FAR EASTERN

FAR EASTERN UNIVERSITY

UNIVERSITY
General Education
General Department
Education Department
_____________________________________________________________________________

SCIENCE, TECHNOLOGY,
AND SOCIETY

Module Facilitation Guide

Contributing Authors:
Gilbert Baybayon
Andrea Austria
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General Education Department
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MODULE FACILITATION GUIDE

Course Code Course
GED0104 Science Technology and Society
Title

Module 1 Title The Scientific Revolution

Modular • Identify the achievements and discoveries of the Scientific

Learning Revolution and determine how they influence modern society’s
Outcomes perspectives in philosophy, religion, and their relationship with
nature by using a graphic organizer;
• Analyze the implications of scientific revolution to the
advancement of science and technology; and
• Critically reflect on the “superiority” of science from other bodies
of knowledge and the advantages and disadvantages it has brought
to our lives through an argumentative oral presentation.

Resource Harari, Y. (2014). Part Four: The Scientific Revolution – The Discovery of
materials Ignorance. In Sapiens: A Brief History of Humankind. Signal Books. (read
Chapter 14 only)

*Resource material to be provided by the facilitator.

Reminders 1. Ask the students to read the resource material and annotate at
home.
2. Make sure to prepare a sample template (for the ungraded & graded
assessments) for the students to utilize.
3. Decide if you would want this to be an individual, paired work or a
group activity. Prepare this in advance.
4. Ensure that the students will write/include their complete names,
section, and dates on their paper/activity.
5. You may ask them to take pictures of the activity.
6. Provide working time/time allotment for the activity. Ask the
students if they need extension to accomplish the work.
7. Make sure to facilitate learning by going around every groups/pair
to check for learning and understanding or ask questions to ensure
participation and learning.
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1. Classroom engagement

A. Preliminary Categorizing Grid

Activities
These are initial As a group, the students will be given 15 minutes to create a one-slide
activities that presentation that evaluates one (1) specific scientific/technological
learners will do to advancement on how it influences the nexus of science, technology, and
exhaust the society based on the assigned reading material.
content of the
resource material. Each group will be given 5 minutes to present.

B. Deepening of Question Circle

understanding
These are 1. Divide the class into 4 or 5 groups.
activities that 2. Each group will compose two questions that they would like to ask
learners will do to the author about the reading material. The questions should be
analyze, evaluate, about the concepts they were not able to fully grasp or understand
and/or synthesize and/or concepts they would like to know more about.
the content of the 3. Each group will read their questions aloud to the class and the
resource material. other group (the group next to them) will try to give their best
answers.
4. The activity will end when all the questions are answered.
C. Ungraded The students will be asked to submit their preliminary activity output as
formative their ungraded formative assessment.
assessment
This would refer
to ungraded
activities that will
assess students’
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demonstration of
understanding
and skills, using
the resource
material as a
vehicle to build
learning base.

D. Closure and Answer one of the questions in class:

synthesis 1. Between science and society, which had more influence over the
These are other?
activities that 2. Will the further advancement of science and technology lead to
learners will do to development or more inequalities?
reflect on what 3. How did the Scientific Revolution change the way people think?
transpired in the
whole teaching-
learning episode.

2. Asynchronous online engagement

A. Work-along The students will be asked to annotate the assigned reading material.
activities
This would refer to
ungraded activities
that will allow
students to explore
the resource
material and
further their ideas.

3. Graded formative assessment

A. Assessment In this assessment, students will be tasked to prepare an argumentative

task oral presentation that would allow them to analyze the implications of
This refers to what scientific revolution to the advancement of science and technology and
output or critically reflect on the “superiority” of science from other bodies of
performance knowledge and the advantages and disadvantages it has brought to our
students are life.
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expected to
accomplish as
evidence of
demonstrating the
learning outcomes.

B. Instructions The presentation must provide answers to the following questions:

This refers to
specific instructions Question #1 (Q1): What is the major implication of scientific
revolution in the advancement of science and technology?
in accomplishing
Question #2 (Q2): Can scientific knowledge alone be sufficient in
the tasks and would developing the Philippines?
be communicated Question #3 (Q3): Did the application of scientific knowledge
to the students. enhance the welfare of everybody?

Students must follow the below format:

• The presentation must include an introductory statement, body
paragraphs and a conclusion for each answer.
• You may refer to this document guide on how to create and
organize your argumentative oral presentation: “Organizing
Your Argument Presentation”
• Your last slide must include the “References” (use 7th ed. APA
format)
• Record your presentation with a voice over. Duration of the
recorded presentation must be limited to 7 minutes.
• You may submit your work using the following file formats
(choose one):
o MS PowerPoint with embedded audio record
o URL link to a recorded Canva presentation
o YouTube URL link to a recorded presentation
o MP4 file of your recorded presentation
• File name or video title must follow this format: <Surname of
Group Members>_GED0104_<Section#>_FA1-STS (e.g.,
CRUZ-DELACRUZ-SANTOS_GED0104_Section1_FA1-STS).

C. Reminders 1. This is an individual, paired, or group assessment (maximum of

3).
2. Let the students submit this assessment in Canvas. Instruct your
students that if they will work as a group, only one member will
submit the file to avoid duplicate submissions.
3. Tell your students to cite their sources, especially if the ideas are
not their own.
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4. Publish the assessment early in Canvas.

Note:
The assigned deadline of submitting the file is on August 31 –
September 2 (Thursday - Saturday, 11:59 PM). To be fair, if a
particular member of the group did not contribute to the conduct of the
assessment, then you have the right to exclude them in the submission.

*You may set the deadline anytime between the stipulated dates.
D. Rubric
This refers to the criteria for grading the assessment task.
Excellent Very Good Good Needs Improvement

Argumentation Main argument is Argument is present Argument is somewhat The argument is

stated clearly and but vague and only present but vague and unclear or not present
10-9 - Excellent developed with somewhat developed undeveloped in the in the presentation.
8-6 - Good evidence over the over the course of the presentation.
5-3 - Fair course of the presentation. Little to no details are
2-1 - Needs Improvement presentation. Some details are present and are
Details are relevant but present, but most are unconvincingly
Details are relevant, some are too general and are interpreted.
original, and unconvincingly unconvincingly
convincingly interpreted. interpreted. Offers simplistic
interpreted. reasoning. There is
Presentation contained There were attempts to poor development of
The presentation some main points but elucidate the main ideas. Refutation is
contained main points lacks in detail and points but all lack missing or vague.
that are well development. There development.
developed with are some statements Refutation statements
supporting details. which refute and are missing and/or
There are statements acknowledge the vague.
which refute and opposing view but do
acknowledge not summarize
opposing views and points.
summarize their main
points.
Evidence Source material is Source material is Some source material Sources may be
smoothly integrated in used. There is is used but integration missing or
6 - Excellent the presentation. sufficient evidence may be awkward. lacking. There is
5-4 - Good There is compelling which links to the Sources are overuse of quotations
3-2 - Fair evidence which thesis statement. documented but many and/or poor
1-0 - Needs Improvement supports the thesis Citation is in the are not in the desired paraphrasing to
statement and desired format. format or lack substitute presenter’s
develops a cohesive credibility. own ideas.
analysis.

Citation is accurate
and in the desired
format.
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Logical progression of Logical progression of Organization is clear. No discernable

Organization ideas with a clear ideas. Transitions are Transitions are present organization.
structure that present throughout the but may not lead to Transitions are not
4 - Excellent enhances the claim. narrative and provide coherence between and present.
3 - Very Good Transitions are adequate coherence among ideas.
2 - Good smooth and provide between and among
1 - Needs Improvement coherence between ideas.
and among ideas.

Total = 20 / 20

Module 2 Title Science, Technology, and Nation Building

Modular 1. Discuss current challenges in society in relation to science and

Learning
technology and possible critical innovations for National
Outcomes
Industrialization.
2. Propose solutions that will address identified challenges pertaining
to science and technology in the Philippines.
3. Draft an advocacy plan/project proposal that will support the
national development agenda vis-à-vis the progress of science and
technology and its impact to communities.

Resource PILS:
materials Critical Innovation for National Industrialization:
Building Local Capacity for Local Development

Part 1: [Link]
Part 2: [Link]
Reminders 1. Ask the students to watch PILS and prepare a journal at home.
2. Make sure to prepare a sample (template) advocacy plan/project
proposal for the students to utilize.
3. Decide if you would want this to be a paired work or a group
activity. Prepare this in advance.
4. Ensure that the students will write/include their complete names,
section and dates on their paper/activity.
5. You may ask them to take pictures of the activity.
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6. Provide working time/time allotment for the activity. Ask the

students if they need extension to accomplish the work.
7. Make sure to facilitate learning by going around every groups/pair
to check for learning and understanding or ask questions to ensure
participation and learning.

1. Classroom engagement
A. Preliminary Round Table Discussion – Each group will discuss and answer the
Activities following questions:
These are initial
activities that 1. How did Dr. Tapang describe the state of Science and Technology
learners will do in the country? Why did he use such descriptions?
to exhaust the 2. According to the resource material, what is the industry that keeps
content of the
the Philippines economy alive despite low productivity in Science
resource
and Technology?
material.
3. What is the percentage rate of Filipinos who work abroad? What
does it imply?
4. What does Albert Einstein mean when he stated, "Man can find
meaning in life, short, and perilous as it is, only through devoting
himself to society.”?
5. According to the video material, the weak manufacturing industry
in the country results in a whole lot of outcomes. Discuss one of
these outcomes.
6. Which of Dr. Tapang’s proposed solution to Philippines’ state of
Science and Technology shortcomings do you think is the most
feasible? Why?
7. Why did Dr. Giovanni Tapang mention that our economy is “not
yet dead” despite low efficiency in economic-related S&T in the
country?

15-30 mins
B. Deepening of The Round Table – Presentation:
understanding
These are • Each group will present 1/7 questions discussed.
activities that • Ask the other groups to prepare questions and insights for the
learners will do
presenters.
to analyze,
evaluate, and/or • Critiquing
synthesize the
content of the Instruct students to prepare for a class sharing by presenting a two slide
PowerPoint. (30 minutes)
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resource
material. Important Note:
Please make use of the concepts presented in the document titled 'Salient
Points with Reflective Questions - Module 2 (Critical Innovation for
National Industrialization)' to enhance and deepen the discussion.

C. Ungraded • As a class, complete the Problem Tree - Template A provided

formative below.
assessment • Per group - propose how each of you can contribute and/or
This would refer participate to the proposed solutions that will address identified
to ungraded
challenges pertaining to science and technology in the Philippines.
activities that
will assess
students’
demonstration of
understanding
and skills, using
the resource
material as a
vehicle to build
learning base.

D. Closure and Ask the following questions:

synthesis
These are 1. What are the current challenges in society in relation to science and
activities that technology and possible critical innovations for National Industrialization?
learners will do 2. How can the proposed solutions address the identified challenges
to reflect on pertaining to science and technology in the Philippines?
what transpired 3. What are the specific actions to be taken to ensure implementation of
in the whole the proposed solutions?
teaching-
learning episode.

2. Asynchronous online engagement

A. Work-along While watching the PILS create a Jump Start Journal – Ask students to
activities collect and organize their thoughts about the PILS. They may use these
This would refer guide questions:
to ungraded • What did it mean when Dr. Tapang said that the state of science
activities that and technology in the Philippines is bansot (stunted) and atrasado
will allow (underdeveloped)?
students to • How is it apparent in the current situation of the Philippine society?
explore the
resource material
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and further their • What are the current critical innovations for national
ideas. industrialization?

3. Graded formative assessment

A. Assessment Draft an advocacy plan/project proposal that will concretize the proposed
task solutions by Dr. Tapang in addressing national development agenda vis-à-
This refers to vis the progress of science and technology and its impact on communities.
what output or
performance See sample template B for Advocacy/Project Proposal.
students are
expected to
accomplish as
evidence of
demonstrating
the learning
outcomes.

B. Instructions Students will develop an advocacy that forms the foundation of their
This refers to project proposal, encompassing the concepts discussed in Module 2.
specific Students should integrate their learnings in addressing national
instructions in development agenda vis-à-vis the progress of science and technology and
accomplishing its impact on communities. The proposal should impact our local
the tasks and community and that will eventually lead to a change in relation to the
would be current issues you want to address.
communicated to
the students. Students must follow the format below:
• Present your ideas using Science and Technology in the
Philippines as the main concept.
• Advocacy/Project Proposal must be SMART.
• File name must follow this format:
<Surname of Group Members>_GED0104_<Section#>_FA2-STS
(e.g., CRUZ-DELACRUZ-SANTOS_GED0104_Section1_FA2-STS).

C. Reminders 1. This is an individual, paired, or group assessment (maximum of 3).

2. Let the students submit this assessment in Canvas. Instruct your
students that if they will work as a group, only one member will
submit the file to avoid duplicate submissions.
3. Tell your students to cite their sources, especially if the ideas are
not their own.
4. Publish the assessment early in Canvas.

Note:
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The assigned deadline of submitting the file is on September 14 – 20

(Thursday - Wednesday, 11:59 PM). To be fair, if a particular member of
the group did not contribute to the conduct of the assessment, then you
have the right to exclude them in the submission.

*You may set the deadline anytime between the stipulated dates.
D. Rubric
This refers to the criteria for grading the assessment task.

Advocacy/Project Proposal Rubric

Reflective
Aware Reflective novice Unacceptable
Criterion\Level practitioner
practitioner 2–4 0–1
8 – 10
5–7
Content Shows a deep Shows an Shows some Shows very little
understanding of understanding of understanding of understanding of the
the subject matter the subject the subject matter subject matter and
and its greater matter and it is but confusion is thoroughly
implications. evident in the evident in some misinterprets the
Proposal or plan execution of the aspects of the requirements for the
shows integration proposal or plan. proposal or plan. class.
of some advanced
or researched
concepts.
Creativity/ The project The project The project The project proposed
Ambition proposed is very proposed is proposed is is not creative,
original, creative original, creative somewhat creative, original or ambitious,
and ambitious. and somewhat original or the student is
The student is ambitious. The ambitious the uninspired, project
highly motivated, student is student is not very has a low potential
and the project has motivated about excited but not for success.
a good potential the project, and bored, project has
for success. the project has a some potential for
good potential success.
for success.
Structure and Proposal or plan is Proposal or plan Proposal or plan Proposal or plan is
Flow clear, concise, and is well organized makes general vague, disjointed, and
has a logical and has a sense but requires shows no sense,
structure and flow. sensible flow some work to structure, or flow.
and structure. organize and
Work is SMART. structure in a The work needs to be
Minor elements logical and sensible SMART.
may need manner.
clarification in
relation being
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Specific, Most elements may

Measurable, need clarification
Attainable, in relation being
Realistic and Specific,
Time-bound. Measurable,
Attainable,
Realistic and Time-
bound.
Following of Followed all Missed to follow Missed to follow 2 Missed to follow 3 or
Instructions instructions 1 out of all the out of all the more instructions.
completely and instructions. instructions.
correctly.

Adapted from: RCampus

Total: 40 points

Template A - Problem Tree

*Source: Step 1: Identifying the focal issue with ‘Problem Tree Analysis’ technique
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Template B – Advocacy/Project Proposal

Use this template to prepare a project proposal that is Specific, Measurable, Attainable, Realistic and Time-bound (SMART):

Project Name
Partner Government
Agency/NGO
Start Date
Target Completion
Date
Advocacy
Project Description

Project Objectives

Project Costs

Project Benefits
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Module 3 Title Our Cyber Selves

Modular 1. Analyze the pros and cons of how information is presented,

Learning digested, and spread in a cyber environment.
Outcomes
1 to 3 expected 2. Explain the different promises of connectivity and its
learning outcomes implications to our health and society.
form the student.
3. Create a visualization of disinformation about a social issue that
has disinformation and an ad that will counter or bust it in order
to avoid fake news in social and academic settings.

Resource PILS: Our Cyber Selves by Dr. Diosa Labiste

materials Part 1: [Link]
Part 2: [Link]

Reminders 1. Ask the students to watch the PILS at home.

2. Make sure to prepare a sample graphic organizer for the students
to utilize.
3. Decide if you would want this to be a paired work or a group
activity. Prepare this in advance.
4. Ensure that the students will write/include their complete names,
section and dates on their paper/activity.
5. You may ask them to take pictures of the activity.
6. Provide working time/time allotment for the activity. Ask the
students if they need extension to accomplish the work.
7. Make sure to facilitate learning by going around every
groups/pair to check for learning and understanding or ask
questions to ensure participation and learning.
8. Counter check if the chosen topic/post contains disinformation
and not just misinformation.

1. Classroom engagement
A. Preliminary Present a picture that will encourage the discussion of the question: Why
Activities do people go online?
These are initial
activities that To help students understand the content of the PILS, they will be tasked
learners will do to to create a table of WSNW to organize the concepts and ideas presented
exhaust the in the video.
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content of the What? So what? Now What? - See Template A and B below.
resource material. 10-15 mins

B. Deepening of Let the students highlight/take note of the parts of their WSNW that are
understanding similar with the groups currently presenting.
These are
activities that Let the students pose questions and or agreement/disagreement in the
learners will do to presentations.
analyze, evaluate,
and/or synthesize Ensure that the class will be able to differentiate misinformation from
the content of the disinformation.
resource material.
TAs are also expected to probe questions during the presentation. See
list of prompt questions.
C. Ungraded Presentation of WSNW per group.
formative (What? So What? Now What?)
assessment
This would refer to Each group may present at least 3 to maximum of 5 contents in their
ungraded activities WSNW.
that will assess
students’
demonstration of
understanding and
skills, using the
resource material
as a vehicle to
build learning
base.

D. Closure and Ask the following questions:

synthesis *Note: You can also utilize the deepening questions included in the PPT.
These are
activities that [Link] is the difference between misinformation from disinformation?
learners will do to
reflect on what 2. What are the pros and cons of how information is presented, digested
and spread in a cyber environment?
transpired in the
whole teaching-
3. What are the different promises of connectivity and its implications to
learning episode. our health and society?

4. How can we discredit disinformation in a cyber environment?

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5. How can we ensure a healthy status of our cyber selves?

6. How can we detect and correct disinformation in the cyber

environment in an academic way?

2. Asynchronous online engagement

A. Work-along While watching the PILS fill out the first column (What) of the WSNW
activities table– Ask students to collect and organize their thoughts about the
This would refer to PILS. They may use these guide questions:
ungraded activities • What are the promises of connectivity?
that will allow • How is technology being used in relation to self-discovery and or
students to explore expression?
the resource • How much time does Filipinos spend online? What is the
material and implication of this amount of time spent on social media?
further their ideas. • What is empowerment of the self?
• How do we deal with problematic and disempowering content?
What does it do to an individual in a cyber environment?
• What is the difference between misinformation and
disinformation?
• What are the seven types of misinformation and disinformation?
What does it do?
• How do we evaluate information online?
• How will you define a responsible cyber citizen?

3. Graded formative assessment

A. Assessment FA3 – Triple C: Scientific Diagram of Disinformation
task
This refers to what Create a disinformation counter/buster ad that will correct/fact check a
output or latest socio-political topic/post/content (poverty, education, drug use,
performance vice, crime, unemployment, etc.) See template C below.
students are
Instructions:
expected to
1. Choose a local socio-political issue that has disinformation that
accomplish as
you would like to counter/bust.
evidence of 2. Complete the Scientific Diagram of Disinformation (See
demonstrating the Template C) with your group. Be able to present your arguments
learning outcomes. justifying the reason why the chosen topic is spreading
disinformation.
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3. Create a counter Ad that will bust the disinformation in the local

socio-political issue you’ve chosen.
B. Instructions Students must follow this format:
This refers to • Submit the Scientific Diagram and the Disinformation
specific Counter/Buster Ad using the following file name format:
instructions in <Surname of Group Members>_GED0104_<Section#>_FA3-STS
accomplishing the (e.g., CRUZ-DELACRUZ-SANTOS_GED0104_Section1_FA3-
tasks and would be STS).
communicated to • Specify the source (channel/social media page) of the chosen
disinformation. Include the link in the submission, date posted,
the students.
number of views and the specific category.
• The disinformation counter Ad or buster must be appropriate to
the channel or source of disinformation.
Example: If the source is from Tiktok, the Counter Disinformation
Ad/Buster should be Tiktok ready/appropriate.
• The disinformation counter Ad or buster must be appropriate to
the target audience as well.
C. Reminders 1. This is an individual, paired, or group assessment (maximum of
3).
2. Let the students submit this assessment in Canvas. Instruct your
students that if they will work as a group, only one member will
submit the file to avoid duplicate submissions.
3. Tell your students to cite their sources, especially if the ideas are
not their own.
4. Publish the assessment early in Canvas.

Note:
The assigned deadline of submitting the file is on September 28 –
October 4 (Thursday – Wednesday, 11:59 PM). To be fair, if a
particular member of the group did not contribute to the conduct of the
assessment, then you have the right to exclude them in the submission.

Suggested Timeline for Module 3:

*September 18 – September 23 (Preliminary Activity and Discussion,
Presentation of WSNW Table per Group, Synthesis)
*September 25 – 27 (Giving of FA3 Instructions, Brainstorming for
FA3)
*September 28 – October 4 (Submission and Presentation of FA3 per
Group, Synthesis and Closure)
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*You may set the deadline anytime between the stipulated dates.

D. Rubric
This refers to the criteria for grading the assessment task.

Criteria Excellent Good Fair Poor

10 – 8 7–5 4–2 1–0
Completely and Stated the 4/5 Stated the 3/5 Stated the 1-2 parts of
Scientific
correctly stated all parts of the parts of the the diagram correctly.
Diagram of
the 5 parts of the diagram diagram correctly.
Disinformation
diagram. correctly.
The purpose of the The purpose of The purpose of the The purpose of the
Counter Ad/
Counter Ad/Buster the Counter Counter Ad/Buster Counter Ad/Buster was
Disinformation
is very clear. Ad/Buster is is vague. not stated/presented.
Buster
somewhat clear.
Purpose
The ad is Ad is somewhat Ad is somewhat Ad is totally focused on
completely focused focused on focused on the the person or
Counter Ad/ on debunking the debunking the person or organization who
Disinformation disinformation and disinformation organization who posted/created it,
Buster not on the person and not on the posted/created it, rather than debunking
or organization person or rather than the disinformation.
Content who organization who debunking the
posted/created it. posted/created disinformation.
it.
The disinformation The The disinformation The disinformation
buster/Ad is very disinformation buster/Ad is buster/Ad is
appropriate for the buster/Ad is appropriate for the inappropriate for the
target audience somewhat target audience but target audience and
and channel. appropriate for not for the channel. channel.
the target
audience and
Effectivity
channel.
Addressed all Addressed some Addressed few Disinformation was not
disinformation. disinformation. disinformation addressed.
Countered the Somewhat
result of the countered the
disinformation. result of the
disinformation.
Highly creative Creative Somewhat creative The disinformation
disinformation disinformation disinformation buster/ad is not
buster/ad. The buster/ad. The buster/ad. The creative. The
Creativity ideas/materials/me ideas/materials/ ideas/materials/me ideas/materials/metho
thods used are very methods used thods used are ds used are flat and
novel and effective. are novel and somewhat familiar. predictable.
effective.
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Followed all 4 Followed 3/4 Followed 2/4 Followed 1/4

Following of instructions instructions instructions instructions correctly.
Instructions completely and correctly. correctly.
correctly.
Total: 30 points

Template A
What, So What, Now What (WSNW)
What So, What Now What

Note: the group/pair may add more rows to this.

Template B
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Template C
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Module 4 Title Confronting Uncertainty: Climate Change, Agency, Citizenship

Modular 1. Discuss the relevance of climate change to political economy and

Learning decisions.
2. Explain how we can contribute to the solution needed in the
country in relation to climate change.
3. Create a one-minute campaign that will educate people on how to
work against climate change and heal the earth.

Resource PILS: Confronting Uncertainty: Climate Change, Agency, Citizenship by

materials Renato Redentor Constantino
Part 1:[Link]
Part 2: [Link]

Additional materials:
[Link]

#GenerationRestoration — Forest Frontliners | Stand For Truth

[Link]

Reminders 1. Ask the students to watch the PILS at home.

2. Decide if you would want this to be a paired work or a group
activity.
3. Ensure that the students include the names of their partner/group
members in the comment section of Canvas.
4. Provide working time/time allotment for the activities.
5. Make sure to facilitate learning by going around every groups/pair
to check for learning and understanding or ask questions to ensure
participation and learning.
6. Ensure that students will upload their video link in Canvas for
FA#5.
7. Discuss the rubric on how each group and/or individual will be
marked for the FA4 and FA5.

1. Classroom engagement
A. Preliminary Divide the class into four (4) groups. Each group will pick one from the
Activities following categories:
These are initial
activities that a. food we consume
learners will do b. cellphone applications
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to exhaust the c. clothes we wear

content of the d. appliances at home
resource
material. The students will be asked to discuss within the group if their chosen topic
contributes to climate change and how. Let the students put in their
answers in an online document (Canva, PPT or Mentimeter)

They will present their discussion in class.

5 – 10 minutes
B. Deepening of Let the students answer the following questions in each group:
understanding
These are a. What is climate change?
activities that b. Why is climate change dangerous?
learners will do c. What are the reversible and irreversible impacts of climate change?
to analyze, d. What government policies should be implemented to lessen the impact
evaluate, and/or of climate change?
synthesize the
content of the 3 - 5 minutes group discussion
resource 5 – 10 minutes presentation
material.

C. Graded FA4
formative Problem, Effect, Cause and Solution (PECS)
assessment
This would refer Each group will contribute to the completion of the table based on the
to PILS. See Template A.
ungraded/graded
activities that Instructions:
will assess 1. List 4 problems brought by climate change.
students’ 2. Explain its cause/s and effect/s.
demonstration of 3. Provide a solution to every problem that will involve different agencies
understanding and citizens of our country.
and skills, using
the resource Note:
material as a 1. All groups will be required to present their PECS output in class.
vehicle to build 2. Before the presentation, ask the students to submit their completed
learning base. table in Canvas using the following format:
<Surname of Group Members>_GED0104_<Section#>_FA4-STS
(e.g., CRUZ-DELACRUZ-SANTOS_GED0104_Section1_FA4-STS).
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3. Only one member will submit the output in Canvas since this is a
group assessment.
D. Closure and 1. What government policies should be implemented to ensure that
synthesis our country will contribute to the protection and revival of our
These are local ecosystem?
activities that 2. What political and economic decisions should be made towards
learners will do restoring a healthy ecosystem and planet?
to reflect on 3. As citizens, how can we contribute to the solution needed in the
what transpired country in relation to climate change?
in the whole
teaching-
learning episode.

2. Asynchronous online engagement

A. Work-along While watching the PILS create a Jump Start Journal – Ask students to
activities collect and organize their thoughts about the PILS. They may use these
This would refer guide questions:
to ungraded
activities that 1. What is anthropogenic influence?
will allow 2. Can we still remake the societies that we are in?
students to 3. How crucial is time concerning the remaking of the societies that we are
explore the in?
resource material 4. Who will experience the impacts of activities and/or solutions done
and further their before and are being done presently?
ideas. 5. What can you infer from Michael Mann’s 1998 Hockey stick graph?
6. How do we bring back the carbon dioxide emission to a safe level
and/or control its rise?
7. What does “water wars” mean?
8. What are the effects of Antarctic Ice Shelves melting from below?
9. What are the reversible and irreversible impacts of climate change?
10. What is “Representative Concentration Pathways” or RCP?
11. What are stranded assets?
12. Why is there a need to stop approving coal plants?
13. How do bad economic decisions affect climate change?
14. How can we have a good climate policy?
15. Do you agree that empowering women will help in managing climate
change? Why?
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3. Graded formative assessment

A. Assessment FA5
task Speak Up! #GenerationRestoration
This refers to Create a one-minute infomercial, a campaign against climate change that
what output or would create noise and impact in restoring and healing earth.
performance
students are
expected to
accomplish as
evidence of
demonstrating the
learning
outcomes.

B. Instructions 1. Students must follow this format:

This refers to • One-minute video must be uploaded on YouTube. Upload the
specific video link in Canvas for submission.
instructions in • Place all the names of the group members in the comment section
accomplishing the of Canvas. No need to put it in the video.
tasks and would • Students are highly encouraged to share their videos on social
be communicated media pages.
to the students. • Create a title for the Infomercial.
• Use the hashtag #GenerationRestoration

Reminder to TAs:
1. This is a group assessment (maximum of 5).
2. Let the students submit this assessment in Canvas. Only one
member will submit the file to avoid duplicate submissions.
3. Tell your students to cite their sources, especially if the ideas are
not their own. Include this in the last part of the video.
4. Publish the assessment early in Canvas.

Suggested Timeline for Module 4:

*October 23 – October 28 (Preliminary Activity/Discussion and Group
Presentations, Deepening of Understanding – Group Presentations and
Q&A Portion)
*October 30 – November 4 (Asynchronous - Giving of FA4 Instructions,
Brainstorming for FA4)
*November 6 – November 11 (Submission and Presentation of FA4 per
Group, Synthesis and Closure)
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*November 13 – November 15 (Submission and In-Class Watching of

FA5 – Informercial, and Critiquing of Output.

*You may set the deadline anytime between the stipulated dates.

C. Rubric
This refers to the criteria for grading the assessment task.
FA4 PECS Rubric

High Low
Proficient Beginning
Criteria Intermediate Intermediate
10 – 8 1–0
7–5 4–2
Problem Students Students define Vaguely define Students fail to
accurately problems the problems cite a problem
define problems
Cause and Cause and Cause and Some evidence Cause and
effect are effect are stated of cause and effect were not
Effects
clearly stated and written effect is stated. given.
and written with support
with support from the PILS or
from the PILS or other reliable
other reliable resources.
resources.
Solution Students Students Students Students fail to
accurately provide vaguely provide provide a
provide solutions. solutions to the solution to the
solutions with problem. problem.
support from
PILS.

FA5 Informercial Rubric

Excellent Good Fair Poor Missing

10 – 9 8–6 5–3 2–1 0
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Organization Excellently Presents Presents Audience has The

presents information information difficulty audience
information in logical but the following cannot
in logical, sequence sequence is presentation understand
interesting which the not logical, the
sequence audience can making it presentation
which the follow. hard for the because
audience can audience to there is no
follow. understand. sequence of
information.

Creativity The The The The The

and infomercial infomercial infomercial infomercial infomercial
Originality demonstrates demonstrates demonstrates demonstrates lacks
original some average minimal personal
personal personal personal personal expression
expression expression expression expression and
and and and and outstanding
outstanding outstanding outstanding outstanding problem-
problem- problem- problem- problem- solving
solving skills solving skills solving skills solving skills skills that
that will that will that will that will will capture
capture capture capture capture audience
audience audience audience audience attention.
attention. attention. attention. attention.

Content Demonstrates Demonstrates Demonstrates Demonstrates Lacks ideas

full some average minimal on how to
knowledge knowledge knowledge knowledge campaign
on how to on how to on how to on how to against
campaign campaign campaign campaign climate
against against against against change.
climate climate climate climate
change. change. change. change. Video lack
ideas that
Video Video Video Video will create
includes includes includes few includes very an impact in
realistic ideas some ideas ideas that minimal restoring
that will that will will create an ideas that and healing
create an create an impact in will create an the earth.
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impact in impact in restoring and impact in

restoring and restoring and healing earth. restoring and
healing the healing the healing the
earth. earth. earth.
Volume Uses very The audio is The audio is Audio is Unable to
and Clarity clear audio somewhat low. Student extremely hear the
and correct, clear. incorrectly poor. audio which
precise Pronounces pronounces Students leads to
pronunciation most words terms. incorrectly missing or
of terms. correctly. pronounce incomplete
terms. information.
Following of Followed all Failed to Failed to Failed to Failed to
Instructions instructions follow one of follow two of follow three follow a lot
correctly. the the of the of
instructions instructions instructions instructions
correctly. correctly. correctly. correctly.

Template A

Problem, Effect, Cause and Solution (PECS)

Problems Effects Cause Solution
1.
2.
3.
4.
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Module 5 Title Philippine Hazards and the Use of Science and Technology

Modular 1. Integrate information about the evolution and impact of Philippine

Learning scientific research and technological advancement through a Big Question
Outcomes Map
2. Examine through a Big Question Map your potential to contribute to
addressing current challenges in society using science and technology.
3. Create a research-based infographic that presents understandable
information on current challenges and advancements in Philippine climate
change adaptation and disaster risk reduction

Resource PILS: Philippine Hazards: Use of Science and Technology for CCA –
materials DRR by Dr. Alfredo Mahar Lagmay.
Part 1: [Link]
Part 2: [Link]

Reminders 1. Ask the students to watch the PILS at home.

2. Provide working time/time allotment for the activity. Ask the
students if they need an extension to accomplish the work.
3. Make sure to facilitate learning by going around every group/pair
to check for learning and understanding or ask questions to ensure
participation and learning.
4. Discuss how the students will be graded using the rubric for the
Infographic.

1. Classroom engagement
A. Preliminary Complete the Big Question Map (see Template A) to note key points from
Activities the video. Answer in bullet form.
These are initial
activities that
learners will do
to exhaust the
content of the
resource
material.

B. Deepening of Discuss and probe the groups’ answers in the Big Question Map.
understanding
These are
activities that
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learners will do
to analyze,
evaluate, and/or
synthesize the
content of the
resource
material.
C. Ungraded Presentation of the Big Question Map.
formative
assessment Each group will present their answers on the big Question Map.
This would refer
to ungraded Assign two questions to each group for discussion.
activities that
will assess Let them compare and probe their answers right after every question.
students’
demonstration of
understanding
and skills, using
the resource
material as a
vehicle to build
learning base.

D. Closure and 1. What are the current challenges in Philippine disaster risk reduction
synthesis and climate change adaptation?
These are 2. How can we contribute to addressing current challenges in society using
activities that science and technology?
learners will do 3. What information could be useful in addressing current challenges and
to reflect on advancements in Philippine climate change adaptation and disaster risk
reduction?
what transpired
in the whole
teaching-
learning episode.

2. Asynchronous online engagement

A. Work-along While watching the PILS create a Jump Start Journal – Ask students to
activities collect and organize their thoughts about the PILS. Be sure to answer
This would refer these guide questions:
to ungraded
activities that a. What
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will allow • What are the current challenges in Philippine disaster risk
students to reduction and climate change adaptation?
explore the • What research and advancements are being done to address these
resource material challenges using science and technology?
and further their b. When
ideas. • When did these advancements begin?
c. Where
• Where are the areas exposed to disaster risk located?
• Where are the scientific data and hazard maps available?
d. Who
• Who are responsible for these hazardous phenomena?
• Who must increase capacity on awareness, engagement, and
preparation?
e. Why
• Why (or why not) is science and technology relevant for society’s
social and environmental awareness?
f. How
• As students and young citizens, how can you use science and
technology to respond to these challenges?
• How can these research and advancements in science and
technology be further brought to Philippine communities,
especially the indigenous and indigent?

3. Graded formative assessment

A. Assessment FA6
task Infographic
This refers to
what output or 1. Read and reflect on your answers in the Big Question Map.
performance
students are 2. Utilize your answers to create an infographic on the research and
expected to advancements being done using science and technology to
accomplish as address current challenges in Philippine climate change adaptation
evidence of and disaster risk reduction and (CCA-DRR).
demonstrating
3. Keep in mind your target audience: Who are exposed to disaster
the learning
risk? To whom should scientific data and innovations be
outcomes. available? Who must increase capacity on awareness, engagement,
and preparation? How about the indigenous and indigent? Use
language that may be understood by your target audience.
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4. Aside from those presented in the PILS, research on Philippine

CCA-DRR tools, apps, gadgets, programs, research currently
utilized with science and technology.

5. Be guided by the following guide questions in creating your

infographic:
a. What is this advancement all about?
b. When did it begin?
c. Where can it be utilized?
d. Who can benefit from it?
e. Why is it relevant to the society?
f. As a student and young citizen, how can you use this to
address current challenges? How can this advancement be
further brought to Philippine communities, especially the
indigenous and indigent?

B. Instructions Students must follow this format:

This refers to • Create your infographic following this format: 8.5” x 11”, portrait.
specific • Ensure that font, color, graphics, and effects aid the overall
instructions in presentation and not distract the communication of information.
accomplishing • Save your infographic as PNG, JPG or PDF, with filename:
the tasks and GED0104-STS_FA6_Surnames (e.g., GED0104-
would be STS_FA6_Cruz-Santos-Valdez)
communicated to • Place all the names of the group members (minimum of 3,
the students. maximum of 5) in the comment section of Canvas. No need to put
it in the infographic.
• Ensure proper citation/reference.

Reminder to TAs:
5. This is a group assessment (maximum of 5).
6. Let the students submit this assessment in Canvas. Only one
member will submit the file to avoid duplicate submissions.
7. Tell your students to cite their sources, especially if the ideas are
not their own.
8. Publish the assessment early in Canvas.

Suggested Timeline for Module 5:

*November 11 – November 15 (Provide the PILS to students)
*November 16 – November 22 (Preliminary Activity/Discussion and
Group Presentations, Deepening of Understanding – Group Presentations
and Q&A Portion, Giving of FA6 instructions)
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*November 23 – November 25 (Submission and Presentation of FA6 per

Group, Synthesis and Closure)

*You may set the deadline anytime between the stipulated dates.

C. Rubric
This refers to the criteria for grading the assessment task.
Needs
Full Marks Good Fair
Criteria Improvement
10 – 8 7–5 4–2
1–0
Clarity Topic and main The topic and The topic is given Topic and/or main
of Topic and ideas of main ideas are but main ideas are ideas are unclear
Main Ideas infographic are moderately clear not that clear or is or incomplete.
clear, easily and are somehow incomplete.
understood, and easily understood.
are excellently
written.
Research- Details (including Detail is added to More detail is Very little detail is
based labels) support the support each main needed for provided for the
Knowledge main idea without idea with minimal understanding. main ideas and
distracting with clutter. Content is Some are understanding is
clutter. Content is researched but distracting. limited. Content
well researched lacks proper or has Content attempts needs to be
and supported incomplete to be grounded on grounded in
with proper evidence. research and research and
evidence. evidence. evidence.

Relevance of All graphics Most graphics Graphics attempt Graphics relate to

Graphics represent represent to relate to the the topic but do
to Information information information topic but are not not represent
appropriately. appropriately, but sufficient to information
some are not represent appropriately.
related. information.

Overall Color, shape, size, Color, shape, size, Color, shape, size, Color, shape, size,
Layout and arrangement and arrangement and arrangement and arrangement
of graphics are eye catching are present but do are distracting or
contribute and contribute not add to the misleading.
meaning to the some meaning. information. Design/layout is
overall message. Design/layout is Design/layout is distracting,
Layout is neat, attractive and a bit acceptably inadequately
clear, and visually neat. attractive but a bit attractive, or
appealing. distracting. ineffectively
designed.
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Following of Followed all Missed following Missed following Missed to follow

Instructions discussed and one out of all the two out of all the three or more
written discussed and discussed and instructions
instructions. written written discussed and
instructions. instructions. written.

Template A
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Module 6 Title Exploring the Societal Impact of Artificial Intelligence

Modular 1. Demonstrate a comprehensive understanding of artificial

Learning intelligence, including its definitions and the impact on education,
Outcomes current available careers, and future jobs.
2. Develop the ability to critically assess AI applications,
considering ethical implications and making informed decisions
regarding AI use.
3. Analyze and reflect on the societal impact of AI, its role in
creating and perpetuating biases, and the importance of reflective
thinking/metacognition in education and work.

Resource PILS: The Rise of AI – Implications to Current Available Courses and

materials Future Jobs by Ms. Chesa Caparas.

Links:
1. [Link] (Part 1 – 32 mins
and 20 secs)

2. [Link] (Part 2 – 10 mins

and 42 secs)

Supplementary Material:

Tai, M.-T. (2020). The impact of artificial intelligence on human society and bioethics.
Tzu Chi Medical Journal, 32(4), 339. [Link]

Reminders 1. Ask the students to watch the PILS at home.

2. Provide working time/time allotment for the activity. Ask the
students if they need an extension to accomplish the work.
3. Make sure to facilitate learning by going around every group/pair
to check for learning and understanding or ask questions to ensure
participation and learning.
4. Discuss how the students will be graded using the rubric for the
SWOT Analysis activity.

1. Classroom engagement
A. Preliminary Students (per group) will provide 5 insights based on the given learning
Activities materials. They are required to probe assumptions, provide rationale and
These are initial evidence, and question viewpoints and perspectives. Students will
activities that present it via tabular form (Insights Column, Rationale and
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learners will do to Evidence/Example Column, Contrasting Viewpoints/Perspectives

exhaust the Column – if applicable).
content of the
resource material.

B. Deepening of Discuss and probe the groups’ answers (e.g., content, responses, or
understanding outcomes) in their accomplished table.
These are
activities that
learners will do to
analyze, evaluate,
and/or synthesize
the content of the
resource material.
C. Ungraded Group Presentation: “AI Ascension: Do Human Beings Really Need
formative Artificial Intelligence?”
assessment
This would refer to Each group will present their insights that they have compiled in the
ungraded activities table.
that will assess
students’ Encourage students to reflect and facilitate a deeper understanding of
demonstration of information presented in the table.
understanding and
skills, using the
resource material
as a vehicle to
build learning
base.

D. Closure and 1. How can critical curiosity be cultivated among students and
synthesis professionals to view AI as a tool for enhancement rather than
These are replacement of work, and what skills are essential for effectively
activities that working with AI?
learners will do to 2. How can critical thinking skills be developed and emphasized to
reflect on what navigate the potential biases and limitations of AI, especially in
decision-making processes?
transpired in the
3. How can human relationships be built and maintained to discern
whole teaching-
authenticity in a world where AI plays an increasingly prevalent role in
learning episode. various aspects of our lives?
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2. Asynchronous online engagement

A. Work-along While watching the PILS create a Jump Start Journal – Ask students to
activities collect and organize their thoughts about the PILS. Be sure to answer
This would refer to these guide questions:
ungraded activities
that will allow 1. What are the ethical considerations in the use of AI, and how
students to explore can individuals be educated to make ethical decisions regarding
AI?
the resource
2. What steps can be taken to mitigate the potential negative
material and further
impacts of AI on jobs, particularly in higher income sectors, and
their ideas. how can AI be effectively integrated into our job (e.g.,
healthcare) without compromising human-centric
care/connection?
3. In what ways can AI be harnessed to combat
misinformation/disinformation, and what responsibilities do
individuals and institutions have in ensuring the truthful use of
AI-generated content?
4. How can AI literacy contribute to understanding and addressing
biases, such as those reflected in Google Autocomplete, and
what role does education play in minimizing harmful content
perpetuated by AI?
5. How can educational systems encourage and embrace wonder
and curiosity to foster human intelligence alongside the
integration of AI technologies?

1. Graded formative assessment

A. Assessment FA7: SWOT Analysis
task
This refers to what 1. Students will work in groups to conduct a SWOT (Strengths,
output or Weaknesses, Opportunities, and Threats) Analysis of the
performance impact of Artificial Intelligence (AI) on various aspects of
students are society.
expected to 2. Each group will create a table (4 Quadrants, see sample
accomplish as templates below) outlining the strengths, weaknesses,
opportunities, and threats related to AI’s influence. During the
evidence of
presentation, each group will discuss the table’s content,
demonstrating the
focusing on the strengths and weaknesses of AI’s societal
learning outcomes. impact, as well as opportunities and potential threats it poses.
3. Additionally, each group will address the question of how AI
utilization aligns with personal growth and societal progress.
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B. Instructions Students must follow this format:

This refers to • Create your SWOT Analysis following this format: 8.5” x 11”,
specific instructions portrait.
in accomplishing • Save your SWOT Analysis output as PNG, JPG or PDF, with
the tasks and would filename:
be communicated GED0104-STS_FA7_Surnames (e.g., GED0104-
to the students. STS_FA7_Cruz-Santos-Valdez)
• Place all the names of the group members (minimum of 3,
maximum of 5) in the comment section of Canvas.
• Ensure proper citation/reference.

Reminder to TAs:
9. This is a group assessment (maximum of 5).
10. Let the students submit this assessment in Canvas. Only one
member will submit the file to avoid duplicate submissions.
11. Tell your students to cite their sources, especially if the ideas are
not their own.
12. Publish the assessment early in Canvas.

Suggested Timeline for Module 6:

*November 23 – November 26 (Provide the PILS to students)
*November 27 – December 2 (Preliminary Activity/Discussion and
Group Presentations, Deepening of Understanding – Group
Presentations and Q&A Portion, Giving of FA7 instructions)
*December 4 – December 9 (Submission and Presentation of FA7 per
Group, Synthesis and Closure)

*You may set the deadline anytime between the stipulated dates.

C. Rubric
This refers to the criteria for grading the assessment task.
Needs
Outstanding Proficient Basic
Criteria Improvement
10 – 8 7–5 4–2
1–0
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Group Work Demonstrates Shows effective Demonstrates Limited evidence

and exceptional teamwork and some teamwork of teamwork and
Collaboration teamwork and collaboration. and collaboration, collaboration.
collaboration. Contributions but there are areas Contributions are
Contributions from all members where uneven or
from all members are solid, resulting contributions are insufficient.
are outstanding, in a well- uneven or lack
leading to a developed SWOT depth.
comprehensive analysis.
and well-
coordinated
SWOT analysis.
SWOT The SWOT The SWOT The SWOT The SWOT
Analysis analysis is analysis is well- analysis is basic, analysis is
Content thorough, developed, covering some incomplete or
insightful, and covering all aspects of AI's significantly lacks
effectively covers aspects of AI's impact but lacks depth. It does not
all aspects impact with good depth or insight. effectively cover
(strengths, insights. Content Content indicates AI's impact on
weaknesses, shows a solid a limited society. Content
opportunities, understanding of understanding of demonstrates a
threats) related to strengths, strengths, minimal
AI's impact on weaknesses, weaknesses, understanding of
society. Content opportunities, and opportunities, and strengths,
demonstrates a threats. threats. weaknesses,
deep opportunities, and
understanding. threats.
Presentation Exceptional Proficient Basic presentation Weak presentation
Skills presentation skills. presentation skills. skills. The group skills. The group
The group The group communicates the struggles to
effectively communicates SWOT analysis communicate the
communicates their SWOT adequately, but SWOT analysis,
their SWOT analysis well, with there may be some lacking clarity and
analysis, engages good engagement lack of clarity or engagement. The
the audience, and and clarity engagement. The alignment of AI
clearly articulates regarding the alignment of AI utilization with
the alignment of alignment of AI utilization with personal growth
AI utilization with utilization with personal growth and societal
personal growth personal growth and societal progress is unclear
and societal and societal progress is or not effectively
progress. progress. mentioned, but not addressed.
strongly
emphasized.
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Alignment The group The group The group The group's

with Personal provides a effectively provides a basic explanation of
Growth and compelling and addresses how AI explanation of how AI utilization
Societal insightful analysis utilization aligns how AI utilization aligns with
Progress of how AI with personal aligns with personal growth
utilization aligns growth and personal growth and societal
with both personal societal progress, and societal progress is unclear
growth and providing relevant progress, but the or superficial.
societal progress, insights. insights may lack
demonstrating a depth.
deep
understanding of
the topic.

SWOT Analysis Sample Template

Reference: [Link]
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