NS 423 - Syllabus

DON HONORIO VENTURA STATE UNIVERSITY COLLEGE OF ARTS AND SCIENCES
Cabambangan, Villa de Bacolor 2001, Pampanga, Philippines ISO 9001: 2015 DHVSU Main Campus, Villa de Bacolor, Pampanga
Tel. No. (6345) 458 0021 ; Fax (6345) 458 0021 Local 211 QMS-Certified E-Mail Address: dhvsu.sciences@gmail.com
URL: http://dhvsu.edu.ph
OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN Indexing DHVSU-BC-CAS-OBTLCP

Revision No. 00
(EARTH AND LIFE SCIENCE) Semester
Academic
2nd Semester
2021-2022
Year
Institutional Vision, Mission, and Core Values
University Vision
A lead university in producing quality individuals with competent capacities to generate knowledge and technology and enhance professional practices for sustainable
national and global competitiveness through continuous innovation
University Mission
DHVSU commits itself to provide an environment conducive to continuous creation of knowledge and technology towards the transformation of students into globally
competitive professionals through the synergy of appropriate teaching, research, service and productivity functions.
Core Values
 Professionalism
 Excellence
 Good Governance
 Gender Sensitivity and Responsiveness
 Disaster Resiliency
Course Information
Course Code NS 423 Course Title EARTH AND LIFE SCIENCE

Course Description The course deals with interactions between human beings and the earth’s ecosystem. The impacts of human economic, social, cultural and
political activities to the condition of the earth’s natural environment will be the main emphasis of the course. This interdisciplinary course
engages student on discussion, analysis and promotes deeper understanding on the interrelationship of anthropogenic activities and the natural
ecosystem. Exploring the components and conditions of the earth’s natural habitats and all the organisms within will provide fundamental
understanding for the students on how human activities implicates these natural creations. Scientific based and research oriented pedagogical
approaches will be implemented in the course discussion. This course seeks to instill reflective knowledge, desirable attitudes and behavior for
the students for them to live the good life and display ethical decision making in the face of scientific and technological advancement. This
course includes mandatory topics on climate change and environmental awareness.
Page 1 of 20
Course Credits / Units 3 units No. of Hours/week 3 hours

Pre-requisite/s None Co-requisite/s None
Course Classification General Science Course Curriculum Basis
No. of Times Revised Date of Revision
Page 2 of 20
Course Structure
This course will adapt the Blended Learning Approach, which means that Face-to-Face and Distance Education/ Learning modalities will compose the course structure. Students
will participate through varied online strategies and media.
Program Outcomes
Common to all programs in all types of schools
PO-001 Develop an in-depth understanding of the basic principles governing the science of life;
PO-002 Utilize techniques/ procedures relevant to biological research work in laboratory or field settings;
PO-003 Apply basic mathematical and statistical computations and use of appropriate technologies in the analysis of biological data
PO-004 Extend knowledge and critically assess current views and theories in various areas of biological sciences.
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Differentiated Learning Modalities/Strategies
This revitalized learning structure provides a constructive alignment of the most essential learning outcomes (MELOs) on the basis of differentiated categories of students
that will be reflected in the specific contents of the Course Design Matrix, with the aim of promoting inclusivity in the teaching-learning process.
Categories of Students
Student Category 2
Learning Structure Student Category 1 Student Category 3
(Limited Capacity and/or
(No Capacity and Connectivity) (With Capacity and Full Connectivity)
Weak/Intermittent Connectivity)
Articulate and discuss the latest developments in the specific field of practice. (PQF level 6 descriptor).
Identified Most Essential Learning
Effectively communicate orally and in writing using both English and Filipino.
Outcome/s (MELOs)
Work effectively and independently in multidisciplinary and multi-cultural teams (PQF level 6 descriptor).
If F2F is not feasible, use:  Asynchronous Learning  Synchronous Learning (e.g.
 Place-based learning  Distance/Blended Learning Webinar applications, Zoom,
 Project-based learning (PBL)  Digital and Non-Digital Platforms Google Meet, Webix, etc.)
 Modular approach (printed task  Print Media  Remote Learning thru Digital
Teaching and Learning Delivery Mode sheets, learning notes, etc.) Platforms (i.e. Learning
Management System such as
Blackboard, Canvas, Brightspace,
Moodle, Google Classroom,
Schoology, Edmodo, etc.)
Any of the following: Any of the following: Any of the following:
 Self-Assessment Checklist  Project-based Assignment  Online Examination
 Portfolio Assessment  Portfolio Assessment  Project-based Assessment
Assessment  Reflective Journals  Written Correspondence  Portfolio Assessment
 Use of Rubrics  Video Presentation of Individual  Reflection/Reaction Paper
Works  Video Presentation of Individual
Works
(Adopted from Vergara, 2020)
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Course Learning Outcomes Vis-à-vis Program Outcomes (POs)
Course Learning Outcomes

POs
Upon completion of the course, the students should be able to:
Articulate the human beings and their activities on the earth’s ecosystem, specifically on the Philippine’s local context; PO-001
• Analyze the quality of human thinking, decisions and actions towards the environment for the students to realize their roles as
CLO-001
environmentally responsible members of the society;
• Define and demonstrate the impact of environmental knowledge on the human lives and Philippine society in general.
Imbibe the importance of environmental literacy in the preservation of the environment and the development of the Filipino nation; PO-001, PO-002
• Critique human industrialization and development vis-à-vis the progress of science and technology such that the student may be
CLO-002
able to define for himself/herself the meaning of the good and responsible life; • Foster the value of a responsible lifestyle toward
the holistic and sustainable development, protection and conservation of human ecosystems.
• Creatively present the importance, consequences and contributions of anthropogenic activities and the natural environment; PO-003, PO-004
• Examine shared concerns that make up the quality, meaningful and responsible life in order to come up with innovative and
CLO-003 creative solutions to prevailing environmental concerns and issues guided by scientific and ethical standards;
• Apply these new learnings and skills to one’s self and functioning for a better quality of life and become functional and
responsible members of the society.
Course Design Matrix

INSTRUCTIONAL DELIVERY ASSESSMEN
GENDER
INTENDED DESIGN T OF TIME
COURSE CONTENT/ SENSITIVENES VALUES
LEARNING REFERENCE/S Distance LEARNING TABL
SUBJECT MATTER S INTEGRATION
OUTCOMES (ILO) Face-to-Face Education/ OUTCOMES E
(GAD)
Learning (ALO)
At the end of the 1. The University Vision, 1. DHVSU Code Classroom Asynchronous Any or Use of non- The following values Week 1
lesson unit, the Mission and Core Values 2. DHVSU Student discussion learning (ppt combinations of discriminating will be integrated and
students are expected Handbook soft copies, the following words emphasized during the
to: 2. The COVID 19 Pandemic • 3. World Health Collaborative online videos) that is/are discussion and/or on the
1. Internalize and The Nature and Cause • Organization Website Team learning applicable to Everyone, written lessons:
demonstrate the Minimum Health Standards Synchronous the students’ regardless of • Personal and social
vision, mission, core against COVID 19 communication gender, has the responsibilities;
values of the access category: right to express • Self confidence •
university, the college • Synchronous own opinion Value of human lives
virtual • Faith to God
Page 5 of 20

GENDER
(GAD)
Learning (ALO)
and degree recitation or
2. Prioritize and oral reflection;
conduct personal online test
care and protection • Written essay
against infection of test to be
COVID 19 and other submitted
diseases. through
email/social
media platforms
with designated
timeline of
submission.
At the end of the Unit I. Introduction and 1. Ecology – From Classroom Asynchronous Any or 1. Reduce barriers The following values
lesson unit, the Fundamentals of Individual to discussion learning (ppt combinations of in developing a will be integrated and
students are expected Ecosystem Ecosystem, 4th softcopy, the following personal and emphasized during the
to: I.1. The Ecosystem Edition by Begon. M, Collaborative reading that is/are academic success discussion and/or on the
1. Summarize the Concept Townsend, C. and Team learning assignments, applicable to created by sexism written lessons:
overview and history • Overview of Ecosystem Harper, J. (2006). 2. online videos) the students’ 2. Recognize • Inculcate social and
of Ecosystem; Ecology Energy Flows, communication gender issues environmental
2. Identify the • History of Ecosystem Material Cycles and Synchronous access category: arising from their responsibility
structures of an Ecology Global Development, • Synchronous different social • Reiterate the value for
ecosystem; • Ecosystem Structure and A process virtual position and and life
3. State the functions Functioning Engineering recitation or gender roles. • Value for the natural
of ecosystems; and Approach to the oral reflection; 3. Inculcate environment
4. Justify the Earth System. 2nd • Written essay practice which
importance of each Edition by Schaub, test to be explain men and
ecosystems; G. and Turek, T. submitted women can change
(2016). through for the better on
email/social studies
media platforms
with designated
timeline of
submission.
At the end of the I.2. The Earth’s System 1. Principles of Classroom Asynchronous Any or Reduce barriers in The following values
Page 6 of 20

GENDER
(GAD)
Learning (ALO)
lesson students are Planet Earth and the Abiotic Terrestrial Ecosystem discussion learning (ppt combinations of developing a will be integrated and
expected to: Factors. Ecology, 2nd Edition softcopy, the following personal and emphasized during the
1. Arrange the events by Stuart Chapin, III, Collaborative reading that is/are academic success discussion and/or on the
on the formation of • Formation of the Earth F., Matson, P.A., Team learning assignments, applicable to created by sexism written lessons:
planet Earth; • Structure of the Earth Vitousek, P.M. online videos) the students’ • Personal and social
2. Illustrate the (2011). communication Recognize gender responsibilities;
structure and 2. Elements of Synchronous access category: issues arising from • Self confidence •
composition of planet Ecology 5th Ed. • Synchronous their different Value of human lives
Earth; and U.S.A. by Smith, virtual social position and • Faith to God
3. Justify the Robert Leo and recitation or and gender roles.
importance of Thoma (2003). oral reflection;
everything on the 3. Biology by Capco, • Written essay Inculcate practice
planet regardless of C. M. (2002) test to be which explain men
their sizes, form and submitted and women can
value through change for the
email/social better on studies
media platforms
with designated
timeline of
submission.
At the end of the I.3. Materials and Layers of the 1. Ecology – From Classroom Asynchronous Any or Use of non- The following values
lesson unit, the Earth Individual to discussion learning (ppt combinations of discriminating will be integrated and
students are expected 1. Lithosphere Ecosystem, 4th softcopy, the following words emphasized during the
to: 2. Hydrosphere Edition by Begon. Collaborative reading that is/are discussion and/or on the
1. Describe the 3. Atmosphere M,Townsend, C. and Team learning assignments, applicable to Everyone, written lessons:
features and Harper, J. (2006). 2. online videos) the students’ regardless of • Personal and social
characteristics of each Energy Flows, communication gender, has the responsibilities;
layer of the Earth; 2. Material Cycles and Synchronous access category: right to express • Self confidence •
Differentiate the Global Development, • Synchronous own opinion Value of human lives
composition, location A process virtual • Faith to God
and function of the Engineering recitation or
layers of the earth; and Approach to the oral reflection;
3. Initiate actions on Earth System. 2nd • Written essay
the conservation of Edition by Schaub, test to be
Page 7 of 20

GENDER
(GAD)
Learning (ALO)
water, clean air and G. and Turek, T. submitted
soil. (2016). through
email/social
media platforms
with designated
timeline of
submission.
At the end of the I.4. Earths’ Driving Forces 1. Ecology – From Classroom Asynchronous Any or Use of non- Cooperation for
lesson unit, the • Plate Tectonics Individual to discussion learning (ppt combinations of discriminating common good
students are expected • Earthquakes and Volcanoes Ecosystem, 4th softcopy, online the following words
to: • Weather and Climate Edition by Begon. M, Collaborative videos) that is/are Collective
1. Discuss the process Townsend, C. and Team learning applicable to Everyone, Responsibility
of plate tectonics; Harper, J. (2006). Synchronous the students’ regardless of
2. Relate the activities 2. Energy Flows, communication gender, has the Value wisdom,
of earthquakes and Material Cycles and access category: right to express experience and deeds
volcanoes; Global Development, • Synchronous own opinion
3. Create a weather A process virtual
forecast; and Engineering recitation or
4. Display intentions to Approach to the oral reflection;
reduce waste to reduce Earth System. 2nd • Written essay
the progress of climate Edition by Schaub, test to be
change. G. and Turek, T. submitted
(2016). through
email/social
media platforms
with designated
timeline of
submission.
At the end of the I.5. Bio-Geosphere and the 1. Principles of Classroom Asynchronous Any or Use of non- Love for Life
lesson unit, the Biotic Factors Terrestrial Ecosystem discussion learning (ppt combinations of discriminating
students are expected • Organisms Ecology, 2nd Edition softcopy, the following words Respect for individual
to: • Classification of Organisms by Stuart Chapin, III, Collaborative reading that is/are rights
1. Restate the • Interactions among F., Matson, P.A., Team learning assignments, applicable to Everyone,
characteristic, Organisms Vitousek, P.M. online videos) the students’ regardless of Justice
Page 8 of 20

GENDER
(GAD)
Learning (ALO)
structures of (2011). 2. Elements communication gender, has the
organisms; of Ecology 5th Ed. Synchronous access category: right to express
2. Categorize U.S.A. by Smith, • Synchronous own opinion
organisms on their Robert Leo and virtual
classifications; Thoma (2003). 3. recitation or
3. Compare the roles Biology by Capco, C. oral reflection;
of different organisms; M. (2002) • Written essay
and test to be
4. Justify the value of submitted
all lives on the planet. through
email/social
media platforms
with designated
timeline of
submission.
At the end of the Unit II. Systems and Balances 1. Ecology – From Classroom Asynchronous Any or Use of non- Respect for Life
lesson unit, the Individual to discussion learning (ppt combinations of discriminating
students are expected II.1. Types of Systems and Ecosystem, 4th softcopy, the following words Respect for Individual
to: General Balances Edition by Begon. M, Collaborative reading that is/are Rights
1. Interpret a II.2. The Ecosystem Townsend, C. and Team learning assignments) applicable to Everyone,
biological system; • Components of an Ecosystem Harper, J. (2006). 2. the students’ regardless of Love for Peace and
2. Explain a biological Energy Flows, Synchronous communication gender, has the Harmony
balance; Material Cycles and access category: right to express
3. Specify the Global Development, • Synchronous own opinion Able to form sound
components of an A process virtual judgments
ecosystem; and Engineering recitation or
4. Point out the Approach to the oral reflection;
importance of every Earth 1. Ecology – • Written essay
creature. From Individual to test to be
Ecosystem, 4th submitted
Edition by Begon. M, through
Townsend, C. and email/social
Harper, J. (2006). 2. media platforms
Energy Flows, with designated
Page 9 of 20

GENDER
(GAD)
Learning (ALO)
Material Cycles and timeline of
Global Development, submission.
A process
Engineering
Approach to the
Earth
At the end of the • Energy Flow in Ecosystems 1. Ecology – From Classroom Asynchronous Any or Use of non- Develop understanding
lesson unit, the - Photosynthesis Individual to discussion learning (ppt combinations of discriminating and appreciation on the
students are expected - Food Chain Ecosystem, 4th softcopy, the following words contemporary human
to: - Food Web Edition by Begon. M, reading that is/are experience
1. design concept maps - Energy Pyramid Townsend, C. and assignments) applicable to Everyone,
on the flow of energy Harper, J. (2006). 2. the students’ regardless of
in the ecosystem; Energy Flows, Synchronous communication gender, has the
2. compare and Material Cycles and access category: right to express
contrast food chain and Global Development, • Synchronous own opinion
food web; A process virtual
3. Breakdown the Engineering recitation or
layers of the energy Approach to the oral reflection;
pyramid; and Earth System. 2nd • Written essay
4. Initiate ideas on the Edition by Schaub, test to be
conservation and wise G. and Turek, T. submitted
use of food, water and (2016). through
air. email/social
media platforms
with designated
timeline of
submission.
At the end of the II.3. Global Materials and their 1. Ecology – From Classroom Asynchronous Any or Use of non- Respect for basic rights
lesson unit, the Cycles Individual to discussion learning (ppt combinations of discriminating
students are expected • The Carbon Cycle Ecosystem, 4th softcopy, the following words
to: • The Oxygen Cycle Edition by Begon. M, Collaborative reading that is/are Freedom within the law
1. Illustrate the • The Water Cycle Townsend, C. and Team learning assignments, applicable to Everyone,
Materials cycle; • The Nitrogen Cycle Harper, J. (2006). 2. videos) the students’ regardless of Responsible and
2. Construct diagra Energy Flows, communication gender, has the Accountable in words
Page 10 of 20

GENDER
(GAD)
Learning (ALO)
ms of the material Material Cycles and Synchronous access category: right to express and deeds
cycles; and Global Development, • Synchronous own opinion
3. Question the A process virtual Sensitive to local issues
improper extraction Engineering recitation or in the community
and utilization of Approach to the oral reflection;
important materials on Earth System. 2nd • Written essay
earth Edition by Schaub, test to be
G. and Turek, T. submitted
(2016). through
email/social
media platforms
with designated
timeline of
submission.
At the end of the • The Sulfur Cycle 1. Ecology – From Classroom Asynchronous Any or Use of non- Respect for Life
lesson unit, the • The Phosphorus Cycle Individual to discussion learning (ppt combinations of discriminating
students are expected • The Chlorine Cycle Ecosystem, 4th softcopy, the following words Justice
to: Edition by Begon. M, Collaborative reading that is/are
1. Illustrate the Townsend, C. and Team learning assignments, applicable to Everyone, Environmental
Materials cycle; Harper, J. (2006). 2. videos) the students’ regardless of awareness
2. Construct diagrams Energy Flows, communication gender, has the
of the material cycles; Material Cycles and Synchronous access category: right to express
and Global Development, • Synchronous own opinion
3. Question the A process virtual
improper extraction Engineering recitation or
and utilization of Approach to the oral reflection;
important materials on Earth System. 2nd • Written essay
earth. Edition by Schaub, test to be
(2016). through
email/social
media platforms
with designated
timeline of
Page 11 of 20

GENDER
(GAD)
Learning (ALO)
submission.
At the end of the Unit III. Human Ecosystem 1. Principles of Classroom Asynchronous Any or Use of non- The following values
lesson unit, the Terrestrial Ecosystem discussion learning (ppt combinations of discriminating will be integrated and
students are expected III.1. Population and Ecology, 2nd Edition softcopy, the following words emphasized during the
to: Demography by Stuart Chapin, III, reading that is/are discussion and/or on the
1. explain the concepts • Population Density F., Matson, P.A., assignments, applicable to Everyone, written lessons: •
of population and • Population Dispersion Vitousek, P.M. videos the students’ regardless of Personal and social
demography; • Population Changes (2011). 2. Elements communication gender, has the responsibilities; • Self
2. create graphs and of Ecology 5th Ed. Synchronous access category: right to express confidence • Value of
diagram in U.S.A. by Smith, • Synchronous own opinion human lives Faith to
representing and Robert Leo and virtual God
discussing population; Thoma (2003). 3. recitation or
and Biology by Capco, C. oral reflection;
3. cite advantages and M. (2002) • Written essay
disadvantages of small test to be
population/large submitted
population. through
email/social
media platforms
with designated
timeline of
submission.
At the end of the III.2. Anthropogenic Activities 1. Principles of Classroom Asynchronous Any or Use of non- The following values
lesson unit, the in the Natural Environment Terrestrial Ecosystem discussion learning (ppt combinations of discriminating will be integrated and
students are expected 1. Agriculture Ecology, 2nd Edition softcopy, the following words emphasized during the
to: 2. 2. Fishing by Stuart Chapin, III, reading that is/are discussion and/or on the
1. Assess the impacts 3. 3. Mining F., Matson, P.A., assignments, applicable to Everyone, written lessons: •
of human activities on Vitousek, P.M. videos the students’ regardless of Personal and social
the natural (2011). 2. Elements communication gender, has the responsibilities; • Self
environment; of Ecology 5th Ed. Synchronous access category: right to express confidence • Value of
2. Justify the U.S.A. by Smith, • Synchronous own opinion human lives Faith to
appropriateness of Robert Leo and virtual God
human activities on a Thoma (2003). 3. recitation or
given type of Biology by Capco, C. oral reflection;
Page 12 of 20

GENDER
(GAD)
Learning (ALO)
environment; and M. (2002) • Written essay
3. Discriminate illegal test to be
human environmental submitted
activities. through
email/social
media platforms
with designated
timeline of
submission.
At the end of the 3. Industrial Activities 1. Ecology – From Classroom Asynchronous Any or Use of non- The following values
lesson unit, the 5. Energy Generation Individual to discussion learning (ppt combinations of discriminating will be integrated and
students are expected Ecosystem, 4thEdition softcopy, the following words emphasized during the
to: by Begon. M, reading that is/are discussion and/or on the
3. Assess the impacts Townsend, C. and assignments, applicable to Everyone, written lessons: •
of human activities on Harper, J. (2006). 2. videos the students’ regardless of Personal and social
the natural Energy Flows, communication gender, has the responsibilities; • Self
environment; Material Cycles and Synchronous access category: right to express confidence • Value of
4. Justify the Global Development, • Synchronous own opinion human lives Faith to
appropriateness of A process virtual God
human activities on a Engineering recitation or
given type of Approach to the oral reflection;
environment; and Earth System. 2nd • Written essay
3. Discriminate illegal Edition by Schaub, test to be
human environmental G. and Turek, T. submitted
activities. (2016). through
email/social
media platforms
with designated
timeline of
submission.
1. Assess the impacts 6. Transportation and Mobility 1. Ecology – From Classroom Asynchronous Any or Use of non- The following values
of human activities on 7. Urban Development Individual to discussion learning (ppt combinations of discriminating will be integrated and
the natural Ecosystem, 4thEdition softcopy, the following words emphasized during the
environment; by Begon. M, reading that is/are discussion and/or on the
Page 13 of 20

GENDER
(GAD)
Learning (ALO)
2. Justify the Townsend, C. and assignments, applicable to Everyone, written lessons: •
appropriateness of Harper, J. (2006). 2. online videos) the students’ regardless of Personal and social
human activities on a Energy Flows, communication gender, has the responsibilities; • Self
given type of Material Cycles and access category: right to express confidence • Value of
environment; and Global Development, • Synchronous own opinion human lives Faith to
3. Discriminate illegal A process virtual God
human environmental Engineering recitation or
activities. Approach to the oral reflection;
Earth System. 2nd • Written essay
Edition by Schaub, test to be
(2016). through
email/social
media platforms
with designated
timeline of
submission.
At the end of the III.3. Pollution • Land 1. Principles of • Collaborative Asynchronous Any or Use of non- The following values
lesson unit, the Pollution • Water Pollution Terrestrial Ecosystem Discussion • learning (ppt combinations of discriminating will be integrated and
students are expected • Air Pollution Ecology, 2nd Edition Brainstorming softcopy, the following words emphasized during the
to: • Medical Wastes by Stuart Chapin, III, Video reading that is/are discussion and/or on the
1. analyze the cause • e- Wastes F., Matson, P.A.,1. Presentations assignments, applicable to Everyone, written lessons: •
and effect of pollution; Principles of online videos) the students’ regardless of Personal and social
2. create sustainable Terrestrial Ecosystem communication gender, has the responsibilities; • Self
plans to reduce Ecology, 2nd Edition access category: right to express confidence • Value of
pollution; and by Stuart Chapin, III, • Synchronous own opinion human lives Faith to
3. qualify their F., Matson, P.A., virtual God
personal actions and recitation or
practices as to impacts oral reflection;
on the environment. • Written essay
test to be
submitted
through
email/social
Page 14 of 20

GENDER
(GAD)
Learning (ALO)
media platforms
with designated
timeline of
submission.
At the end of the Unit IV. Managing and 1. Ecology – From Any or Asynchronous Any or Use of non- The following values
lesson unit, the Conserving the Ecosystem Individual to combination of the learning (ppt combinations of discriminating will be integrated and
students are expected IV.1. Sustaining Social- Ecosystem, 4thEdition following: • softcopy, the following words emphasized during the
to: Ecological Systems by Begon. M, Actual reading that is/are discussion and/or on the
1. examine the • Soil Resources Management Townsend, C. and Presentation and assignments, applicable to Everyone, written lessons: •
principles and impacts • Biodiversity Management Harper, J. (2006). 2. Demonstration • online videos) the students’ regardless of Personal and social
of ecosystem • Forest Management Energy Flows, Collaborative Synchronous communication gender, has the responsibilities; • Self
management and Aquatic Resources Material Cycles and Discussion • access category: right to express confidence • Value of
conservation; Management Global Development, Brainstorming • Synchronous own opinion human lives Faith to
• Management of Endangered A process Video virtual God
Species Engineering Presentations recitation or
Approach to the oral reflection;
Earth System. 2nd • Written essay
(2016). through
email/social
media platforms
with designated
timeline of
submission.
At the end of the At the end of the lesson unit, 1. Ecology – From Any or Asynchronous Any or Use of non- The following values
lesson unit, the the students are expected to: Individual to combination of the learning (ppt combinations of discriminating will be integrated and
students are expected 1. classify human needs and Ecosystem, 4thEdition following: • softcopy, the following words emphasized during the
to: wants; by Begon. M, Actual reading that is/are discussion and/or on the
1. classify human 2. illustrate the flows of Townsend, C. and Presentation and assignments, applicable to Everyone, written lessons: •
needs and wants; ecosystem services; and Harper, J. (2006). 2. Demonstration • online videos) the students’ regardless of Personal and social
2. illustrate the flows 3. propose ways and plans on Energy Flows, Collaborative communication gender, has the responsibilities; • Self
of ecosystem services; conserving personal, familial Material Cycles and Discussion • Synchronous access category: right to express confidence • Value of
and and community resources. Global Development, Brainstorming • Synchronous own opinion human lives Faith to
Page 15 of 20

GENDER
(GAD)
Learning (ALO)
3. propose ways and A process Video virtual God
plans on conserving Engineering Presentations recitation or
personal, familial and Approach to the oral reflection;
community resources. Earth System. 2nd • Written essay
(2016). through
email/social
media platforms
with designated
timeline of
submission.
At the end of the 3. Addressing Political 1. Ecology – From Any or Asynchronous Any or Use of non- The following values
lesson unit, the Realities 4. Philippine Individual to combination of the learning (ppt combinations of discriminating will be integrated and
students are expected Environmental Laws Ecosystem, 4th following: softcopy, the following words emphasized during the
to: 4. Waste Management Edition by Begon. M, • Actual reading that is/are discussion and/or on the
1. Paraphrase selected 6. Humans, Earth and Social Townsend, C. and Presentation and assignments, applicable to Everyone, written lessons: •
provisions of the Media Harper, J. (2006). 2. Demonstration online videos) the students’ regardless of Personal and social
Philippine Energy Flows, • Collaborative communication gender, has the responsibilities; • Self
environmental laws; Material Cycles and Discussion access category: right to express confidence • Value of
2. React on political Global Development, • Brainstorming Synchronous • Synchronous own opinion human lives Faith to
issues with regards to A process Video virtual God
the environment; and Engineering Presentations recitation or
3. Integrate Approach to the oral reflection;
environmental Earth 1. Ecology – • Written essay
awareness and From Individual to test to be
concerns in social Ecosystem, 4th submitted
media. Edition by Begon. M, through
Townsend, C. and email/social
Harper, J. (2006). 2. media platforms
Energy Flows, with designated
Material Cycles and timeline of
Global Development, submission.
A process
Page 16 of 20

GENDER
(GAD)
Learning (ALO)
Engineering
Approach to the
Earth
Project Submission
Final Assessment
Note: This course design is flexible and may include additional topics and activities deemed necessary by the instructor/professor.
List of References:
Printed Materials:
1. Biology. (2002). Phoenix Publishing House, Inc. Quezon City, Capco, C. M.

2. Don Honorio Ventura State University. (n.d.). DHVSU code. Bacolor, Pampanga: Author.
3. Don Honorio Ventura State University. (n.d.). Student handbook. Bacolor, Pampanga: Author.
Digital References:
1. Begon. M, Townsend, C. and Harper, J. (2006). Ecology – From Individual to Ecosystem, 4th Edition. Blackwell Publishing. USA, UK, Australia
2. Schaub, G. and Turek, T. (2016). Energy Flows, Material Cycles and Global Development, A process Engineering Approach to the Earth System. 2nd Edition. Springer
International Publishing Switzerland.
3. Smith, Robert Leo and Thomas M. Smith. (2003) Elements of Ecology 5th Ed. U.S.A. : Pearson Education Inc.
4. Stuart Chapin, III, F., Matson, P.A., Vitousek, P.M. (2011) Principles of Terrestrial Ecosystem Ecology, 2nd Edition. Springer Science + Business Me
Page 17 of 20
Criteria for Grading (Distance Learning)

Class Standing Percentage
Activities 30%
Project 15%
Quizzes 20%
Participation / Oral Recitation 15%
Major Examination 20%
TOTAL 100%
Course Policies
 Active Participation is essential to maximum/total learning experience. In a blended learning course, a student is required to participate both on face-to-face and distance
learning modalities. This means that in order to get full credit for participation, a student should have to complete projects, discussion forums, assignments, lesson
assignments and quizzes on a timely basis. Consistent failure to participate in class will result in being dropped from the course.
Page 18 of 20
 In the conduct of any self-paced place-based or online activity (be it a learning task or formative/summative assessment), you are expected to always adhere to the agreed
contents of the Academic Integrity Contract. You shall accomplish the tasks assigned to you with full honesty. You may be allowed (if the instruction permits), to use
credible sources to justify your claims/ideas but must be acknowledged through proper citations. Any form of plagiarism is strictly prohibited.
 In response to the pandemic situation, ICT tools will facilitate most of the lessons for distance learning. For Science, Technology and Society class, a Google classroom
will be created. All students must enroll in the created Google classroom. The powerpoint lectures, activities, and other learning materials will be posted in the Google
classroom.
 Some lectures will be posted in the Google classroom and are exclusive to our class for teaching purposes. Please do not share to anyone. Unauthorized sharing of learning
materials is prohibited and subject to disciplinary actions.
 Students will learn the lessons at his/her own pace. The time-frame is given so that parents and students will be guided of the target lessons and outputs per week. Online
consultations will be scheduled to assist students in understanding the lessons.
 Any form of dishonesty (cheating, plagiarism, sharing of answers to activities without teacher’s consent, “copy-pasting” answers without paraphrasing, etc.) is prohibited
and subject to disciplinary actions.
 All student outputs must be submitted thru the Google classroom (or thru teacher’s email if specified). Submissions thru messenger will not be accepted.
 Incomplete submission of student outputs (activities, project, progress report, final assessment) may incur an INC grade. Kindly coordinate with the teacher for late
submissions because of limited ICT tools. For our class, non submission of an output within the specified time will automatically get zero (0) score for that particular output
unless it was coordinated beforehand with the teacher.
 Students must observe proper etiquette and behavior at all times even in online platforms.
 The teacher will only reply to students during office hours. Avoid emails/messages/online consultations beyond office hours. A consultation window hour will be set. This
is the time when the teacher is online so that students may ask about the lessons freely. Individual consultations beyond the set hours must have a prior online appointment.
Prepared and Submitted by:
Faculty : ANDRONICA JEAN F. AMBAG

Email Address : ajfambag@dhvsu.edu.ph
Consultation Hours : Mondays to Fridays 4:00-5:00 PM
:
Reviewed and Noted by:
EUCLID F. INFANTE, MSc
Page 19 of 20
Coordinator, CAS-Science
Approved:
LUCIA V. BASCO, MAEd
Dean, College of Arts and Sciences
Page 20 of 20

NS 423 - Syllabus

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DON HONORIO VENTURA STATE UNIVERSITY COLLEGE OF ARTS AND SCIENCES

OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN Indexing DHVSU-BC-CAS-OBTLCP

Institutional Vision, Mission, and Core Values

Course Code NS 423 Course Title EARTH AND LIFE SCIENCE

Course Credits / Units 3 units No. of Hours/week 3 hours

Common to all programs in all types of schools

Differentiated Learning Modalities/Strategies

Course Learning Outcomes Vis-à-vis Program Outcomes (POs)

Course Learning Outcomes

Course Design Matrix

INSTRUCTIONAL DELIVERY ASSESSMEN

INSTRUCTIONAL DELIVERY ASSESSMEN

INSTRUCTIONAL DELIVERY ASSESSMEN

INSTRUCTIONAL DELIVERY ASSESSMEN

INSTRUCTIONAL DELIVERY ASSESSMEN

INSTRUCTIONAL DELIVERY ASSESSMEN

INSTRUCTIONAL DELIVERY ASSESSMEN

INSTRUCTIONAL DELIVERY ASSESSMEN

INSTRUCTIONAL DELIVERY ASSESSMEN

INSTRUCTIONAL DELIVERY ASSESSMEN

INSTRUCTIONAL DELIVERY ASSESSMEN

INSTRUCTIONAL DELIVERY ASSESSMEN

1. Biology. (2002). Phoenix Publishing House, Inc. Quezon City, Capco, C. M.

Criteria for Grading (Distance Learning)

Prepared and Submitted by:

Faculty : ANDRONICA JEAN F. AMBAG

Reviewed and Noted by:

EUCLID F. INFANTE, MSc

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