Republic of the Philippines
Laguna State Polytechnic University
Siniloan (Host) Campus
Integrity, COLLEGE OF TEACHER EDUCATION
Professionalism
and Innovation
VISION : The Laguna State Polytechnic University is a Center of Sustainable Development transforming lives and
communities.
MISSION : The Laguna State Polytechnic University provides quality education through responsive, distinctive research,
sustainable extension and production services for improved quality of life towards nation building.
An Outcomes-Based Learning Program
Course Code: Soc. Stu. M1 1st Semester A.Y. 2015-2016
Course Title: Basic Geography
Part I. Course Description
Rationale : An outcome based course that deals with the study of the earth’s surface
and its physical and natural attributes, and its relation to society and
development.
Focus : Emphasis is on drawing relationships from across the physical, cultural,
economic and political spheres to illuminate key issues for the present and
the future, explored at all scales from the personal to the local and the
global setting by appreciating the diversity of landscapes, peoples and
cultures.
Outcome : Students are expected to demonstrate in depth knowledge and
understanding in evaluating environmental issues and problem concerning
environmental protection and stewardship, with significant skills framework,
and strong emphasis on utilizing maps and visual images as well as new
technologies including geographical information and remote sensing.
Part II. Outcomes-Based Macro curriculum Framework
Intended Learning Outcome
M Institutional (IILO’s) Program (PILO’s) Course (CILOs)
I LSPU Graduates Attributes When you successfully When you successfully
S A LSPU Graduates is expected to complete Bachelor of complete Soc. Stud. M1,
S be a: Secondary Education you will be able to:
I Program, Major in Social
O Studies, you will be able to:
N
1. Responsible and Upright Articulate the relationship of 1. Demonstrate passion and
Citizen, who is capable of education to larger care to protect the
I achieving high level personal historical, social, cultural environment by creating
N well-being contributive to the and political processes. materials, articles and
T harmony and betterment of the pertinent papers relevant to
E profession, family, society and the needs of the community.
G the nation.
R
I
T 2. Compassionate Leader, who Facilitate learning using a 2. Participate/ spearhead
Y is an advocate of good wide range of teaching community immersion or
governance and quality methodologies in various school based activities to
management for a quality life. types of environment. have a qualitative analysis
on the relationship between
the geographical landscape,
people and culture.
P
R 3. Professionally Skilled, who Practice professional and 3. Promote sustainable
O applies technology skills as a ethical teaching standards development through
F worker-leader on the field of to respond to the demands resourcefulness and
E expertise apt to the global needs. of the community. innovativeness in recycling
S wastes materials and
S Develop alternative develop best native
I teaching approaches for products out of scarce and
O diverse learners. untapped resources.
N
A 4. Effective Communicator, Create and utilize materials 4. Conduct an information
L who is proficient in the exchange appropriate to the dissemination campaign to
I of information orally and in writing secondary level to enhance educate students and
S both in English and Filipino in teaching and learning. communities on
M interpreting, expressing and environmental stewardship
negotiating meaning in relevant using varied approaches.
settings of lifelong learning.
I 5. Generate research
N 5. Creative and Critical Thinker, Participate on the development projects
N who articulates and produces generation of new considering the human and
O entrepreneurial resources knowledge or in research physical characteristics of
V extended to families and and development projects. the place to give a concise
A communities for improvement. and relevant solution in the
T problems besetting the
I community.
O
N 5. Competent Research- Demonstrate basic and 6. Exhibit creative and
Oriented Individuals, who is higher levels of thinking critical thinking skills in
able to analyze facts skills in planning, assessinganalyzing qualitative and
methodologically, discover and and reporting. quantitative data as well as
establish new theories to be used map in directing the
in solving problems and in Pursue lifelong learning for framework to study.
decision-making contributory to personal and professional
the sustainability of the needs of growth.
the community.
Part III. Teaching and Learning Matrix
Intended Learning Course Content Learning Activities Assessment Time
Outcomes (ILOs) Task Frame
At the end of the
learning experience, LSPU vision, mission, and
you will be able to: the Core values. Reflective Reflective
Learning exercises
ILO 1 College Department and
Internalized and Program Goals, Lecture Forum
Identify the vision, Objectives and Core Graded 1 hr.
mission, core values values. recitation
of LSPU, the
College, and the
Degree Program.
The Nature of Geography
ILO 2 -Evolution of Geography
Create a well Film Showing Critique
developed article Core Geographic Paper
from various Concepts 6 hrs.
sources of -Location Workshop
information about -Direction
the importance of -Distance
geography and -Region Panel Forum
show the
relationships of the
geographic
concepts.
[CILO: 1, 4, 6]
ILO 3 Graphic Representation of 8 hrs.
Locate places using the Earth Inquiry Based Work Based
map and globe and -Maps Learning Problem
calculate the time 1. Types of Map
difference or interval 2. Elements of a Map
to provide a more 3. Map Projection
coherent relation 4. Map Scale Problem Solving
between countries 5. Map Location and
and continents in Time Zones
the world. -Globe
1. Elements of Globe Brainstorming
[CILO: 6] 2. Remote Sensing
ILO 4 The Earth
Document -The Origin of the Earth News Writing Student 8 hrs.
environmental -The Structure of the Earth Generated
phenomena in a -Movements of the Earth Videos and
different news set -Earth-Sun Relationship Journal Entry
up (Oral and
written). Spheres of the Earth Broadcasting and
-Lithosphere Video Editing
[CILO: 1, 2, 4, 6] 1. The Rock Cycle
2. Geologic Time
3. Plate Tectonics
a. Earthquakes
b. Tsunamis
c. Volcanism
4. External Forces that
Shaped the Earth
5. Landforms
ILO 5 - Atmosphere
Devise campaign 1. Layers of the Lecture Paper or
materials Atmosphere Demonstration Project 8 hrs.
(pamphlets) 2. The Ozone Layer Prospective
intended to educate 3. Weather and Climate
students and a. Climatic Regions of Workshop
communities on the World
environmental b. Climate and
disasters, Vegetation Spontaneous
sustainable c. El Nino and La Nina Collaboration Sample of
development and d. Climate Change and environmental
cultural aspects of Global Warming campaign
human life. Information materials
-Hydrosphere Dissemination
[CILO: 1, 2, 3, 4, 5, 6] 1. Hydrologic Cycle
2. The Oceans of the
World
3. Ocean Currents
4. Water Forms
ILO 6 The Cultural Elements of
Conduct a Geography Group Work
community -Population 8 hrs.
immersion activity in -Features Resulting from
different Man’s Use of the land Narrative
geographical set up 1. Settlement Fieldwork and Report
or terrain that will 2. Agriculture and its Outdoor Education
provide a deep associated features
analysis on 3. Manufacturing
landscape, people 4. Transportation and
and culture. Communication
[CILO: 1,2,3,5,6]
ILO 7 Harnessing Nature’s
Recycle waste Bounty towards Lecture 7 hrs.
materials and sustainable Development Demonstration Project
develop native Resources Definition and Presentation
products out of its Types
scarce and 1. Energy Resources Workshop
untapped resources. 2. Mineral resources
3. Food stuffs and
[CILO: 1,3,4,5,6] industrial resources. Spontaneous
Collaboration
ILO 8 World Geography
Conduct a -Asia Contemporary
forum/seminar -Africa Issues Mastery of 8 hrs.
discussing the -Americas the Topic
geographical -Europe Lecture Forum
characteristics -Australia
(human, physical, -Antarctica
economic, political, Brain Storming
etc.) of the countries Seminar
in the world and Reflective Presentation
their significant Learning
contribution to the
continent where
they belong.
[CILO: 1,2,4,6]
Part IV. Course Resources
Basic Reading:
Duka, Cecilio D., World Geography
Soriano, Nora N. and Rosario S. Sagmit (1998), Geography in the Changing World. Rex
Printing Co. Inc. Quezon City.
Getis, Arthur, et. al.(1996) Introduction to Geography. Times Mirror Higher Ed. Group Inc.
Fifth Ed.
Murphy, Rhoads, (1982) The Scope of Geography. 3rd edition Chapter, The Region”
London & New York: Methuen Ltd..1982.
Peralta Exzur, GabaysaPag-gamitngGlobo at Mapa.
Rodrigue, Jean Paul., Economic Geography, Hofsfra University, Department of Global
Studies and Geography
Extended Reading:
UNEP (2012): The UNEP Environmental Data Explorer, as compiled from World Population
Prospects, the 2010 Revision (WPP2010), United Nations Population Division. United
Nations Environment Programme. [Link]
UNEP (2010): The GEO Data Portal, as compiled from FAO, TERRASTAT I Global GIS
Databases Poverty and Food Insecurity Mapping Project. United Nations Environment
Programme. [Link]
[Link]
Journals
World Watch Institute & United Nations, Population Forecast, 2006 Revision.
Video References
Other Materials
LCD Projector
Laptop
Slide Presentations
Videos
Part V. Learner Assessment
Course Requirements Percentage
Attendance 10%
Participation 20%
Individual 10%
Group Activities 10%
Assessment 30%
ILO 1:Reflective exercises 5%
ILO 2:Critique Paper 5%
ILO 3: Work Based Problem 5%
ILO 4:Student Generated Videos and Journal Entry 5%
ILO 5:Environmental Campaign materials 5%
ILO 6: Narrative Report 5%
ILO 7: Project Presentation 5%
ILO 8: Seminar Presentation 5%
Capstone Requirement: 20%
Portfolio 10%
Research Development Project 10%
Examination 20%
Preliminary 10%
Final 10%
TOTAL 100%
Part VI. Course Policies
1. Regular Attendance is expected to all students. 3 unexcused absences will mean removal of the
student from the official list.
2. Three tardiness is equivalent to 1 day absent.
3. Active participation is expected in every session.
4. All students must always submit the requirements on time.
5. Observe proper classroom decorum.
6. Long, short quizzes (announced or unannounced) will be given every after end of the lesson unit.
7. Activities such as role playing, case studies, self-assessment, articles etc. shall be presented and
submitted on the required format and specified date and time. Students are graded based on the
grade rubrics.
Prepared by: Reviewed by: Noted by: Approved:
RODOLFO B. VALDENARRO Jr., MAT AURORA S. SION, MAT ROLANDO R. CRUZADA JR., MPA ELAINE ROSE G. NACHON, Ph. D.
Email: [Link]@[Link] Undergraduate Chairperson, CIDQA Associate Dean, College of Teacher
Contact #: 0910703806/ Program Coordinator Education
09979104391