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UNIVERSITY OF ST. LA SALLE

COLLEGE OF EDUCATION SYLLABUS

COURSE: SOCED 202 A SEM/AY: 2019-2020

INSTITUTIONAL MISSION STATEMENT

_____Bachelor of Secondary Education Major in Social Studies__
The University of St. La Salle is a Catholic institution committed to the holistic formation of the youth. PROGRAM LEARNING OUTCOMES
It promotes quality education responsive to global realities and to the call of the church for The BACHELOR OF EDUCATION program aims to accomplish the
evangelization. It aims to foster a culture of openness and dialogue in all sectors of the Lasallian Family. following learning outcomes:
Inspired by the charism of the Founder, St. John Baptiste de la Salle, and animated by Christian values, PLO1. Articulate the rootedness of education in philosophical, socio
the University seeks to help our people, especially the poor, live a life of dignity to the fullest of their cultural, historical, psychological and political contexts.
capabilities. As a catalyst for change, it commits itself to instill concern for the environment, community
and country. PLO2. Facilitate learning using a wide range of teaching methodologies
including the use of ICT in various delivery modes appropriate to
All these, in the Lasallian spirit of faith and zeal: to do everything for God and to attribute all to God. specific learners and their environment.

COLLEGE MISSION STATEMENT PLO3. Develop innovative curricula, instructional plans, teaching
approaches and resources for diverse learners.
The College Unit of the University of St. La Salle aims to evangelize Christian men and women and
challenge them to develop their full potential into becoming competent, confident, concerned and PLO4. Demonstrate a variety of thinking skills in planning, monitoring,
committed persons who are animated by the Lasallian spirit of faith and zeal to work for social assessing, and reporting learning process and outcomes.
transformation.
PLO5. Practice professional and ethical teaching standards sensitive to
Anchored on Catholic Faith and especially accessible to those intellectually capable but financially the changing local, national and global realities.
underprivileged, the college commits itself to inculcate a passion for excellence with a soul, as all
sectors journey together in a culture of openness, dialogue and commitment. Specifically, the College PLO6. Pursue lifelong learning for personal and professional growth
aims to form students who are: through varied experiential and field-based opportunities
 able to think and express themselves clearly, critically and objectively, enabling them to
PLO7. Utilize appropriate various sociocultural and historical materials
excel in their chosen fields and to translate knowledge into something useful for society;
 emotionally mature, socially responsible, and especially sensitive to addressing the needs
in explaining current issues.
of the less fortunate particularly the youth at risk; PLO8. Organize communities towards self-reliance and self-sufficiency.
 rooted in their spiritual and moral values, living these out in their daily decisions and
actions as responsible members of their workplace, their family, Church, community, and PLO9. Demonstrate leadership skills that will help in teaching or
society; and training students who will empower their communities especially in
 secure in the richness of their Filipino cultural heritage but respectful of cultural diversity, advocacy on peace, human rights and social justice.
making them true citizens of the world.
PLO10. Integrate local and global perspectives in teaching and learning
All these in the spirit of faith and zeal.
the principles of the common good and sustainable development.
PLO11. Show scholarship in research and further learning.
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University of St. La Salle Syllabus

CREDIT
COURSE CODE SOCED 202 A COURSE TYPE General Education – Lecture 3
UNITS

GEOGRAPHY 1
PREREQUISITE/ CONTACT
COURSE TITLE none 3
CO-REQUISITE HOURS

COURSE The course studies the world, its people, communities, and culture with an emphasis on relations of and across space and place. It analyzes the
DESCRIPTION geo-politics and its principles, cultures of the world and its relation to the environment. It focuses on how culture is shaped by the environment
and vice versa. This will help students develop understanding of their physical and human surroundings and examine the interrelationships
between the physical and human words thereby developing geographical skills that will help them make informed judgments about issues at
local, and international levels in order to understand the opportunities for, and challenges of, global interdependence. Students will be
encouraged to promote the conservation and sustained management of the earth’s resources for the welfare and happiness of its inhabitants
and for the future generations. Part of the output of the class is an exhibit that will highlight the geographical concerns of the Philippines.

GRADING SYSTEM
PRELIM 30% MIDTERM 30% ENDTERM 40% FINAL
Quizzes – Oral & Written – 20 %
1.Quizzes –Oral & Written --- 20%
2. Group Outputs – 20%
1. Quizzes – Oral & Written --- 30%
Prelim 30%
2.Term Requirements ---- 30%
3. Recitation - 20% Midterm 30%
2.Term Requirements ---- 30% Subject Learning Guide
Endterm 40%
Portfolio: The Amazing Wonders of the 3. Demo Teaching on Different Topics - 30%
4. Map Drills/Exercises - 10% _________________
World: A Travelogue - 20% 4. Written Exam ----- 20%
(Speed and Accuracy on Different 100%
Kinds of Maps)
3. Written Exam ----- 40% ________
_____________ 100%
5. Exam - 30 %
100%
____________
100%
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Mapping of CLO to PLO

Course Code / Title: SOCED 202A - Geography 1

Course Learning Outcomes ELGA aligned to Program Learning Outcomes

1. 2 3 4 5 6 7 8 9 10 11
CLO 1. Develop a personal assessment of the interconnections Critical thinker
between the physical features of natural Earth and the Socially responsible Christian
achievements of the human world/history and progress of human
civilization.

CLO 2. Equip and harness students’ skill in reading and interpreting Critical thinker
maps with the proper use of scale, projection and symbolization Effective communicator
avoiding cartographic mistakes.

CLO3. Correlate the discipline to opportunities for and challenges Critical thinker
of global interdependence and promote the conservation and Effective communicator
sustained management of the Earth's resources for the maximized
utilization of its inhabitants and future generations and imbue in
them a lifelong love of their natural and cultural environment.

CLO4. Align the topics and content of the subject in relation to the Critical thinker
standardized K to 12 Social Studies curriculum and appreciate the Effective communicator
usefulness and application of the discipline to daily living.

CLO5. Promote active citizenship and encourage informed Critical thinker

participation, through lifelong learning in the society at different Effective communicator
levels: local, national, Asian and global perspective.

CLO6. Reflect and share how to contribute to the development of Critical thinker
Lasallian attributes—critical thinker, effective communicator, and Effective communicator
socially responsible Christians –vis-à-vis to the preservation of our
natural resources against destruction by man’s activities in the
micro and macro view as an inhabitant of the Earth.
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Learning Evidences (LE) (requires a RUBRIC)

Learning Evidences (LE)

As evidences to measure the achievement of the course outcomes, the following will be required to be submitted by the learners towards the end of the course:

LE1: Portfolio on the Chosen regions reflecting the Themes of Geography

Criteria: Content 20
Organization 20
Creativity 10

LE2: Group Report Power Point Presentation

Criteria: Delivery 20
Content 20
Teamwork 10

LE3: Subject Learning Guide: See Rubric attach

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Points Required Items Concepts Reflection/Critique Overall presentation

90-100 All required items are included, Items clearly demonstrate that the desired Reflections illustrate the Items are clearly introduced,
with a significant number of learning outcomes for the term have been ability to effectively critique well organized, and creatively
additions. achieved. The student has gained a work, and to suggest displayed, showing connection
significant understanding of the concepts constructive practical between items.
and applications. alternatives.

75-89 All required items are included, Items clearly demonstrate most of the Reflections illustrate the Items are introduced and well
with a few additions desired learning outcomes for the term. The ability to critique work, and to organized, showing
student has gained a general understanding suggest constructive practical connection between items
of the concepts and applications. alternatives.

60-75 All required items are included. Items demonstrate some of the desired Reflections illustrate an Items are introduced and
learning outcomes for the term. The student attempt to critique work, and somewhat organized, showing
has gained some understanding of the to suggest alternatives. some connection between
concepts and attempts to apply them. items.

40-59 A significant number of required Items do not demonstrate basic learning Reflections illustrate a Items are not introduced and
items are missing. outcomes for the term. The student has minimal ability to critique lack organization.
limited understanding of the concepts. work.

0 No work submitted
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Subject Learning Guide (SLG) RUBRIC (points possible: 100)

Exceeds expectations Meets expectations Needs improvement Does not meet expectations
Purpose-Goals Matched and clearly connected Matched but not clearly Not adequately matched or Not matched or connected to
10 points to K-12 Standards; Major connected to KS standards; connected to KS Standards; KS Standards; Concepts and
concepts and assumptions of Most concepts and assumptions Concepts and assumptions of assumptions of learning are not
learning are developmentally of learning are developmentally learning are sometimes not clear or not listed
appropriate appropriate clear or not listed (2-0)
(10-9 points) (8-6) (5-3)
*Objectives Objectives are obviously Objectives are somewhat Objectives are either not Objectives are not observable
Subject matter knowledge, observable and measurable; observable and measurable; observable or not measurable; and also are not measurable;
skills and application Reasoning Clearly stated application of Stated application of subject Minimal application of subject Application of subject matter
ability subject matter knowledge and matter knowledge and skills; matter knowledge and skills; knowledge and skills not
20 points skills; Includes the three Some domains are included, but Domains and levels are evident; Domains and levels are
domains; cognitive, affective, not all three or not across all addressed limitedly not addressed
psychomotor – across all levels (14-8) (14-0)
reasoning levels; lower, middle, (17-15)
high
(20-19 points)
Anticipatory Set Lesson is creatively opened by Some attempt to open lesson by Limited attempt to tap interest Does not tap interest & prior
5 points tapping interest & prior tapping interest & prior & prior knowledge, and knowledge, and describe
knowledge, and procedures are knowledge, and describe describe procedures procedures
described procedures (1) (0)
(5-4 points) (3-2)
Procedures Detailed all content and Detailed some content required Limited details provided to Details are not provided to
20 points resources required for for instruction; Some teaching teach content; Teaching teach content; Teaching
instruction; Includes a variety of strategies included with use of strategy not clear or MI theory strategy not clear or MI theory
teaching strategies using MI theory; Some methods of not evident; Limited methods of not evident; Methods of
Multiple; Intelligences theory; student inquiry listed; some student inquiry used; lower student inquiry not evident;
Used multiple methods or open ended questions included; level questioning; some use of lower level questioning; limited
inquiry for student learning appropriate use of technology technology use of technology
incorporating Bloom’s (17-15) (14-12) (11-0)
taxonomy; effective use of
technology
(20-18 points)
Special Accommodations 20 Specific strategies designed to Strategies designed to allow Some strategies not specific Strategies not specific enough
point promote success for all students success for most students based enough to support student to support student learning
based on Time Circumstances, on Time Circumstances, Tasks, learning based on Time- based on Time Circumstances,
Tasks, Communication, Communication, Response Circumstances, Tasks, Tasks, Communication,
Response Modes; Differentiated Modes; Some Differentiated Communication, Response Response Modes; No evidence
Instruction clearly evident Instruction evident Modes; Limited evidence of of Differentiated Instruction
(20-18 points) (17-15) Differentiated Instruction
(14-12)
Closure Summary provided to reinforce Some summary provided to Limited use of summary to Summary not evident or does
5 points learning and link to future reinforce learning reinforce learning not reinforce learning
learning (3-2) (1) (11-0)
(5-4 points)
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Assessment Appropriate and connected to Appropriate; connected to Connected to objectives to a Not connected to objectives or
20 points all objectives Specific some objectives; Plans for both limited degree; Plans for either not appropriate; Does not
description of both formative formative and summative formative or summative include plans for either
and summative assessments; assessment; States at least two assessment; States one way to formative or summative
Details at least two different different ways to represent represent learning; e.g. concept assessment; Does not include
ways to represent learning; e.g. learning; e.g. concept map, quiz, map, quiz, reflective response any ways to represent learning
concept map, quiz, reflective reflective response (14-12) (11-0)
response (17-15)
(20-18 points)
Note: *Objectives are evaluated
in each education course as
specific to requirement and
content.
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Learning Plan
In order to achieve the above-mentioned outcomes, learners will journey through this set of activities:

Intended Learning Course Learning

Outcomes (ILO) Teaching and Learning
Period Outcomes (CLO) Topic Assessment Tasks Student Output/
(previously Specific Activities
Aligned to Learning Evidence
Objectives)
At the end of the unit,
Integration and Pretest/Prior Research paper on
the students will be able
Interdisciplinary Knowledge Test the Themes of
to:
Teaching- Learning Geography
1. Familiarize and discuss
physical geography and Geography: Its Origins/History, Group Activity Output
Portfolio on the
how it is related with Kinds and Related Disciplines Use of Timeline
Chosen regions
Week 1 other natural and Graded Recitation
CLO 1 reflecting the
physical sciences. Theories on the Origins of the Diads/Triads
CLO 2 Themes of
Earth and the Solar System GEO Bingo / Quiz Geography
2. Discuss the different Video Game
theories, discoveries and Themes of Geography Flow chart on the
relationships involving Presentation and Video analysis related disciplines
the planet Earth and the Analysis
Solar System. Blank map

1. Identify and CLO 1, 2, 3, 4 Imaginary Lines of the Earth: Interactive Quiz Map Drill and Creative map
Week 2 distinguish the different Concepts and Application Exercises showing all the
spheres/ imaginary lines Group Activity Output elements of map
of the Earth and its Diads/Triads
significance to daily Speed and Accuracy Illustrations/Creative
living. Tests on the Map Output

2. Appreciate the Maximized Use of

importance of systems Electronic Sources /
and modeling Google Earth
approaches to the study
of physical geography

3. Acquire cartographic
techniques and skills and
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its application to the

study of physical features
of the Earth
1. Familiarize the
topography of the seven Map Drill and
(7) continents of the Exercises
Interactive Quiz
world.
Test/Retest for
Group Activity Output Collage of 7
2. Acquaint with the Mastery
continents
reference system of
Continents of the Earth/ Speed and Accuracy
location on the Earth’s Diads/Triads
Regions of Asia/ Countries and Tests (Political and Photo essay output
surface. CLO 1, 2, 3 Video Presentation
Capital Cities of the World/ Physical Maps) on the topographic
Week 3 and Analysis
Land and Water Formations features of the
3. Highlight the world’s chosen region of the
Graded Recitation
ocean basins and its Maximized Use of Earth
topographic features. Electronic Sources /
Observe the effects of Google Earth
natural occurrence in the
planet earth to the
behavior of people
Application of Learning
1. Research on the
through Creative
amazing wonders and
Outputs
distinct features of each Collage Making
continents of the world. Output with Rubrics
Output and Application Group Output Collage of
Unique Features and Amazing Presentation/Reporting Continents and
Week 4 2. Tap the creative CLO 1,2, 4, 5, 6 Creative Illustrations /
Wonders of the 7 continents amazing Wonders
domain of Multiple Free Drawing
Maximizing the Tenets of the 7 continents
Intelligences (MI) of the
of Howard Gardner’s
learners through original
Multiple Intelligence
outputs.
(MI)

Week 5 1. Correlate the evolution CLO 3, 4, 5, 6 Significant Places/Events/People Use of Timeline Graded Recitation Timeline of events
of history to the places it in relation to Geography
happened and its impact 1. Chronology of Events: Maximized Use of Collegial / Group research
to peoples’ lives of today. Prehistoric Period / / Era Electronic Sources Collaborative Learning output on the early
of World History / Outputs civilization
2. Appreciate the Evolution of Man and Research (Library
connection of geography Society Period and Online) Mapping of Events
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to many significant Gallery of Pictures

2. Early Civilizations Creative Output and
events of global and
3. Contemporary Presentation
national history. Picture Language /
Video Analysis

Research on
1.Discuss the significance
Updates/Unlocking of Use of Timeline
of the places as
Mysteries in Relation to Collegial Output
influenced by the
Its Significance to World Maximized Use of
geographical location in
History and Man’s Electronic Sources Group Presentation
relation to the events of
Existence Creative Video
Week 6 history. CLO 3, 4, 5, 6
1. Lost Civilizations of Research (Library Critiquing as to Presentation
the World Period and Online) Authenticity based on
2. Unlock through
2. Wonders of the Facts and Evidences
research the mysteries
Ancient and Modern Discovery through Presented
and wonders behind
World Hands-On Learning
these places mentioned.
Maximized Use of
Application Time:
Electronic Sources
1. Tap the different Portfolio Making
domains of Multiple
Research (Library Creative Collegial
Intelligences (MI) of The Amazing Wonders of the 7
Period and Online) Output with Rubric
Week 7 the students CLO 3, 4,5 Continents/Asia/Philippines: MI output
through original and A Travelogue (20%)
Discovery through
creative outputs
Hands-On Learning

Week 8 1. Evaluate effects CLO 3, 4, 5 Human Geography: Maximized Use of Graded Recitation Group Report PPT
of population growth to Demography, Economic Electronic Sources
the economy and Activities, Governance and One Minute Paper
resources of countries World Organizations Think Pair Share
of the world. Reflection Paper
2. Familiarize how Picture Analysis
different counties Group Output
manage their natural Web Mapping / Venn Presentation
and human resources. Diagram
3. Discuss and give
critique on how
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different countries
govern its people, its
system of governance.
4. Introduce the
different organizational
formation and its
influence to the lives of
people in different
countries.
1. Appreciate the
interconnection and
interdependence of
one another in a
macro view/
perspective.
Essay Writing with
1. Other concepts /quotes /
Multiple Intelligence Rubric
2. Familiarize the principles relevant to
(MI) Approach
various concepts and geography
Collage Presentation / Research output on
Week 9 principles relevant to CLO 3, 4, 5, 6
Pragmatic Approach in Creative Illustrations current issues
geography and its 2. Current Issue: On Climate
Teaching with Rubric
applicability to daily Change
“Learning by Doing”
living.

3. Develop the genuine

care for the
environment
through action and
involvement
1. Show appreciation of Data Analysis and
Output Presentation
the Philippine 1. Wow Philippines and Critiquing as to
with Rubrics
geographical features Local Geography: A Authenticity
and uniqueness in a Short Vivid Glimpse
Graded Recitation
short overview 2. Review, drills and Maximized the Use of
Week 10 CLO 1, 2, 3, 5 Portfolio
2. Master the skill and exercises Electronic Sources
Interactive Quiz
concepts learned Presentation of Outputs/Term
through repetition and Requirements (Portfolio): Research (Library
Summative Test
application Critiquing and Assessment Period and Online)

Week 11 1. Apply the CLO 4, 5, 6 1. Demo Teaching on 30-minute Teaching Teaching Pair DEMO
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Demonstration
With Rubrics (by
Continent)
knowledge and
Demonstration using
concepts learned in Lesson Plan on
appropriate pedagogy
class through demo- Geography: Concepts
on the different
teaching Different Topics in and Application
topics/subtopics of
2. Present effective Geography
Geography
traditional and Critiquing of Strategies Used Post
modern strategies to Conference/Suggestions
Collegial Learning
the new generation to Improve Teaching
Output
of learners. Skills

1. Familiarize and Critical Thinking and

alignment of Analysis of K to 12
Graded Recitation
actual K to 12 Assessment of K to 12 Social Studies
competencies Competencies in Social Studies Competencies and
Essay Writing / Quiz
and content of (different subjects/year level) Curriculum Guides
the subject to the that tackles the principles and Subject Learning
Week 12 CLO 4, 5, 6 Chart Making /
various subjects scope of Basic Geography and Sharing of Ideas/Inner Guide
Timeline of Events
utilizing the skills the effective strategies in Thoughts Verbally and
and topics of presenting it to learners through Writing
Demo Teaching and
basic geography
Critiquing

Week 14 1. Showcase the CLO 3, 4, 5, 6 1. All-Out: A Cultural Creative Group Group Performance Educationaal Tour
talents of students Presentation/ Talent Showcase Presentations with with Rubric Reaction paper
on the application - Highlights on the Offshoots of Rubric
of various topics Geography (Application of Assimilation and
learned in class (A Culminating Activity) Concepts Learned in Simulation
2. Show appreciation 2.Visit to Museums/Educational Various Domains and
on the usefulness Tour Spheres of Human Real Life Exposure
of the discipline to Existence) Narrative Report
daily living.
3. Experience real Sharing of Experiences
life learnings in through Outputs/
geography in Experiential Learning
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relevance to
different
disciplines through
actual exposure

LIST OF REFERENCES
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Books:

DK Publishing (2003) Geography of the World .DK CHILDREN; Revised Edition New York
Joseph Holden (2011) Physical Geography: The Basics. Routledge; 1st Edition. New York
Maxwell Baber (2007) Map Basics (Map Readers). Heinemann-Raintree
Andrew Jones (2012) Human Geography: The Basics. Routledge; 1 edition
Michael Allaby (2000) Basics of Environmental Science. Routledge; 2 edition
Peter Jacques (2013) Sustainability: The Basics. Routledge
S.A.P.L. Cloetingh and Jorg Negendank (2009) New Frontiers in Integrated Solid Earth Sciences (International Year of Planet Earth)
Springer; 1 edition
Harm de Blij (2005) Why Geography Matters:Three Challenges Facing America: Climate Change, the Rise of China, and Global
Terrorism. Oxford University Press, USA
(September 1, 2005).
Other Sources:
Map of the World/ Asian/Philippine Map : Hydn Publishing 2013
De Philip, et al. People of the World: Information at Your Fingertips. United Kingdom (2006)
National Geographic Magazines
World Atlas
Google Earth
PREPARED BY Ms. Ruby B. Diaz REVIEWED BY Ms. Sheila T. Uy, Department Chair APPROVED BY Dr. Ricver P. Ureta, Dean