life on Earth.
7. Construct an explanation based on evidence for how the availability of natural resources,
occurrence of natural hazards, and changes in climate have influenced human activity.
8. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral
resources based on cost-benefit ratios.
 9. Evaluate or refine a technological solution that reduces impacts of human activities on natural
systems
PERFORMANCE STANDARDS The Learners
1. Design, evaluate, and refine a solution for reducing the impacts of human activities on the
environment and biodiversity.
2. Design a solution to a complex real-world problem by breaking it down into smaller, more
manageable problems that can be solved through engineering.
GRADE LEVEL STANDARDS The Learners
1. Describe several of the most important environmental problems facing the world.
2. Explain how we can use graphs and statistics to answer questions in environmental science.
3. Develop a model based on evidence to illustrate the relationships between systems or between
components of a system.
4. Plan and conduct an investigation individually and collaboratively to produce data to serve as the
basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to
produce reliable measurements and consider limitations on the precision of the data
5. Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order
to make valid and reliable scientific claims or determine an optimal design solution.
6. Analyze complex real-world problems by specifying criteria and constraints for successful solutions.
7. Evaluate a solution to a complex real-world problem, based on scientific knowledge, student
generated sources of evidence, prioritized criteria, and trade off considerations.
FIRST QUARTER
TIME FRAME TOPICS LEARNING COMPETENCIES ASSESSMENT
WEEK 1-2 Introduction to Environmental Science The Learners should be able to… Formative:
● What is Environmental Science ● Graded recitation
● Objective of Environmentalism 1. define environmental science ● Demonstration
● Some Tools in Studying 2. distinguish between ● Enrichment Activities
Environmental Science environmentalists and
environmental scientists Summative:
3. use the scientific method in ● Journal Writing
Values on Focus: exploring your environment ● Data Analysis
- develop concern about the 4. apply concepts and laws on
environment and the population matter and energy to learn
- Understand the Impacts of about the soil, air water, and the
Development on the Environment energy resources
5. make lab oratory and field
investigations, and
 6. explain why problems on matter
and energy resources exist.
WEEK 2 - 3 The Earth’s Atmosphere 1. describe how the atmosphere Formative:
● The Early Atmosphere evolved ● Recitation
● The Layers of the Atmosphere 2. describe the different ● Seatwork – Problem
atmospheric layers Solving
● Enrichment Activities
Values on Focus:
- develop understanding on how the
plants and animals have affected and Summative:
their relationship with the ● Research work
environment.

WEEK 4-5 The Earth’s Atmosphere 1. describe the air we breathe Formative:
● The Air We Breathe 2. discuss air pollution and its ● Recitation
● Air Pollution causes ● Journal writing

Values on Focus:
● Understand the Impacts of
Development on the Environment
● Using the right tools to explore
resources
WEEK 6-7 The Earth’s Atmosphere
● Global Climate Change
● Your role in Global Warming
● Protecting the Atmosphere
Values on Focus:
● Inquisitiveness and critical thinking
● Uphold and practice conservation of
energy
● Understand the Impacts of
Development on the Environment
● Discover Sustainable Ways of Living
1. describe how ozone is produced
and depleted
2. differentiate greenhouse effect
from global warming
3. assess your role in ozone
depletion and global warming
4. evaluate the different ways by
which nations address the
present atmospheric problems
Summative:
● Research work(Enrichment
Activities)
Formative:
● Recitation
● Practice Exercises
● Laboratory performance
● Seatwork – Problem
solving
● Video analysis
Summative:
● Design an experiment that
will show that melting of
polar caps and ice glaciers
 will lead to a rise in sea
level.
● Chapter test
WEEK 8 Quarter Examination

SECOND QUARTER
TIME FRAME TOPICS LEARNING COMPETENCIES ASSESSMENT
WEEK 1 - 2 Human Population The Learner should be able to… Formative:
● History and Growth of Human ● provide the world's population ● Recitation
Population ● define 'population growth' ● Picture Analysis
● Past and Current Population Growth ● list causes and issues related to ● Venn Diagram
● Perspective on Population growth population growth ● Graphic organizer
● Factors that determine Population ● analyze population changes in ● News Clipping Analysis
growth specific countries
Summative:
● Case Study
Values on Focus:
● Empowering women and girls
● quality education for all
● global justice and sustainable
economies
WEEK 3 Human Population ● Write a pamphlet that Formative:
● Family Planning demonstrates knowledge of ● Recitation
● What Kind of Future Are We Creating birth control methods ● News analysis
Now? ● Consider the factors that ● Graphic Organizer
influence family planning
Values on Focus: strategies and review the Summative:
● Empowering women and girls benefits and drawbacks of ● Case Study
● quality education for all various birth control methods ● Chapter test
● global justice and sustainable for specific situations ● pamphlet
economies ● Learn how a predominantly
Catholic country, the
Philippines, approaches family
planning

WEEK 4 Environmental Health and Toxicology Formative:

● What Environmental Health? ● define environmental health ● Recitation
 ● Toxicology ● identify types of environmental ● Film Viewing
hazards ● Reaction paper / report
Values on Focus: ● describe risks in indoor ● Picture Analysis
● encourages students to research, environments ● Research Work
investigate how and why things ● Submission of reaction
happen, and make their own paper / reports
decisions about complex
environmental issues. By developing Summative:
and enhancing critical and creative ● Quiz
thinking skills ● Chapter Test
● Journal
WEEK 5 Environmental Health and Toxicology ● identify types of environmental Formative:
● Movement, distribution, and fate of hazards ● Recitation
Toxins ● describe risks in indoor ● Film viewing
environments ● Submission of reaction
Values on Focus: paper
● gets students outside and active, and ● Research work
helps address some of the health
issues we are seeing in children Summative:
today, such as obesity, attention ● Brochure
deficit disorders, and depression.
Good nutrition is often emphasized
and stress is reduced due to
increased time spent in nature
WEEK 6 Environmental Health and Toxicology ● Describe the role of toxicologists Formative:
● Measuring Toxicity in public health, methods used ● Recitation
● Mechanisms for Minimizing Toxic to quantify toxicity,regulations ● Practice Exercises
Effects that govern toxic substances, ● Laboratory performance
and assessment of risks posed ● Seatwork – Problem
Values on Focus: by exposure to toxicants solving
● helps students understand how their ● Defend the use of common ● Video analysis
decisions and actions affect the environmental toxicology
environment, builds knowledge and applications in the practice of
skills necessary to address complex public health disciplines Summative:
environmental issues, as well as ways ● Quiz
we can take action to keep our ● Chapter Test
● Journal
 environment healthy and sustainable
for the future.
WEEK 7 Environmental Health and Toxicology ● Differentiate the properties of Formative:
● Risk Assessment and Acceptance chemicals, biological toxins, and ● Graded recitation
● Establishing Public Policy physical agents that influence ● Reaction/Analysis of a
fate and toxicity in humans, filmstrip or video
Values on Focus: animals, and the environment ● Laboratory report
● promotes a sense of place and ● Develop informed decisions
connection through community regarding toxicity of pollutants Summative:
involvement. When students decide in the environment, their ● Graded illustrations
to learn more or take action to origins, and mitigation strategies ● Summative Exams
improve their environment, they that are protective of the public
reach out to community experts,
donors, volunteers, and local
facilities to help bring the community
together to understand and address
environmental issues impacting their
neighborhood.
WEEK 8 Quarter Examination
THIRD QUARTER
TIME FRAME TOPICS LEARNING COMPETENCIES ASSESSMENT
WEEK 1 Biomes and Biodiversity ● Define biomes Formative:
● Biomes Broadly Define Life Zones ● List the six biomes ● Recitation
● Aquatic Biomes ● Describe what the climate like in ● Demonstration
each biome ● Enrichment Activities
Values on Focus: ● Explain how plants and animals ● Laboratory Reports
● You will understand the scientific adapt to the ecosystem of each
worldview biome Summative:
● You will understand the nature and ● Chapter Test
process of science. ● Graded recitation
WEEK 2 Biomes and Biodiversity ● List the six biomes Formative:
● Grasslands ● Describe what the climate like in ● Recitation
● Forests each biome ● Quiz
● Explain how plants and animals ● Laboratory Reports
Values on Focus: adapt to the ecosystem of each
● You will understand the scientific biome Summative:
worldview ● Chapter Test
 ● You will understand the nature and
process of science.
WEEK 3 Biomes and Biodiversity ● List the six biomes Formative:
● Deserts ● Describe what the climate like in ● Interactive Discussion
● Tundra each biome ● Recitation
● Explain how plants and animals ● Laboratory Reports
Values on Focus: adapt to the ecosystem of each
● You will understand the scientific biome Summative:
worldview ● Quiz
● You will understand the nature and ● Concept map about the the
process of science. Different Biomes
WEEK 4 ● Biodiversity Hotspot ● Explain how plants and animals Formative:
● Benefits from Biodiversity support each other in the food ● Interactive Discussion
chain or food web ● Laboratory Reports
Values on Focus:
● To Learn and Create Awareness Summative:
About Environmental Problems at ● Graded recitation
Local, National and International ● Quiz
Levels
● Threats to Biodiversity ● Identify human-caused species Formative:
● Human-caused Reductions in loss as one of the major current ● Recitation
Biodiversity threats to biodiversity; ● Demonstration
● Explain the species diversity ● Enrichment Activities
Values on Focus: level of biodiversity; ● Laboratory Reports
To Shed Light on Contemporary Concepts
Such as How to Conserve Biodiversity Summative:
● Chapter Test
● Graded recitation
Biomes and Biodiversity ● Explain how the disappearance Formative:
● Over-hunting and Habitat of one species affects other ● Recitation
Destruction species. ● Demonstration
● Protecting Biodiversity ● Enrichment Activities
● Laboratory Reports
Values on Focus:
● To Utilize Natural Resources Summative:
Efficiently ● Chapter Test
● Graded recitation
Environmental Conservation ● define environmental Formative:
● What is Environmental Conservation conservation ● in class discussions
● name and describe several ways ● clicker questions
Values on Focus: they can conserve resources in ● Low stakes group work
● To Realize That Environmental their daily lives ● quiz
Problems are Global ● 1 minute reflection writing

Summative:
● Quiz
● Concept map

Species Diversity ● Demonstrate an understanding Formative:

● Species Diversity Introduction of the concept of a species ● pop quiz
● Three Types of Species ● reading checks
● Factors Affecting Biodiversity ● games simulation
● discussion questions
● reflection paragraphs
Values on Focus: ● exit tickets
● To apply the ways on how to take
care of the different species Summative:
● Research reports
● structured essay
● standardized test

Species Diversity ● identify and explain threats to Formative:

● Positive and Negative Effects of the environment ● impromptu quiz
Invasive Species ● describe simple steps ● one minute reflection
● Measuring Species Diversity individuals can take to protect paper
the environment and the species ● doodle map or visual graph
Values on Focus: therein
● To apply the ways on how to take Summative:
care of the different species ● chapter test
● group work portfolio

Maintaining Ecological Stability ● predict the impact of various Formative:

● High vs. Low Biodiversity environmental changes based ● in class discussions
● Food chain vs. Food web ● clicker questions
 on the amount of biodiversity in ● Low stakes group work
Values on Focus: an ecosystem ● quiz
● Have an understanding of the ● establish a relationship between ● 1 minute reflection writing
dynamics of energy transfer in an the amount of biodiversity in an
ecosystem. ecosystem and the likelihood of Summative:
extinction of a species in that ● Quiz
ecosystem ● Concept map
● predict the effects of certain
environmental factors on an
ecosystem’s biodiversity
● Analyze the roles of organisms in
the cycling of materials
WEEK 8 QUARTER EXAMINATION
FOURTH QUARTER
TIME FRAME TOPICS LEARNING COMPETENCIES ASSESSMENT
WEEK 1 Solid and Hazardous Waste ● Understand and explain Formative:
● Waste different methods of waste ● Graded recitation
● Waste Disposal Methods disposal. ● Reaction/Analysis of a
● Explain some of the major filmstrip or video
problems caused by waste ● Laboratory report
Values on Focus: disposal and use of landfills.
● It makes them more aware of their ● Understand and explain the role Summative:
surroundings of engineers in solid waste ● Graded illustrations
management. ● Film viewing analysis
● Suggest ways to reduce the
amount of solid waste going to a
landfill.
WEEK 2 ● Waste Stream ● discuss which characteristics Formative
● Hazardous and Toxic Waste make a waste hazardous. ● Graded recitation
● discuss several major ● Written report on the
Values on Focus: regulations that are in place to importance of Waste
● They become more conscious control the generation, Management
consumers transportation, and disposal of ● Reaction/Analysis about
hazardous and wastes. the PowerPoint
● learn how to report a suspected Presentation
oil spill or hazardous waste
spill/storage. Summative:
 ● define e-waste and discuss ● Chapter test
known issues with its collection
and recycling.
Environmental Policy and Sustainability ● describe how governments can Formative
● Environmental Policy and Law guide the environmental ● Graded recitation
practices of corporations and ● Written report
Values on Focus: citizens through subsidies and ● Reaction/Analysis about
● They become more conscious green taxes. the PowerPoint
consumers Presentation

WEEK 3 Environmental Policy and Sustainability
● International Treaties and
Conventions
Values on Focus:
● They become confident
environmental stewards
● describe how governments can
guide the environmental
practices of corporations and
citizens through subsidies and
green taxes.
Summative:
● Role-playing Analysis
● Film/Video Analysis
● Case Analysis
● Making Predictions
Formative
● Graded recitation
● Written report on the
importance of exercise and
proper diet
● Graded compilation of
medical techniques for
overall wellness
● Reaction/Analysis about
the PowerPoint
Presentation

Summative:
● Graded illustrations
WEEK 4 ● What can an Individual Do? ● analyze how reducing, reusing, Formative:
● How Can We Work Together? and recycling products ● Journal writing
promotes a healthier ● Laboratory reports
Values on Focus: environment.
● They become aware of the world’s ● demonstrate ways to reduce, Summative:
finite resources reuse, and recycle at home, at ● Project-based learning
● They learn about their responsibility school, and in the community
towards effective waste management
 ● Creating posters that
encourage people to do the
3 R’s
WEEK 5 Sustainability is a Global Challenge Develop an understanding of the Formative:
environmental impact of travel. ● Graded recitation
Values on Focus: ● Apply basic math and problem ● Situational Analysis
● They are aware of recycling and solving strategies. ● Laboratory reports
waste processes that they can share ● Examine management
with others techniques for fossil fuels usage. Summative:
● They feel empowered to do their part ● Demonstrate an understanding ● Role-playing Analysis
in saving the environment of maps and their uses. ● Film/Video Analysis
● They know practical applications for ● Case Analysis
their consumption and waste ● Making Predictions
management
WEEK 8 QUARTER EXAMINATION

Prepared by: Reviewed by: Approved by:

ORPHA GRACE V. BARNACHEA FE MARIE BINAS-O ELIZABETH R. CAMARA

Subject Teacher Academic Head, Special Science High School Director, Basic Education Schools