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Republic of the Philippines

City of Lapu-Lapu
Lapu-Lapu City College
Gun-ob, Lapu-Lapu City 6015

COURSE SYLLABUS
COURSE DETAILS
Course Number: SMS 102 College: College of Education
Course Title: Geography 1 (Human Geography) Instructor: Jonathan M. Lipitin
Credit Units: 3.0 Consultation Hours: Tuesday and Thursday at 1-2:30 pm
Prerequisite(s):
Semester: 1ST Semester Contact Details: ethan456leigh @gmail.com
Revised: 0977-294-9499

VISION STATEMENT
Lapu-Lapu City College shall be known globally by 2030 as a model institution of excellent academic, technological, and entrepreneurial programs that prepare students for
lifelong learning.
MISSION STATEMENT

Propelled by its vision, the College commits itself to: (1) provide less expensive tertiary education to the marginalized but deserving students; (2) promote a culture of
excellence in the delivery of higher educational program services which are responsive to the emerging demands of both local and global communities; and (3) foster the
acquisition and creation of new knowledge for the advancement of the society that it serves.
CORE VALUES

Love Leadership Courage Competence

INSTITUTIONAL OUTCOMES (IOs)
GRADUATE ATTRIBUTES PERFORMANCE INDICATORS
1. Globally Competent The ability to execute the wide range of discipline-related methods and techniques accurately and to demonstrate an in-depth understanding of the
fundamental knowledge and specialized skills
2. Lifelong Learners The ability to pursue knowledge and skills advancement consistently to improve quality of life through effective communication
3. Innovative Professionals The ability to develop new concepts and strategies and transforms lives through research-based outputs
4. Values Driven Citizens The ability to manifest upright moral virtues, work ethics, and values to promote ideal holistic life and to address and uphold the college core values
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PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS (PPST) – BEGINNING TEACHER’S INDICATORS (BTIs)
Domain 1 Domain 2 Domain 3 Domain 4 Domain 5 Domain 6 Domain 7
Content Knowledge and Learning Environment Diversity of Learners Curriculum and Planning Assessment and Reporting Community Linkages and Personal Growth and
Pedagogy Professional Engagement Professional Development
1.1.1 Demonstrate content 2.1.1 Demonstrate knowledge of 3.1.1 Demonstrate knowledge and 4.1.1 Prepare developmentally 5.1.1 Demonstrate knowledge of 6.1.1 Demonstrate an 7.1.1 Articulate a personal
knowledge and its application policies, guidelines and understanding of differentiated sequenced teaching and learning the design, selection, organization understanding of knowledge of philosophy of teaching that is
within and/or across curriculum procedures that provide safe and teaching to suit the learners’ process to meet curriculum and use of diagnostic, formative learning environments that are learner-centered.
teaching areas. secure learning environments. gender, needs, strengths, interests requirements. and summative assessment responsive to community
and experiences. strategies consistent with contexts.
curriculum requirements.
1.2.1 Demonstrate an 2.2.1 Demonstrate understanding 3.2.1 Implement teaching 4.2.1 Identify learning outcomes 5.2.1 Demonstrate knowledge of 6.2.1 Seek advice concerning 7.2.1 Demonstrate behaviors that
understanding of research-based of learning environments that strategies that are responsive to that are aligned with learning monitoring and evaluation of strategies that build relationships uphold the dignity of teaching as a
knowledge and principles of promote fairness, respect and care the learners’ linguistic, cultural, competencies. learner progress and achievement with parents/guardians and the profession by exhibiting qualities
teaching and learning. to encourage learning. socio-economic and religious using learner attainment data. wider community. such as caring attitude, respect
backgrounds. and integrity.
1.3.1 Show skills in the positive 2.3.1 Demonstrate knowledge of 3.3.1 Use strategies responsive to 4.3.1 Demonstrate knowledge in 5.3.1 Demonstrate knowledge of 6.3.1 Demonstrate awareness of 7.3.1 Seek opportunities to
use of ICT to facilitate the managing classroom structure that learners with disabilities, the implementation of relevant providing timely, accurate and existing laws and regulations that establish professional links with
teaching and learning process. engages learners, individually or giftedness and talents. and responsive learning programs. constructive feedback to improve apply to the teaching profession, colleagues.
in groups, in meaningful learner performance. and become familiar with the
exploration, discovery and hands- responsibilities specified in the
on activities within the available Code of Ethics for Professional
physical learning environments. Teachers.

1.4.1 Demonstrate knowledge of 2.4.1 Demonstrate understanding 3.4.1 Demonstrate understanding 4.4.1 Seek advice concerning 5.4.1 Demonstrate familiarity with 6.4.1 Demonstrate knowledge and 7.4.1 Demonstrate an
teaching strategies that promote of supportive learning of the special educational needs of strategies that can enrich teaching a range of strategies for understanding of school policies understanding of how professional
literacy and numeracy skills. environments that nurture and learners in difficult circumstances, practice. communicating learner needs, and procedures to foster reflection and learning can be
inspire learner participation including geographic isolation; progress and achievement. harmonious relationship with the used to improve practice.
chronic illness; displacement due wider school community.
to armed conflict, urban
resettlement or disasters; child
abuse and child labor practices.
1.5.1 Apply teaching strategies 2.5.1 Demonstrate knowledge of 3.5.1 Demonstrate knowledge of 4.5.1 Show skills in the selection, 5.5.1 Demonstrate an 7.5.1 Demonstrate motivation to
that develop critical and learning environments that teaching strategies that are development and use of a variety understanding of the role of realize professional development
creative thinking, and/or other motivate learners to work inclusive of learners from of teaching and learning assessment data as feedback in goals based on the Philippine
higher-order thinking skills productively by assuming indigenous groups. resources, including ICT, to teaching and learning practices Professional Standards for
responsibility for their own address learning goals. and programs. Teachers.
learning.
1.6.1 Use Mother Tongue, 2.6.1 Demonstrate knowledge of
Filipino and English to facilitate positive and non-violent discipline
teaching and learning in the management of learner
behavior.
1.7.1 Demonstrate an
understanding of the range of
verbal and non-verbal classroom
communication strategies that
support learner understanding,
participation, engagement and
achievement.
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PROGRAM OUTCOMES COMMON TO TEACHER EDUCATION (CMO Nos. 74-83, s. 2017)

A Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts
B Demonstrate mastery of subject matter/discipline
C Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments
D Innovate curricula, instructional plans, teaching approaches, and resources for diverse learners
E Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices
F Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes
G Practice professional and ethical teaching standards sensitive to the local, national, and global realities
H Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities
PROGRAM OUTCOMES SPECIFIC TO SOCIAL STUDIES (CMO No. 75, s. 2017 p. 5)
A Utilize appropriate various sociocultural and historical materials in explaining current issues.

B Organize communities towards self-reliance and self-sufficiency.

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

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

E Employ principles of sustainable development in teaching and learning.

F Show scholarship in research and further learning.

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

COURSE DESCRIPTION BTIs

The course leads the students to demonstrate an understanding of the world, its people, communities, and cultures with emphasis on relations of
and across space and place. It also guides the students in analyzing the geo- politics and its principles, and how culture is shaped by the 1.1.1

environment and vice versa.

COURSE OUTCOMES (COs)

These Course Outcomes (COs) are designed to support the Program Outcomes (POs)
Program Outcomes (POs) Specific to Social Studies
Upon completion of the course, the pre-service teachers (PST) must have: (Obtained from Philippine National RCTQ Prototype Syllabus)
BTIs A B C D E F G H
CO Developed a personal stand reflection on certain issues and knowledge. 1.1.1 L L P
1 4.2.1
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CO Produced a unit portfolio of all the essays about particular issues with professional reflection 7.4.1 L P
2 and learning to improve understanding about the world.
CO3 Performed debates about certain primary and secondary materials and news used as basis 1.1.1 L
about current issues. 7.2.1

L – Learned P – Practiced O – Opportunity to Learn

Descriptors
facilitates learning of the competencies where allow students to practice competencies where opportunity for development where
(CMO 75, s. 2017)
input is provided and competency is evaluated no input is provided but competency is evaluated only an opportunity is present to practice the competencies

TIME LEARNING OUTCOMES BTIs METHODOLOGY VALUES

TABL (LOs) CONTENT ASSESSMENT INTEGRATION
E TASKS (ATs)

Week 1 Orientation Week

Week At the end of the week, the pre-
2-3 service teacher (PST) must have:
Mini-workshops on using a globe and map to
locate places  Mutual respect
a. summarize the history of human 1.1.1 Written Quizzes  Collective
geography; • Creating a special-purpose map showing responsibility
I. Orientation of the Course the various parts/elements  Rationality
b. explore responses to the questions • Facilitation of Assigned Topics
that human geographers ask about 1.1.1
• Go to About Geography Web site
where activities and events happen and 1. The Historical Evolution of • Group presentation
why they happen where they do; Geographical Thought -special purpose map
(http://geography.about.com)

2. Ancient Geography • Web Quest

• Web Quest
c. define the basic geographic concepts 1.1.1
used; and 3. Modern Geography Must answer the following
If a student has Internet access, he/she may
questions:
complete the activity rather than answering
d. apply the methods of geographic 4. Approaches to Geography Today Which definition of geography
1.1.1 the assignment
analysis makes the most sense to you?
In what ways can geography be
useful to you in your current
field of study or occupation?
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Week At the end of these weeks, the pre-service II. Population Geography
4-5 teacher (PST) should be able to: Lecture/Discussion Recitation
• Written Quiz  Mutual respect
a. explain how the earth’s population is 1. The Measurement and • Presentation of Output  Collective
1.1.1 • Group Activity
distributed; Implications of Growth population pyramids responsibility
• Facilitation of Assigned Topics  Rationality
b. describe the dynamics of population a. Population Distribution Creation of Population Pyramids
growth and its basic measurements; 1.1.1 Draw a population pyramid for a typical
MDC and a population pyramid for a typical Answer the following questions:
b. Population Dynamics 1. What is the world’s population
LDC. Explain how each pyramid reflects the
society and its level of development projected to be in 2050?
c. critically discuss the ratifications of c. Demographic Transition
population pressure and the 1.1.1 2. What is the driving force
availability of resources; and • Individual Activity
behind the increase? In what
Read the international brief “World ways can this be reduced?
d. discuss the issue of population
growth. Population at a Glance: 1998 and Beyond”.
1.1.1 http://landview.census.gov/ipc/prod/wp98/ib
98-4.pdf. And answer the questions.

Week At the end of these weeks, the pre-service III. The Geography of Migration
6-7 teacher (PST) should be able to: Lecture/Discussion Written Quiz
1. Migration and Population • Recitation  Mutual respect
a. discuss migration push and pull  Collective
1.1.1 ▪ Individual Activity
factors; 2. Migration Push and Pull Factors • Facilitation of Assigned Topics responsibility
 Rationality
b. explain the migration transition and 3. Internal Migration Go to the Global IDP Project Web site:
http://www/idpproject.org/. And answer the Answer the following questions:
how it relates to the demographic 1.1.1
questions. What is an internally displaced
transition; and 4. International Migration person (IDP)? How does this
▪ Group Activity
person differ from a refugee?
c. discuss the issue of undocumented 5. Refugees How many IDPs are there
Web-based Research:
immigration and the scope of refugee 1.1.1 globally? In what places are IDPs
6. f. Immigration Policies Briefly summarize the history of immigration
problem. to the United States. Include time periods, returning to their homes?
specific places migrants were coming from, • Group presentation
and U.S. immigration policies for the
different time periods History of Immigration to the
U.S.
Week At the end of these weeks, the pre-service IV. The Geography of Culture,
8-9 teacher (PST) should be able to: Language and Religion Lecture/Discussion Written Quiz
a. discuss how cultures are changing 1.1.1  Mutual respect
through globalization; 1. Folk and Popular Culture • Individual Activity  Collective
• Recitation
responsibility
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b. identify the roots of the world’s 1.1.1 2. Geography of Language How Globalized is Your Home? • Presentation of Output  Rationality
major language types and religions; Do an inventory of everything you have in
3. Geography of Religion your possession, those that are made in the -inventory
Philippines and those that are foreign. -video presentation
1.1.1
c. describe how languages and
religions disperse throughout the • Group Activity
world; and
Web-based Research:
d. identify religious conflicts and their Go to the Web site
core causes. 1.1.1 (http://www.globalization101.org/issue/cultu
re/)
and explore in more detail the influences of
American culture and the rest of the world
and the influences it has on Philippine
culture. Make a summary through a video
presentation

Week At the end of these weeks, the pre-service V. Ethnic and Political Geography
teacher (PST) should be able to:
10-11 Lecture/Discussion Written Quiz
 Mutual respect
1. Ethnicity and Race
1.1.1 ▪ Individual Activity ▪ Recitation  Collective
a. differentiate between the concepts of
responsibility
ethnicity and race; 2. Political Geography
Make a reaction paper about colonization and ▪ Presentation of Output  Rationality

b. explain the difference between states imperialism that have fundamentally altered
1.1.1 -reaction paper
and nations; the histories and futures of many countries in
the world.  - PowerPoint presentation
▪ Group Activity
c. describe the processes of colonization
and imperialism and how they have Web-based Research:
affected the many parts of the world; 1.1.1  Look on ethnic groups and discuss the
positive and negative aspects of ethnicity.
d. explain the principles and Prepare a PowerPoint presentation.
significance of boundaries; and 1.1.1

e. identify the advantages and 1.1.1

disadvantages of international
cooperation among governments.

Week At the end of these weeks, the pre-service VI. The Geography of
teacher (PST) should be able to: Development
12-13 • Lecture/Discussion • Written Quiz
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 Mutual respect
a. explain the fundamental distinctions 1.1.1 1. Defining Development • Individual Activity • Recitation  Collective
between regions that are considered to responsibility
have different levels of development;  Rationality
2. Economic Indicators  Make a reaction paper about colonization • Presentation of Output
1.1.1 3. Social Indicators and imperialism that have fundamentally
b. identify the indicators of
altered the histories and futures of many  -reaction paper
development; 4. Demographic Indicators countries in the world.

5. Global Distribution of
c. discuss the geographical distribution Development
1.1.1
of development around the world;

d. describe several ways to improve

1.1.1
levels of development; and

e. discuss the international debt 1.1.1

crisis
Week At the end of these weeks, the pre-service VII. Agricultural Geography
teacher (PST) should be able to: • Lecture/Discussion
14-15
a. summarize the history of agricultural
1.1.1 • Written Quiz  Mutual respect
production; 1. Origins of Agriculture • Individual Activity  Collective
responsibility
b. describe the different methods of 2. Agriculture in Less Developed • Recitation
Go to the Web site (http:/www.geo-  Rationality
agricultural production in LDCs and 1.1.1 Countries pie.cornell.edu//gmo.html). Make a reaction
MDCs; and paper on the growing controversy about • Presentation of Output
3. Agriculture in More Developed what are called genetically modified
Countries organisms (GMOs) or genetically engineered -reaction paper
c. discuss on the positive and 1.1.1 (GE) foods in agriculture. • Debate
negative aspects of the green revolution 4. The Green Revolution • Debate
-Do the benefits of GE foods outweigh the  (Prepare a Rubric)
risk
Week At the end of the week, the pre-service VIII. Economic Geography
teacher (PST) should be able to:
16 • Lecture/Discussion • Written Quiz
1. Industrial Revolution
 Mutual respect
a. describe the dynamics of the
1.1.1
• Individual Activity • Recitation  Collective
Industrial Revolution; 2. Diffusion of the Industrial responsibility
Revolution • Prepare a comparative analysis of the top • Presentation of Output  Rationality
b. compare industrial activity in LDCs five (5) economic activities based on the
with industrial activity in MDCs and 1.1.1 3. The Global Industrial Market number of paid employees. Which of these
explain the differences; -comparative analysis
activities did you expect to be prominent and
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which one surprised you?

c. discuss the principle of supply and 1.1.1
demand for global industry; and

d. explain the concept of central place

theory and how it relates to market-
area analysis. 1.1.1

Week At the end of these weeks, the pre-service IX. The Geography of Resources
teacher (PST) should be able to: and Environmental Impacts
17 • Lecture/Discussion • Written Quiz
a. describe the spatial distribution of
1.1.1 • Individual Activity  Mutual respect
energy resources; 1. The Life of Our Resources • Prepare a position paper. Choose one • Recitation  Collective
among the different topics. responsibility
b. discuss the differential energy 2. The Spatial Distribution of  Rationality
1.1.1 • Presentation of Output
consumption; Resources
Air Pollution
3. The Consumption of Resources - Global Warming -position paper
c. describe alternative energy resources; 1.1.1 - Alternative Energy Resources • Debate
4. Alternative Energy Resources
d. discuss the issue of global warming; • Debate (Prepare a Rubrics)
and 5. Global Resources and Pollution Will the stop of the use of fossil fuels stop
1.1.1
global warming?

1.1.1
e. identify ways to alleviate pollution.

COURSE REFERENCES
Jones, A. (2012) Human Geography. The basic Routledge. Taylor and Francis Group. London and New York
Marsh, M. and Alagona, P.S. (2008). Barron’s AP Human Geography
Timms, B. (2004). Geography G110. Introduction to Human Geography. Digital Commons
Thrift, N. (2009). International Encyclopedia of Human Geography. Elsevier Publishing
Rubenstein, J. M. (2003). The Cultural Landscape: An Introduction to Human Geography. Seventh Edition. Upper Saddle River, NJ, Prentice Hall
Rubenstein, J. M.(2009). The Contemporary Human Geography. Pearson’s MyLab and Mastering

COURSE REQUIREMENTS
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Based on the Course Outcomes (COs), the following are the terminal course requirements the students must have completed:
a. Make a map of the distribution of population around the world.
b. Make a portfolio of all their activities.

COURSE GRADE EQUIVALENT

For purposes of transmutation, the course will use the following grade equivalent (at 70% passing):

Raw Score Grade Equivalent Raw Score Grade Equivalent Raw Score Grade Equivalent
99 100 1.0 80 2.0 63 69 3.1
97 98 1.1 79 2.1 56 62 3.2
95 96 1.2 78 2.2 49 55 3.3
93 94 1.3 77 2.3 42 48 3.4
91 92 1.4 76 2.4 35 41 3.5
89 90 1.5 75 2.5 28 34 3.6
87 88 1.6 74 2.6 21 27 3.7
85 86 1.7 73 2.7 14 20 3.8
83 84 1.8 72 2.8 7 13 3.9
81 82 1.9 71 2.9 0 6 4.0
70 3.0

COURSE GRADING SYSTEM:

Students must have obtained 70% passing score or higher to pass the score. Course work will be weighted as follows:
 Major Exams – 30 %
 Course Outputs – 60 %
- Quizzes
- Written Outputs
- Recitation and Performance
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 Deportment/Attendance – 10 %
TOTAL 100%

COURSE GUIDELINES AND POLICIES

1. Attendance is a must. A student may incur only seven (7) absences for MW and TTH classes and three (3) absences for 3- hour-once-a-week classes (20% of the prescribed
days of classes); otherwise, he/she will be automatically dropped from the class list and/or receive a failing grade of 5.0.
2. A student who will incur three (3) consecutive absences will be asked by the instructor to write a letter of explanation addressed to the Student Affairs Officer who, after
imposing disciplinary action, will refer the student to go to the Guidance Office to secure a readmission slip duly signed by the Guidance Counselor and College Dean, so
as to be allowed to rejoin the class.
3. Tardiness is discouraged. It is a source of irritation and class disruption when students arrive late. Students who arrive 15 minutes after the start of class are considered
tardy. Please note that three (3) tardiness is equivalent to one (1) absence.
4. A permanent seat plan will be made at the start of the semester. Students are advised to keep to their assigned seating arrangement; otherwise, they will be marked absent
for that day.
5. Classes should always start and end with a short prayer. The instructor can opt to lead the prayer or assign students to do this alternately.
6. Students should assist in maintaining the orderliness and cleanliness of the classrooms. Graffiti writing is strictly prohibited. Any student found violating this rule will be
punished with the appropriate sanction. Before leaving the classroom, the instructor with the help of the students, should ensure that no litter/garbage is left behind and
that chairs are in their proper order. Should the class be the last schedule for the day, the instructor should arrange that the lights and air conditioning units are switched
off.
7. Going out of the classroom at any time is strictly discouraged. Students should make it a habit to go to the restroom during their vacant period or before the start of their
classes. If they must visit the restroom, permission should be sought from the instructor.
8. Use of mobile phones inside the classroom is strictly prohibited. They should be switched off or placed in silent mode before entering classes. The instructor has the right
to confiscate mobile phones that ring and/or are used during class hours. The confiscated unit can only be claimed from the Dean’s Office at the end of the semester.
9. The teacher reserves the right to ask the student to leave the room if his behavior is disruptive in class.
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10. It is the responsibility of the students to schedule properly their classes so that meals and snacks will be taken at the proper time.
11. Students are encouraged to see the instructor during consultation hours for any concerns, questions and assistance about the course.

PREPARED BY: SIGNATURE:

MR. JONATHAN M. LIPITIN
Course Instructor
NOTED BY: SIGNATURE:
DR. MA. NOELEEN M. BORBAJO
Dean, College of Education
APPROVAL RECOMMENDED: SIGNATURE:
DR. MA. NOELEEN M. BORBAJO
Vice President, Academics
APPROVED: SIGNATURE:
DR. EDUARDO A. OMPAD
College President