UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City
COLLEGE OF EDUCATION
ENVIRONMENTAL SCIENCE 2ND TERM 2021 - 2022
COURSE GUIDE
COURSE TITLE:
ENVIRONMENTAL SCIENCE
COURSE CODE:
MSS 520
CREDIT UNITS:
3 Units
NO. OF HOURS:
3 Hours
PREREQUISITE:
None
COURSE FACILITATOR: MARK NATHANIEL G. REVILLA, Instructor
EMAIL:
mark.revilla@deped.gov.ph
COURSE DESCRIPTION:
This course deals with the general concepts and principles pertaining to complex pattern of
interaction between the physical environment and biological communities on earth.
The course emphasizes the tremendous opportunities to gain the tools and the knowledge to
make intelligent choices in protecting the environment. Hence, solving and preventing ecological
problems such as biodiversity loss, clean water protection, climate change, population growth,
sustainable food systems, and many other areas. Solutions are not limited but include global
expansion in access to education, health care, information, political participation, and human rights.
COURSE OBJECTIVE:
The course aims to provide an up-to-date introduction to the study of the environment and
present the information in an interdisciplinary perspective necessary to deal successfully with
environmental problems. The goal is to teach the students how to think through environmental issues.
COURSE LEARNING OUTCOMES:
At the end of the course, the students should be able to:
1. Explain the basics of Environmental Science, including how life on the earth has survived
for billions of years.
2. Develop an understanding of the interdisciplinary and holistic nature of the environment.
3. Use scientific foundation in order to understand the multiple environmental problems.
4. Evaluate possible solutions to environmental problems.
5. Increase an awareness of the importance of living in harmony with the environment.
6. Develop an understanding of how natural resources and the environment affect quality of
life and the quest for sustainable development in the Philippines.
7. Lead, motivate and inspire the society to a heightened quality preserving the environment.
CG_EnviSci_MNGR_’22
LEARNERS’ PROFILE:
Students enrolled in this course are education students (regular or irregular) who can adapt
to the Remote learning mode as specified in this course. The delivery of instructions is through
synchronous and asynchronous using digitized and non-digitized methods.
ASSESSMENT AND EVALUATION DETAILS:
Both formative and summative tests will be administered remotely using the following modes:
a. Google Classroom and other applications in Google suite such as Google Forms, Google
Meet, etc. may be used for required assessment/evaluation activities. Note that evaluation
may include demonstration thru video.
b. Assessment may be done in a synchronous or asynchronous manner, whichever is applicable.
However, synchronous assessment shall be limited only for summative tests (Midterm and
Finals) which should be pre-scheduled and reflected in the course guide. This is to uphold
the reliability and validity of the test.
MODE OF DELIVERY:
Flexible learning using both Face to Face and Remote learning modalities will be used as
follows:
a. Google Meet for lectures, orientations, meetings, group activities.
b. Google Docs, Sheets, Slides, and other G-suites features for class collaboration.
c. Google form and other available online tools for formative tests such as quizzes, long
tests, and other assessments.
d. Google classroom and email for the delivery of reading materials, posting of activities
including submission of requirements.
e. Google Classroom and FB group for announcements.
RULES:
1. Synchronous meetings such as orientation, examinations etc. should be pre-scheduled (it will
be stated in the Course outline). Invitation to attend the meeting must be provided a week
before the schedule. Re-scheduling shall not be allowed without the approval of the head
and the dean.
2. Use of the messenger group to clarify lessons and instructions in the activities. Before posting
your queries, kindly browse and check previous posts to avoid duplication. The professor is
expected to set a particular schedule to respond to all the queries posted in the group chat.
Scheduled consultation meetings with the professor are allowed through Google meet.
Students may request a consultation meeting with the professor thru Google meet (for group
work/activities as necessary). It shall be set 1 week prior to schedule.
3. Read all the lessons given prior to the scheduled synchronous discussion to ensure active
participation.
4. Live lectures (thru Google meet) should be set (for the whole semester) and be strictly
followed. Further, the presentation of the lecture must be anchored in the 5E’ as presented
CG_EnviSci_MNGR_’22
by….. (Engage, Explore, Explain, Elaborate and Evaluate). Students are expected to join
the live lecture and participate in the discussion via chat forum. Hence, the said lecture will
be recorded for the benefit of those who are not able to participate in the live lecture.
5. Considering pre-requisite or lessons which should have been learned prior to the next
lessons, students are required to submit activities as scheduled through Google classroom.
Be mindful of the instructions given for each task such as deadlines, format including number
of pages as required etc.
6. Be polite in expressing your concepts or ideas in any chat box available. Remember to
respect one’s idea. Bear in mind that individuals are unique thus, diversity will surely arise
in many aspects.
7. Activities of the students should be monitored and given prompt feedback. This may be
done through a personal message, text, telephone call or a chat. Feedback should include
returning students' activity weekly and discussing work improvement to the students.
8. Students are expected to manage their time in consideration of the other modules to be
accomplished from other courses. AVOID PROCRASTINATION. Remember that it is important
that we sustain quality education. You are advised to read and understand the tasks given
to you and settle with an output which is of quality and high standard.
9. Any form of academic dishonesty, e.g. plagiarism and cheating shall not be tolerated. This
will be dealt accordingly based on the degree of the offense.
10. The use of textbooks to support the learning process is encouraged. Students can purchase
the textbook in any available bookstore. Hence, a handout which will be sent through email,
the power point presentation will be made available for the students.
11. Changes in the schedule are not allowed unless approved by the head and the dean. A
communication letter bearing valid reason must be accomplished for approval.
FORMAT FOR PAPERS (REFLECTIONS, CRITIQUES, ANALYSIS)
Font style and size: Arial or Calibri 12”
Margin: 1” for all sides
First line: Your name – e.g. Mark Nathaniel Revilla (left align)
Second line: Year and Section – e.g. BSE SCI 1A (left align)
Third line: Title of Paper – e.g. Reflection Paper No. 1
For the body of your paper, it must be Justify aligned with 1.5 spacing
For reference or citations, use single spacing and use the 7th edition APA format
Include page numbers; the maximum number of your paper is 2 pages.
STUDENT CONDUCT:
During synchronous discussion: (via Facebook Live, Google Meet, Zoom App)
a. Students are expected to standby 10 minutes before the schedule of each live discussion.
b. Turn off your microphones while listening, the only time that you will turn it on is when the
facilitator asks questions and you will answer, or the facilitator is done, and it is already
time for the question-and-answer part.
c. Do not multi-task so as to focus better and understand the lesson clearly.
d. Do not interfere either with your facilitator or any of your classmates to better understand
each other’s point of view.
e. Do take down notes.
f. You can post your questions and clarifications in the Chatbox. These will be attended by
the professor during, as necessary, or after the lecture. The participation of everyone during
the discussion is highly encouraged.
CG_EnviSci_MNGR_’22
g. Be polite in asking and answering question/s. Thus, you are expected to pay attention in
the duration of the session. Avoid questions that have been asked previously.
h. Do not use jargon words that may confuse the facilitator and your classmates.
i. The lecture will be recorded and will be posted in the Google classroom for the benefit of
those who are not able to attend due to connectivity. You may have the opportunity to
browse, watch and read the lectures. However, it is advised that you find time to work on it
and submit activities as scheduled.
CLASS TOPICS AND SCHEDULE:
Live lecture/discussion thru Google meet
WEEK
/Date/Day
TOPICS
Class orientation and
course introduction
Week 1
Schedule of
Activities
References
Expected
Output/Activity/
Deadline of
submission
Google meet link:
BSE SCI 1A -South
THURSDAY
1:30 pm – 4:30 pm
Syllabus and
Course Guide
meet.google.com/sth
-sxqc-htg
NOTE: Links are permanent and
will be added to student’s Google
Calendar
Week 2
UNIT 1: HUMANS AND
SUSTAINABILITY: AN
OVERVIEW
MODULE 1
Environmental Problems,
Their Causes, and
Sustainability
1.1
Three Principles
of Sustainability
Ecological
Footprints/IPAT
Student will attend
the synchronous class
orientation
Google meet link:
BSE SCI 1A -South
THURSDAY
1:30 pm – 4:30 pm
meet.google.com/sth
-sxqc-htg
Students will attend
the synchronous
discussion and
interact with their
professor
Botkin, D. B.,
& Keller, E.
A.
(n.d.).
Environmental
Science Earth as
a Living Planet
[PDF].
United
States
of
America:
John
Wiley
&
Sons, Inc.
1. Answer
worksheet on
ecological
footprint via
google
classroom
2. Describe the
Ecological
footprint of the
country and the
student as an
Introduction to
individual (use
Environmental
the site
Science [PDF] by https://www.foo
Zehnder,
C.,
CG_EnviSci_MNGR_’22
Manoylov,
K.,
Mutiti, S., Mutiti,
C., VandeVoort,
A.,
&
Bennett, D. is
licensed under
CC
by
AttributionNonCommercialShareAlike 4.0
International
License
Miller, G. T.,
&
Spoolman,
S.
(2021). Living in
the environment.
Boston,
MA:
Cengage
Learning.
tprintcalculator.o
rg/)
Send and
explain the
results through
FB messenger
“My Ecological
Footprint
Activity”
Result - 10
Explanation –
20 pts.
Environmental
Science for CAPE
Unit
1
A
Caribbean
Examinations
Council
Study
Guide
(CXC
Study Guides)
Week 3
1. 3 Why Do We Have
Environmental
Problems?
1. 4 Environmentally
Sustainable Society
Google meet link:
BSE SCI 1A -South
THURSDAY
1:30 pm – 4:30 pm
meet.google.com/sth
-sxqc-htg
Students will attend
the synchronous
discussion and
interact with their
professor
https://theaseanpost.com
/article/philippines-topsenergy-rankingenvironmentalsustainability#:~:text=Th
e%20Philippines%20was
%20recently%20ranked,
WEC)%2C%20in%20Ja
nuary%202018.&text=A
ccording%20to%20the%
20index%2C%20environ
mental,and%20other%2
0low%2Dcarbon%20sou
rces.
Answer the
worksheet
provided in the
Goggle
Classroom/Email
Introduction to
Environmental
Science [PDF] by
Zehnder,
C.,
Information –
20%
Organization20%
Analysis Paper
/Case Study –
Living
Sustainably
CG_EnviSci_MNGR_’22
Manoylov,
K., Style – 20%
Mutiti, S., Mutiti, Mechanics- 20%
C., VandeVoort, Clarity – 20%
A.,
&
Bennett, D. is
licensed under
CC
by
AttributionNonCommercialShareAlike 4.0
International
License
Miller, G. T.,
&
Spoolman,
S.
(2021). Living in
the environment.
Boston,
MA:
Cengage
Learning.
Environmental
Science for CAPE
Unit
1
A
Caribbean
Examinations
Council
Study
Guide
(CXC
Study Guides)
Week 4
UNIT 2: SCIENCE,
ECOLOGICAL
PRINCIPLES AND
SUSTAINABILITY
MODULE 2 Science,
Matter, Energy, and
Systems
2.1 What Do Scientists
Do?
2.2 Matter
Google meet link:
BSE SCI 1A -South
THURSDAY
1:30 pm – 4:30 pm
meet.google.com/sth
-sxqc-htg
Students will attend
the synchronous
discussion and
Botkin, D. B.,
& Keller, E.
A.
(n.d.).
Environmental
Science Earth as
a Living Planet
[PDF].
United
States
of
America:
John
Wiley
&
Sons, Inc.
1. Answer Quiz
via google form.
2. Data Analysis
– HUBBARD
BROOK
EXPERIMENT
Students will
answer the
worksheet
through google
classroom.
CG_EnviSci_MNGR_’22
2.3. Changes in Matter
2.4 Energy and Systems
interact with their
professor
Introduction to
Environmental
Science [PDF] by
Zehnder,
C.,
Manoylov,
K.,
Mutiti, S., Mutiti,
C., VandeVoort,
A.,
&
Bennett, D. is
licensed under
CC
by
AttributionNonCommercialShareAlike 4.0
International
License
SCORING
CRITERIA PER
QUESTION
CORRECT 10
PARTIALLY
CORRECT 5
INCORRECT
ANSWER 2
(NEEDS
IMPROVEMENT)
Miller, G. T.,
&
Spoolman,
S.
(2021). Living in
the environment.
Boston,
MA:
Cengage
Learning.
Week 5
MODULE 3
ECOSYSTEMS: What
Are They and How Do
They Work?
3.1 Components of
Ecosystem
3.2 Energy and
Matter in
Ecosystem
Google meet link:
BSE SCI 1A -South
THURSDAY
1:30 pm – 4:30 pm
meet.google.com/sth
-sxqc-htg
Students will attend
the synchronous
discussion and
interact with their
professor
Botkin, D. B.,
& Keller, E.
A.
(n.d.).
Environmental
Science Earth as
a Living Planet
[PDF].
United
States
of
America:
John
Wiley
&
Sons, Inc.
Introduction to
Environmental
Science [PDF] by
Zehnder,
C.,
Manoylov,
K.,
Mutiti, S., Mutiti,
C., VandeVoort,
-Submit the
diagram/Illustra
tion via Google
Classroom
Carbon,
Nitrogen,
Phosphorus, and
Sulfur Cycle.
RUBRIC
Accuracy of the
Diagram
20
Labels and
Completion 20
Neatness 5
Written
Description 15
CG_EnviSci_MNGR_’22
A.,
& -Answer quiz
Bennett, D. is online via
licensed under Google Forms
CC
by
AttributionNonCommercialShareAlike 4.0
International
License
Miller, G. T.,
&
Spoolman,
S.
(2021). Living in
the environment.
Boston,
MA:
Cengage
Learning.
Week 6
MODULE 4:
BIODIVERSITY AND
EVOLUTION
4.1 Biodiversity,
Geological Process,
and Climate Change
4.2 Species Diversity
4.3 Roles of Species
in an Ecosystem
Google meet link:
BSE SCI 1A -South
THURSDAY
1:30 pm – 4:30 pm
meet.google.com/sth
-sxqc-htg
Students will attend
the synchronous
discussion and
interact with their
professor
Botkin, D. B.,
& Keller, E.
A.
(n.d.).
Environmental
Science Earth as
a Living Planet
[PDF].
United
States
of
America:
John
Wiley
&
Sons, Inc.
Introduction to
Environmental
Science [PDF] by
Zehnder,
C.,
Manoylov,
K.,
Mutiti, S., Mutiti,
C., VandeVoort,
A.,
&
Bennett, D. is
licensed under
CC
by
AttributionNonCommercialShareAlike 4.0
REFLECTION
PAPER 1 –
Revisiting the
State of
Philippine
Biodiversity and
The Legislation
on Access and
benefit Sharing
https://ap.fftc.o
rg.tw/article/18
36
Submission of
outputs is
through Goggle
Classroom/Email
Reflective
thinking – 50%
Analysis – 25%
Cohesiveness –
25%
CG_EnviSci_MNGR_’22
International
License
Miller, G. T.,
&
Spoolman,
S.
(2021). Living in
the environment.
Boston,
MA:
Cengage
Learning.
Week 7
MODULE 5 Biodiversity,
Species Interactions,
and Population Control
5.1 How Do Species
Interact?
5.1 Growth of
Populations
5.2 Communities and
Ecosystem’s Response to
Changing Environment
5.3 Philippine
Population
Google meet link:
BSE SCI 1A -South
THURSDAY
1:30 pm – 4:30 pm
meet.google.com/sth
-sxqc-htg
Students will attend
the synchronous
discussion and
interact with their
professor
Botkin, D. B.,
& Keller, E.
A.
(n.d.).
Environmental
Science Earth as
a Living Planet
[PDF].
United
States
of
America:
John
Wiley
&
Sons, Inc.
Data analysis
1. Students will
analyze
data/graphs to
determine the
carrying
capacity and
population
decline or
growth.
Submission of
outputs is
through Goggle
to Classroom/Email
Introduction
Environmental
Science [PDF] by
Zehnder,
C.,
Manoylov,
K.,
Mutiti, S., Mutiti,
C., VandeVoort,
A.,
&
Bennett, D. is
licensed under
CC
by
AttributionNonCommercialShareAlike 4.0
International
License
SCORING
CRITERIA PER
QUESTION
CORRECT 10
PARTIALLY
CORRECT 5
INCORRECT
ANSWER 2
(NEEDS
IMPROVEMENT)
2. After reading
How do species
replace one
another in
ecological
succession?
CG_EnviSci_MNGR_’22
Miller, G. T.,
&
Spoolman,
S.
(2021). Living in
the environment.
Boston,
MA:
Cengage
Learning.
Explain how
tolerance can
increase
biodiversity by
increasing
species diversity
(energy flow
and chemical
cycling) in
ecosystem.
Environmental
Science for CAPE
Unit
1
A
Caribbean
Examinations
Council
Study
Guide
(CXC
Study Guides)
Week 8
MODULE 6 THE
HUMAN POPULATION
AND ITS IMPACT
6.1 Population Change
6.2 Factors Influencing
the Size of Human
Population
6.3 Human
Population
Growth
Google meet link:
BSE SCI 1A -South
THURSDAY
1:30 pm – 4:30 pm
meet.google.com/sth
-sxqc-htg
Students will attend
the synchronous
discussion and
interact with their
professor
Botkin, D. B.,
& Keller, E.
A.
(n.d.).
Environmental
Science Earth as
a Living Planet
[PDF].
United
States
of
America:
John
Wiley
&
Sons, Inc.
Ecological
Footprint
Analysis (based
on human
population
growth)
1. Calculate the
rates of natural
increase for the
populations of
country A and B
(data will be
posted via
Introduction to google
classrooms)
Environmental
Science [PDF] by
Zehnder,
C., 2. Determine the
following data
Manoylov,
K.,
for the
Mutiti, S., Mutiti, Philippines
C., VandeVoort, Ecological
A.,
& Footprint
Bennett, D. is Analysis
licensed under a. population in
CC
by millions
AttributionCG_EnviSci_MNGR_’22
NonCommercialShareAlike 4.0
International
License
Miller, G. T.,
&
Spoolman,
S.
(2021). Living in
the environment.
Boston,
MA:
Cengage
Learning.
Environmental
Science for CAPE
Unit
1
A
Caribbean
Examinations
Council
Study
Guide
(CXC
Study Guides)
b. crude birth
rate
c. crude death
rate
d. infant
mortality rate
e. total fertility
rate
f. % of
population
under 15 years
old
g. % of
population older
than 65 years
h. average life
expectancy birth
i.% urban
Submit your
analysis on
Google
Classroom (PDF
format)
Week 9
Week 10
Mid Term
Examinations
Submission of
Portfolio
MODULE 7 CLIMATE
AND BIODIVERSITY
7.1 Factors Influencing
Climate
Google forms
Google meet link:
BSE SCI 1A -South
THURSDAY
1:30 pm – 4:30 pm
7.2 Biomes and Climate meet.google.com/sth
-sxqc-htg
Students will attend
the synchronous
discussion and
Botkin, D. B.,
& Keller, E.
A.
(n.d.).
Environmental
Science Earth as
a Living Planet
[PDF].
United
States
of
America:
John
Wiley
&
Sons, Inc.
GIFOGRAPHICS:
Students will be
grouped
according to the
types of biomes;
they will
generate a
gifographics
describing each
biome (climate,
organisms/speci
es, interactions,
etc.)
CG_EnviSci_MNGR_’22
interact with their
professor
Introduction to
Environmental
Science [PDF] by
Zehnder,
C.,
Manoylov,
K.,
Mutiti, S., Mutiti,
C., VandeVoort,
A.,
&
Bennett, D. is
licensed under
CC
by
AttributionNonCommercialShareAlike 4.0
International
License
Submit via
google
classroom and
messenger.
Content -50%
Focus – 25%
Visual Appeal 10%
Mechanics15%
Miller, G. T.,
&
Spoolman,
S.
(2021). Living in
the environment.
Boston,
MA:
Cengage
Learning.
Environmental
Science for CAPE
Unit
1
A
Caribbean
Examinations
Council
Study
Guide
(CXC
Study Guides)
MODULE 8 AQUATIC
BIODIVERSITY
Google meet link:
8.1 Nature of Aquatic
Systems
BSE SCI 1A -South
THURSDAY
1:30 pm – 4:30 pm
8.2 Importance of
Marine Aquatic Systems
meet.google.com/sth
-sxqc-htg
Botkin, D. B.,
& Keller, E.
A.
(n.d.).
Environmental
Science Earth as
a Living Planet
[PDF].
United
States
of
REFLECTION
PAPER 2 –
The Philippine
Marine
Biodiversity: A
unique World
Treasure
CG_EnviSci_MNGR_’22
Week 11
8.3 Aquatic Biodiversity
in the
Philippines
Students will attend
the synchronous
discussion and
interact with their
professor
America:
John
Wiley
& Submission of
outputs is
Sons, Inc.
through Goggle
Classroom/Email
Introduction to
Environmental
Science [PDF] by
Zehnder,
C.,
Manoylov,
K.,
Mutiti, S., Mutiti,
C., VandeVoort,
A.,
&
Bennett, D. is
licensed under
CC
by
AttributionNonCommercialShareAlike 4.0
International
License
Reflective
thinking – 50%
Analysis – 25%
Cohesiveness –
25%
Miller, G. T.,
&
Spoolman,
S.
(2021). Living in
the environment.
Boston,
MA:
Cengage
Learning.
Environmental
Science for CAPE
Unit
1
A
Caribbean
Examinations
Council
Study
Guide
(CXC
Study Guides)
CG_EnviSci_MNGR_’22
Week 12
UNIT 3 SUSTAINING
BIODIVERSITY
MODULE 9 Sustaining
Biodiversity: The
Species Approach
9.1 Humans Role in the
Extinction of Species
9.2 Extinction of
Species in the
Philippines
9.3 Protecting Wild
Species from
Extinction
Google meet link:
BSE SCI 1A -South
THURSDAY
1:30 pm – 4:30 pm
meet.google.com/sth
-sxqc-htg
Students will attend
the synchronous
discussion and
interact with their
professor
Botkin, D. B.,
& Keller, E.
A.
(n.d.).
Environmental
Science Earth as
a Living Planet
[PDF].
United
States
of
America:
John
Wiley
&
Sons, Inc.
Introduction to
Environmental
Science [PDF] by
Zehnder,
C.,
Manoylov,
K.,
Mutiti, S., Mutiti,
C., VandeVoort,
A.,
&
Bennett, D. is
licensed under
CC
by
AttributionNonCommercialShareAlike 4.0
International
License
REFLECTION
PAPER 3 –
https://www.scie
ncenewsforstude
nts.org/article/
where-have-allbees-gone
Submission of
outputs is
through Goggle
Classroom/Email
Reflective
thinking – 50%
Analysis – 25%
Cohesiveness –
25%
BROCHURE –
(Based on the
IUCN) Select one
critically
endangered
species in the
Philippines.
Create a
brochure with its
information and
the ways to
protect them
T., from extinction.
Miller, G.
&
Spoolman,
S.
(2021). Living in
the environment.
Boston,
MA:
Cengage
Learning.
Content -50%
Focus – 25%
Visual Appeal 10%
Mechanics15%
Environmental
Science for CAPE
Unit
1
A
Caribbean
CG_EnviSci_MNGR_’22
Examinations
Council
Study
Guide
(CXC
Study Guides)
Week 13
MODULE 10
TERRESTRIAL
BIODIVERSITY: THE
ECOSYSTEM
APPROACH
Google meet link:
10.1 Threats to Forest
Ecosystems
meet.google.com/sth
-sxqc-htg
10.2 Sustaining forests,
Grasslands, Parks, and
Nature Reserves
Students will attend
the synchronous
discussion and
interact with their
professor
10.3 Approach to
Sustaining
Biodiversity
(Philippines)
BSE SCI 1A -South
THURSDAY
1:30 pm – 4:30 pm
Botkin, D. B.,
& Keller, E.
A.
(n.d.).
Environmental
Science Earth as
a Living Planet
[PDF].
United
States
of
America:
John
Wiley
&
Sons, Inc.
Answer
worksheet
posted on
google
classroom (Data
analysis on
annual rate of
tropical forest
loss)
GROUP WORK
-Create a 2minute video clip
on parks, nature
Introduction to reserves, and
forest
Environmental
Science [PDF] by ecosystems in the
Zehnder,
C., world and the
country
Manoylov,
K.,
Mutiti, S., Mutiti, Score Rubric
C., VandeVoort, Content 20
A.,
& Originality 10
Bennett, D. is Source of
licensed under Images/Clips 10
CC
by Videography
Clarity 20
AttributionNonCommercialShareAlike 4.0
International
License
Miller, G. T.,
&
Spoolman,
S.
(2021). Living in
the environment.
Boston,
MA:
CG_EnviSci_MNGR_’22
Cengage
Learning.
Environmental
Science for CAPE
Unit
1
A
Caribbean
Examinations
Council
Study
Guide
(CXC
Study Guides)
MODULE 11
SUSTAINING AQUATIC
BIODIVERSITY
11.1 Threats to Aquatic
Biodiversity
Week 14
1.1 Philippines
Approach to
Sustaining
Aquatic
Biodiversity
Google meet link:
BSE SCI 1A -South
THURSDAY
1:30 pm – 4:30 pm
meet.google.com/sth
-sxqc-htg
Students will attend
the synchronous
discussion and
interact with their
professor
Botkin, D. B.,
& Keller, E.
A.
(n.d.).
Environmental
Science Earth as
a Living Planet
[PDF].
United
States
of
America:
John
Wiley
&
Sons, Inc.
Time and Time
Again: A Short
History of the
Pasig River
Rehabilitation
Project
by Mia
Rodriguez
https://www.spo
t.ph/newsfeatur
es/the-latestnewsfeatures/83476
Introduction to /pasig-riverrehabilitationEnvironmental
Science [PDF] by project-historyZehnder,
C., a436220200904
Manoylov,
K.,
Mutiti, S., Mutiti, REFLECTION
C., VandeVoort, PAPER 4 –
A.,
&
Bennett, D. is https://www.scie
licensed under ncenewsforstude
CC
by nts.org/article/
where-have-allAttributionNonCommercial- bees-gone
ShareAlike 4.0
Submission of
International
outputs is
License
through Goggle
Classroom/Email
CG_EnviSci_MNGR_’22
Miller, G. T.,
&
Spoolman,
S.
(2021). Living in
the environment.
Boston,
MA:
Cengage
Learning.
Environmental
Science for CAPE
Unit
1
A
Caribbean
Examinations
Council
Study
Guide
(CXC
Study Guides)
MODULE 12
AGRICULTURE AND THE
ENVIRONMENT
12.1 Food Security
12.2 Food Production
Week 15
12.3 Environmental
problems caused by food
production
12.14 Sustainable food
Google meet link:
BSE SCI 1A -South
THURSDAY
1:30 pm – 4:30 pm
meet.google.com/sth
-sxqc-htg
Students will attend
the synchronous
discussion and
interact with their
professor
Botkin, D. B.,
& Keller, E.
A.
(n.d.).
Environmental
Science Earth as
a Living Planet
[PDF].
United
States
of
America:
John
Wiley
&
Sons, Inc.
Reflective
thinking – 50%
Analysis – 25%
Cohesiveness –
25%
Answer
quiz/worksheet
via google
classroom.
1. Cite
environmentally
sustainable
practices in
agricultural
systems in the
Philippines.
2. Analysis
Paper
Is a vegetarian
diet more
Introduction to environmentally
friendly than
Environmental
Science [PDF] by eating meat?
Zehnder,
C.,
Introduction –
Manoylov,
K.,
20%
Mutiti, S., Mutiti, Main Points –
C., VandeVoort, 20%
A.,
& OrganizationBennett, D. is 20%
licensed under Style – 20%
CC
by Mechanics- 20%
AttributionCG_EnviSci_MNGR_’22
NonCommercial- Submit via
ShareAlike 4.0 Google
Classroom
International
License
Miller, G. T.,
&
Spoolman,
S.
(2021). Living in
the environment.
Boston,
MA:
Cengage
Learning.
Environmental
Science for CAPE
Unit
1
A
Caribbean
Examinations
Council
Study
Guide
(CXC
Study Guides)
Week 16
MODULE 13 ENERGY
AND THE
ENVIRONMENT
Google meet link:
13.1 Basics of Energy
BSE SCI 1A -South
THURSDAY
1:30 pm – 4:30 pm
13.2 Provision and the
Use of Energy
meet.google.com/sth
-sxqc-htg
13.3 Alternative Energy
and the Environment
Students will attend
the synchronous
discussion and
interact with their
professor
Botkin, D. B.,
& Keller, E.
A.
(n.d.).
Environmental
Science Earth as
a Living Planet
[PDF].
United
States
of
America:
John
Wiley
&
Sons, Inc.
1. ANSWER quiz
via
google
forms.
2.
STUDY
QUESTION:
Are there good
environmental
reasons
to
develop
and
build
new
nuclear power
plants? Discuss
Introduction to both sides of the
issue.
Environmental
Science [PDF] by
via
Zehnder,
C., Submit
Google
Manoylov,
K.,
Classroom.
Mutiti, S., Mutiti,
CG_EnviSci_MNGR_’22
C., VandeVoort,
A.,
&
Bennett, D. is
licensed under
CC
by
AttributionNonCommercialShareAlike 4.0
International
License
COMPLETTION
30%
RESPONSE TYPE
20%
RESPONSE
QUALITY 30%
ACCURACY
20%
Miller, G. T.,
&
Spoolman,
S.
(2021). Living in
the environment.
Boston,
MA:
Cengage
Learning.
Environmental
Science for CAPE
Unit
1
A
Caribbean
Examinations
Council
Study
Guide
(CXC
Study Guides)
Week 17
MODULE 14
POLLUTION AND THE
ENVIRONMENT
(ENVIRONMENTAL
POLICIES AND LAWS)
Google meet link:
14.1 Types and sources
of pollution
meet.google.com/sth
-sxqc-htg
14.2 Environmental
Impacts of Pollution
Students will attend
the synchronous
discussion and
interact with their
professor
BSE SCI 1A -South
THURSDAY
1:30 pm – 4:30 pm
Botkin, D. B.,
& Keller, E.
A.
(n.d.).
Environmental
Science Earth as
a Living Planet
[PDF].
United
States
of
America:
John
Wiley
&
Sons, Inc.
Analysis Paper
LIFE CYCLE OF
PAPER
AND
PLASTIC
Which is more
environmentally
friendly: plastic or
paper?
Introduction
–
20%
Main Points – 20%
Organization20%
CG_EnviSci_MNGR_’22
Introduction to
Environmental
Science [PDF] by
Zehnder,
C.,
Manoylov,
K.,
Mutiti, S., Mutiti,
C., VandeVoort,
A.,
&
Bennett, D. is
licensed under
CC
by
AttributionNonCommercialShareAlike 4.0
International
License
Style – 20%
Mechanics- 20%
Submit via Google
Classroom
ANSWER
worksheet via
Google forms
PRESENT
THE
REPORT TO THE
CLASS
VIA
VIDEO/AUDIO
RECORDING
Miller, G. T.,
&
Spoolman,
S.
(2021). Living in
the environment.
Boston,
MA:
Cengage
Learning.
Environmental
Science for CAPE
Unit
1
A
Caribbean
Examinations
Council
Study
Guide
(CXC
Study Guides)
Week 18
Final Term Examinations Google meet link:
Submission of
Portfolio
BSE SCI 1A -South
THURSDAY
1:30 pm – 4:30 pm
meet.google.com/sth
-sxqc-htg
Botkin, D. B.,
& Keller, E.
A.
(n.d.).
Environmental
Science Earth as
a Living Planet
[PDF].
United
CG_EnviSci_MNGR_’22
Students will attend
the synchronous
discussion and
interact with their
professor
States
of
America:
John
Wiley
&
Sons, Inc.
Introduction to
Environmental
Science [PDF] by
Zehnder,
C.,
Manoylov,
K.,
Mutiti, S., Mutiti,
C., VandeVoort,
A.,
&
Bennett, D. is
licensed under
CC
by
AttributionNonCommercialShareAlike 4.0
International
License
Miller, G. T.,
&
Spoolman,
S.
(2021). Living in
the environment.
Boston,
MA:
Cengage
Learning.
Environmental
Science for CAPE
Unit
1
A
Caribbean
Examinations
Council
Study
Guide
(CXC
Study Guides)
CG_EnviSci_MNGR_’22
Course Requirement:
To successfully pass this course, you should be able to:
⮚ Attend the required synchronous lecture and participate in the live discussion.
⮚ Submit activities as scheduled.
⮚ Midterm and Final Examination
⮚ Final output: E-Portfolio
GRADING SYSTEM:
You will be graded using the 11 point system
50 % - Midterm Examination/ Final Term Examination
50 % - Class Standing
100 %
Rubrics:
Content
Focus
Visual
Appeal
RUBRIC FOR INFOGRAPHIC/GIFOGRAPHIC
5
4
3
2
COMMENTS
All details
Most details
Few details
No details to
support the main
support main
support main
support the
idea
idea, has accurate
idea, lacks
main idea,
appropriately;
information for
accurate
information is
information are
almost all subject
information
inaccurate
accurate and
matter and the
and does not and does not
detailed; and
information mostly
clearly
support the
information
adequate and
support
visual’s
adequately
supportive of
visual’s
purpose
supports the
visual’s purpose
purpose
purpose of visual
Topic and title
Most of the topic Topic and title
Topic and
are clear and
and title are clear are difficult to titles are not
can be easily
and can easily be
identify, the
clearly
identified, the
identified, the
main idea is
identified,
main idea is also
main idea is
not clearly
there is no
clear and is
appropriate to
stated, and
main idea
appropriate to
the topic, and
few
identified,
the topic, and all
most illustrations
illustrations
and
illustrations
compliment the
compliment
illustrations
compliment the
purpose of the
the purpose of
do not
purpose of the
visual
the visual
complement
visual
the purpose
of the visual
The use of color,
The use of color,
The use of
There is a
design, and
design, and space color, design little attempt
space is
is adequate and
and space is
to use color,
outstanding,
the overall design inappropriate, design and
have an original
is mostly
the design
space
and creative
lacks
appropriatel
CG_EnviSci_MNGR_’22
design, and the
overall design is
harmonious and
pleasing
Mechanics
Free of
grammatical
errors and the
words used are
legible and
pertinent to the
topic
harmonious and
pleasing
creativity and
originality, the
overall design
lacks
harmonious
and the
presentation is
unpleasing
Mostly free of
Frequent
grammatical
grammatical
errors and the
errors and the
words used are
presentation is
mostly legible and illegible and
pertinent to the
confusing
topic
y, the design
is dull and
presentation
has sloppy
appearance
Too frequent
grammatical
errors and
elements are
distractive
and the use
of illustration
is ineffective
Lifted from: http://piktochart.com/
Introduction
and
Conclusion
Main Points
RUBRIC FOR ANALYSIS PAPER
5
4
3
2
There is a wellIntroduction
Introduction
Introduction
developed
creates
adequately
does clearly
introduction that interest. Main
explains the
describe the
grabs the interest
topic states
background
background.
of the reader and the position
but lacks
Thesis is vague
continues up to the
and the
detail. Thesis
and the
end. Conclusion
conclusion
states the
conclusion
must effectively
effectively
topic but
does not
wraps up the
summarizes
fundamental
summarize
importance of the
the topic.
elements are
main points.
thesis.
missing.
Well-developed
Three or
Three or more Less than three
main points.
more main
main points
main points
Sentences directly points relate
are present,
are explained
relate to the thesis to the thesis however, lacks
and are
and supporting
but some
details in
poorly
examples are
may lack
describing the
developed
concrete and
details. The
event. Few
and
detailed. The
analysis
descriptive
described.
analysis is
shows events
language is
developed with
from the
used.
an effective point author’s point
of view.
of view but
could use
more
descriptive
language.
COMMENTS
CG_EnviSci_MNGR_’22
Organizati
on
Style
Mechanics
Logical
progression of
ideas with a clear
structure that
enhances the
thesis. Transitions
are effective and
vary throughout
the paragraph,
not just in the
topic sentences.
Writing is smooth,
skillful and
coherent.
Sentences are
strong and
expressive with
varied structure.
Phrasing is
consistent and
words are chosen
well.
Punctuation,
spelling and
capitalization are
all correct. No
errors.
Logical
progression
of ideas.
Transitions
are present
throughout
the paper,
but lack
variations.
Organization
is clear.
Transition is
present at
times, but
there is very
little variation.
Writing is not
organized.
The transitions
between
ideas are
unclear or
non-existent.
Writing is
clear,
sentences
have varied
structure and
phrasing is
consistent.
Writing is
clear, but
could use a
little more
sentence
variation to
make the
writing more
interesting.
Writing is
confusing and
hard to
follow.
Contains
fragments and
run-on
sentences.
Punctuation,
spelling and
capitalization
are generally
correct with
1-2 errors.
There are 4-5
errors in
punctuation,
spelling and
capitalization.
Distracting
errors in
punctuation,
spelling and
capitalization.
Lifted from: http://drosplans.weebly.com/uploads/1/3/4/4/13445761/rubricforcriticalanalysisessay.pdf
Reflective
Thinking
Analysis
5
The reflection
explains the
students’ own
thinking and
learning
processes, as
well as the
implications for
future learning
The reflection is
an in-depth
analysis of the
learning
experience, the
value of the
derived
RUBRIC FOR REFLECTION
4
3
The reflection
The reflection
explains the
attempts to
student’s
demonstrate
thinking about
thinking about
his/her own
learning but is
learning
vague and/or
processes
unclear about
the personal
learning process
The reflection
The reflection
is an analysis
attempts to
of the learning
analyze the
experience
learning
and the value experience but
of the derived the value of the
learning to the
2
The
reflection
does not
address the
student’s
thinking
and/or
learning
COMMENTS
The
reflection
does not
move
beyond a
description
of the
CG_EnviSci_MNGR_’22
learning to self
or others, and
the
enhancement of
the student’s
appreciation for
the discipline
Making
The reflection
Connections
articulates
or
multiple
Cohesiveness
connections
between this
learning
experience and
content from
other courses,
past learning,
life experience
and/or future
goals
learning to
self or others
student or others
is vague and/or
unclear
learning
experience
The reflection
articulates
connections
between this
learning
experience
and content
from other
courses, past
learning
experiences,
and/or future
goals
The reflection
attempts to
articulate
connections
between the
learning
experience and
content from
other courses,
past learning
experiences, or
personal goals
but the
connection is
vague and/or
unclear
The
reflection
does not
articulate
any
connection
to other
learning or
experiences.
Lifted from: http://earlycollegeconference.org/wp-content/uploads/2014/12/Portfolio-Rubric-forReflection.PRINT_.pdf
Layout
Content
Creativity
5
Brochure is in
landscape,
has 6 full
columns and
well
organized
information
The brochure
includes
detailed
information
about the
descriptions of
the topic and
the activities
The brochure
contains an
adequate
amount of
graphics and
RUBRIC FOR BROCHURE
4
3
Brochure is in
Brochure is in
landscape,
landscape,
has 5 full
has 3 full
columns and
columns and
generally
somewhat
organized
organized
information
information
The brochure
The brochure
includes some includes little
information
information
descriptions
about the
about the
topic and the
topic and the
activities
activities
The brochure
includes good
amount of
graphics and
enhancements
The brochure
contains some
graphics and
enhancements
that are less
2
Brochure is not
in landscape,
doesn’t have 6
full columns
and lacks
organized
information
The brochure
does not
include
information
about the topic
and the
activities
COMMENTS
The brochure
contains few
graphics and
enhancements
CG_EnviSci_MNGR_’22
Presentation
enhancements
that adds
attraction
without taking
away from
the content
Brochure looks
excellent and
all spelling
and grammar
are correct
that are
appropriate
for the content
appropriate
for the content
inappropriate
for the content
Brochure has
few minor
problems.
Could have
been neater.
Most of the
words and
grammar are
spelled
correctly
Brochure looks
okay with
some
problems in its
looks. Some
words are
spelled
correctly and
some
grammar is
correct
Brochure looks
like a puzzle
fix together.
Parts do not fit
together and
spelling and
grammar
errors are
frequent.
Lifted from: http://konfirst.weebly.com/brochure-rubric.html
Focus and
Details
Organization
Voice
5
There is one
clear, wellfocused topic.
Main ideas
are clear and
are well
supported by
detailed and
accurate
information
The
introduction is
inviting, states
the main topic,
and provides
an overview
of the essay.
Information is
relevant and
presented in
logical order.
The conclusion
is strong
The purpose
of the writer is
clear and
there is a
strong
RUBRIC FOR ESSAY
4
3
There is one
There is one
clear, welltopic. Main
focused topic. ideas are
Main ideas
somewhat
are clear but
clear
are not well
supported by
detailed
information
2
The topic and
the main idea
are not clear
The
introduction
states the
main topic
and provides
an overview
of the essay. It
includes
conclusion
The
introduction
states the
main topic
and a
conclusion is
included
There is no
clear
introduction,
structure or
conclusion
The purpose
of the writer is
somewhat
clear and
there is some
The purpose
of the writer is
somewhat
clear and
there is some
The purpose of
the writer is
unclear
COMMENTS
CG_EnviSci_MNGR_’22
Word Choice
Sentence
Structure,
Grammar,
Mechanics
and Spelling
evidence of
attention to
the readers.
The writer’s
extensive
knowledge
and/or
experience
with the topic
is evident
The writer
uses vivid
words and
phrases. The
choice of
words seems
accurate,
natural and
not forced
All sentences
are well
constructed
and have
varied
structure and
length. The
writer makes
no errors in
grammar,
mechanics and
spelling
evidence of
attention to
the readers.
The writer’s
knowledge
and /or
experience
with the topic
is evident
evidence of
attention to
the readers.
The writer’s
knowledge
and /or
experience
with the topic
is limited
The writer
uses vivid
words and
phrases. The
choice and
placement of
words is
inaccurate at
times and/or
seems
overdone
Most sentences
are well
constructed
and have
varied
structure and
length. The
writer makes
few errors in
grammar,
mechanics and
spelling but
do not
interfere with
understanding
The writer
uses words
that
communicate
clearly but the
writing lacks
variety
The writer uses
a limited
vocabulary.
Jargon or
clichés may be
present and
detract from
the meaning
Most sentences
are well
constructed
but they have
the similar
structure and
length. The
writer makes
several errors
in grammar,
mechanics and
spelling that
interfere with
understanding
Sentences
sound
awkward, are
distractingly
repetitive, or
are difficult to
understand.
The writer
makes
numerous
errors in
grammar,
mechanics and
spelling the
interfere with
understanding
Lifted from: www.readwritethink.org>essay-rubric.pdf
Artifacts
5
Artifacts
provide strong
evidence of
the story
being told
and claims
being made.
RUBRIC FOR E-PORTFOLIO
4
3
2
COMMENTS
CG_EnviSci_MNGR_’22
Artifacts are
well
contextualized
so that their
presence in
support of a
message is
clear
throughout.
The artifacts
provided
demonstrate
Arrangement
Reflective
Writing
Visual
Elements
Design
Choice
Reminder:
1. This course guide is intended only for students enrolled in this particular subject and schedule.
Hence, students are prohibited to share and post videos and learning materials related in
this course to any social media platform. Violators will be dealt accordingly.
CG_EnviSci_MNGR_’22