Republic of the Philippines

CEBU NORMAL UNIVERSITY

Osmeña Blvd.,Cebu City, 6000 Philippines

COLLEGE OF TEACHER EDUCATION

Center of Excellence (COE)
Level IV Accredited (AACCUP)
Telephone No.( 032) 231 8044
cte@cnu.edu.ph
Website: www.cnu.edu.ph

Outcomes-Based Education (OBE) Course Syllabus in SCIENCE 102

Course Credit: 3
Date Revised: June 27, 2018

Program: BEED major in GENED Term : First Semester

Pre-requisite: Basic Sciences Subject Academic Year : 2018-2019

Course Description:
This is a one-semester course discussing the ecological thoughts and principles as affected by human
intervention. This course includes a discussion of all factors that influence the distribution and abundance
of organisms. An examination of the interaction of both biotic (living) and abiotic (non-living) elements of
the environment as consequential to population increase will be the main focus of the study.
Anthropogenic sources of resource exhaustion will also be given special emphasis.

Course Outcomes:

1. Demonstrate an in-depth understanding of the major role of human in maintaining balance of the
ecosystem
2. Propose mitigating measures towards environmental protection against air, water and land
exploitation
3. Conduct community intervention project with regards to the most pressing environmental
problem.

Course Design Matrix:

DESIRED LEARNING TIME TABLE

COURSE CONTENT/ SUBJECT MATTER
OUTCOMES (DLO) (no. of hours)

At the end of the unit, the Unit 0: Vision, Mission, Core Values and 3
students must have: Outcomes
 identified, explained and
internalized the Vision, 1. The University Vision, Mission, and Core
Mission, Core Values of Values
CNU 2. The Course/Subject Outcomes
 Explained how the College
Goals can be applied.

At the end of the unit, the Chapter 1: Principles of Ecology 6

students must have: 1. Definition of Ecology
 Discussed the hierarchy in 2. Hierarchy of Ecosystem
the ecosystem 3. Hierarchy of Classification
 Explained the transfer of 4. Energy Transfer
energy in the ecosystem 5. Food Chain and Food web
 Described how the laws of 6. Laws of Thermodynamics
thermodynamics 7. Biogeochemical Cycling
 Rationalize how
biogeochemical cycling
occurs in nature
At the end of the unit, the Chapter 2: Biomes and Aquatic Life Zones 6
students must have: 1. Terrestrial Biome
 Differentiated the terrestrial a. Tundra
biomes b. Forest
 Characterized the aquatic c. Grassland
biomes d. Desert
 Discussed how the biomes 2. Aquatic Biome
in various countries are a. Marine
affected by anthropological b. Freshwater

College of Teacher Education Syllabus in Science 102 Dr. Jennifer D. Paño

 causes.
At the end of the unit, the
students must have:
 Described a homeostatic
environment
 Justified how primary and
secondary successions
occur
 Discussed a sample
perturbation in an
ecosystem
At the end of the unit, the
students must have:
 Hypothesized how
populations behave per
country
 Correlated population to
culture, religion, etc
At the end of the unit, the
students must have:
 Explained causes of
population explosion
 Predicted how human
population may be
stabilized
 Assessed country
policies on population
At the end of the unit, the
students must have:
 Simulated through a
Mache, a soil profile
 Created a podcast on
Soil problems and
solution of countries
across the world
 Prepared a
vermicompost
At the end of the unit, the
students must have:
 Prepared a podcast on
air problems and
solutions of countries
across the world
 Simulate how climate
and topography are
affected by air pollution
At the end of the unit, the
students must have:
 Prepared a podcast on
water problems and
solutions of countries
across the world
 Propose sustainable
water practices
At the end of the unit, the
students must have:
 Simulated how
biodiversity declines
 Proposed various ways
of protecting biodiversity
Flexibility Provision: The Course Design Matrix may include additional topics, activities, remedial
measures deemed necessary based on the students’ needs.
Suggested Topics not found on the List: Environmental Laws of the Philippines; Livelihood; Societal
Issues
College of Teacher Education
c. Estuary
Chapter 3 Self Sustaining Mechanisms in 6
Ecosystem
1. Homeostasis
2. Natural Succession
a. Primary
b. Secondary
3. Perturbations of the Ecosystem
Chapter 4 Population Distribution and
Abundance
1. The Growing human population
2. Population and Population growth
Future of world populations some projections
and concerns
Chapter 5 Stabilizing Human Population 6
1. Achieving a sustainable human-
population – challenges
2. Stabilizing the human population –
strategies
3. Barriers
4. Ethics on population stabilization
Midterm Exam 3
Chapter 6: Sustainable System of Agriculture 6
1. Soil Profile
2. Soil Formation
3. Barriers to a sustainable Agricultural
system
4. Solutions to a sustainable land use
Chapter 7 Air Pollution 6
1. The Air resources
2. Layers of the Atmosphere
3. Effects of climate and topography on
air pollution
4. Indoor air pollution
Chapter 8 Water Resources 6
1. Water Resources
2. Water shortages
3. Flooding: Problems and solutions
4. Sustainable water supply system
Chapter 9: Preserving Biological Diversity 3
1. Biodiversity of organism
2. Signs of decline
3. Causes of extinction
4. Protecting biodiversity
5. Sustainable approach to biodiversity
Final Exam 3
Syllabus in Science 102 Dr. Jennifer D. Paño
Suggested activities: Coastal Clean-up; Tree planting; Field trip; Community immersion

A. Minimum)Course Requirements

Class Recitation (attendance and participation)

Academic Papers
Projects
Performance-based Tasks
Major Examinations

B. Grading Scheme
Performance-based Tasks (60%)
Seatwork
Homework
Edmodo
Quizzes
Major Examinations (40%)

Prepared by: JENNIFER D. PAÑO, Ed.D

Associate Professor V

College of Teacher Education Syllabus in Science 102 Dr. Jennifer D. Paño