BASIC GEOGRAPHY OBTLP

September 06, 2024

BASIC GEOGRAPHY OBTLP

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VISION: A premier community-based institution forming holistic individuals.

MISSION: Tagoloan Community College provides quality instruction, research and extension for a competitive and contended global workforce preferably as entrepreneurs with passion and commitment to serve.

PHILOSOPHY: Tagoloan Community College upholds the premise that education is a success if and when the people live a decent and prosperous life through adherence to standards of morality, employment in enterprise and competent

practice of entrepreneurial skills

CORE VALUES : Tranformational, Community – based Competence (Integrity, Accountability, Discipline, Entrepreneurialship & Professionalism)

A. PROFILE

Professor : Dr Frederick W Gomez

College : Education

Department : Social Studies

School Year/Semester : 2019 – 2020 /2

Sem

Lecture Hall/Rm Nos : Bldg No. 3

LET Number : 1100345

Cell Phone No : 09266584071

E-mail Add : gomez_072364@yahoo.com

Consultancy Hours : :8:00-11:30/2:30-4:00

Publication :

http://www.google.com.ph/Scrib (PoS, Res, Philo, Hist, Educ)

https://www.academia.edu/37423416/ABC_of_Research_Methods

https://www.academia.edu/37423410/Research-Methods_IG.pdf

https://www.scribd.com/document/347586950/Teachers-and-Principals-Clinical-Instruction-Supervision-in-the-Classroom

https://www.academia.edu/35598249/TAWA_tawa.docx

https://www.academia.edu/36464302/Social_Dimension_in_Education

https://www.scribd.com/document/296468131/Political-Science-100

https://www.scribd.com/document/257211473/Human-11

https://www.scribd.com/document/257330154/Social-Studies-105/World Hst & Civ 2

https://www.scribd.com/doc/295947740/CIV-2-Outline

https://www.scribd.com/document/266167607/SOCSTUD-102-World-Hist-Civ-1

https://www.academia.edu/40072353/Educ5-Building_and_Enhancing_New_Literacies_Across_Curriculum

https://www.academia.edu/40423144/Educ_5_-Building_and_Enhancing_New_Literacies_Across_the_Curriculum

https://www.academia.edu/people/search?utf8=%E2%9C%93&q=Educ4

Tutorial/Personal Hours : by appointment

Tutorial/ Virtual Hours : Yahoo-messenger/Skype

B. COURSE

Course Title

SocSc 105

Subject Discription

Basic Geography

Course Description

CMO No. 75, s. 2017

The course studies the world, its physical, peoples, communities and cultures with an emphasis on relations to the place, space, location, scales and regions. It analyses the geo-politics and its principles,

cultures of the world and its relation to the environment. It focuses on how interaction of mankind towards the environment changes overtime.

Course Credits

3units

Contact Hours/week

3hours/week

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VISION: A premier community-based institution forming holistic individuals.

practice of entrepreneurial skills

CORE VALUES : Tranformational, Community – based Competence (Integrity, Accountability, Discipline, Entrepreneurialship & Professionalism)

Prerequisite

Minor subjects

Course Outcomes /Program

Outcomes

1. Utilize appropriate various sociocultural and historical materials in explaining current issues;

2. Organize communities towards self-reliance and self-sufficiency;

3. Demonstrate leadership skills that will help in teaching or training students who will empower their communities;

4. Integrate local and global perspectives in teaching the principle of the common good;

5. Employ the principle of sustainable development in teaching and learning;

6. Show scholarship in research and further learning; and

7. Display the qualities of an innovative teacher who has mastery of the subject matter.

C. OBJECTIVES

Course Objectives / Performance Indicators

CMO No. 75, s. 2017

Summative

Assessment Task

Details

1. a. Relate current events with available historical

data to help students develop critical

perspectives towards social studies;

b. Draw the connections between and among

people, events and places to analyze local and

global social issues;

After the discourses

and activity to be done

like the chalk-talk, team

activity, buzzing,

interactive, discussion,

individual activity and

cooperative/collaborative

learning are utilized as a

mechanism for the

teaching learning

processes, the

IGNATIAN

PEDAGOGY (CEREA),

“Think Piece” and team

presentation, “deepening

and reflection are

offered/provided in

support to the individual

and team gaps during the

facilitation.

Assessment & evaluation

tool are provided within

this OBTLP

Announce and

Unannounce quizzes are

The course studies the world, its people, communities and cultures with an emphasis on relations of and across space and place. It

analyses the geo-politics and its principles, cultures of the world and its relation to the envrionemnt. It focuses on how culture is shaped

by the environment and vice versa.

The course studies the world, its people, communities and cultures with an emphasis on relations of and across space and place. Its

analyses, the geo-politics and its principles, cultures of the world and its relation to the envrionemnt. It focuses on how culture is shaped

by the environment and vice versa. Thus, the study focuses on the following:

1) Physical: as Earth being the home of Mankind

2) Interaction: of Human and Physical Geography as Home of Mankind;

2) Glocal Environmental Agenda: of places, space, location, scales and region

3) Research: Publishable Paper

While these topics are perfected in the basic geography (physical & human) aspects it is frequently the case that the physical and

human aspects of the subject are taught entrirely separately. Such an approach is perfectly acceptable, but every opportunity should be

taken to show the links between and within the physical and human parts of the OBTLP.

Attention should be given to the interaction of factors (socio-political; socio-economic; socioethnocentrism; multiculturalism and

environmental issues) to the identification of the characteristics processes and to how they change overtime the place, space, location,

scale, region, time and circumstances. It is essential that the students must study the topics in advance to contextualize the people, places

and events in a global perspective. Wherever possible inductive approach from the local, regional, national and international agenda must

be put into cohesive issue.

However, the companion of these four (4) big topics are the team output on the IGNATIAN PEDAGOGY -- CERAE/ Think

Piece/Journal Notes/ Portfolio/Collage and other platforms or format on repertoire must be submitted at the end of the week.

Thus, the Preparation on the Publishable Paper is also introduce/discuss for the student to start their own research paper with an APA

format with the minimun pages of five (5) and to the maximum of fifteen (15) pages to twenty-five (25) pages. Referencing must be at

2. a. Design community – based activities to help

learners achieve an integrated view of social

development;

b. organized student clubs/activities for

community outreach project; and

c. Conduct public assemblies to increase social

awareness.

3. a. Train students to be involved in community-

related activities;

b. Established lingkages with govenemnt and

non-government organizations to promote public

welfate.

4. a. Access information from local and foreign

media about social issues to enhance teaching;

b. distinguish truthful from false presentation of

information from social media.

5. a. Initiate advocacy campaigns towards the

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======================================

VISION: A premier community-based institution forming holistic individuals.

practice of entrepreneurial skills

CORE VALUES : Tranformational, Community – based Competence (Integrity, Accountability, Discipline, Entrepreneurialship & Professionalism)

attainment of sustainable development goals;

b. Organize initiatives for stweradship of natural

resources;

c. Participate in activities that promote

environmental consciousness; and

d. integrate the environmental principles in

lerning and teaching.

given to test the

preparedness and

mindset of the learner.

Prelim and semifinal

exams were given to

help the slow learner to

cope-up the “gaps.”

Midterm and Final Exam

are given to assessed and

evaluate the academic

achievement and

performance of the

learner.

least 25 RRLS. And the following format must be properly observed:

1. Abstract (indented to the center- 50 to 150 word)

2. Introduction (PILOT);

3. Methods (Quali-Quanti);

4. Findings and discussion (purely paragraphing without tables/graph & relative thereto);

5. References (not later than 3 years).

6. a. Participate in research to improve the teaching

and learning of social studies; and

b. Join seminars, trainings, workshops and

related activities to improve the teaching and

larning of the social studies.

7. a. design innovative strategies that heighten

students engagement in the social studies

classroom; and

b. Produce assessment materials to measure

student’s performance.

D. COURSE OUTLINE & TIMEFRAME

Week

Course Content / Subject Matter

Physical: as Earth being the home of Mankind

Week 1

Atmosphere, lithosphere, hydrosphere & biosphere

Week 2

Space, place and location

Week 3

Scale, regions and maps

Week 4

Interaction of man & his immediate surrounding environment

Interaction: of Human and Physical Geography as Home of Mankind

Week 5

Geographic domestic and local interation (socio-political, socio-cultural, socio-economic legislative agenda)

Week 6

Multiculturalism: places and landscape identity on the geographic regions

Week 7

Group, organization and Institution (Family – Community, Church, Government & Institution)

Week 8

Regional Places and Landscape (socio-political, socio-cultural, socio-economic legislative agenda)

lll

Glocal Environmental Agenda: of places, space, location, scales and region

Week 9

Practices, Assessment and Evaluation (Land Classification)

Week 10

Identity and Empowerment

Week 11

Think Global: Act Local (National Economy and Patrimony of Nation)

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VISION: A premier community-based institution forming holistic individuals.

practice of entrepreneurial skills

CORE VALUES : Tranformational, Community – based Competence (Integrity, Accountability, Discipline, Entrepreneurialship & Professionalism)

Research Paper

Week 12-17

Preparation on the Publishable Paper

1. Introduction

2. Methods

3. Results and discussion

4. References

E. LEARNING PLAN

Desired Learning

Outcomes

(DLO)

Course Content/

Subject Matter

Textbooks/

References

Teaching and Learning Activities

(TLAs)

Assessment Task (ATs)

Resource

Materials

Time

Table

Demonstrate the

process of the water

cycle to become a

potable water by

constructing a

collage. See to it that

the abstract must be

clear

Atmosphere,

lithosphere,

hydrosphere &

biosphere

www.nationalgeographic.org ›

encyclopedia › atmosphere

www.windows2universe.org ›

earth › Atmosphere › overview

www.nationalgeographic.org ›

encyclopedia › lithosphere

The teacher will introduce the content within seven (7)

minutes. Tell the student to orgagnize themselves in a team

compose of seven (7) members and cooperatively and

collaboratively working together to achieve the DLO. Allow

the team to construct a collage depicting the process of the

water cycle in a short size bondpaper. Let the team share

regarding the “importance” of this cycle.

Allow the team member share their idea about how the

potable water is made viable & feasible to everyone

consumption using the process of evaporation, condensation

and precipation. And let them discuss/share how life

becomes possible from air, water and land. Let them relate the

story in Genesis and the RRLS of science. Allow them to

come-up their own idea, judgment and decision regarding the

existence of the “flora and fauna.”

Tell the team to prepare their repertoire

Submit a short size bondpaper that would

demonstrate the process of the water cycle

through collage construction.

Let the team submit the output at the end of

the week.

Assessment /rubric is found below the

OBTLP

Prelim & Semi-final exams were given to help the slow learners.

Midterm and final exams were given to assessed their major

accomplishment, achievement and Performance

Computer internet

conection, laptop,

printer, globe,

map, compass,

ballpen, pencil,

short size

bondpaper, and

coloring

Week 1

Jan 13-17

Photograph – Point-

out, locate and

measure the space,

place & location

using the map

Space, place and

location

https://geography.rutgers.

edu/undergraduateprogram

https://academic.oup.com/

past/article/239/1/e23/2957256

https://www.jstor.org/stable/40570691

https://www.researchgate.

net/profile/Sucharita_

Sen/publication/271700190_

Making_Sense_of_ Location_Place_

and_Space

The teacher will introduce the content within seven (7)

minutes. Tell the student to orgagnize themselves in a team

compose of seven (7) members and cooperatively and

collaboratively working together to achieve the DLO.

Allow the team to photograph in one setting to depict

holistically the space, place and location. And let them locate

using the grid reference map by encircling the place.

Tell the team to prepare their repertoire

Submit a grided map in a short size

bondpaper that would show the intersected

important area of the space, place and

location. And write below the longitude and

latitude coordinate lines.

Let the team submit the output at the end of the week.

Assessment /rubric is found below the OBTLP

Prelim & Semi-final exams were given to help the slow learners.

Midterm and final exams were given to assessed their major

accomplishment, achievement and Performance

Computer internet

conection, laptop,

printer, map,

compass, ballpen,

pencil, short size

bondpaper,

coloring and

cellphone

Week2

Jan 20-24

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VISION: A premier community-based institution forming holistic individuals.

practice of entrepreneurial skills

CORE VALUES : Tranformational, Community – based Competence (Integrity, Accountability, Discipline, Entrepreneurialship & Professionalism)

Map reading - using

the scale, compass

and the map

Scale, regions and

maps

www.ga.gov.au › scientific-topics ›

topographic-maps-data › basics

www.nature.com › articles › sdata2018165

www.gtav.asn.au › documents › item

The teacher will introduce the content within seven (7)

minutes. Tell the student to orgagnize themselves in a team

compose of seven (7) members and cooperatively and

collaboratively working together to achieve the DLO.

Allow the team to prepare the grided world map and locate

the definite location of the Philippines by intersecting the

coordinate lines and circle the target place. Can you plot – out

the location on the capital city of the active members of the

Southeast Asian Countries? If so, list down in your own

journal for future references.

Tell the team to prepare their repertoire

Submit a short size grided world map and

mark a straight line from 120

Longitude to

latitude little above the equator and circle

the name of the intersected country on the

coordinated line.

Let the team submit the output at the end of the week.

Assessment /rubric is found below the OBTLP

Prelim & Semi-final exams were given to help the slow learners.

Midterm and final exams were given to assessed their major

accomplishment, achievement and Performance

Computer internet

conection, laptop,

printer, globe,

map, compass,

ballpen, pencil,

short size

bondpaper, and

coloring

Week3

Jan 27-31

Construct a collage

that will show the

interaction of man in

his/her immediate

surrounding

environment

Interaction of man & his

immediate surrounding

environment

1. Residential

2. Agricultural

3. Commerce

4. Industrial

www.open.edu › openlearncreate ›

mod › oucontent › view

www.eajournals.org › wp-

content › uploads › T -A-Better-Und

www.researchgate.net ›

318338777 MAN'S_SOCIAL

_ENVIRONMENT

The teacher will introduce the content within seven (7)

minutes. Tell the student to orgagnize themselves in a team

compose of seven (7) members and cooperatively and

collaboratively working together to achieve the DLO.

Allow the team to share & discusss the area where they are

affected as experience on having a residential, agricultural,

commercial and industrial space, place and location and how

does this affect to their day to day daily life.

Are you in favor that the agricultural area would be converted

into subdivision? Residential into industrial or commercial?

What is the team possession for social legislation?

Tell the team to prepare their repertoire

Submit a collage (course content) on a short

size bondpaper about man’s interaction to

his/her immediate environment

Let the team submit the output at the end of the week.

Assessment /rubric is found below the OBTLP

Prelim & Semi-final exams were given to help the slow learners.

Midterm and final exams were given to assessed their major

accomplishment, achievement and Performance

Computer internet

conection, laptop,

printer, map,

compass, ballpen,

pencil, short size

bondpaper, and

coloring

Week4

Feb 3-7

Make the Ignatian

Pedagogy (CERAE)

that will show the

Glocal interaction of

the inhabitants

Geographic domestic

and local interation

(socio-political, socio-

cultural, socio-

economic legislative

agenda)

www.researchgate.net › publication ›

45857334_Distance_Is_Not_Dead.

http://dx.doi.org/10.4135/9781

446216767.n9

https://sk.sagepub.com/books

/remaking-the-global-economy/n9.xml

The teacher will introduce the content within seven (7)

minutes. Tell the student to orgagnize themselves in a team

compose of seven (7) members and cooperatively and

collaboratively working together to achieve the DLO.

Allow the student to process their interaction, dialogue and

discourses with the focus on how mountains, valleys, hills,

oceans, lakes and etc. contributed progress and development

in the area and what suggestion they could make for socio-

economic legislation. Would earthquake be a problem or

obstacle of development? What action would you do? How

did you do it?

Tell the team to prepare their repertoire

Submit the Ignatian Pedagogy (CERAE) in

a short size bondpaper on how the

geographic factors affects the socio-

political, socio-cultural & socio-economic

life of the people.

Let the team submit the output at the end of the week.

Assessment /rubric is found below the OBTLP

Prelim & Semi-final exams were given to help the slow learners.

Midterm and final exams were given to assessed their major

accomplishment, achievement and Performance

Computer internet

conection, laptop,

printer, globe,

map, compass,

ballpen, pencil,

short size

bondpaper, and

coloring

Week5

Feb 10-14

Make/Construct a

collage that will

show the

ethnographic

Multiculturalism:

places and landscape

identity on the

www.researchgate.net › publication ›

327124512_Multiculturalism

www.researchgate.net › publication ›

326881300_Multiculturalism_An

The teacher will introduce the content within seven (7)

minutes. Tell the student to orgagnize themselves in a team

compose of seven (7) members and cooperatively and

collaboratively working together to achieve the DLO.

Allow the team to exchange ideas and share their gathered

Submit the constructed collage with the

landscape identity of the ethnic groups. Be

sure that this must be done in a short size

bondpaper. An abstract must be clear to the

viewer/learner.

Computer internet

conection, laptop,

printer, ballpen,

pencil, short size

bondpaper, and

Week6

Feb17-21

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VISION: A premier community-based institution forming holistic individuals.

practice of entrepreneurial skills

CORE VALUES : Tranformational, Community – based Competence (Integrity, Accountability, Discipline, Entrepreneurialship & Professionalism)

landscape identity

geographic regions

Ethnic group of different

geographic regions

jscholarship.library.jhu.edu › handle ›

CHUNG-THESIS-2018

and collected “data” or information about the different ethnic

groups locally and globally. Let them explore & discover

during the construction of the Collage that one of these

minority landscaped the places, location and space in the

collage.

Let the collage abstract be the landscape identity of the whole

ethnic group. The total message would be “Ethnic Unity in

Diversity.”

Tell the team to prepare their repertoire

Let the team submit the output at the end of the week.

Assessment /rubric is found below the OBTLP

Prelim & Semi-final exams were given to help the slow learners.

Midterm and final exams were given to assessed their major

accomplishment, achievement and Performance

coloring

Caricaturize

(cartooning) how the

leader in the group

and the member of

the organization work

as an institution

Group, Org’n and

Institution

1. Authority

2. Leader

3. Member

4. Objectives

5. Means to attain

(Family – Community,

Church, Government &

Institution)

https://keydifferences.com/

difference-between-organization

-and-institution.html

https://www.mssresearch.org/?q=

Organization_Institution

https://www.ecologyand

societ y.org/vol20/iss2/art16/

The teacher will introduce the content within seven (7)

minutes. Tell the student to orgagnize themselves in a team

compose of seven (7) members and cooperatively and

collaboratively working together to achieve the DLO.

Allow the team to “conceptualize” how the groups,

organization and institution work according to their leader,

member, authority, objectives and means to achieve the

objectives. Relate the scenario according to the modern trend

and experiences of the member in the team. Is there any

instance that geographic factors constributed very much to the

estabishment of the group, organization and the institution?

Cite an instance for the possibility.

Tell the team to prepare their repertoire

Submit short size bondpaper caricaturizing

the leadership, membership style and how

authority discharge by cartooning.

Let the team submit the output at the end of the week.

Assessment /rubric is found below the OBTLP

Prelim & Semi-final exams were given to help the slow learners.

Midterm and final exams were given to assessed their major

accomplishment, achievement and Performance

Computer internet

conection, laptop,

printer, ballpen,

pencil, short size

bondpaper, and

coloring

Week7

Feb 24-28

Make/construct a

Collage that will

show the places,

landscape identity

practices plurality

and power

Regional Places and

Landscape (socio-

political, socio-

cultural, socio-

economic legislative

agenda)

www.nationalgeographic.org ›

encyclopedia › region

www.csustan.edu › TeacherEd ›

FacultyStaff › betts › Handouts › PDFs

www.researchgate.net › publication ›

318043217_Examining_The_Rol

tclf.org › places › about-cultural-

landscapes

The teacher will introduce the content within seven (7)

minutes. Tell the student to orgagnize themselves in a team

compose of seven (7) members and cooperatively and

collaboratively working together to achieve the DLO.

Allow the team open-up their ideas during the construction of

the collage and let the team come-up the unified consensus on

the geographic factors such as terrain, ridges, gorges, etc how

places landscaped by practices and power. Let them choose

the local or national scene.

Tell the team to prepare their repertoire

Submit collage paper in a short size

bondpaper that show the empowered places

on the course content and let them picture

out the identity of the place as landscape by

the economic, cultural and political

platform.

Let the team submit the output at the end of the week.

Assessment /rubric is found below the OBTLP

Prelim & Semi-final exams were given to help the slow learners.

Midterm and final exams were given to assessed their major

accomplishment, achievement and Performance

Computer internet

conection, laptop,

printer, globe,

map, compass,

ballpen, pencil,

short size

bondpaper, and

coloring

Week8

Mar 2-6

Make/Construct the

Collage that will

show higher assessed

landscape identity

Practices (Land

Classification)

1. Assessment

and

www.eolss.net › Sample-Chapters/PDF

www.tandfonline.com › doi › full

www.researchgate.net › publication ›

275898361_Assessment_of_the_F.

The teacher will introduce the content within seven (7)

minutes. Tell the student to orgagnize themselves in a team

compose of seven (7) members and cooperatively and

collaboratively working together to achieve the DLO.

Allow the team to socially engaged in the community and let

them evaluate or assessed the land classification of the area

Submit collage paper in a short size

bondpaper that show the higher assessed

landscape identity and make that as the

basis fo the abstract of the collage.

Let the team submit the output at the end of the week.

Computer internet

conection, laptop,

printer, globe,

map, compass,

ballpen, pencil,

short size

Week9

Mar9-13

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======================================

VISION: A premier community-based institution forming holistic individuals.

practice of entrepreneurial skills

CORE VALUES : Tranformational, Community – based Competence (Integrity, Accountability, Discipline, Entrepreneurialship & Professionalism)

2. Evaluation

www.qld.gov.au › environment ›

land › management › soil › soil-data

which will be the bases of their judgment in the practices of

landscape identity. Let the team gather the data or information

about the chosen place and make that as the bases for the

higher assessed landscape identity. And make that as an

abstract of the collage.

Tell the team to prepare their repertoire

Assessment /rubric is found below the OBTLP

Prelim & Semi-final exams were given to help the slow learners.

Midterm and final exams were given to assessed their major

accomplishment, achievement and Performance

bondpaper, and

coloring

Photograph places,

space and location

that is vulnerable to

natural catastrophies/

calamities and

caption below

Identity and

Empowerment:

1. Places

2. Space &

3. Location

http://www.bbc.co.uk/newsbeat/

article/33278165/we-know-what-lgbt

http://lrlr.landscapeonline.

de/Articles/lrlr-2009-3/articlese2.html

https://books.google.com.ph/books?id

The teacher will introduce the content within seven (7)

minutes. Tell the student to orgagnize themselves in a team

compose of seven (7) members and cooperatively and

collaboratively working together to achieve the DLO.

Allow the team to photograph places, space and location that

shows evidence on vulnerability of natural calamities. Let the

team share discuss important points such as: subduction,

transformation, divergence and convergence theory. And

allow them to think possibility on mitigating the damage on

lives and property.

Tell the team to prepare their repertoire

Submit photograph places, space and

location in a short size bondpaper showing

the vulnerability on the topographic soil

movement.

Let the team submit the output at the end of the week.

Assessment /rubric is found below the OBTLP

Prelim & Semi-final exams were given to help the slow learners.

Midterm and final exams were given to assessed their major

accomplishment, achievement and Performance

Computer internet

conection, laptop,

printer, map,

compass, ballpen,

pencil, short size

bondpaper,

coloring , and

camera

Week10

Mar16-20

Collage a local

product that would

probably compete

in the global market

Think Global: Act

Local (National

Economy and

Patrimony of Nation)

Readings:

1. The World is

Flat

2. Lexus and the

Olive Tree

www.irishenvironment.com ›

iepedia › think-global-act-local

www.e-education.psu.edu ›

emsc302 › node

warwick.ac.uk › newsandevents

› knowledge-archive › thinklocal

The teacher will introduce the content within seven (7)

minutes. Tell the student to orgagnize themselves in a team

compose of seven (7) members and cooperatively and

collaboratively working together to achieve the DLO.

Allow the team to read the book written by Thomas Freidman

“THE WORLD IS FLAT” and let them share the concepts,

insights and relevant tidbits on his “flatteners.”

Likewise, in his book titled “LEXUS and THE OLIVE

TREE.” What would you suggest to prevent the extinction of

the domestic or local goods, services and utility as being

engaged and penetrated by “globalization?” Can you prevent

the multimedia herding and mushrooming? How would you

help the growing demand of multimedia infrastructure? Can

you prevent the intellectual migration? How would you

explain the WIFI and the PSYFI generation? Would you be

ready the local goods and services competitive to global

market of job? These are few of the many question that one

should and must ponder.

Tell the team to prepare their repertoire

Submit a collage that would depict the

competitiveness of the local product and do

it in a short size bondpaper.

Let the team submit the output at the end of the week.

Assessment /rubric is found below the OBTLP

Prelim & Semi-final exams were given to help the slow learners.

Midterm and final exams were given to assessed their major

accomplishment, achievement and Performance

Computer internet

conection, laptop,

printer, globe,

map, compass,

ballpen, pencil,

short size

bondpaper, and

coloring

Week11

Mar23-27

Submit a

Publishable Paper

as outcomes to the

Research Paper

Preparation on the

Publishable Paper

www.academia.edu › ABC_of_

Research_Methods

www.academia.edu ›

Research-Methods_IG

The teacher will introduce the content within seven (7)

minutes. Tell the student to orgagnize themselves in a team

compose of seven (7) members and cooperatively and

collaboratively working together to achieve the DLO.

Allow the team to think, rethink, revisit possible title and

The Publishable Paper shall be submitted

one week before the final exam.

Computer internet

conection, laptop,

printer, ring-

binder, short size

Week 12

Mr 30-Apr3

Week 13

Apr6-10

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======================================

VISION: A premier community-based institution forming holistic individuals.

practice of entrepreneurial skills

CORE VALUES : Tranformational, Community – based Competence (Integrity, Accountability, Discipline, Entrepreneurialship & Professionalism)

“basic geography”

discourses

1. Introduction

2. Methods

3. Results & discussion

4. References

problems to a proactive research and development for the

subject “basic geography.” As much as possible balance the

local, national and international setting. Please observe the

APA format with the TNR No. 12 font style and format.

Allow the team to start as early as the first meeting or first

week. Tell the team that tutoring, mentoring and coaching

about the publishable paper is free.

As the team process their publishable paper checking,

correcting and commenting would help in refining the draft or

the manuscript to be scholastically done. Enough time are

given in order to skillfully craft the manuscript.

Ring binded in a short size bondpaper with

the transparent cover page.

Assessment /rubric is found below the OBTLP

Prelim & Semi-final exams were given to help the slow learners.

Midterm and final exams were given to assessed their major

accomplishment, achievement and Performance

bondpaper

Week 14

Apr13-17

Week 15

Apr20-24

Week 16

Apr27-May1

Week 17

May4-8

F. Suggested Readings and References

Manuscript from the Field Researcher

Alford, Ph.D. Jennifer (2014). environmental geography; water resources; natural resources management and policy; geospatial analysis. University North Carolina Greensboro

Ayala, Dr. Jose Javier Hernández (2016). Physical Geography/Climate Science, Extreme weather modelling, climate change adaptation. University of Florida

Baguskas, Ph.D. Sara (2014). Terrestrial biogeography; Plant ecophysiology; Climate change; Coastal fog; Mediterranean ecosystems; Water resource management; Urban ecohydrology; Science education and outreach. UC Santa Barbara

Barnes, Ph.D., Jessica R. (2014). human geography, developing world, climate change, cultural geography. Ohio State University

Bernstein, Ph.D. Jennifer (2017). American environmentalism, Western American environmental history, online teaching and learning, California geography. University of Hawaii

Black, Ph.D. Alan W. (2015). climatology, climate change, atmospheric hazards, extreme events. University of Georgia

Bjelland, Mark ; Montello, Daniel; Fellmann, Jerome; Getis, Arthur; and Judith Getis (2017). Human Geography: Landscape of Human Activity. New York: McGraw-Hill Education

Brecheisen, Thomas, Ph.D. (2017). environmental studies. University of Illinois at Chicago

Chao Fan, Ph.D. (2017). Geographic information science, remote sensing, spatial analysis and modeling, urban heat island mitigation, vegetation modeling, land cover land use change, agriculture management. Arizona State University

Carter, Chris (2019). Introduction to Human Geography Using the ArcGIS Online. Cal.: EsriPress

Connor, PhD, Dylan (2017). Spatial demography, economic geography, economic history, GIScience, statistical modeling, international migration. Universit y of California, Los Angeles

Diao, Ph.D. Chunyuan (2017). remote sensing, Geographic Information Science and biogeography. Assistant Professor. University of Buffalo

Doornbos, M.A. Eric R.M. (2015). History and International Relations. Security Studies. Calvin College. Georgetown University

Drake, Ph.D. Luke P. (2015). Urban/economic, political ecology, GIS, qualitative methods. Assistant Professor. Rutgers University

Ehlenz, PhD, Meagan (2015). community development, anchor institutions, urban revitalization, community wealth building, shared equity models Stewart Fotheringham, PhD, McMaster University, Canada

=============================================================================================================================================================

======================================

VISION: A premier community-based institution forming holistic individuals.

practice of entrepreneurial skills

CORE VALUES : Tranformational, Community – based Competence (Integrity, Accountability, Discipline, Entrepreneurialship & Professionalism)

Engstrom, Ph.D. (2017). Geospatial Services Manager. Johanna, Florida

Ford, Ph.D. Trenton (2015). land-atmosphere interactions, drought prediction, North American hydroclimatoly, remote sensing hydrology. Texas A&M University. Assistant Professor

Gomez, Frederick W (2015). The Great Plateau in Southern Philippines. Cagayan de Oro City: 24Karatz Publication

___________________(2017). Reseaerch Method IG. www.academia.edu › Research-Methods_IG

___________________(2018). ABC on the Research Method. www.academia.edu › ABC_of_Research_Methods

Headley-El, MS (2017). Intro GIS, Field geography, Physical. Rudolph Cal State Long Beach

Hunter, Ph.D. Nancy (2016). geography education. Portland State University. Research Assistant Professor and Director of the Center for Geography Education in Oregon

Kay, Ph.D. Kelly A. (2016). Nature/society relations, environmental politics and policy, North America. Clark University. Assistant Professor

Klimaszewski-Patterson, Ph.D. (2016). Paleoecology/Landscape Archaeology, Landscape Modeling, Geovisualization, Augmented/Virtual Reality and Internet of Things (I oT), GIScience, Applied Geography. University of Nevada, Reno.

Assistant Professor

Kyung In Huh, Ph.D. (2014). tropical mountain glaciology / geography, global climate change, water resources in Latin America, airborne and spaceborne remote sensing, GIScience and GPS mapping. Ohio State University. Assistant Professor

Hoerner, Ph.D. Marie (2017). paleoclimate, paleoecology, sedimentary geology. University of Chicago

Lavanchy, Ph.D. Thomas (2015). human-environmental interactions, hydrology, political ecology, Latin America, geographic information science (GISc), West African Sahel. University of Denver. Visiting Teaching Assistant Professor

Lewis, Ph.D. Jovan, (2014). Economic anthropology of Jamaica and the USA; cooperation and inequality; constructions of race, economy, and the market. London School of Economics. Assistant Professor

Lin, Ph.D. Meimei, (2015). GIS, remote sensing, agricultural landscapes. Miami University. Assistant Professor of Geography

Lininger, Ph.D. Katherine B. (2018). fluvial geomorphology, ecogeomorphology, hydrology, river management. Colorado State University. Assistant Professor

Loyola, Ph.D. Laura C. (2015). GIS, human and evolutionary biology, anthropology, remote sensing. University of Southern California. Lecturer and Director of Undergraduate Studies

Meerow, PhD, Sara (2017). urban resilience, green infrastructure planning, climate change adaptation, urban climate change governance; electricity infrastructure planning; coastal megacities. University of Michigan. Assistant Professor

Milligan, Ph.D. Richard (2016). Political Ecology; Water Governance; Race and environment. University of Georgia. Assistant Professor

National Geographic (2019). Geography. https://www.um.edu.mt/__data/assets/pdf_file/ 0017/234620/ SEC15_geog_2017.pdf

Naylor, Ph.D. Lindsay (2014). political geography, food and agricultural systems, critical development studies, critical geopolitics, Latin America. University of Oregon. Assistant Professor

Neumann, Roderick P. and Patricia L. Price (2018). Contemporary Human Geography: Culture, Globalization, Landscape. New York: W.H. Freeman

Palm, Risa (5 September 2016). "Urban geography: city structures". Progress in Geography. 6: 89–95. doi:10.1177/030913258200600104.

Palmer, David (2019). Advanced Placement Human Geography. New York: Perfection Learning

Prajapati, MA, Nikita (2016). cultural, physical, world regional, California. Cal State Long Beach

Ptak, Ph.D. Thomas (2017). Human geography, energy geography. University of Oregon. Assistant Professor

Rogers, Ph.D. Stephanie (2014). applied GIS, glacial archaeology, field data collection. University of Fribourg. Lecturer – GIScience

=============================================================================================================================================================

======================================

VISION: A premier community-based institution forming holistic individuals.

practice of entrepreneurial skills

CORE VALUES : Tranformational, Community – based Competence (Integrity, Accountability, Discipline, Entrepreneurialship & Professionalism)

Rubenstein, James M. (2019). The Cultural Landscape: An Introduction to Human Geography. New York: Pearson

Rubenstein, James M. (2018). Contemporary Human Geography (4th Edition). Oxford, Ohio: Routledge

Scott Stephenson, Ph.D. (2014). Climate change, climate policy, GIS, political geography, transportation Clay Tabor, Ph.D., Michigan, 2015, Assistant Profess or — paleoclimates, water Isotopes, climate change. UCLA. Assistant Professor

Shakil Kashem, Ph.D. (2015). GIS, environmental policy and planning, disaster risk management, urban growth modeling. University of Illinois. Teaching Assistant Professor

Short, John Rennie (2017). Human Geography: A Short Introduction 2nd Edition. Maryland, Baltimore: Oxford University Press

Smith-Greenaway, Ph.D. Emily (2014). demography, infant and child mortality, African studies, health services. , Penn State University. Assistant Professor

Tabor, Ph.D. (2015). paleoclimates, water Isotopes, climate change. Clay, Michigan. Assistant Professor

Tenley Banik, PhD. (2015). mineralogy, petrology, volcanology. Vanderbilt University. Assistant Professor

Weaver, Ph.D. (2014). urban geography, GIS, geographic education. Amanda University of Denver. Sr. Instructor

White, Ph.D. Catherine Garoupa (2016). Environmental Justice, Ethics, Applied Geography. UC Davis

Wondwosen Seyoum, Ph.D (2016). hydrogeology, remote sensing, modeling, water management. University of Georgia. Assistant Professor

Wood, Ethel (2018). AP Human Geography: A Study Guide, 4th ed. Princeton, NewJersy: WoodYard Publication

Wu, Ph.D. An-Min, (2014). soil science, geospatial technology, remote sensing, environmental GIS. University of Minnesota. Lecturer

Yaffa Truelove, Ph.D. (2015).urban geography, water politics, feminist political geography, cities of the Global South, India. University of Cambridge. Assistant Professor

Yi Qiang, Ph.D. (2017). GIS, visual analytics, and geocomputation. Ghent (Belgium), Assistant Professor

Zhang, Ph.D. Guiming (2018). geographic information science (GISc), volunteered geographic information (VGI), big geospatial data, spatial analysis, predictive mapping. The University of Wisconsin-Madison. Assistant Professor

Website

https://www.nationalgeographic.org/education/what-is-geography/

https://www.nationalgeographic.org/topics/physical-geography/?q=&page=1&per_page=25

https://www.nationalgeographic.org/encyclopedia/cape/

G. Use of Personal Technology

Appropriate use of electronic devices is also a part of professional participation in the class. Laptops and electronic gadgets, tablets, cellphones are valuable tools for learning; however, they can also be distracting and obstruct good

listening and participation. Examples of acceptable use of electronic devices include making records of practice and consulting resources for work in class. Non-instructional texting, phone calls, social networking, shopping, and other

non-instructional use of these devices are not acceptable in this class at any time, and will result in a reduction in participation grade. During class we will have “on” and “off” times. Most of the time in class will be an “off” time; during

these “off” times we will have electronics-free discussions and your laptops should not be used. Assume we’re in a technology “off” time, unless otherwise stated. We will purposefully pull out laptops or tablets and any other electronic

gadgets during “on” times when we have activities that require technology. Cell phones should be “off” and away during class. However, if use intelligently this subject will allow the user. If you are concerned about your ability to meet

this professional expectation, please discuss your concern with me. Let me know if there is an emergency that affects your need for using a phone during class time and whatever purpose it may serve.

H. Course Requirements

◘ Reaction/Think Piece Paper (IGNATIAN PEDAGOGY – CERAE) in every major exam (Prelim, Midterm & Semi-final) APA format; font size & style (TNR 12);

=============================================================================================================================================================

======================================

VISION: A premier community-based institution forming holistic individuals.

practice of entrepreneurial skills

CORE VALUES : Tranformational, Community – based Competence (Integrity, Accountability, Discipline, Entrepreneurialship & Professionalism)

◘ Option - One Journal Notes (Community Involvement) Major exam (Prelim, Midterm & Semi-Final) APA format; font size & style (TNR 12)

◘ Research Paper (to be submitted one week before the final exam.APA format…font size & style TNR 12)

◘ Reaction/Think Piece Paper (IGNATIAN PEDAGOGY – CERAE) in every major exam (Prelim, Midterm & Semi-final) APA format; font size & style (TNR 12);

◘ Option - One Journal Notes (Community Involvement) Major exam (Prelim, Midterm & Semi-Final) APA format; font size & style (TNR 12)

◘ Research Paper (to be submitted one week before the final exam.APA format…font size & style TNR 12)

Community involvement activity:

◘ Individual visit on the Barangay Disaster Reduction Group (BDRG) and assess or evaluate their preparedness;

◘ Document domestically geographic incidence and recommend solution (pictorial / qualitative or quantitative research)

Evaluation approaches and methods:

◘ Attendance (related appearances or actual participation designed in the syllabus)

◘ Assignment (related activity designed in the syllabus as feedback to connect the Past & Present )

◘ Class participation (individual and group activity designed in the syllabus)

◘ Quizzes (long & short: Announce and Un-announce measures designed in the syllabus)

◘ Project (Mapping; transectorization; documentary; portfolio; collage; CERAE; Journal; output)

◘ Major exams (Periodical Exam: Prelim, Midterm, Semi-final and Final)

I. Grading standards:

Class Standing (CS):

◘ Projects (individual and Group Paper) - 5%

◘ Recitation (Asking & Answer Questions) - 10%

◘ Assignments - 2%

◘ Attendance - 3%

◘ Quizzes (long & short) -40%

◘ Major Exams (periodical; P/M/SF/F) -40%

Formula of the Grading system:

Each total raw score must be converted into equivalent percentage by using the following formula:

Period Exam = 1/3 of the grades

Class Standing (CS) = 2/3 of the grades

Formula:

Prelim Grade = CS X 2 + Prelim Exam

Midterm Grade = CS X 2 + Midterm Exam + Prelim Grade

--------------------------------------------------------------

Semi Final Grade = CS X 2 + Semi final Exam + Midterm Grade

--------------------------------------------------------------

Final Grade = CS X 2 + Final Exam + Semi final Grade

=============================================================================================================================================================

======================================

VISION: A premier community-based institution forming holistic individuals.

practice of entrepreneurial skills

CORE VALUES : Tranformational, Community – based Competence (Integrity, Accountability, Discipline, Entrepreneurialship & Professionalism)

-------------------------------------------------------------

Rubric Measurement Guideline

1. General Rating on the submitted individual/team CERAE paper

1. Content 20pts

2. Experience 20pts

3. Reflection 20pts

4. Application 20pts

5. Evaluation 20pts

TOTAL…………………. 100

2. General Rating on the submitted individual/team COLLAGE paper

1. Abstract 20pts

2. Theme (pics) 20pts

3. Neatness 20pts

4. Organize 20pts

5. Visualization 20pts

TOTAL…………………… 100

3. General Rating on the individual/team presentation

1. Punctuality 20pts

2. Content 20pts

3. Trend 20pts

4. Presentation 20pts

5. Activities/interaction 20pts

TOTAL……………………. 100

4. General Rating on the submitted individual/team drawing/demo paper

1. Manila paper size 20pts

2. 1 ½ to 2 inches letter size 20pts

3. Replica (image) to reality 20pts

4. Modulated voice 20pts

5. Preparedness & mastery 20pts

TOTAL……………………. 100

1. General Rating on the submitted individual/team Publishable Research Paper

A. Overall Quality of the paper Covers 40%

1. Clarity of objectives/problems 5%

2. Soundness of the theoretical/conceptual framework 13%

3. Appropriateness of Research Design/ Statistical Tool 12%

4. Coherence of findings, Conclusions and Recommendations 10%

B. Relevance and Significance of the Study 25%

C. Organization of the paper 20%

D. Novelty and Originality 15%

=============================================================================================================================================================

======================================

VISION: A premier community-based institution forming holistic individuals.

practice of entrepreneurial skills

CORE VALUES : Tranformational, Community – based Competence (Integrity, Accountability, Discipline, Entrepreneurialship & Professionalism)

___________

100%

J. Classroom Policies

◘ For the MWF classes allowable absences is only up to 10 absences

◘ For the TTH classes allowable absences is only up to 7 absences

◘ Class Hours Lost by Late registration are considered as absences

◘ Unjustifiable late & cuts are considered absent

----- Please read:

*** Student Handbook

*** Faculty Manual

*** Non-Teaching Manual

*** Institutional Administrative Code

*** CMOs

*** other relative laws

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