Republic of the Philippines

ISABELA STATE UNIVERSITY

Palanan Campus

COLLEGE OF EDUCATION

Course Syllabus
1st Semester, School Year
2022-2023

Course Number Course Title Credit Unit/s Hours per week

Eed Inst. 1 CLIMATE CHANGE AND DISASTER RISK 2 2
MANAGEMENT

VISION INSTITUTIONAL OUTCOMES

A leading research university in the ASEAN region. ISU Expected Graduate Attributes

MISSION Communicator (Cm)

Isabela State University is committed to develop globally competitive human, technological • Recognizes and values communication as a tool for conveying and interacting with others
resources and services through quality instruction, innovative research, responsive community and fostering their own learning.
engagement and viable resource management programs for inclusive growth and sustainable
development. Inquiry-focused and knowledgeable (IFK)
• Creates new knowledge and understanding through the process of research and inquiry.
QUALITY POLICY • Demonstrates comprehensive theoretical and technical concepts related to their field of
The Isabela State University endeavors to be a lead university in instruction, research, specialization with relevant connections to industry, professional and regional knowledge.
extension, and resource generation through continual improvement of services and commits to
comply with the standards set by statutory, regulatory and accreditation bodies. Competitive (Cp)
• Initiates and innovates better ways of doing things.
To uphold this commitment, ISU shall attain the following quality objectives: • Promotes quality and productivity.
1. Sustain academic excellence and quality in instruction;
2. Generate research breakthroughs; Collaborative and Effective Leader (CEL)
3. Engage in sectoral activities for community development; • Works in collaborative with others and manages group functioning to meet common goal.
4. Develop products for globalization;
5. Support students’ participation to local and international for a to enhance their Lifelong Learner (LL)
potentialities; • Acquires new skills and adapts to rapid changes in professional and personal environment.
6. Comply with the standards set by statutory, regulatory and accrediting bodies; and
7. Review on periodic basis, the Quality Management System (QMS) and gather
feedback on the level of client satisfaction as basis for continual improvement.

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 GOALS OF THE COLLEGE PROGRAM OUTCOMES

In line with the Isabela State University’s vision and mission, the College of Education is The graduates of Bachelor of Elementary Education Program must be able to:
tasked to:
1. possess wide range of theoretical and practical skills of an effective delivery instruction;
1. Enhance the qualification of educators for academic and professional development 2. perform the necessary competencies needed in the different learning areas in the secondary
equipped with advanced training and educational innovations as well as research and school;
extension capabilities; and 3. conduct research of instruction;
2. Prepare and developing highly qualified basic education teachers and skilled technologists 4. undertake actual training in community development through extension activities;
through quality and well-rounded pre-service training in both academic and vocational fields 5. apply appropriate innovative and alternative teaching approaches
for diverse communities of learners. 6. practice the professional and ethical requirements of the teaching profession;
7. demonstrate desirable Filipino value as a foundation for social citizenship participation.
Course Description:
This course provides necessary concepts, principles, historical data and latest scientific developments on climate change and the study of disasters. In addition, it also tackles the impacts of climate
change and disasters to people, ecosystems, and the economy. Likewise, it also offers basic understanding about adaptation and mitigation mechanisms towards managing climate and disaster risks.
Moreover, national, and local level plans including institutional frameworks, agreements, policies and laws in the Philippine setting are covered in this course. Generally, it intends to build the
knowledge and enhance the skills of learners to identify possible concrete solutions and actions to prevent, mitigate, prepare for, respond to, and recover from the adverse effects of disasters and the
changing climate condition.
Prerequisite/s: None
Course Outcome:
At the end of the course, the students should be able to:
Knowledge
1. discuss the science of climate change and disasters including the causes of their occurrence;
2. examine the impacts of climate change and disasters to people, ecosystems and the economy;
3. identify and analyze each hazard type and determine the possible actions to prepare for and respond to its impacts;
4. discuss the adaptation and mitigation mechanisms towards managing climate and disaster risks;
5. determine the different climate change and disaster related laws, policies and frameworks; and
6. investigate the salient features of national and local level plans.

Values
1. appreciate the importance of science of climate change and disasters;
2. value the importance of shared concerns that make up the good life in order to come up with innovative and creative solutions to contemporary issues guided by ethical standards; and
3. foster the value of realizing sustainable development by achieving an adaptive and disaster resilient communities.

Skills
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 1. creatively present the science of climate change and disasters;
2. apply possible concrete actions/solutions to prevent and/or mitigate the adverse impacts of climate change and disasters; and
3. craft a community-based plan towards building a climate adaptive and disaster resilient communities;
4. share how social media and information age could build their understanding on contemporary issues climate change and disaster risk management.

Course Plan
Graduates Program Intended Learning Learning Content Teaching and Teaching Assessment Assessment Number of Lecture Laboratory
Attributes Outcomes Outcomes Learning Learning Tasks tools Hours
Activities modality
➢ University Vision Online via
State the vision and
and Mission Messenger,
mission of the • Written
PO-1, ➢ Quality Policy SeDi, 2
University, quality Assignment
PO-2, ➢ International Google
policy, institutional • Rubrics for
PO-3, Outcomes Discussion Meet,
outcomes and goals Reflection
PO-4, ➢ College Goals and Zoom, etc.
and objectives of the Paper
Cm, CEL PO-5, Program Brainstorming Reflection
College, including the • Questioning
PO-6, Outcomes Face-to-
classroom policies, • Peer/
PO-7 ➢ Classroom Policies face
course requirements Self-
PO-8 ➢ Course
and the grading assessment
Requirements
system for the course Feedback
➢ Grading System

At the end of this I. Introduction to ▪ Sharing/ Online via • Written

topic, a student should Climate Change sending of Messenger, Assignment
be able to: A. The Earth in video SeDi, • Rubrics for
PO-1, 1) differentiate Focus Google Reflection Reflection
lecture
PO-2, climate over - Definitions of Meet, (Think About Paper
Cm and/or
PO-3, weather; climate, Zoom, etc. This)
IFK course • Rubrics for
PO-4, 2) identify the weather,
CEL module students’
PO-5, components climate change Rating on 4
LL vlog/blog
PO-6, of the climate and climate Modular via students’
Cp ▪ Film • Questioning
PO-7, system and variability teacher- vlog/blog;
showing • Peer/Self-
PO-8 explain their - The climate prepared assessment
interactions; system and its ▪ Field modules • Feedback
3) identify and components exposure • Simulations
creatively B. The science of Face-to-
• Essays
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 present the climate change ▪ Viewing of face • E-portfolios
Philippines’ - Physical the video Tests/quiz
Climate Science of lecture and
system; Climate reading the
4) examine the Change course
science of - Greenhouse module
climate Gasses and
change; their sources ▪ Jotting
5) characterize - The down
Greenhouse Greenhouse important
Gases Effect and the key points
(GHGs) that “Enhanced” of
causes the Greenhouse discussion
alteration of Effect
the Earth’s - Global ▪ Accessing
climate Warming important
system and - Climate internet
identify major Change: Global links
sources of and Local
GHGs; Scenarios ▪ Creating
6) explain the Vlogs/ Blogs
greenhouse on Field
effect and the Activities
concept of
enhanced ▪ Critiquing of
greenhouse articles,
effect; reports
7) explain the
scenario of
global
warming and
distinguish
climate
change over
global
warming; and

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 8) examine
global and
local
scenarios of
climate
change.

At the end of this II. Impacts of Climate ▪ Sharing/ Online via

topic, a student should Change sending of Messenger,
be able to examine video SeDI,
and creatively present 1. Climate Change lecture Google 2
the impacts of climate and its impacts and/or Meet,
change on agriculture, to Agriculture course Zoom, etc.
ecosystems, health, 2. Climate change module • Written
coastal resources and and the
Assignment
the economy. country’s Forest ▪ Film Modular via
• Rubrics for
3. Climate Change showing teacher-
Reflection
and Health prepared Reflection Paper
4. Climate Change ▪ Field modules (Think About • Rubrics for
PO-1, and Coastal exposure This)
Resources Face-to- students’
PO-2, vlog/blog
Cm 5. Socio-economic face
PO-3, ▪ Viewing of Rating on
IFK Impacts of • Questioning
PO-4, the video students’
CEL Climate Change • Peer/self-
PO-5, lecture and vlog/blog;
LL assessment
PO-6,
Cp reading the • Feedback
PO-7,
course • Simulations
PO-8
module • Essays
• E-portfolios
▪ Jotting Tests/quiz
down
important
key points
of
discussion

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 ▪ Accessing
important
internet
links

▪ Creating
Vlogs/ Blogs
on Field
Activities

▪ Critiquing of
articles,
reports

By the end of the III. Climate Change ▪ Sharing/ Online via

discussion, a student Adaptation and sending of Messenger,
should be able to: Mitigation video SeDI, • Written
1) differentiate lecture Google Assignment
adaptation A. Climate change and/or Meet, • Rubrics for
and adaptation and course Zoom, etc. Reflection
mitigation; mitigation module Reflection Paper
2) identify and B. Concept of (Think About • Rubrics for
PO-1, analyze “Maladaptation” ▪ Film Modular via This) students’
PO-2, various and showing teacher- vlog/blog 3
Cm
PO-3, adaptation “Adaptigation” prepared Rating on
IFK • Questioning
PO-4, and mitigation ▪ Field modules students’
CEL • Peer/self-
PO-5, initiatives; exposure vlog/blog;
LL assessment
PO-6, 3) discuss the Face-to-
Cp • Feedback
PO-7, concepts of face
▪ Viewing of • Simulations
PO-8 maladaptation
the video • Essays
and
lecture and • E-portfolios
adaptigation
reading the Tests/quiz
course
module
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 ▪ Jotting
down
important
key points
of
discussion

▪ Accessing
important
internet
links

▪ Creating
Vlogs/ Blogs
on Field
Activities

Critiquing of
articles,
reports

Preliminary Exam – 1 hour TOTAL 12 HRS

At the end of the IV. The Science of ▪ Sharing/ Online via • Written
discussion, a student Disasters sending of Messenger, Assignment
should be able to: SeDI, Reflection
video • Rubrics for
1) discuss the A. Definition, lecture Google (Think About
Reflection
concepts, and/or Meet, This)
PO-1, Nature and Paper
Cm PO-2, definition, Types course Zoom, etc. • Rubrics for
nature and module Rating on 4 hrs
IFK PO-3, B. The Pacific students’
types of students’
CEL PO-4, vlog/blog
disasters; Ring of Fire and Modular via vlog/blog;
LL PO-5, ▪ Film • Questioning
Cp PO-6, 2) identify the the Pacific showing teacher- • Peer/self-
PO-7, areas of the Typhoon Belt prepared assessment
PO-8 pacific ring of C. The Country’s ▪ Field modules • Feedback
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 fire and the risks and exposure • Simulations
pacific vulnerability to Face-to- • Essays
typhoon belt; disasters ▪ Viewing of face • E-portfolios
3) creatively the video Tests/quiz
D. Disaster
present the lecture and
science of records in the
country reading the
disasters; course
4) identify the
module
country’s risk
and
▪ Jotting
vulnerability
to disasters; down
5) examine the important
records of key points
disasters/haz of
ards that discussion
frequently hit
the country ▪ Accessing
important
internet
links

▪ Creating
Vlogs/ Blogs
on Field
Activities

▪ Critiquing of
articles,
reports
At the end of this V. Hazard Analysis ▪ Sharing/ Online via Reflection • Written
lesson, a student and Characterization, sending of Messenger, (Think About Assignment
should be able to: Impacts and Actions video SeDI, This) • Rubrics for
lecture Google Reflection
Cm PO-1, 1) elucidate A. Geological Hazards and/or Meet, Rating on Paper
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IFK PO-2, hazard; B. Hydrometeorological course Zoom, etc. students’ • Rubrics for
CEL PO-3, 2) interpret Hazards module vlog/blog; students’
LL PO-4, different C. Biological Hazards vlog/blog
Cp PO-5, hazard maps D. Anthropogenic ▪ Film Modular via • Questioning
PO-6, 3) explain the Hazards showing teacher- • Peer/self- 7 hrs
PO-7, various prepared assessment
PO-8 impacts of ▪ Field modules • Feedback
hazard on exposure • Simulations
different Face-to- • Essays
elements ▪ Viewing of face • E-portfolios
exposed; and the video Tests/quiz
4) enumerate
lecture and
precautionary
reading the
measures
before, during course
and after a module
catastrophic
event. ▪ Jotting
down
important
key points
of
discussion

▪ Accessing
important
internet
links

▪ Creating
Vlogs/ Blogs
on Field
Activities

▪ Critiquing of

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 articles,
reports
Mid-Term Examination – 1 hour TOTAL 11 HRS
By the end of the VI. Institutional ▪ Sharing/ Online via
discussion, a student Frameworks, sending of Messenger,
should be able to: Agreements, Policies video SeDI,
1) understand and Laws: The lecture Google
the salient Philippine Setting and/or Meet, 5 hrs
features of course Zoom, etc.
DRRM Law A. Philippine module
and Climate DRRM Law
Change Act B. Climate Change ▪ Film Modular via • Written
2) identify Act showing teacher- Assignment
institutions C. DRRM and prepared • Rubrics for
working CCA&M ▪ Field modules Reflection
towards Financing Reflection Paper
exposure
disaster risk - People’s Face-to- (Think About • Rubrics for
PO-1, reduction and Survival face This) students’
PO-2, ▪ Viewing of
Cm management Fund vlog/blog
PO-3, the video Rating on
IFK and climate - DRRM Fund • Questioning
PO-4, lecture and students’
CEL change D. Nationally • Peer/self-
PO-5, adaptation Determined reading the vlog/blog;
LL course assessment
PO-6, and Contributions
Cp • Feedback
PO-7, mitigation; (NDCs) module
PO-8 • Simulations
3) analyze
▪ Jotting • Essays
financing
down • E-portfolios
options for
Tests/quiz
DRRM and important
CCA&M; and key points
4) examine the of
submitted discussion
NDCs of the
Philippines ▪ Accessing
important
internet
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 links

▪ Creating
Vlogs/ Blogs
on Field
Activities

▪ Critiquing of
articles,
reports
By the end of the VII. National and ▪ Sharing/ Online via
discussion, a student Local Level Plans and sending of Messenger,
should be able to: Approaches video SeDI,
1) differentiate A. National (Local) lecture Google
adaptation Climate Change and/or Meet, • Written
and Action Plan course Zoom, etc. Assignment
mitigation; module • Rubrics for
B. National (Local)
2) identify Reflection
various Disaster Risk Modular via
▪ Film Reflection Paper
adaptation Reduction and showing teacher- (Think About • Rubrics for 6 hrs
PO-1, and mitigation Management prepared This) students’
PO-2, initiatives in Plan ▪ Field modules
Cm vlog/blog
PO-3, dealing with C. Community- exposure Rating on
IFK • Questioning
PO-4, climate based Disaster Face-to- students’
CEL
change; face • Peer/self-
PO-5, ▪ Viewing of vlog/blog;
LL Risk Reduction assessment
PO-6, 3) enumerate
Cp and the video • Feedback
PO-7, various
Management lecture and • Simulations
PO-8 adaptation
and mitigation - Community reading the • Essays
initiatives in Preparedness course • E-portfolios
dealing with module Tests/quiz
Plan
disaster D. Emergency
management; ▪ Jotting
Planning and down
4) discuss the
concepts of Management important
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 maladaptation key points
and of
adaptigation discussion

▪ Accessing
important
internet
links

▪ Creating
Vlogs/ Blogs
on Field
Activities

▪ Critiquing of
articles,
reports
Final Examination – 1 hour TOTAL 11 HRS

Course Requirements:
1. Attend 80% of the total contact hours.
2. Must not miss any major exam.
3. Must get an average passing mark in quizzes, exams, assignment and in class activities.
4. Participate in every class discussion.

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 Key Rating Areas Grade Equivalent
1.0 98-100
Preliminary Exam - - - - - 15%
1.25 95-97
Mid-Term Exam - - - - - 25%
1.5 92-94
Final Exam - - - - - 25%
Attendance - - - - - 10% 1.75 89-91
Quizzes/ Assignments - - - - - 10% 2.0 86-88
Reports / Projects - - - - - 15% 2.25 83-85
100% 2.5 80-82
2.75 77-79
3.0 75-76
5.0 74 below (Failed)
Inc. Incomplete

References:

All books and materials about climate change and disaster management may be used as reading materials. The following however, maybe used as references:

1) Acosta – Michlik, L. and V. Espaldon. 2008. Assessing Vulnerability of Selected Farming Communities in the Philippines Based on a Behavioral Model of Agent’s Adaptation to
Global Environmental Change (Special Issue of the Global Environmental Change). Available at http://www.elsevier.com/locate/gloenvcha
2) ADB. 2009. The Economic of Climate Change in Southeast Asia: A Regional Review
3) Ahmad, K. and R. Warrick. 2008. Methods and Tools in Assessing Climate Change Impacts. Available at www.ipcc.ch/publications_and_data/ar4/wg2/
4) Bernardo, E.C.2010. Local Adaptation to Climate Change: Strategies of Farmers, Employees and Local Businessmen. Isabela State University, Cabagan, Isabela, Philippines.
5) Casis, R.J. 2008. The Climate Change Crisis: Global Legal Framework, Policy Initiatives and the Philippine Response, Philippine Climate Change Policy: Mitigation and Adaptation
Measures. University of the Philippines Law Center, U.P. Diliman, Quezon City.
6) Cruz, R. V. O., Aliño, P. M., Cabrera O. C., David, C. P. C., David, L. T., Lansigan, F. P., Lasco, R. D., Licuanan, W. R. Y., Lorenzo, F. M., Mamauag, S. S., Peñaflor, E. L., Perez, R.
T., Pulhin, J. M., Rollon, R. N., Samson, M. S., Siringan, F. P., Tibig, L. V., Uy, N. M., Villanoy, C. L. (2017). 2017 Philippine Climate Change Assessment: Impacts, Vulnerabilities and
Adaptation. The Oscar M. Lopez Center for Climate Change Adaptation and Disaster Risk Management Foundation, Inc. and Climate Change Commission.
7) EEPSA. 2008. Climate Change Impacts, Adaptation, and Policy in South East Asia. Economy and Environment program. Proceedings of the Climate Change Conference, Bali,
Indonesia, 13-15 February 2008.
8) FAO. 2012. Mainstreaming climate-smart agriculture into a broader landscape approach. Background Paper for the Second Global Conference on Agriculture, Food Security and
Climate Change, Hanoi, Vietnam, 3-7 September 2012. Food and Agriculture Organization of the United Nations (FAO), Rome, Italy. 26p.
9) FAO. 2013. Climate smart agriculture: Sourcebook. Food and Agriculture Organization of the United Nations (FAO), Rome, Italy. 557p.
10) Floresca, J. P. 2011. Climate change vulnerability mapping and geo-spatial analysis in Cagayan River Basin. ISU, Echague, Isabela.
11) Göpfert, C., Wamsler, C., & Lang, W. 2017. A framework for the joint institutionalization of climate change mitigation and adaptation in city administrations. Springer. Acessible at
file:///C:/Users/user/Downloads/A_framework_for_the_joint_institutionalization_of_.pdf

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12) Lang, A. 2021. Maladaptation: An Introduction. weADAPT. Accessible at https://www.weadapt.org/knowledge-base/vulnerability/maladaptation-an-introduction
13) Mwongera C; Shikuku KM; Winowiecki L; Twyman J; Läderach P; Ampaire E; van Asten P; Twomlow S. 2015.Climate-smart agriculture rapid appraisal (CSA-RA): A prioritization
tool for outscaling CSA. Step-by-step guidelines. International Center for Tropical Agriculture (CIAT). Cali, Colombia. p.13
14) Peñaflor, B. L. 2014. Effects of Climate Change as Perceived by Corn Farmers, Entrepreneurs and Health Practitioners in Cabagan, Isabela. Isabela State University Cabagan
Campus. Undergraduate Thesis.
15) Peñaflor, B. L. 2017. Climate Risk Vulnerability Assessment in the Province of Isabela: Basis for Decision-support Platform and Policy and Institutional Innovation. Isabela State
University Cabagan Campus. Master’s Thesis.
16) Peñaflor, B. L. et al. 2020. Five Year Campus-based Disaster Risk Reduction and Management (DRRM) Plan of ISU Cabagan Campus. Isabela State University Cabagan
Campus.
17) Perez, M.L., Sajise, A.J.U., Ramirez, P.J.B., Arias, J.K.B., Purnomo, A.H., Dipasupil, S.R., Regoniel, P.A., Nguyen, K.A.T., Zamora, G.J. 2013. Economic Analysis of Climate
Change Adaptation Strategies in Selected Coastal Areas in Indonesia, Philippines and Vietnam.WorldFish, Penang, Malaysia. Project Report: 2013-32.
18) Regmi, B., A. Morcrette, A. Paudyal, R. Bastakoti, and S. Pradhan. 2010. Participatory Tools and Techniques for Assessing Climate Change Impacts and Exploring Adaptation
Options: A Community Based Tool Kit for Practitioners. Livelihoods and Forestry Programme (LFP), Nepal.
19) Reid, H., M. Alam, R. Berger, T. Cannon, S. Huq, and A. Milligan (Eds.) 2009.Community-based adaptation to climate change. Participatory Learning and Action, 60.
20) REPUBLIC OF THE PHILIPPINES. 2015. Nationally Determined Contribution. Accessible at
https://www4.unfccc.int/sites/submissions/INDC/Published%20Documents/Philippines/1/Philippines%20-%20Final%20INDC%20submission.pdf
21) REPUBLIC OF THE PHILIPPINES. 2021. Nationally Determined Contribution. Accessible at
https://www4.unfccc.int/sites/ndcstaging/PublishedDocuments/Philippines%20First/Philippines%20-%20NDC.pdf
22) Romero, M.R., Peñaflor, B.L., Mangabat, C.B., Vinarao, J.C., and Rubio, C.C.T. 2017. REGIONAL CLIMATE-RESILIENT AGRI-FISHERIES (CRA) ASSESSMENT, TARGETING
AND PRIORITIZATION FOR THE ADAPTATION AND MITIGATION INITIATIVES IN AGRICULTURE (AMIA2) PHASE 2 IN ISABELA OF CAGAYAN VALLEY REGION (REGION 02).
Isabela State University. Department of Agriculture-Bureau of Agricultural Research.
23) Sajise, A.J., Sombilla, M., Ancog, R., 2012. Socio-economics of Climate Change in the Philippines: A Literature Synthesis (1990–2010). SEARCA and PCAARRD, Los Baños,
Laguna, pp. 13–25, http://www.seachangecop.org/sites/
24) Santos, M.D., Dickson, J.O., Velasco, P.E.L., 2011. Mitigating the impacts of climate change: Philippine fisheries in focus. Fish for the People, 9 (2): 103–112.
25) Scherr, S.J., S. Shames and R. Friedman. 2012. From climate-smart agriculture to climate-smart landscapes Agriculture & Food Security, 1:12 (1-15).
26) World Bank, CIAT. 2016. Climate-smart agriculture in Moldova. CSA Country Profiles for Africa, Asia, Europe and Latin America and the Caribbean Series. Washington D.C.: The
World Bank Group. https://cgspace.cgiar.org/handle/10568/76504
27) Yusuf and Francisco, 2009. Climate change vulnerability mapping for Southeast Asia. IDRC-CRDI, SIDA, CIDA, EEPSEA.

Some useful Internet Links:

School strike for climate - save the world by changing the rules | Greta Thunberg | TEDxStockholm. Available at https://www.youtube.com/watch?v=EAmmUIEsN9A
James Hansen: Why I must speak out about climate change. Available at https://www.youtube.com/watch?v=fWInyaMWBY8
The Most Powerful Storm Ever Recorded | Documentary on Super Typhoon Yolanda. Available at https://www.youtube.com/watch?v=uRF46D3LhxI
Cebu City, Philippines Magnitude 7.2 Earthquake October 15, 2013 captured by CCTV MUST SEE!!! . Available at https://www.youtube.com/watch?v=XkrR8ea-E0E
https://www.youtube.com/watch?v=Y0OEUNRHXwI

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Rare Video: Japan Tsunami | National Geographic. Available at https://www.youtube.com/watch?v=foxww-tMoNg
Day After Tomorrow Hollywood Movie | Full Hd Hollywood Movie. Available at https://www.youtube.com/watch?v=46odjCE-q-A

CLASSROOM POLICIES:

1. Observance of Health Protocols

a. Everybody who is entering the campus and classroom premises is required to wear a face mask – NO FACE MASK, NO ENTRY POLICY
b. Observe at all times, in all places and in all transactions, social / physical distancing of at least 1 meter apart as advocated by the Department of Health.
c. When classes are conducted outside the classroom, physical distancing will still be observed.

2. Uniform and Dress code

a. Students should be in proper uniform, wear ID and appropriate shoes except during laboratory class.
b. On Wednesdays, cross dressing, hip-hop dresses and get-ups are not allowed, e.g. shorts, slippers, spaghetti strap, earrings for males, etc.
c. PE uniforms should be worn only during PE class.

3. Taking Examination

a. Cheating and copying are strictly prohibited. When caught during quizzes and long/units exams, deduction of points will be imposed by the teacher and during
midterm or final exam. Means a grade of 5.0 in the subject.
b. Borrowing of calculators and other exam paraphernalia is not allowed during exam.
c. During prelim, midterm, and final exam, only test papers answer sheets, permits, calculators, pens, pencils and erasers are allowed on the desk; other things should
be deposited on a place designated by the teacher.
d. Other policies will be imposed as deemed necessary and as agreed upon between the students and the subject professor.

4. Other Policies

4.1 Face-to-face FTLM

a. Cellphone should be shut-off or in silent mode during class hours.
b. Chairs should be arranged at least 1.5 meters apart to observe social distancing.
c. Chairs should be arranged before leaving the classroom.
d. Vandalism is strictly prohibited and punishable.
e. No Smoking within the school premises.
f. Students under the influence of liquor are not allowed inside the school compound.
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 g. Any form of deadly weapons should not be brought to school except cleaning/cutting tools during cleanup days and laboratory classes.
h. Unnecessary noise to the point of creating disturbances is prohibited.
i. Proper grooming should be observed at all times, e.g. short and undyed hair for males.
j. Other policies will be strictly imposed as contained in the student manual.

4.2. Online FTLM (synchronous)

a. Unnecessary noise to the point of creating disturbances is prohibited.
b. Participative learning is encouraged
c. Wear proper attire
d. Courtesy and proper decorum should be observed at all times
e. Meeting time set should be strictly observed by both faculty and students
f. Policies on the recording of class lecture is subject to the approval/agreement between the student and faculty which shall be governed by existing laws such as
cybercrime act, data privacy act and intellectual property right laws.
g. Posting of unnecessary comments/messages are prohibited during online classes.

4.3. Remote FTLM (asynchronous)

a. Submit required output on time via online or on designated drop-off / pick up points.
b. Submission of duplicated / copied output is prohibited.
c. Posting of unnecessary comments/messages are prohibited during group chat/discussion forum.

Prepared by: Checked by: Approved by:

GREG JOHN C. GATAN
Subject Instructor
Adopted by: MARY JANE B. DONATO PROF. NANET G. EUGENI
BERTRAZEL B. DONATO Department Chair, CED Campus Coordinator
Subject In-charge

ISUCab-CEd-SYL-014
Effectivity: September 1, 2020
Revision: 2