Romblon State University

Laboratory Science High School

Odiongan, Romblon

SUBJECT SYLLABUS
ENVIRONMENTAL SCIENCE GRADE 7
S.Y. 2017-2018

RSU VISION
Romblon State University will be a premier institution of higher education in the MIMAROPA Region for globally competitive province of Romblon.

RSU MISSION
Romblon State University is committed to provide advanced education, higher technological, professional instruction and training in agriculture and
fishery, forestry, science and technology, education, arts, and other relevant fields of study. It shall undertake research and extension services, and progressive
leadership in its areas of specialization.

LSHS GOAL
The Science High School is committed for the total human development of the students, exposing them to science related field of opportunities,
training, skill development, and thus producing future scientists Technologists, mathematicians and educators giving emphasis to core subjects of the curriculum.

OBJECTIVES OF LSHS

1. Create among students an awareness of the importance of being fully equipped and ready for higher education.
2. Provide students basic knowledge and tools leading to the mastery of the different subject matters and basic computational skills.
3. Motivate students to take up agricultural, technical and professional course to meet the present and future manpower demands of the country.
4. Develop students who would be globally competitive in the field of science and mathematics.
5. Produce students who would be responsible, useful and productive Filipino citizens.
I. Subject title: ENVIRONMENTAL AND EARTH SCIENCE
II. Subject No.:
III. Subject Credit: 1 unit
IV. Subject Description: The subject is intended for students to know some basic concepts about the environment and to give awareness on how they
can conserve resources and protect the only habitat that we have.

V. Classroom Policies:

1. Attendance will be strictly monitored and a student who is not in complete school uniform, except on Wednesday, shall be marked absent.
2. Punctuality will be observed at all times. A student who comes to class 15 minutes late will be marked late and will not be given any missed
activity.
3. Unexcused three consecutive absences can put a student in drop status.
4. Any absent student, who has a valid reason must present either a duly singed letter by their parents or guardian or a medical certificate
upon returning class.
5. Special examination is only given for excused absences.
6. A student must exercise Academic Honesty. Any form of dishonesty or deceit, especially cheating during exam or any class work, copying
other’s work and forging signatures will automatically receive a failing mark or will be reprimanded or suspended.
7. Cellphones and other gadgets are not allowed during class hours especially in taking quizzes and major exams.

VI. Subject requirements:

a. Pass all major exams

b. Pass all quizzes
c. Pass all laboratory exercises
d. Participate in oral recitations
e. Submit all written assignments
f. Pass all projects
VII. Subject Grading System:
Written Works (40%)
Quizzes 40%
Assignments 20%
Long Test 40%
Performance Task (40%)
Lab. Act. 40%
Attendance 10%
Participation 25%
Projects 25%
Quarterly Assessment (20%)
Periodical Test 20%

VIII. Subject Objectives:

1. To make the students aware of the meaning of environment and its relationship with society.
2. To familiarize the students with basic concepts namely - ecology and environment.
3. To develop a sense of community responsibility by becoming aware of scientific issues in the larger social context;and
4. To demonstrate their ability to communicate effectively in written and oral form, demonstrating the ability to create an appropriate annotated
bibliography and the ability to use effective presentation skills.
 IX. Subject Content:
Student Learning
Assessment Evidence of Input/
Topics And Time Allotment Specific Objectives Outcomes (SLO) and
Strategies Outcomes Remarks
Activities

FIRST GRADING PERIOD – BASIC ECOLOGICAL CONCEPTS

1. INTRODUCTION 1. Explain the scope Diagnostic short quiz
and meaning of Rubric score for output
 Scope and meaning of Students can prepare and
ecology Oral individual by teacher, peer and
ecology present a graphic organizer
2. Discuss briefly the discussion students
 History of ecology describing the areas covered
history of ecology Rating of oral recitation
 The relationship of by ecology.
3. Discuss the Analyzing work
ecology with other Students can choose one
relationship of products
sciences scientist and his contribution.
ecology with other
 Laws of ecology: science
Write the short biography of
applications to human their chosen scientist.
4. Explain the areas
society covered by ecology
1. Describe an Teachers rating of
2. THE ECOSYSTEM Students can list down and
ecosystem groups and individual
identify the different
 Meaning of ecosystem 2. Identify the
components of the ecosystem Visiting community / active participation
 Components of components of an Students raw score
they have observe. school resources
ecosystem ecosystem Rating students answer
Student can visit a certain Oral individual
 Feeding relationships and 3. Illustrate and define
part within the vicinity of the discussion
tropic levels food chain and food
school either a garden or a Paper and pencil test
 Energy Flow and web
pond. They are going to
pyramids of Energy and 4. Discuss the energy
define the ecosystem based
Biomass flow and pyramids of
on what they have observed.
energy and biomass
 3. THE BIOGEOCHEMICAL
Students can construct a Chart presentation Rating of level and
CYCLES 1. Explain the Carbon-
chart of each cycle using
 Importance of different oxygen, water, quality of products and
cartolina and colored paper presentation
cycles (Carbon-oxygen, nitrogen, and
then explain the chart in the
water, nitrogen, and sedimentary
class.
sedimentary)

1. Differentiate Students can visit or study Visiting community / Rubric score for output
4. POPULATIONS AND population and their chosen ecosystem then school resources by teacher, peer and
COMMUNITIES community. state if there is any Oral individual students
 Definition of Populations 2. Identify the limiting relationship between the discussion Rating of oral recitation
and Communities factors that affect diversity of species in an Paper and Pencil Test
population growth.
 Characteristics of ecosystem to its stability.
3. Explain the different
Populations
kinds of community
 Community Relationships
relationships.
 Species and Diversity 4. Discuss the
and Stability relationship of
 Ecological Succession diversity and stability
in an ecosystem.

SECOND GRADING PERIOD – ENVIRONMENTAL THREATS

Students can breakdown the
5. HUMANKIND AND THE causes and consequences of Individual take
1. Explain the impact of Rubric score for output
ENVIRONMENT sociological and economic homework
society, economy, by teacher, peer and
 Sociological and impact, technological and Administer an essay
technology, and students
Economic Impact political impact in our test
politics in our Written test grade
environment. Oral individual
 Technological Impact environment. Rating the level
Students can collect article discussion
 Political Impact 2. Discuss the effects of performance in
about natural calamities in Analyzing work
 Earthquakes earthquakes, discussion
our country then summarize products
 Volcanic Eruption volcanic eruption,
the article and give their Group work
Rubric scoring for group
 Typhoons and Floods typhoons and floods
reactions.
output
Discuss the reaction in class.
 6. THE POLLUTION PROBLEM 1. Define pollution
Students can present an
 Meaning of Pollution 2. Describe the causes Oral individual Rubric score for output
act/role play about the effects
 Personal Pollution and effects of air, presentation by teacher, peer and
of pollution to mankind,
water, land, noise, students
 Air Pollution prepare a graphic organizer
and radiation Individual work for
 Water Pollution that explains its causes and
pollution. designing effective
 Land Pollution 3. Conceptualize the
effects.
pollution reduction
 Noise Pollution best way for pollution
Students can design a best
 Radiation Pollution reduction
way to reduce pollution.

THIRD GRADING PERIOD – PROSPECTS FOR THE FUTURE

7. ENERGY AND ENVIRONMENT 1. Explain the brief
history of energy Students in group can design Group wok Research output
 Brief history of Energy
Consumption consumption an effective way to conserve Administering paper grading
2. Enumerate and energy. and pencil test Written test grade
 Uses and Sources of
explain the uses and Students can research about Individual research Rating of quality of
Energy
sources of energy the industrial revolution then work students output
 Energy Crises and
3. Suggest ways of discuss in class how it Rubric score for output
Conservation
conserving energy brought about increased by teacher, peer and
 Alternative Sources of 4. Discuss the Sources energy consumption. students
Energy of Energy
 Students in group can Group presentation Written test grade
1. Analyze the world discuss the steps that our Administering Rating of quality of
8. Population, Food, Hunger population government has taken to individual work/ output/ students output
 Biotic Potential and 2. Discuss the biotic implement the principle of essay Rubric score for output
Carrying Capacity potential and carrying sustainable development. by teacher, peer and
 World Population capacity Students can write an essay students
 Manila, A case of 3. Enumerate and describing environmental
explain the causes of education.
Overpopulation
population decrease Students can cite the different
 Food and Hunger
and increase activities design to help
 Hunger in the Philippines 4. Realize the
 Worldwide Food protect the environment.
importance of
Production sustainable
 Sustainable development
Development: A Shared 5. Analyze and imply
Responsibility the environmental
 Environmental Education education

FOURTH GRADING PERIOD – THE EARTH AND BEYOND

1. Cite the importance
9. The Invisible Blanket of atmosphere Students can make an Rubrics for the output Rating of level and
 Life and the atmosphere 2. Describe the different illustration on how human of the student. quality of output.
 Layers of atmosphere layers of the activity affect the atmosphere.
 Atmospheric pressure, atmosphere
3. Explain how the
winds and precipitation
energy from the sun
 Weather disturbances
enters the
 Typhoon preparedness
atmosphere
 Trouble in thle air 4. Describe the forms of
 Climate change precipitation
 Possible solutions 5. Explain the different
weather disturbances
 6. Cite the reasons for
the occurrence of
monsoons, sea and
land breezes, and
ITCZ
7. Describe the effects
of weather system in
the Philippines
8. Infer that weather
and climatic patterns
are affected by
changes in the
environment.
9. Illustrate how human
activities affect the
atmosphere
10. Identify and explain
the different air
related problems

References: Florenda L. Santiago, Salvacion L. Dorado, et,al. Environmental Science A Shared Responsibility Towards The Earth

Prepared by: Submitted to:

Brix S. Villanueva Prof. Arnel F. Dela Austria

Lecturer OIC Director,LSHS