4basgeo

HOLY ANGEL UNIVERSITY School of Education

Angeles City HAU MISSION AND VISION

We, the academic community of Holy Angel University, declare ourselves to be a Catholic University. We dedicate ourselves to our core purpose, which is to provide accessible quality education that transforms students into persons of conscience, competence, and compassion.

We commit ourselves to our vision of the University as a role-model catalyst for countryside development and one of the most influential, best--

‐managed Catholic universities in the Asia--‐Pacific region.

We will be guided by our core values of Christ--‐ centeredness, integrity, excellence, community, and societal responsibility. All these we shall do for the greater glory of God.

LAUS DEO SEMPER!

School of Education

Vision

The leading Catholic institution of teacher education in the region that serves as a benchmark for quality instruction, research and other best teaching learning practices.

Mission

To provide quality education that enables students to be critical thinkers, mindful of their responsibilities to society and equipped with holistic education catering to the heart and soul as well as to the body and mind.

Goals

To offer programs and projects that promote Christ centeredness, integrity, excellence, community and societal responsibility, leadership, scholarship, lifelong learning, effective communication, innovation, gender sensitivity and technological integration

Objectives

1. To provide students with the opportunities and exposure to develop them and become highly competent educators, leaders and experts who continuously work for the advancement of educational thinking and practice

2. To instill in the students the spirit of community involvement through relevant programs/projects and become more responsive

to the challenges of a progressive and dynamic society

3. To continuously hire academically and professionally qualified and competent faculty equipped with expertise and exposure needed in the practice of the profession

4. To serve as a benchmark for quality instruction, research and best teaching learning practices

Teacher Education Program Outcomes

1. Have the basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning 2. Have a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in

their students

3. Have a deep and principled understanding of how educational processes relate to a larger historical, social, cultural, and political processes

4. Have a meaningful and comprehensive knowledge of the subject matter they will teach

5. Can apply a wide range of teaching process skills ( including curriculum development, lesson planning, materials development, educational assessment, and teaching approaches)

6. Have direct experience in the field/classroom ( e.g. classroom observation, teaching assistant, practice teaching) 7. Can demonstrate and practice the professional and ethical requirements of the teaching profession

8. Can facilitate learning of diverse types of learners, in diverse types of learning environments, using a wide range of teaching knowledge and skills

9. Can reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the content/subject matter, and the broader social forces encumbering the school and educational process in order to constantly improve their teaching knowledge, skills, and practices

10. Can be creative and cooperative in thinking of alternative teaching approaches, take informed risks in trying out these innovative approaches, and evaluate the effectiveness of such approaches in improving student learning ; and

11. Are willing and capable to continue learning in order to better fulfill their mission as teachers.

COURSE SYLLABUS IN 4BASGEO Faculty:

Course Title: Basic Geography Course Code: 4BASGEO Number of Units: 3 Contact Hours Per Week: 3

Pre-requisite subject/s: None

COURSE DESCRIPTION: Basic knowledge on regional climate, terrain, population density and climate adaptation of people in a particular environment.

COURSE LEARNING OUTCOMES:

At the end of the course, the students are expected to:

1. Familiarize on the specific characteristics of the region where they live;

2. Design some specific interventions to make the community more friendly to people residing in that place;

3. Compare and contrast features of the different regions in the Philippines as well as around the world;

4. Decide on specific region where they can stay and be happy given the chance; and

5. Integrate values on environmental safety and community awareness on conservation, preservation of plants and animals

within the ecosystem.

COURSE CONTENT:

Timetable Desired Learning

Outcomes Course

Content/Subject Matter

Teaching and Learning Activities

(Methodology)

Assessment Task/Student

Output

Evaluation

Tool Resource

Materials

1 hour Identify and articulate the importance of the course content as well as appreciate

classroom

management that is conducive to learning

Course Orientation

&

Classroom Management

Ice breaker: “The boat is sinking…”

The faculty poses the question: “What

are your expectations on this course”

Activity: Think-Pair- Share Activity

Group’s written output

summarizing the members’

answers

On a ¼ sheet of paper, 100

% of the class should be able to fill out and submit an answer or explanation on what are their

expectations on this course

Student Manual Course Outline

1^ST Week

Analyze and explain the definitions of geography Explain the relationship of geography to the other disciplines of the social sciences and natural sciences

A. The Meaning of Geography

1.As A Social Science

2.As A Natural Science

Graphic

Organizers(To define geography)

Wheel Graph

(Disciplines linked to Geography)

Essay Forming generalization about the meaning of geography & its relationship to social sciences and natural sciences.

Written output

Gutierrez, et. Al.

Basic Geography, Lesson 1

Salita, D.

Geography &

Natural Resources of the Phil.,pp. 1-4

2

^nd

week •Compare and

contrast the two major

A. Fields of Modern

Geography • Venn Diagram (To find

 Concept Mapping

 Rubric Concept

Gutierrez, et. Al.

Basic Geography,

fields of geography

•Identify the

subdivisions of the 2 major fields of geography

•Give the importance of geography in everyday living

1. Physical Geography 2. Human

Geography C. Importance of Geographic Studies

similarities and differences between the two major fields of geography)

 20 – point quiz Map

 20 – point quiz

Lesson 1 Salita, D.

Geography and Natural Resources of the Phil. pp. 5-6

3

^rd

week

^ Define & explain the 5 important

geographic themes

 Use questions to determine the different themes of geography.

Make a travel brochure using the 5 themes of geography

II. The Five Themes of Geography

B. Location C. Place D. Movement E. Human-

Environment Interaction Regions

PLAN A TOUR – using the 5 geographic themes

(Group Work)

• Decide where you will go

• Plan a Travel Route

• Learn about the Language

• Create A Travel Brochure

Group Oral

Presentaion (Jigsaw Activity)

Written Output

^ Rubric for Travel Brochure

 Quality of Research

 Creativity

 Clarity 15-point quiz

Getis, et. Al..

Introduction To Geography. pp 4- 13

www.hazelwood.

k12.mo.us

4

^th

Week

^ Explain the importance of the map & globe in the study of geography

 Discuss the parts of a map

 Point parts of a map using different kinds of maps.

 Interpret

information/data found in charts, tables, graphs

I. Tools of Geography B. Maps, Globes C. Graphs,

Tables &

Charts Map Projections

Concept Cluster

• Venn Diagram ( To differentiate map from a globe)

• Map Reading

• Explain the reason for different map projections

Drill and Exercises on absolute and Relative location Time Difference generalizations about maps, globes, and other tools of geography Interpreting data on a line

Quiz Rubric for chart and graph making

Gutierrez, Basic Geography, Lesson 3

Getis, A.

Introduction To Geography pp. 19- 49

Geography Tools

& Concepts pp.

14-19

graph, circle graph

5

^th

– 6

^th

Weeks

 Identify the common words used in giving directions

 Discuss similarities and differences between absolute &

relative or vicinal locations.

 Find the specific absolute location of places using the map.

 Give the importance of studying lines on the globe.

 Discuss the characteristics &

importance of the hemispheres

C. Finding

Directions & Locating Places

• Cardinal

directions/Secondary Directions

• Relative Location

& Absolute Location

• Special Parallels

• Special Meridians

• Hemisphere

Finding Directions &

Locating Places using the map

•Venn Diagram (Similarities/differenc es between absolute &

relative locations)

• Fact storming Web

Drill and Exercises on absolute and Relative location Time Difference

Quiz and Exercises Rubric for Concept mapping

Gutierrez, et. Al.

Basic Geography Lessons 4,5,6

MIDTERM 1

^st

Week

 Analyze the makeup of the earth in terms of land, water, & air.

 Differentiate rotation from revolutions

 Discuss the

consequences of the movements of the earth

 Describe the earth’s shape, size, & structure

IV. The Earth As Home of Mankind A. Layers of the

Earth

B. Movements of the Earth Shape, Size, &

Structure of the Earth

K – W – L Technique Concept Mapping Data Retrieval Chart

Matrix Concept Map And Chart

Rubric for Concept Mapping Essay Quiz

Bochm, World Geography Chapter 2

2

^nd

Week

 Identify the earth’s The Physical Elements Group Presentation Analogy Puzzle

Rubric for

Bochm & Swanson, World Geography,

major landforms &

water forms

 Describe the different processes occurring below & above the Earth’s surface that give way to the formation of landforms

 Write the needed information about water forms of the Earth

 Appreciate the different resources that provide by the different landforms and waterforms

of Geography A. Landforms &

Waterforms

Designing Graphic Organizer and

Semantic Web showing the different landforms and water forms

Concept Mapping

Semantic Web

concept map

^{pp. 30-34} Gutierrez, et al.

Basic Geography, Lessons 12, 13, 16 Getis, Introduction To Geography, Chapter 3

3

^rd

Week

^ Describe the different Kinds of rocks found in the environment &

how they are formed.

 Compare the characteristics of metallic &

nonmetallic minerals Appreciate & value the uses of minerals in various aspects of everyday life

Rocks & Minerals Concept Mapping to show the categorization of rocks & their

formation

Oral Presentation using powerpoint

Written Output Concept Map Essay Quiz

Rubric for written output and concept map

Essay Quiz Rubric

Gutierrez, et. al.

Basic Geography, Lesson 13

Lesson 14

4

^th

Week

^ Analyze the Earth’s climate zones

 Discuss the

importance of soil &

the factors in its formation

C. Climate & Soil D. Vegetation &

Animal life

 Concept Mapping in discussing the climate of the world

 Group Report Group 1 –

Group Creative Presentation/Rep orting

Concept Mapping

Rubric for creative presentation and concept map Rubric

Getis, Introduction To Geography, Chapter 4

www.geofictie.nl/

ctkoppen.htm

 Classify & describe natural vegetation in the different

latitudinal zones

 Classify animals accrdg. to their habitat

Vegetation in the low latitude Group 2 – Vegetation in the Middle Latitude Group 3 – Vegetation in the High Latitude

Gutierrez, et. al.

Basic Geography Lesson 15,17,18

5

^th

week

^ Explain the

population concepts

 Interpret trends in population thru a world population map

 List factors responsible for population growth

 Enumerate ways by which to control population growth

II. The Cultural Elements of Geography A. Earth’s

Population

 Number

 Composition Distribution

 Analysis of countries

- China’s one child policy - Japan’s aging

population Data Retrieval Chart

Case Study Accomplishing Data Retrieval Chart

Essay Quiz Research Journal

Rubric for Case Study and Data Retrival Chart

Getis, Introduction to Geography Chapter 6

5

^th

week

^ Give the meaning of culture

 Compare & contrast language families by interpreting a world language map.

 Name the maps religions of the world

& discuss their place of origin

 Use a political map to locate countries &

geographic characteristics of countries (states)

 Compare the factors that have contributed to cultural contact &

B. Components of Culture

1. Language 2. Religion

3. Political Systems 4. Economic Activities

 Lecture – discussion

 News Reporting Data Retrieval Chart

 Identify religions using pictures/symbol s (15 point quiz)

 Identifying heads of gov’t states of countries in the world (15 point quiz)

Identify the economic activities by giving their characteristics (15 point quiz)

Rubric for News Reporting

Getis, A.

Introduction To Geography , Chapter 7 – pp.

230-270

Chapter 9 – pp.

310-346

Chapter 10 – pp.

353-393

cultural barriers

 Enumerate the types of economic activities

& give examples for each

6

^th

week

^ Appreciate & value the different resources useful to man’s everyday life through readings

Integrating Literature in Geography

Readings:

 TANKA

 HAIKU

 “Rough Country”

 Answering questions based on the poems.

 Individual reflections

Rubric for Essay And Reflection

Gepgraphy: Tools

& Concepts, pp.

102-103

FINALS 1

^st

week

Enumerate & discuss the different

environment problems caused by man’s modification of the environment.

 • Recommend solutions to the different environmental problems

VII. Human Impact on Environment

Group Presentation Poster Making (Group Activity) Reading Report

Rubric for poster

Getis, Introduction To Geography, Chapter 5

2-3

^rd

Week

^ Describe the physical

& human features of each continent

 Extent the

significance of the continents of people’s activities

 List ways in which physical

environment can affect people’s lives

& cultures

 Locate the 7 continents of the world on the map

VIII. Continents of the World

C. North America D. South America E. Europe F. Asia G. Africa H. Australia I. Antarctica

Data Retrieval Chart

 Physical characteristics

 Area in sq. miles

 Population Graphic Organizer

Using the chart

 Rank the continents according to size

 List the first 5 largest countries in each continents List the first 5 countries with the biggest population

Rubric for Graphic Organizer and Data retrieval Chart

Gutierrez, Basic Geography, pp. 60- 81

or globe.

4

^th

– 5

^th

Week

 Discuss the advantages &

disadvantages of the location, shape &

size of the Philippines

 Identify & locate the major land forms and water forms in the Philippines.

 Discuss how climate has affected the Filipinos way of life.

 Discuss the relationship between national resources and the economic activities

IX. The Philippines: Its Geographic Features

A.Location, Shape

& Size B. Landforms &

Water forms C. Climate and

Weather D. Natural

Resources.

E. Economic Activities Population Features

Group Oral Presentation Designing Concept Mapping and Graphic Organizer

Lecture-Discussion Map Reading Data Retrieval chart

Written Output Essay Quiz Concept Map Data Retrieval Chart

Reading Report about the

geography of the Philippines

Rubric for Oral

Presentation and Written Report Rubric for Graphic organizers Rubric for reading article

 Salita,

Geography and the natural resources of the Philippines.

Chapters 2, 3, 4, 10- 15, 18-19

Textbook:

Gutierrez, Darlene J., Lydia N. Agno, Celenia Balonso; Rosita Tadena BASIC GEOGRAPHY, JMC Press Inc., Quezon City, 2000

Course Requirements:

 Class Attendance

 Quizzes

 Recitation

 Individual and Group Presentation

 Research Work

 Reading Report

 Case Study

.

References: including e-books, journals, etc.

Classroom Policies:

1. Attendance and Punctuality.

The student is expected to come to class regularly and on time. For absences, please refer to Policy on Absences below.

2. Active class participation.

The student is expected to participate actively in class recitations, discussions, and other activities as the case maybe.

Please refer also to Expectations from Student below.

3. Group work requirements.

The student is expected to work harmoniously with her groupmates and contribute to the preparation of their group work.

4. Peer group evaluation.

The student shall also be evaluated by her peers and feedback shall be taken into consideration.

Expectations from students:

The student’s responsibility is to come to each class prepared. She is also expected to take all examinations on the date scheduled. She is expected to attend each class and participate actively in the discussions.

ACADEMIC DISHONESTY:

All students are expected to be academically honest. Cheating, lying and other forms of immoral and unethical behavior will not be tolerated. Any student found guilty of cheating in examinations or plagiarism in submitted course requirements will (at a minimum) receive an F or failure in the course requirement or in the course. Plagiarism and cheating refer to the use of unauthorized books, notes or otherwise securing help in a test; copying tests, assignments, reports or term papers; representing the work of another person as one’s own; collaborating without authority, with another student during an examination or in preparing academic work; signing another student’s name on an attendance sheet; or otherwise practicing scholastic dishonesty.

POLICY on ABSENCES:

The allowed number of absences for college students enrolled in a 1-hour class is a maximum of 10 absences and 7 absences for a 1-1/2 hour class - based on student handbook. Request for excused absences or waiver of absences must be presented upon reporting back to class. Special examinations will be allowed only in special cases, such as prolonged illness. It is the responsibility of the student to monitor her own tardy incidents and absences that might be accumulated leading to a grade of “FA.” It is also her responsibility to consult with the teacher, chair or dean should her case be of special nature.

Grading System:

CSP- Class Standing in the Prelim Period Transmutation Table For the Average*

CSM- Class Standing in the Midterm Period Average Point-Grade Equivalent

CSF- Class Standing in the Final Period 97-100 1.00

P - Prelim Exam 94-96 1.25

M - Midterm Exam 91-93 1.50

F - Final Exam 88-90 1.75

85-87 2.00

Midterm Average= 70%( Class Standing)+ 30%(Major Exam. Ave.) 82-84 2.25 Class Standing=

2 CSM CSP 

79-81 2.50

Major Exam Ave.=

2 M P 

76-78 2.75

Final Average= 70%(Class Standing) +30% (Major Exam. Ave.) 75 3.00 Class Standing=

3

CSF CSM

CSP  

BELOW 75 5.00

Major Exam Ave.=

3 F M P  

*Manual input for the computerized class record program Note: Raw scores will be transmuted using the department’s transmutation table.

Passing is 60% for Major Subject REFERENCES:

Boehm, Richard. World Geography, Mc Graw-Hill, 2000.

Boehm, Richard & James C. Swanson. World Geography: A Physical & Cultural Approach Mc Graw Hill, New York, 1992.

Getis, Arthur. Introduction To Geography, Mc Graw – Hal, Boston, 1998.

Geography; Tools & Concepts, Prentice Hall, 2001.

Salita, Domingo, Geography and the Natural Resources of the Philippines. Goodwill Bookstore, 1997.

Electronic Journals

Access to the following electronic academic journal services to which the University subscribes, such as GALE Cengage Learning and EBSCOhost are granted by logging on to: (http://www.hau.edu.ph/intranet/index.php)

1. Focus on Geography 2. Geographical Magazine 3. Journal of Cultural Geography 4. Journal of Historical Geography 5. The Geographical Review

CONSULTATION HOURS:

Days Time Room