West Visayas State

University
JANIUAY CAMPUS
(Formerly Janiuay Polytechnic College, Don Tiburcio A. Lutero National
Comp. High School,Janiuay Nat’l Comp. High School, Janiuay National
Vocational High School, Janiuay High School)
Janiuay, Iloilo, Philippines
*Trunkline: (063) (033) 317-1894
* Website: www.wvsu.edu.ph*Email Address: janiuay@wvsu.edu.ph

OUTCOMES-BASED EDUCATION (OBE) COURSE DESIGN/SYLLABUS IN NSCI 111 [People and the Earth’s Ecosystem]

Date Enhanced: July 26, 2024

I. University
Vision: A research university advancing quality education towards societal transformation and global recognition

Mission: WVSU commits to develop lifelong learners empowered to generate knowledge and technology, and transform communities as agents
of change

Core Values: Excellence, creativity and innovation and service HashTag: #WVSU Excels Branding: At WVSU, excellence is a way of life

Institutional Outcomes for Instruction:

1. is creative and critical thinker
2. is an effective and responsible communicator
3. is technologically-skilled
4. has the ability to conduct 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 skills for personal development and excellence in professional practice.

II. College/Campus: Janiuay Multiple Choice: Below are series of questions that needs
Campus Outcomes: your analysis and understanding. Choose your answer
among the individual
1. Innovative, responsible and committed given choices and encircle the letter..
2. Possess efficient communication skills
3. Educationally adaptable to the changing demands of time
2

4. Excellent in teacher education program and other areas of specialization

III. Program/Degree: General Education

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
observations, etc.) in tackling problems methodically

Personal and Civil Responsibilities

f. Appreciation of the human condition
g. Capacity to personally interpret the human experience
h. Ability to view the contemporary world from both Philippine and global perspectives
i. Self-assuredness in knowing and being Filipino
j. Capacity to reflect critically on shared concerns and think of innovative, creative solutions guided by ethical standards
k. Ability to reflect on moral norms/imperatives as they affect individuals and society
l. Ability to appreciate and contribute to artistic beauty
m. Understanding and respect for human rights
n. Ability to contribute personally and meaningfully to the country’s development

Practical Skills
o. Working effectively in a group
p. Application of computing and information technology to assist and facilitate research
q. Ability to negotiate the world of technology responsibly
r. Problem-Solving (including real-world problems)
s. Basic work-related skills and knowledge

V.Course No. and the Title: NSCI 111 (People and the Earth’s Ecosystem)
 Prerequisite: None
VI. Year Level/ Semester Offered: Third Year/1st Sem. SY 2024 -2025
VII. Course Description: The course deals with the impact of human activities on the environment, consequences of environmental
modification on human activity. (CMO No. 20 s. 2013)
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.
3

VIII. Course Credit/Unit: 3 Units

IX. Course Outcome: At the end of the course, the students must have:
1. Demonstrated awareness to the human impacts to the environment and initiated programs and activities/concerning solutions to the environmental issues
2. Assessed environmental issues to intellectually engage with the community
3. Examine scientific and political controversies of environmental issues and solution
4. Developed the collaborative, creative thinking, critical thinking, and communication skills.
5. Hypothesized the ways on how humans shaped the environment

X.Course –Design Matrix

UNIT 0 VISION, MISSION, CORE VALUES, AND OUTCOMES

DESIRED LEARNING COURSE TEXTBOOK OUTCOMES-BASED ASSESMENT OF RESOURC TIME

OUTCOMES (DLO) CONTENT/ S/ TEACHING & LEARNING E TABL
SUBJECT MATTER REFERENCE LEARNING OUTCOMES MATERIAL E
S (OBTL) (ALO) S [Week]
At the end of the unit, the
students must have: 1. University’s University  Read  Accomplish  VMGO
1. Internalized and vision, mission, Student University’s ed (Student Week 1
demonstrated the vision, core values and Manual vision, mission, worksheet handbook)
mission and core values of outcomes institutional on VMGO.  Worksheet
the university and the 2. Janiuay 2011 WVSU outcomes, on VMGO
institutional, Campus Student college/ degree/
college/campus, degree Outcomes Handboo course
and course outcomes. 3. The k outcomes, and
Course/ core values.
Subject  Read and
Outcomes explain the
4. The course policies.
Course
Policies

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.
4

UNIT 1 THE HUMAN POPULATION

COURSE TEXTBOOK RESOURC TIME

DESIRED OUTCOMES-BASED ASSESMENT OF
CONTENT/ S/ E TABLE
LEARNING TEACHING & LEARNING LEARNING OUTCOMES
SUBJECT MATTER REFERENCE MATERIAL [Week]
OUTCOMES (DLO) (OBTL) (ALO)
S S
Residential Remote Residential Remote
At the end of the *Interactive  Viewing of  Field  Field  Activity
unit, the students 1. Human Miller, G. T. & discussion of Video Clip survey on survey on sheets
must have: Population Spoolman, Human on population populatio  Online data Week
Dynamics S. E. Population Population dynamics n  Hand 2-4
1. Gathered a. (2009). Dynamics Through data of dynamics outs/module
human Demographic Essentials Time student’s data of
population measures of Ecology. *Interactive respective student’s
dynamics data b. Density Brooks/ lecture on  Download locality respective
[age – sex c. Distribution Cole, different age an online locality
structure, Cengage structure and data on  Results of
density and Learning. types of Human interpreted  Accomplish  Activity sheets
distribution 2. Age-Sex population Population data ed  Online data
Structure Philippine pyramid Dynamics Worksheet  Handouts
2. Interpreted and Types Statistics of a  Case on  PPT
human of Office *Case Study particular Analysis Population
population Population (2020). Analysis “Are locality. Report Dynamics
growth and Pyramid Philippine there too Use the
distribution Graphs Population many of us?” data to  Infographic  Case
 Activity sheets
charts (Expansive, Density construct on impact of Analysis
 Online data
Constrictive (Based *Small group the age population Report
structure  Handouts
, on the discussion on growth and
3. Analyzed the Stationary) 2015 how to slow and its effect on  Infographic
possible causes Census down population  Video clip on
planet earth on impact
of human Population. population pyramid Human
3. Human of
population Retrieved growth and graph Population
Population  Paper and population
growth and from: sustainability through time
and its pencil test growth and
describe the impact to https://  Case its effect
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5

possible effects society psa.gov. Study on planet  Lecture notes

on society and ph/content/phil Analysis earth
resources ip pine- “Are there
4. Formulate population- too many  On line
measures to density-based- of us?” test
lessen 2015-census-
population population
growth and its
effect to the
earth’s https://
resources www.you
tube.com/watch
?
v=NM77ZDak4
a8

Preshoff, K.
(2014, May 5).
Population
pyramids:
Powerful
predictors of
the
Future
[Video file].
Retrieve
d from:
https://
www.you
tube.com/watch
?
time_continue=
7
&v=RLmKfXwW
QtE&feature=e
m b_logo

https://
www.you
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.
6

tube.com/watch
?
v=PUwmA3Q0_
OE

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7

UNIT 2 ECOSYSTEMS: WHAT ARE THEY AND HOW DO THEY WORK?

COURSE TEXTBOOK RESOURC

DESIRED OUTCOMES-BASED ASSESMENT OF
CONTENT/SUBJE S/ E TIME
LEARNING CT
TEACHING & LEARNING LEARNING OUTCOMES
REFERENCE MATERIAL TABLE
OUTCOMES (DLO) MATTER (OBTL) (ALO)
S S
Residential Remote Residential Remote
At the end of the 1. Ecosystem Miller, G. T. &  Interactive  Independe  Construct a *Construct a  Video clips
unit, the students and its major Spoolman, discussion on nt mini ecosystem mini  Lecture
must have: components S. E. the major Learning/ [aquarium, ecosystem notes/modu
1. Described the (2009). components Module terrarium or [aquarium, le Week
major Essentials of an dish garden] terrarium or  PPT slides 5–8
components of of Ecology. ecosystem  Guided dish garden]
an 2. Transformatio Brooks/ learning  Paper and
ecosystem n of Energy Cole, activity pencil test * Online quiz  Video clips
a. Foo Cengage  Interactive  Lecture
2. Illustrated the d Learning. discussion on  Create a notes/modu
transformation chain Steffen, W. et transformatio scenario le
*Create a
of energy b. Food web al. (2004). n of energy describing  PPT slides
scenario
c. Energy Global the major describing
 Activity sheets
pyramid Chang consequence the major
e  Interactive s if the consequenc
3. Explain how 3. Cycles of and the discussion natural es if the  Video clips
materials matter: Earth on cycles process of natural  Lecture
cycle in an Carbon - System; A of matter biogeochemic process of notes/modu
ecosystem Oxygen Planet al cycle is biogeochem le
Sulfur Under disturbed ical cycle is  PPT slides
Nitrogen Pressure  Small disturbed  Activity sheets
Phosphorous . New group  Documente
4. Designed Water York: discussion d problem *Brochure
ways/solutions Springer. on human solving on how to  Lecture
on how to activities [students preserve notes/module
minimize that affect record their balance of  PPT
human impact the thought nature
on the balance balance of process
of nature nature when
solving a
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.
8

problem.
They are
asked to
explain their
reasoning
for reaching
the
particular
solution
rather than
simply
presenting a
solution.

Week
9

Midterm Exam
Pencil and paper
Wellness Break test

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9

UNIT 3 ANTHROPOGENIC IMPACT TO THE ENVIRONMENT

COURSE TEXTBOOK RESOURC

DESIRED OUTCOMES-BASED ASSESMENT OF TIME
CONTENT/SUBJEC S/ E
LEARNING TEACHING & LEARNING LEARNING OUTCOMES TABL
T MATTER REFERENCE MATERIAL
OUTCOMES (DLO) (OBTL) (ALO) E
S S
Residential Remote Residential Remote
At the end of the 1. Anthropocen Andaya, C. *Interactive  Guided  On line
unit, the students e V. discussions Learnin  Paper - Pencil test  Documenta Week
must have: and its impacts (2008). about g Test ry Videos 10 – 14
1. Explained to the world of Understandin anthropocene Activity  Work  Case
Anthropocen life g the Earth and its impact Sheets  Work sheets sheets Studies
e and its Through to the  Indepe  Primer
impact to *Pollution [air, Environment biosphere ndent  PPT slides
the water, land] al Science. using video learnin  Activity
environment C and E clips g/modu  Data  Data and sheets
in terms of *Land Degradation Publishing le and map
pollution, Inc. *Small group map analysis
land *Global Warming Cadiz, A. P. et discussion on analysis
degradation, al. (2015). the article
biodiversity *Biodiversity Loss  Short  Infomercia
loss, global Environment “Investigating Video Clips  Infomercial l
warming al Science; mining [links] with
and human Modular pollution and analysis
health Approach plunder in
Mindshaper Nueva
2. Discussed s Co. Inc. Viscaya”
awareness to Miller, G. T. &
the Spoolman,
anthropogenic S.
impact to the
environment.

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.
10

E. (2009).
3. Design ways Essentials *Create or design a *Create or
to help of Ecology. strategy or design a
alleviate Brooks/ scheme for the strategy or
anthropogenic Cole, community to scheme for the
impacts Cengage become aware of community to
Learning. the causes and become aware
Solid Waste impacts of human of the causes
Manageme activities to the and impacts of
nt Made planet human
Easy: A Do activities to the
– it Yourself planet
Guide to a
Community
– Based
Ecological
Solid Waste
Manageme
nt Program

https://
bmb.gov.
ph/388-
protection-
and-
conservation-
of-
wildlife/facts-
and-figures/78
6- status-of-
the- philippine-
biodiversity

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.
11

UNIT 4 ENVIRONMENTAL SUSTAINABILITY

COURSE RESOURC
DESIRED OUTCOMES-BASED ASSESMENT OF TIME
CONTENT/SUBJEC TEXTBOOKS/ E
LEARNING TEACHING & LEARNING LEARNING OUTCOMES TABL
T REFERENCES MATERIAL E
OUTCOMES (DLO) (OBTL) (ALO) S
MATTER
Residential Remote Residential Remote
At the end of the unit, 1.Environmentally Miller, G.T. &
the students must have: Sustainable Spoolman, Week 15
Society S.E.. [2009]. *Interactive *Independent *Draw or make a *Draw or make  Lecture – 17
1. Described an Essentials of discussion on learning/module poem that a poem that notes
environmental Ecology. environmental described your described your  PPT
sustainable Brooks/Cole, ly sustainable ideal sustainable ideal slides
society. Cengage society society sustainable  Activity
Learning society sheets
2.Philippine *Focused *Guided activity *Oral presentation
2. Explained the Environmental group sheets on completed *Matrix of
Philippine Laws discussion matrix of environmental
Environmental * RA 2003 – and reporting environmental laws laws
Laws Ecological Solid of different
Waste Primer on environmental *Paper and pencil **Formulate an
Management Act ofPhilippine laws test Eco –Action
2000 Environmental Plan
Laws *Formulate an Eco –
*RA 9275 – Action Plan
Philippine Clean https://
Water Act of 2004 ecac.emb.gov.ph/?
page_id=43
*RA 8749 –
3. Conducted Philippine Clean Air
programs or Act of 1999
activities on how
to mitigate *RA 9147 – Wildlife
environmental Resources,
issues and Conservation and
concerns
Protection Act

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.
12

Pencil and paper

Final Examination test Week 18

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13

Note: This syllabus is flexible and may include additional topics and activities deemed necessary by the teacher and students.

XI. Criteria for Grading

Residential /Remote Scheme

Midterm:
Midterm Examination ------------- 30%
Quizzes/Post Assessment -------- 30%
Outputs ---------------------------- 30%
Worksheets ----------------------- 10%
100%
Final Term:
Final Exam ------------------- 30%
Quizzes/Post Assessment -------- 30%
Outputs ---------------------------- 30%
Work Sheets ----------------------- 10%
100%

XII. Course Requirements

 Should have passed all written examinations (Mid-term/Final Exams, quizzes) (at least 50% of the total score).
 Should have promptly submitted all outputs/work sheets as scheduled.
 Have Google classroom application in their laptop or mobile phones
 Updated in announcements and instructions in course chat group
 Evidence of cheating directly or indirectly will result in a “Failing Grade” for the given exam and supplementary outputs.

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.
14

XIII. Course Mapping

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

Course Outcomes General Education Institutional Outcomes

Outcomes
At the end of the Intellectual Personal and Civic Practical Skills
course the Competenci Responsibilities
students must es
have:
1
a b c d e f g h i j k l m n o p q r s 1 2 3 4 5 6 7 8 9
0

1. Demonstrated
awareness to the
human impacts to
the environment
and initiated ∕
programs and
activities ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕
/concerning
solutions to
the
environment
al
issues.

2.Assessed
environmental
issues to
intellectually ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕
engage with the
community

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15

3.Examine
scientific and
political
controversies of
∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕
environmental ∕
issues and
solution

4. developed the
collaborative,
creative
thinking,
critical ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕
thinking, and
communicati
on skills.

5. Hypothesized
the ways on how
humans shaped
the environment
∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕ ∕

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.
16

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

Course Outcomes Teaching and Learning Activities Assessment Strategies Grading Weights
At the end of the course, the student must
have:
1. Demonstrated awareness to the human  Brainstorming sessions  Infomercial 35%
impacts to the environment and initiated  Focused group discussion  Brochures
programs and activities  Interactive discussion  Vlog
/concerning solutions to the environmental  Paper and pencil test
issues.

2. Assessed environmental issues to  Field survey on various anthropogenic 15%

intellectually engage with the community. impact to the environment  Case study report
 Case study  Case study report
 Brainstorming  Action Plan
 Buzz groups

3. Examine scientific and political  Lecture discussion  Group Reporting 20%

controversies of environmental issues and  Empathy mapping  Reaction paper
solution  Buzz group

4. Developed the collaborative, creative  Brainstorming sessions  Graded reporting 15%

thinking, critical thinking and  Focused group discussion
communication skills  Group discussion
 Reporting

5.Hypothesized the ways on how humans  Interactive discussion  Graded reporting 15%
shaped the environment  Survey  Field study
 Brain writing  Final exams

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.
17

Prepared and Designed by: July 8, 2019

Prof. Mae B. Angeles (Pototan)
Prof. Marian M. Banquillo (Janiuay)
Prof. Gesila M. Gallaron ( Calinog)
Prof. Mirza V. Lachauna
(Lambunao)
Dr. Grace A. Manajero (Main)

Prof. Raquel P. Pedrajas

(Pototan) Prof. Virgie P. Tan
(Himamaylan)

Enhanced and Revised by: July 3, 2020

Prof. Mae B. Angeles (Pototan)

Prof. Marian M. Banquillo
(Janiuay) Dr. Grace A.
Manajero (Main)
Prof. Agustin H. Verzo (Pototan)

Enhanced and Revised by: August 12, 2022

Dr. Ronel B. Amorin [Calinog]
Asst. Prof. Mae B. Angeles [Pototan]
Asst. Prof. Marian M. Banquillo [Janiuay]
Dr. Grace A. Manajero [Main]

Utilized by:

MARIAN M. BANQUILLO, MAT LOLITA G. MANEJERO Ed.D IVY M. SUAREZ Ed.D

Course Facilitators

Reviewed by: Approved:

JOEYJANE C. TAYCO, PhD LENY A. QUINTILLA, Ed.D

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18

Chair, Math and Science Department Director of Academic Affairs

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19

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.