Places_and_Landscape_in_a_Changing_World (2).pdf

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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 / 2nd
Sem
Lecture Hall/Rm Nos : Bldg No. 3
LET Number : 1100345
Cell Phone No : 09266584071
E-mail Add : gomez_072364@yahoo.com
Consultancy Hours : 8:00-11:30/4:00-5:00
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 Foundation in Social Studies (FSS)– 4
Subject Discription Places and Landscape in a Changing World
Course Description The course explores the concepts and dynamics of people and activities from various lacations, describing the locations and patters of human activity, exploring process and patterns with historical lens,
and understanding the relationship of the natural environment to the other aspects of human behanvior which encompasses on the diversity of interconnections of people and places in a globalizing world
as mediated by cultures, politics and historical developments.
Course Credits 3units
Contact Hours/week 3hours/week
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;

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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 f 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 glbal social issues;
This course fundmentally employed the summative assessment task on
Individual work, Collaborative effort, buzzing, collage, demonstration,
cooperative, inquiry-based, data-gathering, collecting, graphing,
caricaturing, journal noting, Ignatian Pedagogy through CERAE and
research-based approach which they are measured according to the
design mechanism and tools attached in this Outcomes Based Teaching
Learning Plan (OBTLP).
Expected feedbacking made after the presentation of output.
The Prelim Exam and Semi-Final Exam were design to help the slow
learner interface and phase-out their slow academic performance.
Midterm Periodical Exam and Final Periodical Exam were given to
sum-up their total academic achievement & performance.
All computation and formulas are provided in this OBTLP.
This Places and Landscape in the Changing World OBTLP attempts to
“coin” and “translate” “theory” into “practice.” So that as mankind live on
earth may be able to “transform” words into action. All doings made by man
to nature may be “helpful” in building a better place to live. Thus, the
geographic variables may be understood according to they are made. To give
pride to those who are living in their respective places and landscape both
rural and urban areas. Attached to the landforms and water-forms of the land
may the variability on the changing identity made into pluralistic way with
full of respect and reverence. As rural inhabitants compete their urban
counterpart in terms of their value-laden places and landscape.
As nature provide sceneries that the rural are blessed may all men seen
places and landscape full of life to the fullest as their urban counterpart
mainstreaming development as by-product of man’s partnership to creation.
However, there are also instances that the urban locale can landscape the
needs and wants of an individual that the rural cannot. With that, may this
study will help the individual to “foresee” and “predict” the variability of such
places and landscape in the changing modern world. May the multimedia
infrastructure resilient enough to flatten the places and landscape as the WIFI
and PSYFI increases in the road-mapping on the superhigh-link Netizens of
the world.
In conclusion, as everybody learn the places and landscape in a changing
world may they instill and inculcate to the G-Alpha; G-Z; G-I and Boomlets
generation the real roadmap towards WIFI and PSYFI places and landscape
identity to culturally clone identical to nature despite of being pluralistic.
Thus, in this paper one may be able to see the energy of preservation and
standby who we are in the beginning and continually doing the right thing and
doing what is right to the mother-earth as we continually living a better place
for us to live.
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 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.
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 engagemtn in the
social studies classroom; and
b. Produce assessment materials to measure student’s performance.
D. COURSE OUTLINE & TIMEFRAME

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Week Course Content / Subject Matter
l Concepts and Dynamics of People and Activities/ Location and Pattern of Human Activity
1 PRACTICES – Places & Landscape Evaluation, Assessment and Character Assessment (Reading 1.1)
2 LINK TO SUSTAINABILITY – Indicator for Quality Change – Quality of Life (QoL) Capital (Reading 1.2)
3 STAKEHOLDERS – Character Assessment (Reading 1.3)
4 MULTIMEDIA INFRASTRUCTURE - capturing, storing, checking, integrating, manipulating, analysing and displaying data related to positions on the earth's surface (Reading 1.4)
11 Exploring Process and Pattern with Historical Lens
5 LAND – USE – historic characterization (Reading 1.5)
6 TECHNIQUE – JUDGING – SENSITIVITY - Character and Visual Sensitivity (Reading 1.6)
7 ECONOMIC VALUATION – Preferences (Reading 1.7; 1.7.1 & 7.1.2)
8 IDENTITY-PRACTICE-PLURALITY-POWER – Landscape identity (Reading 1.8)
lll Diversity of interconnections of people and places in a globalizing world
9 CLIMATTE CHANGE & NATURAL FORCES – Environment, Heritage and Landuse (Reading 1.9)
10 LANDSCAPE INVESTIGATION GUIDELINES – Social Science Inquiry (Reading 1.10)
11 SPACE & PLACE – LanscapeRelationship (Reading 1.11 & 1.11.1)
lV Research Paper (Publishable Paper – Quali – Quanti) Approach
12-17 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
Make a land classification
roadmap according to
their usage in your own
Barangay (Brgy Map land
Classification)
PRACTICE – Places & Landscape
Evaluation, Assessment and
Character Assessment (Reading
1.1)
https://macaulay.webarchive.
hutton.ac.uk/visualisationlitrev/chap1.html
www.countryside.gov.uk/cci/guidance and
www.snh.org.uk/strategy/LCA
landscape topic
paper 1 Practice on P
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 make a land classification roadmap in a
short size bondpaper. Let them share in a team
regarding the “importance” of this land
classification in landscape identity.
Tell the team to prepare their repertoire.
Submit a short size bondpaper roadmap
landscape land classification in your own
barangay. (Brgy Map land Classification)
Let the team submit the output at the end of the
week.
The team will get ready for 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
Computer, laptop,
internet
connection,
compass, ruler,
coloring,
bondpaper, pencil
Week 1
Jan 13-17
Construct the Ignatian
Pedagogy using the
CERAE on the QoL
Capital Indicators,
Monitoring and Usage
LINK TO SUSTAINABILITY –
Indicator for Quality Change –
Quality of Life (QoL) Capital
(Reading 1.2)
landscape topic
paper 2 Link & Sustai
working together to achieve the DLO.
Allow the team to discuss within their own
circle about the QoL capital indicators and their
central idea. Mention the key stages in the QoL
Submit a short size bondpaper on QoL Capital
CERAE
week.
Computer, laptop,
internet
connection,
compass, ruler,
coloring,
bondpaper, pencil
Week2
Jan 20-24

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capital approach to link the sustainability of the
stakeholders.
List Down name of the
community counterpart
partners and its methods
on the Stakeholders
involvement in the Places
& Landscape Character
Assessment
STAKEHOLDERS – Character
Assessment
(Reading 1.3) landscape topic
paper 3 STAKEHOLDE
Allow the team to conduct research on the short
or medium or long range plan about their
landscape identity on solid waste management,
employment and community involvement.
Submit a journal notes in a short size bondpaper
and column into two. The first column names of
the stakeholders and the second column their
methods of community involvement & their
interest of representation.
week.
Computer, laptop,
internet
connection,
compass, ruler,
coloring,
bondpaper, pencil
Week3
Jan 27-31
Make a collage regarding
the role of the multimedia
infrastructure on the GIS
places & landscape
identity.
MULTIMEDIA
INFRASTRUCTURE - capturing,
storing, checking, integrating,
manipulating, analysing and
displaying data related to positions
on the earth's surface
(Reading 1.4)
landscape topic
paper 4 GIS.pdf
landscape topic
paper 4.1 UsingTechn
Allow the team to explore & discover how the
GIS geographic data landscape empowers
places in the changing world. And let the team
discuss about the desk study and field survey on
classification and description character and
attributes using the multimedia infrastrucuture.
Tell the team to prepare their repertoire
Submit a short size bondpaper on collage paper
about the multimedia infrastructure that depict
about its role on the GIS places and landscape
identity empowering character and attributes.
week.
Computer, laptop,
internet
connection,
compass, ruler,
coloring,
bondpaper, pencil
Week4
Feb 3-7
Draw a relief map of
Tagoloan that will show
the Residential,
agricultural, commercial
and industrial area
LAND – USE – historic
characterization
(Reading 1.5) landscape topic
paper 5 Land Use.pdf
Allow the team to explore and discover the land
classification of the municipality and let them
discuss the potential landscape identity to be
empower in the locality.
Submit the Relief Map of Tagoloan that classify
the reidential, agricultural, commercial and
industrial.
week.
Computer, laptop,
internet
connection,
compass, ruler,
coloring,
bondpaper, pencil
Week5
Feb 10-14
Make the Ignatian
Pedagogy using the
CERAE on the
approaches, vulnerability,
tolerance and resilience to
change on the judging
landscape capacity
TECHNIQUE – JUDGING –
SENSITIVITY - SPECIFIC
TYPE OF CHANGE &
CAPACITY - Character and
Visual Sensitivity
(Reading 1.6)
landscape topic
paper 6 Technique Ju
Let the team read Paper No. 6; discover & point
out the the three terms mentioned and suggested
to be adopted by the places and landscape
manager to do in building images.
Submit the DLO on Ignatian Pedagogy on
CERAE.
week.
achievement and Performance.
Computer, laptop,
internet
connection,
compass, ruler,
coloring,
bondpaper, pencil
Week6
Feb17-21

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Construct a collage that
will picture – out places
and landscape depicting
the economic, political and
social advantages to the
inhabitants.
ECONOMIC VALUATION –
Preferences
(Readings 1.7; 1.7.1 & 7.1.2)
landscape topic
paper 7 economic val
landscape topic
paper 7.1 Livestock.p
landscape topic
paper 7.1.2 Weather m
Allow the team to visualize through the collage
paper by coloring the important “economic,”
“political,” and “social” advantages in the
locale.
Submit collage paper on economic, political and
social advantages of the locale
week.
Computer, laptop,
internet
connection,
compass, ruler,
coloring,
bondpaper, pencil
Week7
Feb 24-28
will portray the places and
landscape identity.
IDENTITY-PRACTICE-
PLURALITY-POWER –
Landscape identity
(Reading 1.8)
landscape topic
paper 8 identity pract
https://doi.org/10.1080/01426397.2019.1589774
Let the team construct a collage that shows the
places & landscape identity. One haft of this
collage will show the “before” and one haft of
this collage will show the “after” of this
landscape identity.
Submit collage paper on changing
landscape identity – practice –
plurality and power.
week.
Computer, laptop,
internet
connection,
compass, ruler,
coloring,
bondpaper, pencil
Week8
Mar 2-6
will show the climate
change & natural forces
empowering identity
CLIMATE CHANGE &
NATURAL FORCES –
Environment, Heritage and Landuse
(Reading 1.9)
landscape topic
paper 9 CLIMATE CHA
Let the team construct a collage paper that will
show the climate change: Principal Impact
Themes in respect of the Natural Resources,
Land Use and Cultural Heritage in their own
locality.
Submit collage paper on CLIMATE CHANGE
and NATURAL FORCES Affecting
Environment, heritage and Landuse in one Manila
Paper. Color them according to their implication.
week.
achievement and Performance.
Computer, laptop,
internet
connection,
compass, ruler,
coloring,
bondpaper, pencil
Week9
Mar9-13
Make an Ignatian
Pedagogy using the
CERAE paper that will
give the Panoramic view
on the three phases of
investigation framework
guidelines on PL-QoL
LANDSCAPE
INVESTIGATION
GUIDELINES – Social Science
Inquiry
(Reading 1.10)
Landscape topic
paper 10 Investigatio
Let the team work-out the Ignatian Pedagogy –
CERAE on the landscape investigation
guidelines using the three phases framework of
inquiry.
Submit the DLO Ignatian Pedagogy
on CERAE.
week.
week.
Computer, laptop,
internet
connection,
compass, ruler,
coloring,
bondpaper, pencil
Week10
Mar16-20

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capital Tell the team to prepare their repertoire
Caricaturize (cartooning)
how the space and place
identity decay
SPACE & PLACE – Lanscape
Relationship
(Readings 1.11 & 1.11.1) landscape topic
paper 11 Space and P
Let the team explore possibility on the space
and place decay by portraying cariturize
cartooning mimickry. The team is directed to
use the economic or political scene it can be
glocal.
Submit cartoon caricature depicting the economic
or political scene in a one short size bondpaper.
week.
Computer, laptop,
internet
connection,
compass, ruler,
coloring,
bondpaper, pencil
Week11
Mar23-27
Submit Publishable Paper Research Paper (Publishable
Paper – Quali – Quanti)
Approach
https://www.academia.edu/
37423416/ABC_of_Research_Methods
https://www.academia.edu/
37423410/Research-Methods_IG.pdf
As the seventeen (17) weeks of the
meeting prescribed; the team may be
able to come-up a good title and
potential publishable paper. They are
tutored, mentored, coached &
blended on their writing process by
the profefssor in the beginning of the
class until their final submission
using a short size ring-bounded
paper.
The team will submit their short size ring-
bounded PUBLISHABLE PAPER one
week before the final exam.
APA format in a TNR font style & fontsize
No. 12 with the following feature:
Abstract – not less than 50 words & not
more than 150 words; Introduction
(PILOT); Methods; Findings &
Discussion; Conclusions; and References
(not less than 25 RRLS)
Computer, laptop,
internet
connection, ring-
binding machine,
short size
bondpaper, printer
Week 12
Mr 30-Apr3
Week 13
Apr6-10
Week 14
Apr13-17
Week 15
Apr20-24
Week 16
Apr27-May1
Week 17
May4-8
F. Suggested Readings and References
Readings in PDF
landscape topic
paper 11 Space and P
Landscape topic
paper 10 Investigatio
landscape topic
paper 9 CLIMATE CHA
landscape topic
paper 8 identity pract
landscape topic
paper 7.1.3 Construct
landscape topic
paper 7.1.2 Weather m
landscape topic
paper 7.1 Livestock.p
landscape topic
paper 7 economic val
landscape topic
paper 6 Technique Ju

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landscape topic
paper 5 Land Use.pdf
landscape topic
paper 4.1 UsingTechn
landscape topic
paper 4 GIS.pdf
landscape topic
paper 3 STAKEHOLDE
landscape topic
paper 2 Link & Sustai
landscape topic
paper 1 Practice on P
landscpe topic
paper 11.1 Geograph
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Buchanan, Lynne; Knight Ph.D., Robert L.; Evans Ph.D , Jason M. (2019). Florida’s Changing Waters: A Beautiful World in Peril. Florida: George F Thompson Publishing
Butler, A., Sarlöv-Herlin, I., Knez, I., Ångman, E., Ode Sang, Å., & Åkerskog, A. (2018). Landscape identity, before and after a forest fire. Landscape Research, 43(6), 878–889. [Taylor & Francis
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Cayuela, H., Joly, P., Schmidt, B.R., Pichenot, J., Bonnaire, E., Priol, P., et al. (2017). Life history tactics shape amphibians' demographic responses to the North Atlantic Oscillation. Global Change
Biol. 23, 4620–4638. doi: 10.1111/gcb.13672
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Cheptou, P. O., Hargreaves, A. L., Bonte, D., and Jacquemyn, H. (2017). Adaptation to fragmentation: evolutionary dynamics driven by human influences. Philos. Trans. R. Soc. B 372:20160037.
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Clauzel, C., Bannwarth, C., and Foltête, J. C. (2015). Integrating regional-scale connectivity in habitat restoration: An application for amphibian conservation in eastern France. J. Nat. Conserv. 23,
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Consentino, B. J., and Droney, D. C. (2016). Movement behaviour of woodland salamanders is repeatable and varies with forest age in a fragmented landscape. Anim. Behav. 121, 137–146. doi:
10.1016/j.anbehav.2016.08.013
Cornelius, C., Awade, M., Candia-Gallardo, C., Sieving, K. E., and Metzger, J. P. (2017). Habitat fragmentation drives inter-population variation in dispersal behavior in a neotropical rainforest
bird. Perspect. Ecol. Conserv. 15, 3–9. doi: 10.1016/j.pecon.2017.02.002
Cosgrove, A. J., McWhorter, T. J., and Maron, M. (2018). Consequences of impediments of animal movements at different scales: a conceptual framework and review. Divers. Distrib. 24, 448–459.
doi: 10.1111/ddi.12699
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10.1111/ecog.02538
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Dizon Hazel (2019). Place and Landscape in the the Changing World. pages.upd.edu.ph › hdizon › classes › geog-1-places-and-landscapes-.../accessed/12/28/2019
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G. Course Reuirements ◘ 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)
H. Grading System ◘ 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)
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
3
Midterm Grade = CS X 2 + Midterm Exam + Prelim Grade
3
--------------------------------------------------------------
2
Semi Final Grade = CS X 2 + Semi final Exam + Midterm Grade
3
--------------------------------------------------------------
2
Final Grade = CS X 2 + Final Exam + Semi final Grade

======================================
3
-------------------------------------------------------------
2
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%
___________
100%
I. 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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