DATE/S July 13-18, 2020

MODULE 3 SPECIFIC ISSUES IN STS AUTHOR

Unit 2
Biodiversity and the Healthy Society
Genetically Modified Organisms (GMOs)

Climate Change

Myrna Lyn C. Castillo

1. Determine the interrelatedness of society, environment, and health

2. Discuss the ethics and implications of GMOs and potential future
impacts
3. Identify the causes of climate change
4. Assess the various impacts of climate change including economic,
geopolitical, biological, meteorological, etc.
LEARNING
5. Apply STS concepts to the issue of climate change
OUTCOMES

Biodiversity

Time Allotted: 15 mins.

ENGAGE
Instructions:
Watch the video clip in this link
https://www.youtube.com/watch?v=GK_vRtHJZu4 . Write down
the definition and the three types of biodiversity (including
examples).
 Time Allotted: 2 hours

Instructions:
Read articles explaining the direct and indirect benefits of
biodiversity to society. Use the following guide questions in your
EXPLORE search.
1. Why is biodiversity important for people(e.g. in terms of
health, agriculture)?
2. How is biodiversity connected to the economy?
3. How is biodiversity linked to ecosystem services?
4. How would the utilitarian and inherent value of biodiversity
benefit the society as a whole?

Additional Readings: Go over the three protocols on

biovidersity: Kyoto Protocol, Montreal Protocol and
Cartagena Protocol and know their targets or objectives.

Must watch!
Click the link https://www.youtube.com/watch?v=2F2KzjTzi9Q
to have a glimpse into Philippine biodiversity and its current state.

Activity: Essay
Total No. of Points: 20

Time Allotted: 30 minutes

EVALUATE
Instructions:
Provide a substantial answer to the question below. Give
justifications based from your readings. Answer should not exceed
200 words. Key words of your answer must be italicized in red font.
Rename the file as Classcode_LASTNAME_Given Name_ ActivityNo
e.g. 1544_CASTILLO_Myrna Lyn_ Essay1.

Critical Thinking Question: What will the loss of biodiversity cost us

in the long run? Discuss at least two long term impacts.

Note: Run your essay in grammarly application. Submit your essay

together with the grammarly result as attachment before dropping
in the submission bin.
 Criteria: Content: 15 pts
Clarity and organization: 5 pts
(Refer to scoring rubric in Appendix A)

Reflection: Do you think biodiversity is a renewable or non-

renewable biological resource?

Genetically Modified Organisms (GMOs)

ENGAGE Time Allotted: 25 mins

Instructions: Watch the video showing the basics of DNA cloning

and recombinant DNA technology in this link
https://www.youtube.com/watch?v=5ffl-0OYVQU.
List down the steps of rDNA technology. Focus on the following key
words: gene of interest, restriction enzymes, vector, recombinant
plasmid and host cell.

Time Allotted: 1 hour 30 mins

Instructions: Search examples of genetically modified products in

agriculture and medicine. Then, identify and take notes of various
EXPLORE arguments for and against genetic engineering.

Activity: Graphic Organizer

Total No. of Points: 16

Time Allotment: 1 hour

EVALUATE
Instruction: Based on your previous readings, evaluate the two
opposing perspectives on genetic engineering and come up with
a graphic organizer summarizing the benefits and potential
risks/ethical concerns of genetic modification. You may look for
templates of graphic organizers from this link
 https://www.edrawsoft.com/share-graphic-organizer.php.

Scoring: Refer to rubric for checking graphic organizer

(see Appendix B) .

Climate Change

EXPLORE Time Allotted: 30 mins

Instruction: View the evidences of climate change from this link

https://climate.nasa.gov/evidence/. Browse the satellite images
including graphs from NASA and analyze whether the vital signs of
our planet is in good condition or not.

Time Allotted: 30 mins.

Instruction: Read on the natural and anthropogenic causes of

EXPLAIN
global climate change. The reading material will be uploaded in
google classroom by your facilitator.

Time Allotted: 30 mins.

ELABORATE Instructions: Read the article on Climate Change

posted/uploaded in google classroom. Determine the
geophysical, socio-economic and environmental impacts of
climate change. You may also look for pictures showing how
climate change is impacting Earth (optional) to widen your
knowledge in monitoring the vital signs of our planet.

Note: This activity will guide you in understanding the lesson on

climate change.
 The salient information about the three lessons in this unit may be
found in this link: (to be given by the inst ructor before you do the
assessment)

KEY POINTS

Activity: Essay and Diagram

Total No. of Points: 30

Time Allotted: 1 hour 30 mins

EVALUATE

Instructions: Read and analyze the questions below. Provide two

justifications for your answer. Response should not exceed 200
words per item. Follow the given format in essay. Key words of your
answer must be italicized in red font. Rename the file as
Classcode_LASTNAME_GivenName_ActivityNo e.g.1544_CASTILLO
_Myrna Lyn_ Essay2.

1. Biodiversity is an essential tool in mitigating climate change.

Do you agree or disagree with this statement?
2. How can genetic engineering solve biodiversity crisis?
3. Make a diagram showing the link among biodiversity,GMOs
and climate change. Include key words from the three
topics. You may use the template of digrams or mind maps
from this link https://www.edrawsoft.com/share-graphic-
organizer.php. Write an explanation below your digram to
synthesize the interconnections among the three concepts.

Scoring: Refer to Appendix C

Note: Run your essay in grammarly application. Submit your essay

together with the grammarly result as attachment before dropping
in the submission bin.
 CHEd Recommendations
• Article: “The politics of golden Rice” (Dubock, Adrian GM Crops
& Food. Jul-Sep2014, Vol5 Issue 3 p 210-222 13p.)
• Article: “Ethics in Research with Vulnerable Populations and
Emerging Countries: The Golden Rice Case.” (Duguet, Anne Marie
REFERENCES et. al., Journal of International Law and Commercial Regulations.
Summer 2013, Vol. 38 Issue 4, p979-1013, 35p) Agro-ecology: What
it is and what it has to offer? Is this the future of farming?
• YouTube: or Book “An inconvenient Truth: The Planetary
Emergency of Global Warming and What we can Do About It” (Al
Gore)
• Book: “The Future: Six Drivers of Global Change” (Al Gore)
• Report: “ Changing the Atmosphere: Anthropology and
Climate Change” (NCAR)
• BUHOS: A Climate Change Documentary by Loren Legarda
• Article: “ The Tragedy of the Commons” by Garrett Hardin
• Article: “Scientists tackle mystery of thunderstorms that strike at
night” (NCAR)
• Article: “Reigning in the Weather” (Webster, Donovan, Discover,
02747529. Jun2008, Vol. 29, Issue 6)

APPENDIX A
Scoring Rubric for Essay

Criteria Description Total Points Assigned

Points

Content The answer is 10

comprehensive,
accurate and complete.
Response is timely and
addresses the topic

Key ideas are clearly

stated, explained, and
well supported.
Specific examples are
used.
 Clarity and The essay is well- 5
Organiza- organized and
tion coherently developed.
Transitions are logical
and maintain the flow of
thought throughout the
essay.

APPENDIX B
Scoring Rubric for Graphic Organizer

Criteria 4 3 2 1

Content Cov ers topic I ncludes I ncludes Content is

in-depth w ith essential essential minimal or
details and know ledge know ledge there are
examples. about the about the sev eral
topic. topic but factual
Scientific
there are 1-2 errors.
understand- Scientific factual errors. Scientific
ing of understand-
understand-
concept is ing of Scientific
ing of
clear and concept is understand-
concept
excellent. adequate. ing of
show s more
concept
than tw o
show s one or
misconcept-
tw o
ions.
misconcept-
ions.

Presenta- All w riting is Majority of Writing is Writing is not

tion legible and the w riting is somew hat legible and
picture is legible and legible and pictures are
neat. Color is most of the the not
added and pictures are assignment is
neat. Show s
picture neat. Show s a bit messy.
show s detail. a lack of
some color Pictures are
understand-
and not colorful
ing or
understand- and lack
carelessness.
ing. detail
Pictures are
missing.
 Organiza- Order and Order and Order and Order and
tion structure of structure of structure of structure of
information is information information information
extremely allow s reader allow s reader allow s
organized. to mov e to mov e reader to
through through mov e
content content through
w ithout w ithout content
confusion. confusion. w ithout
confusion.

Grammar There are no There are 1-2 There are 3-4 There are
grammatical grammatical grammatical more than 4
and/or and/or and/or grammatical
mechanical mechanical mechanical and/or
mistakes. mistakes. mistakes. mechanical
mistakes.

APPENDI X C
Scoring Rubric Essay 10 Points

10 8-9 6-5 3-4 2

The answ er is The answ er is The answ er is Content Content is

correct. missing slight missing suggests only
details. multiple lack of marginally
details. comprehen related to
All information sion. the
prov ided is Content is question/pr
Content ompt.
accurate. mostly Content is
may be
organized mostly
Content is unorganize
and easy to organized
w ell-organized d, illogical,
read. and easy to Content is
and easy to and difficult
read. unorga-
read. to read.
nized,
No major Some major illogical,
grammatical and minor Some major and difficult
Major and
or spelling errors that and minor to read.
minor
errors. don’t errors that
grammatic-
 necessarily don’t al errors
impair necessarily w eaken the
Follow ed Communi-
communicat impair quality of
instructions cation
ion. communica- communica
strictly. seriously
tion. tion
Didn’t follow impaired by
although
prescribed multitude of
still
format. spelling/
Didn’t follow comprehen
grammatic-
prescribed sible.
al errors.
format.