NSCI 111 - People and The Earth's Ecosystem Syllabus

West Visayas State University
(Formerly Iloilo Normal School)

COLLEGE OF ARTS AND SCIENCES
Luna St., La Paz, Iloilo City 5000
Iloilo, Philippines
* Trunkline: (063) (033) 320-0870 loc 1602 * Telefax No.: (033) 320-0879
* Website: www.wvsu.edu.ph * Email Address: cas@wvsu.edu.ph
Iloilo, Philippines
Outcomes-Based Education (OBE) Syllabus in NSCI 111 – People and the Earth’s Ecosystem
I. University
Vision: A research university advancing quality education towards societal transformation and global recognition.
Mission: WVSU commits to develop life-long learners empowered to generate knowledge and technology, and transform communities as agents of change.
Core Values: Excellence Creativity and Innovation Service
Institutional Outcomes For Instruction (BOR Resolution 79-2020):
A taga-West…
1. is a creative and critical thinker
2. is an effective and responsible communicator
3. is technologically skilled
4. has the capacity to engage in research
5. has teaming and collaborative skills
6. is socially responsible and has strong national identity
7. is globally competitive
8. is self directed, competent, and accountable professionals
9. has uncompromising personal and professional ethical standards
10. can utilize lifelong learning skills for personal development, excellence in professional practice, and service to others
II. College/Campus
Vision: “A research university advancing quality education towards societal transformation and global recognition.”
Mission: “WVSU commits to develop life-long learners empowered to generate knowledge and technology, and transform communities as agents of change.”
College/Campus Outcomes: (from CAS MEMORANDUM No. 23-06)
1. Offer curricular programs responsive to the needs of the community and consistent with provincial, regional, national and SE-Asian thrusts;
2. Produce graduates with a broad liberal education, professionally competitive in their fields of specialization in English, Foreign Languages, Mathematics, Biological, Physical, and
Social Sciences;
3. Equip students with skills in critical thinking and research, desirable values and attitudes, an appreciation of our cultural heritage, and with the ability and readiness to succeed in
the highly competitive world and work;
4. Provide opportunities and incentives for the faculty and students to conduct relevant research, incubate new technologies that will contribute to the body of knowledge and
enhance entrepreneurial and production skills that improve the quality of life; and
5. Share human and material resources of the college and the university in community extension projects.
This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University. Likewise, the designer(s) of the syllabus must be properly acknowledged.
Iloilo, Philippines
Iloilo, Philippines
III. Program/Degree: All Undergraduate Degree Programs
IV. General Education Outcomes:
Intellectual Competencies:
a. Higher levels of comprehension (textual, visual, etc.)
b. Proficient and effective communication (writing, speaking, and use of new technologies)
c. Understanding of basic concepts across the domains of knowledge
d. Critical, analytical, and creative thinking
e. Application of different analytical modes (quantitative and qualitative, artistic and scientific, textual and visual, experimental, observation, etc.) in tackling problems methodically
Personal and Civic Responsibilities

a. Appreciation of the human condition
b. Capacity to personally interpret the human experience
c. Ability to view the contemporary world from both Philippine and global perspectives
d. Self-assuredness in knowing and being Filipino
e. Capacity to reflect critically on shared concerns and think of innovative, creative solutions guided by ethical standards
f. Ability to reflect on moral norms/imperatives as they affect individuals and society
g. Ability to appreciate and contribute personally and meaningfully to the country’s development
Practical Skills
a. Working effectively in a group
b. Application of computing and information technology to assist and facilitate research
c. Ability to negotiate the world of technology responsibly
d. Problem-solving (including real-world problems)
e. Basic work-related skills and knowledge
V. Course No. and Title: NSCI 111 (People and the Earth’s Ecosystem)
VI. School Year/Semester Offered: 2nd Semester, 2023-2024
VII. Course Description: The course deals with the impact of human activities on the environment and the consequences of environmental modification on human activity. (CMO No. 20, s.
2013)
VIII. Course Credit: 3 units (Lecture only)
Iloilo, Philippines
Iloilo, Philippines
IX. Course Outcomes:

1. Analyze the interconnectedness of people and the ecosystem.
2. Understand the dynamics of the human population and its effect on the Earth.
3. Explore the role of individual and collective action in promoting sustainable lifestyles and responsible resource consumption.
4. Cultivate a sense of hope and agency, inspiring students to contribute to a more sustainable future for people and the Earth.
5. Critically analyze complex environmental issues through discussion, debate, written works, and community involvement.
6. Design and implement sustainable solutions for minimizing human impact and achieving a harmonious relationship with nature.
X. Course Design Matrix
Course Outcomes-Based Assessment of

Desired Learning Textbook/
Content/Subject Teaching and Learning Learning Outcome Resource Materials Timetable
Outcomes (DLO) References
Matter (OBTL) (ALO)
Unit 0. Orientation
1. The University’s
Vision, Mission, Core
At the end of the unit, values, and
the students must Outcomes
have:
2. The Main 2013 University Code
1. Identified, described, Campus/College of
explained, Arts and Sciences 2011 WVSU Student
internalized, and Outcomes Handbook Lecture-Discussion and Video IDs
Quiz Week 1
demonstrated the Group Task Activity Sheets, etc.
vision, mission, and 3. The General Bulletin of Information
core values of the Education Program
institutional, Outcomes NSCI 111 Syllabus
college/campus,
degree and program 4. The Course Syllabus
outcomes. and Outcomes
5. Grading System
Iloilo, Philippines
Iloilo, Philippines

Desired Learning Outcomes Textbook/
Content/Subject Teaching and Learning Outcome Resource Materials Timetable
(DLO) References
Matter Learning (OBTL) (ALO)
Unit 1. Earth and Its Environment
At the end of the unit, the

students must have: 1. Earth’s Systems • American Geological • Earth System • Books
• Group Presentation
A. Geosphere Institute. (2012). Dominoes • eBooks
• Lecture-Discussion of
1. Understood and explained B. Atmosphere Environmental science • Worksheets
Activities
how Earth systems work, C. Hydrosphere Philippine ed. • Case Study • Case study environmental issues
• Reflection Papers
including the geosphere, D. Biosphere Cengage Learning. Debate
hydrosphere, atmosphere,
and biosphere. • Catchillar, G. C.
2. Differentiated between (2010). Fundaments • Scavenger hunt list with prompts
• Habitat • Group Presentation
biotic and abiotic factors in of environmental about environmental features and
Scavenger Hunt and Discussion
an environment. science. National organism interaction
2. Interactions: and Analysis • Short Quiz
3. Identified and classified Book Store, • Access to diverse natural
Environments • Group/Individual
different types of Mandaluyong City. environment
and Organisms • Design a Presentation
environments. • Diagrams/Illustrations 4 weeks
Symbiotic • Rubrics for
4. Explained the concept of an • Enger, E. D. & Smith, • Documentaries and educational
Relationship Evaluation of Activity
ecosystem and its B. F. (2012). videos of interconnectedness
components. Environmental science
5. Described the flow of 13th ed. McGraw-Hill, • Biome Bingo Cards
energy and matter through Inc. • Pictures and descriptions of
an ecosystem. various organisms from different
6. Analyze and categorize • Miller, G. T., & • Biome Bingo and biomes
• Short Quiz
different types of 3. Kinds of Spoolman, S. Habitat Hotspots • Documentaries showcasing the
• Rubrics for
interactions between Ecosystems and (2010). Environmental beauty and diversity of life in
Evaluation of
organisms. Communities science. Thomson • Miniature various ecosystems
Miniature Ecosystem
7. Defined biodiversity and its Brooks/Cole, Cengage Ecosystem • National Geographic’s Website on
various levels. Learning. World Biomes
8. Described the https://www.nationalgeographic.org/topics/resource-
library-biomes/
interconnectedness of life
• Recycled Materials
Iloilo, Philippines
Iloilo, Philippines
and the web of 4. Biodiversity * Trunkline: (063) (033) 320-0870 loc 1602 * Telefax No.: (033) 320-0879
dependencies within A. Contraction of
ecosystems. Biological
9. Explained the importance of Diversity • Biodiversity Blitz • Group Discussion • The Biodiversity Project’s website
https://thebiodiversityproject.org/
biodiversity for ecosystem B. Distribution of • Jigsaw Discussion
health and resilience. Biodiversity • Biodiversity • Short Quiz • Interactive Maps of Global
10.Recognized the key threats C. Benefits of Jeopardy! and • Peer Evaluation Biodiversity of Life (EOL) for
to biodiversity, causes and Biodiversity the Benefits • Reflection paper Organisms Identification
consequences of biodiversity D. Threats to Bazaar • Action Plan and https://onlinelibrary.wiley.com/doi/abs/10.1111/gcb.15443
loss from local to global Biodiversity Program Design for

• Online Database like Encyclopedia
scale E. Biodiversity • Biodiversity Biodiversity
of Life (EOL)
Management, Action Plan Conservation https://eol.org/
Conservation,
Preservation,
and Protection

(DLO) References
Unit 2. Human Population: Characteristics and Issues
• American Geological
At the end of the unit, the • Viewing of Video
Institute. (2012).
students must have: 1. Factors Clip about
Environmental science
Influencing the Population Change • Reflection Paper
Philippine ed. • Activity Sheets
1. Understood how population Size of the Over Time • Short Quiz 4 weeks
Cengage Learning.
growth has varied over Human • Problem-Solving
time. Population • Calculation for the Activity
• Catchillar, G. C.
2. Explained the factors Arithmetic
(2010). Fundaments
influencing the dramatic Population
of environmental
Iloilo, Philippines
Iloilo, Philippines
increase in human science.
* Trunkline: National
(063) (033) 320-0870 loc 1602 * Telefax No.: (033) 320-0879
population. Book Store, • Calculation about
3. Interpreted human Mandaluyong City. • World Population Data Sheet:
Human Population https://www.un.org/development/desa/pd/content/World-
population dynamic data. 2. Human Population-Prospects-2022
Dynamics • Short Quiz/Quiz Bee
4. Constructed and interpreted Population • Enger, E. D. & Smith,
(population
population pyramid graphs. Dynamics B. F. (2012).
change, arithmetic • United Nations Population Division:
5. Analyzed the complex Environmental science growth rate, etc.) https://www.un.org/development/desa/pd/
interplay of demographic, 13th ed. McGraw-Hill,
social and environmental Inc.
factors affecting global and • Calculation of Age
regional population trends. • Miller, G. T., & and Sex Structure
6. Described the basic Spoolman, S. in a given
components of an ag-sex (2010). Environmental population
• Individual/Group
structures, and interpret 3. Age-Sex science. Thomson Presentation • Worksheets
and analyze population Brooks/Cole, Cengage • Graphing and
Structure • Lecture-Discussion
pyramids based on the age- Learning. making a
• Short Quiz
sex structures. population
7. Described the concept of pyramid from the
ecological footprint. data of age-sex
8. Proposed evidence-based structure
policy solutions to address • Viewing of online
the challenges and videos regarding
opportunities associated 4. Human the impact of
with different population Population human population
trends. Characteristics growth in
• Individual
and Implications economic
presentation/sharing
A. Economic development
of ecological • Global Footprint Network
Development (https://www.footprintnetwork.org/resources/footprint-
footprint
B. Environmental • Research proposal calculator/)
• Group Discussion
Impact of a on the impact of
and Presentation
Population human population
• Research Proposal
C. The Concept of in the
Ecological environment
Footprint
• Measuring the
Environmental
Iloilo, Philippines
Iloilo, Philippines
* Trunkline: (063) (033) 320-0870 loc 1602 *Ecological
Telefax No.: (033) 320-0879
Footprint
• Class Debate on
the Pros and Cons
of Human
Population Growth • Rubrics for Debate • United Nations Population
5. How Can We • Infographics Division:
Slow Huma • Creating a “Policy • Video-Presentation https://www.un.org/development/desa/pd/
Population Pitch” in • IEC Materials • Population Reference Bureau:

https://www.prb.org/: https://www.prb.org/
Growth? addressing • Short Quiz • Population Action International:
population https://www.populationaction.org/:https://www.populationaction.org/
challenge
• Lecture-Discussion
MIDTERM EXAMINATION
Iloilo, Philippines
Iloilo, Philippines
(DLO) References
Unit 3. Human Population and Environmental Change

• American Geological
At the end of the unit, the
Institute. (2012).
students must have: • NASA Climate Change Kids' Club:
Environmental science
Philippine ed. Cengage https://climatekids.nasa.gov/
1. Understood how 1. Anthropogenic • Group Discussion of
Learning. • Systems Thinking
environmental change in Impacts: student-created • Environmental Case Studies by the
one Earth system can affect Simulation
A. Pollution • Catchillar, G. C. system models UN Environment Programme:
other Earth systems often B. Land • Case Presentation https://www.unep.org/resources/report/unep-
(2010). Fundaments • Caste Study
distant in both space and Degradation of Case Studies programmes-and-resources-environmental-
of environmental Analysis education-and-training-introductory
time. C. Global Warming • Rubrics for Class
science. National Book
2. Analyzed and critically D. Biodiversity Debate
Store, Mandaluyong • Class Debate
evaluated the Loss • Short Quiz • National Issues Forum:
City.
interconnectedness of https://www.nifi.org/
anthropogenic impacts,
• Enger, E. D. & Smith,
including pollution, land
B. F. (2012). 4 weeks
degradation, global
Environmental science • NASA Climate Change Kids' Club:
warming, and biodiversity 2. Understanding 13th ed. McGraw-Hill, https://climatekids.nasa.gov/
loss. the Rates and Inc. (Interactive activities and
3. Formulated evidence-based Scales of
arguments for sustainable Environmental • Time Travelers: resources for exploring climate
• Miller, G. T., & • Case Study change)
solutions to mitigate Change Exploring Scales
Spoolman, S. Presentation
anthropogenic impacts, A. Short-Term of Change
(2010). Environmental • Group/Individual • Our Changing Planet:
considering social, Environmental science. Thomson Discussion and https://www.imdb.com/title/tt20417948/
economic, and Change • Ripple Effects:
Brooks/Cole, Cengage Presentation (Data visualizations and stories
environmental factors. B. Long-Term Consequences of
Learning. • Short Quiz about Earth's changing climate)
4. Developed personal action Environmental Environmental
plans to reduce your own Change Change
• Tegler, B. (2017). • Environmental Protection Agency
ecological footprint and C. Scales of “Drawdown: The Most (EPA) Climate Change Indicators:
contribute to a more Environmental Comprehensive Plan https://www.epa.gov/climate-
sustainable future. Change Ever Proposed to indicators
Iloilo, Philippines
Iloilo, Philippines
Reverse
* Trunkline: Global
(063) (033) 320-0870 loc 1602 * Telefax No.: (033) 320-0879 (Data and visuals on various
Warming” by Paul climate change indicators)
Hawken, 2016. [book
review]. Canadian
Field-
Naturalist, 131(2),
197.
https://doi.org/10.22621/cfn.v131i2.2007

(DLO) References
Unit 4. Sustainable Future for the People and the Earth

4. Environmental • American Geological
At the end of the unit, the • Lecture-Discussion
Regulations, Institute. (2012).
students must have: • Case Study
Policies, and Environmental science
Analysis
Decision Making Philippine ed. Cengage
1. Explained the fundamental • Action Plan
A. RA 9003 Learning. • DENR website:
principles and concepts of Development
(Ecological https://www.denr.gov.ph/
environmental laws and
Solid Waste • Catchillar, G. C. • Group Discussion
policies. Optional Extension • Case studies from NGOs like
Management (2010). Fundaments • Presentation of
2. Identified and analyzed the Activities Haribon Foundation:
Act of 2000) of environmental Case Studies
key components of https://haribon.org.ph/ or
B. RA 9275 science. National Book • Presentation of
environmental regulation • Speakership for 4 weeks
(Philippine Store, Mandaluyong developed Action • EcoWaste Coalition:
and policies, including their Environmental
Clean Water City. Plans https://www.ecowastecoalition.org/
scope, limitation, and Agencies
Act of 2004) • Reflection Papers • DENR Administrative Orders and
enforcement mechanisms. • Field Trips to
C. RA 8749 • Enger, E. D. & Smith, • Quiz Implementing Rules and
3. Understood the Environmentally
(Philippine B. F. (2012).
interconnected of Protected Areas Regulations:
Clean Air Act Environmental science
environmental, social, and • Collaborative https://www.denr.gov.ph/
of 1999) 13th ed. McGraw-Hill,
economic systems. Projects,
D. RA 9147 Inc.
4. Creatively developed Campaigns,
(Wildlife
innovative approaches to Educational
Resources, • Miller, G. T., &
environmental challenges. Awareness
Conservation Spoolman, S.
Iloilo, Philippines
Iloilo, Philippines
5. Implemented sustainable and (2010).
* Trunkline: Environmental
(063) (033) 320-0870 loc 1602 * Telefax No.: (033) 320-0879
practices and solutions. Protection science. Thomson
Act) Brooks/Cole, Cengage
E. RA 6969 Learning.
(Toxic
Substances • Claridares, A. (2022).
and Environmental and
Hazardous natural Resources
and Nuclear Laws. Central Books.
Wastes
Control Act of • Cosico, R. V. (2012).
1990) Philippine
Environmental Laws
(An Overview and
Assessment). Central
Books.
• Astillero, E. I. and
Abad, B. M. (2023). A
Reference on
Philippine Laws for
Environmental
Planners. Tatay Jobo
Elizes Pub.
Note: This syllabus is flexible and may include additional topics and activities deemed necessary by the teacher and students.
FINAL EXAMINATION
Iloilo, Philippines
Iloilo, Philippines
XI. Criteria for Grading * Trunkline: (063) (033) 320-0870 loc 1602 * Telefax No.: (033) 320-0879
Midterm/Final Exam 40%

Unit Tests/Quizzes 30%
Supplementary Outputs 20%
Attendance/Class Participation 10%
100%
XII. Other Requirements
• Should have passed all written examinations (Mid-term/Final Exams) (at least 50% of the total score).
• Should have promptly submitted all supplementary outputs as scheduled.
• Evidence of cheating directly or indirectly will result in a “Failing Grade” for the given exam and supplementary outputs.
XIII. Course Mapping
A. Course Outcomes in Relation to General Education Outcomes and Institutional Outcomes
Course Outcomes General Education Outcomes Institutional Outcomes
At the end of the course, the students must Intellectual Personal and Civic
have: Practical Skills
Competencies Responsibilities
a b c d e a b c d e f g a b c d e 1 2 3 4 5 6 7 8 9
1. analyzed the interconnectedness of people

/ / / / / / / / / / / / / / / / / / / / / /
and the ecosystem.
2. understood the dynamics of the human

/ / / / / / / / / / / / / / / / /
population and its effect on the Earth.
Iloilo, Philippines
Iloilo, Philippines
3. explored the role of individual and collective * Website: www.wvsu.edu.ph * Email Address: cas@wvsu.edu.ph
action in promoting sustainable lifestyles and / / / / / / / / / / / / / / / / / /
responsible resource consumption.
4. cultivated a sense of hope and agency,
inspiring students to contribute to a more / / / / / / / / / / / / / / / / / /
sustainable future for people and the Earth.
5. critically analyzed complex environmental
issues through discussion, debate, written / / / / / / / / / / / / / / / / / / / / / / / /
works, and community involvement.
6. designed and implemented sustainable
solutions for maximizing human impact and
/ / / / / / / / / / / / / / / / / / / / / / / /
achieving a harmonious relationship with
nature.
B. Course Outcomes in Relation with Teaching-Learning Activities and Assessment Strategies
Course Outcomes Teaching and Learning Activities Assessment Strategies Grading Weights
§ Earth System Dominoes

§ Group Presentation
§ Case Study Debate
§ Lecture-Discussion
§ Habitat Scavenger Hunt and Analysis § Reflection papers
§ Design a Symbiotic Relationship
1. analyzed the interconnectedness of people § Short/Unit Quiz
and the ecosystem.
§ Biome Bingo and Habitat Hotspots § Rubrics for Evaluation of Activities
§ Miniature Ecosystem § Action Plan and Program Design
§ Biodiversity Blitz § Peer Evaluation
§ Biodiversity Jeopardy! and the Benefits Bazaar
§ Jigsaw Discussion
§ Biodiversity Action Plan
§ Viewing of Video Clips on Human Population § Group Presentation
§ Calculation of Arithmetic Population, Population § Lecture-Discussion
Dynamics, and Age-Sex Structures § Reflection papers
2. understood the dynamics of the human
§ Graphing of Pyramid based from Age-Sex Structures § Short/Unit Quiz
population and its effect on the Earth.
§ Research Proposal § Problem-Solving Activity
§ Measuring Ecological Footprint § Presentation of Activities
§ Class Debate § Research Proposal Presentation
Iloilo, Philippines
Iloilo, Philippines
Lecture(063)
§* Trunkline: Discussion
(033) 320-0870 loc 1602 * Telefax No.: (033) 320-0879 § Rubrics for Debate
§ Creating a “Policy Pitch” § Infographics
§ Video-Presentation
§ IEC Materials
3. explored the role of individual and collective § Group Discussion of student-created

action in promoting sustainable lifestyles and § Systems Thinking Simulation
system models
responsible resource consumption. § Case Study Analysis
§ Presentation of Case Studies
§ Class Debate
4. cultivated a sense of hope and agency, § Rubrics for Class Debate
§ Time Travelers: Exploring Scales of Change
inspiring students to contribute to a more § Short Quiz
§ Ripple Effects: Consequences of Environmental Change
sustainable future for people and the Earth.
§ Lecture-Discussion
5. critically analyzed complex environmental § Case Study Analysis
issues through discussion, debate, written § Action Plan Development § Group Discussion Case Presentation of
works, and community involvement.
Case Studies
Optional Extension Activities § Presentation of developed Action Plans
6. designed and implemented sustainable § Reflection Papers
solutions for maximizing human impact and § Speakership for Environmental Agencies § Quiz`
achieving a harmonious relationship with § Field Trips to Environmentally Protected Areas
nature. § Collaborative Projects, Campaigns, Educational
Awareness
Prepared and Designed by: (on January 16, 2024) Reviewed by: Approved:
JOEY E. ELECHICON, MAEd PROF. ROBERT L. MAGDAUG ALEXANDER J. BALSOMO, PhD

Instructor Department Chair, Physical Science Dean, College of Arts and Sciences
Date:` Date: Date:

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West Visayas State University

(Formerly Iloilo Normal School)

IV. General Education Outcomes:

Personal and Civic Responsibilities

VI. School Year/Semester Offered: 2nd Semester, 2023-2024

VIII. Course Credit: 3 units (Lecture only)

IX. Course Outcomes:

X. Course Design Matrix

Course Outcomes-Based Assessment of

Course Outcomes-Based Assessment of

Unit 1. Earth and Its Environment

At the end of the unit, the

loss from local to global Biodiversity Program Design for

Course Outcomes-Based Assessment of

Unit 2. Human Population: Characteristics and Issues

Population Pitch” in • IEC Materials • Population Reference Bureau:

Unit 3. Human Population and Environmental Change

Course Outcomes-Based Assessment of

Unit 4. Sustainable Future for the People and the Earth

Midterm/Final Exam 40%

XII. Other Requirements

XIII. Course Mapping

A. Course Outcomes in Relation to General Education Outcomes and Institutional Outcomes

Course Outcomes General Education Outcomes Institutional Outcomes

1. analyzed the interconnectedness of people

2. understood the dynamics of the human

B. Course Outcomes in Relation with Teaching-Learning Activities and Assessment Strategies

§ Earth System Dominoes

3. explored the role of individual and collective § Group Discussion of student-created

JOEY E. ELECHICON, MAEd PROF. ROBERT L. MAGDAUG ALEXANDER J. BALSOMO, PhD

Date:` Date: Date:

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