STS Learning Activity Package

COURSE
OUTLINE
Darlene Guinevere J. Orapa
Subject
Code:
Instructor
Subject
Title: Science, Technology, and Society
No. of Hours/Meeting: 3 Hours
Total No. of Hours: 54 hours/semester
Subject Description: The course includes understanding of the role of science and technology in the
development of people and the society. It deals with the interactions between
science and technology in social, cultural, political, and economic contexts. The
subject has three major parts. The first chapter includes analysis of the concepts,
theories, historical events in science and its development in various civilizations,
and the role of science in nation building with emphasis on government
programs and projects for the advancement of science and technological
capability of the country. The second chapter is a discussion of science and
human conditions that introduces different philosophies, ideas, policies and
personalities in the field of science and technology. The third chapter deals with
various issues in the society related to science and technology, like climate
change, impact of the information age, nanotechnology, and genetically
modified organisms,
Course Objectives: At the end of the course, the students must have:
1. Described the development of science and scientific ideas in the society.
2. Explained the role of science and technology in nation building;
3. Gained knowledge of science education and identified strategies to
promote science education in the country.
4. Gained knowledge of indigenous science and its contribution to the country.
5. Explained the changes happened in human condition before and after
science and technology.
6. Identified technological advancements in society and the effects of the
interplay between technology and humanity.
7. Understood the history of information age, and the factors that need to be
considered in checking website sources.
8. Created a diagram that shows the relatedness of species informing up a
diverse and healthy society.
9. Assessed learning in nanotechnology, its uses and concerns in our country.
10. Described gene therapy and its various forms and assessed its potential
benefits and detriments to global health.
OL COMMUNITY COLLEGE
Education Department
Learning Activity Package
COURSE OUTLINE
Subject Code:
Subject Title: Science, Technology, and Society
No. of Hours/Meeting: 3 Hours
Total No. of Hours: 54 hours/semester
Subject Description: The course includes understanding of the role of science and technology in the
development of people and the society. It deals with the interactions between
science and technology in social, cultural, political, and economic contexts. The
subject has three major parts. The first chapter includes analysis of the concepts,
theories, historical events in science and its development in various civilizations,
and the role of science in nation building with emphasis on government
programs and projects for the advancement of science and technological
capability of the country. The second chapter is a discussion of science and
human conditions that introduces different philosophies, ideas, policies and
personalities in the field of science and technology. The third chapter deals with
various issues in the society related to science and technology, like climate
change, impact of the information age, nanotechnology, and genetically
modified organisms,
Course Objectives: At the end of the course, the students must have:
1. Described the development of science and scientific ideas in the society.
2. Explained the role of science and technology in nation building;
3. Gained knowledge of science education and identified strategies to
promote science education in the country.
4. Gained knowledge of indigenous science and its contribution to the country.
5. Explained the changes happened in human condition before and after
science and technology.
6. Identified technological advancements in society and the effects of the
interplay between technology and humanity.
7. Understood the history of information age, and the factors that need to be
considered in checking website sources.
8. Created a diagram that shows the relatedness of species informing up a
diverse and healthy society.
9. Assessed learning in nanotechnology, its uses and concerns in our country.
10. Described gene therapy and its various forms and assessed its potential
benefits and detriments to global health.
11. Identified the cause and effects of climate change in the society and
illustrated how the community can help in mitigating the hazards cause by
climate change.
1
LAP Code: No. of Hours: 3 hours/meeting

LAP Subject Title: Science, Technology and Society
LAP-DAY 01
INTELLECTUAL REVOLUTIONS THAT DEFINED SOCIETY
A. Topic Outline
Unit Content Standard Objectives Activities Assignment
Part 1: The student Explained the The student will make Discuss the role
Module 1 understand the development of answer the crossword of science and
development of scientific revolution puzzle about scientific technology in
science and scientific in the society. enlightenment and nation building.
ideas in the heart of revolution, essay writing.
society.
2
B. Introductory Activity
Instructions: Answer the crossword puzzle. Write your answer in each corresponding box.
ENLIGHTENMENT AND SCIENTIFIC REVOLUTION
Across Down
2. What astronomer confirmed Copernicus's theory 1. What astronomer made a model of the universe
and discover that Mercury and Venus pass through that placed the sun in the center?
phases like the moon? 4. What enlightenment thinker thought the best
3. What enlightenment thinker thought the power of system of government was a direct democracy?
the government came from the people? 5. What astronomer discovered the 3 laws of
6. What enlightenment thinker thought the planetary motion?
government had to have a separation of power? 7. What scientific revolution figure investigated
10. What enlightenment thinker thought that the natural science and helped develop the scientific
accused still had rights and there should be no cruel method?
and unfair punishment? 8. What astronomer recorded the movement of
11. What enlightenment thinker thought that planets?
everyone has freedom of speech and religion? 9. What mathematician discovered geometry?
3
C. Salient Concepts
Scientific Revolution, Some Intellectuals and their Revolutionary Ideas, Development of Science in
Mesoamerica, Asia and Africa
(Reference book: to Science, Technology and Society by Serafica, et al., pages 2-18)
D. Evaluation Activity
1. What is Darwin’s contribution to modern science?
2. How can Darwin’s evolutionary theory influence the following fields in modern times:
Economy, Agriculture, Political Science and Religion
E. Exploration Activity
1. By looking for other sources and literatures, what are the controversies or questions on Freud’s
ideas? How can you describe Freudian ideas as a scientist?
2.
Developmental Activity. Review the history of science and make a timeline highlighting the major
discoveries and developments in Science. (See next page for the rubrics)
F. Output Presentation
G. Reinforcement
Discussion and video presentation about scientific enlightenment and revolution.
4
TIMELINE RUBRICS:
a. Decide what the timeline will include.

b. Make a list of events to include.
c. Decide when it will begin and end. (8 to 15 events is a good number to include for most
timelines)
d. Aim to present a well-rounded history.
e. Layout the timeline.
f. Choose any available multimedia material.
g. Evaluate the timelines using the suggested attached.
POINTS
CRITERIA 1 2 3 4
(LOWEST) (HIGHEST)
Facts were Facts were Facts were
Facts were
often accurate for accurate for
Contents/ accurate
inaccurate for at least 60% of at least 80% of all
Facts for all events
events the events events reported in
reported
reported in the reported on the the
on the timeline
timeline timeline. timeline
At least 3 of the All dates indicated
At least 2 of the At least 1 of the
dates on
dates dates
or sequences timeline are
Dates or sequences are or sequences is not
are not correct
not in the proper in
in the proper and are
order the proper order
order sequenced in
the proper order
The student The student can The student can The student can
cannot describe any accurately describe accurately
Learning
use the timeline event on 50% of the events describe
of
effectively to the timeline if on 75% or more of
content
describe allowed the timeline the
events or to to refer to it and without events on the
compare can referring to it and timeline
events. determine which can without referring
The timeline The timeline
of
Thetwotimeline quickly determine to
Theit timeline
contained less contained
events occurred
contained which and quickly
contained
Resources than 5 at least 7 events
first
at least 5 events of the two events determine
at least 9 events
events related related
related occurred first which
relatedoftotwo
the
to the to the topic
to the topic events
topic
topic
came first
Total
5
LAP Subject Title: Science, Technology and Society
LAP-DAY 02
SCIENTIFIC REVOLUTION IN VARIOUS PARTS OF THE WORLD
A. Topic Outline
Unit Content Standard Objectives Activities Assignment
Part 1: The students • Describe the historical The students will Identify
Module 1 demonstrate background of science and present to the programs for
understanding of technology in the Philippines. class several science
the role of science • Explained the contribution of Filipino scientists, education
and technology in the Spaniards and the Americans their contribution established by
nation building. to the development of science to science and the the government.
and technology in the reason why they
Philippines. pursued a career
in science.
B. Lesson Review
Instructions: Write your thoughts and learnings on the previous lesson on your lesson notebook.
Share your answer in class.
C. Salient Concepts
Historical background of Science and Technology in the Philippines, Government Policies on Science
and Technology, Famous Filipinos in the field of Science.
D. Evaluation Activity
1. What are the significant contributions of the Spaniards and Americans to the development of
science and technology in the Philippines?
2. What can you say about the state of science and technology during the Spanish and American
period?
6
E. Exploration Activity
1. Identify several issues in the Philippines. What science and technology-related policies could be
developed and implemented to solve these issues?
2. What can you say about the implementation of some science and technology policies and projects
in the country?
Developmental Activity
F. Present several Filipino scientists, their contribution to science and the reason why they pursued a
career in science. Your output could be presented in three (3) different ways, choose only one (1)
See next page for the rubrics:
a. Brochure
b. Video presentation
c. PowerPoint presentation
If you are going to choose video or PowerPoint presentation, please submit your work in our Google
classroom.
7
BROCHURE / PORTFOLIO MAKING RUBRICS:
CATEGORY 1 2 3 4 TOTAL
(LOWEST) (HIGHEST)
Presentation The output does The output The poster The poster
not sufficiently indirectly communicates clearly
communicate communicates some of the communicates
any idea that the idea and important ideas the main idea
can promote hardly promotes and slightly and strongly
awareness. awareness promotes promotes
awareness. awareness
Creativity and The graphics were The graphics Most of the All of the
Originality not made by the were made by graphics used graphics used
student. the student but reflect student reflect an
were copied ingenuity in exceptional
from the their creation. degree of
designs or student
ideas of others. ingenuity in
their creation.
Accuracy and The graphics are Some graphics Most graphics All graphics are
Relevant to the neither accurate are accurate are accurate accurate and
Content nor related to and related to and related to related to the
the topic. the topic. the topic. topic.
Required Elements Required Few required All required The portfolio
elements are elements are elements are includes all
missing. included. included. required
elements as
well as
additional
information.
TOTAL
VIDEO / MULTIMEDIA PRESENTATION RUBRICS:

1 4
CATEGORY (LOWEST)
2 3
(HIGHEST)
TOTAL
Content: My My presentation My presentation My presentation has a

Purpose presentation’s has a has a purpose or theme. All
topic topic. Most parts topic. All the parts the parts of my
is unclear. Many of my of presentation say
parts presentation say my presentation something meaningful
of my something say about the purpose or
presentation important something theme.
seem off topic. about the topic. important
about the topic.
Content: I rarely draw With help, I draw I draw reasonable I use my background
Conclusions conclusions conclusions from conclusions from knowledge to interpret
from my my my my research
research. research. research. information and draw
meaningful
conclusions.
Content: My presentation I try to describe My presentation My presentation

Key Points is too wordy or the describes the main combines my research
missing main ideas of my ideas of my and the conclusions I
important research in a few research have drawn into a few
information. points, but my and the conclusions concise, important
presentation I points.
may be have drawn in a few
8
too wordy or points.
missing
information.
Content: I do not include I try to include I include I include appropriate,

Supporting enough findings appropriate meaningful findings
Information information to from research to findings from from credible research
support support and research that support and
and explain my explain my to support and explain my main
main main points, but explain points.
points. some my main points.
information is
incomplete or
inaccurate.
Multimedia I do not use the I use graphics, I use graphics, I use graphics, video,
Features features of sound, and other video, sound, and sound, and other
multimedia multimedia other multimedia multimedia features
presentations, features, features to support effectively to support
or the but sometimes my key points, my key points and
features that I they follow copyright make my presentation
use are distract from the laws when I use more meaningful. I
distracting. I meaning. I multimedia follow all copyright
often do usually features. laws when I use
not follow follow copyright multimedia features.
copyright laws
laws when I use when I use
multimedia multimedia
features. features.
Creativity My presentation I try to include My presentation My presentation

includes no unusual and includes some includes unusual and
unusual or surprising unusual and surprising features
surprising features, but surprising features and
features, or the they do not add that interest my components that
features I add to the meaning audience and relate excite
detract from the of my to the meaning. my audience about my
meaning. presentation. topic and add to the
meaning.
Organization My presentation My presentation My presentation My presentation

is missing an is missing a begins with a slide begins with a slide that
introduction, a clear introduction that introduces the introduces the theme
conclusion, and or conclusion, theme, builds in an interesting way,
a sense of and information information, and builds information in a
order. may be ends with a logical way, and ends
presented in an concluding slide. with a slide that leaves
illogical way. the audience with an
interesting idea about
the theme to think
about.
Conventions My presentation My presentation My presentation My presentation

contains so contains a few contains no contains no spelling,
many spelling, spelling, spelling, punctuation,
punctuation, punctuation, punctuation, capitalization, or
capitalization, capitalization, or capitalization, or language errors.
and language language errors language errors
errors that it is that take away that take away from
difficult to from the the meaning.
understand. meaning.
TOTAL
9
LAP Subject Title: Teaching Science in the Elementary Grades
LAP-DAY 03
SCIENCE EDUCATION IN THE PHILIPPINES
A. Topic Outline
Content
Unit Learning Objectives Activities Assignment
Standard
Unit 1: General Explain • Evaluated government policies ✓ Students will identify Explained the
Concepts and the related to science and different programs concepts of
Historical concepts technology. for science education indigenous
Events in of science • Identified famous Filipinos in the established by the science
Science, education. field of science. government in
Technology, • Discussed the science education various parts of the
and Society in basic and tertiary education country both in
• Identified programs and public and private.
strategies on promoting science ✓ Discuss science-
education; related issues and
• Evaluated science-related issues problems in the
and problems in the country. country.
Lesson Review (5 minutes)

Instructions: Write your thoughts and learnings on the previous lesson in your lesson notebook.
Give your take on science related issues and problems in the country (at least 200 words)
10
C. Salient Concepts
Science Education in Basic and Tertiary Education.
D. Developmental Activity
Students shall identify science and technology policies that could be adapted or implemented in the
Philippines. Your output could be presented in three (3) different ways, choose only one (1)
See pages 13 and 14 for the rubrics:
a. Brochure
If you are going to submit video or PowerPoint presentation, you may submit your work in our
Google classroom.
E. Reinforcement
Rafael Ambag , 2018, Teaching Science In The Philippines: Why (And How) We Can Do Better on,
https://www.flipscience.ph/news/features-news/features/teaching-science-philippines/
F. Assessment
1. What other government projects and programs are available for science education in the
Philippines.
2. Are there private schools with outstanding science education programs? Identify and compare
their science education programs with public science schools?
G. Exploration Activity
Interview one teacher and one student from a private school and from a public school. Ask the
teacher what pedagogical approach they are using in teaching their students, population per class
and types of students they have. For the student, ask them to relate their learning experience in
their science subject and what are their likes and dislikes about learning the science subject.
Present your output through a video presentation following the rubrics found in page 13. You may
submit your work in our Google classroom.
11
LAP-DAY 04
INDIGENOUS SCIENCE AND TECHNOLOGY IN THE PHILIPPINES
A. Topic Outline
Content
Standard
Unit 1: The students • Explain the concepts of The student will Explain the
General demonstrate indigenous science identify Filipino different
Concepts and understanding • Identify the contribution indigenous conceptions of
Historical of the concepts of indigenous science in the knowledge, and be human flourishing
Events in of indigenous development of science able to correlate it and its relation to
Science, science. and technology. with science and science and
Technology, technology. technology.
and Society
Lesson Review
Students can ask their parents/guardians or relatives about examples of indigenous knowledge that
are taught to them by their parents or ancestors. Enumerate at least five (5) examples.
C. Salient Concepts
Indigenous Knowledge System, Indigenous Science and its Concepts.
Identify Filipino indigenous knowledge. Research on the connection of indigenous knowledge to science
and technology. Print your output on short bond paper, following APA format.
12
E. Assessment
Answer guide questions:
1. What is your understanding of indigenous science?
2. Why do some people believe in indigenous science?
3. Do you think indigenous science should be considered science?
4. What is the role of indigenous science in the development of science and technology?
13
LAP-DAY 05
HUMAN FLOURISHING
A. Topic Outline
Content
Standard
Unit 2 – The students • Explained the different ✓ As a group, the students Describe the
Science, demonstrate conceptions of human will present to the class a lives of
Technology, understanding flourishing and its relation to brief history or discovery people
and Society of the science and technology. that brought about the before and
and the Human concepts of • Discussed the scientific discovery of: after
Condition indigenous method as a basic gravity, technology in
science. methodology in science. telescope, terms of
• Identified the criteria in processed food culture,
distinguishing science from - and identify their language,
philosophy. contributions in our rights, and
scientific development. way of life.
Lesson Review
Write your thoughts and learnings on the previous lesson in your lesson notebook.
Watch the following videos:
1.) Who was Aristotle? - Definition & Philosophy (https://study.com/academy/lesson/who-was-
aristotle-definition-philosophy-quiz.html)
2.) Aristotelian Logic: Aristotle's Central Concepts and Influence
(https://study.com/academy/lesson/aristotelian-logic-aristotles-central-concepts-and-
influence.html).
C. Salient Concepts
Science Technology and Human Flourishing, Science as Methods and Results, Science as a Social
Endeavor, Science as Education.
State a brief history or discovery that brought about the discovery of: gravity, telescope, processed food,
microscope, radio, benzene ring, large hadron collider, guns, internet, and cell phones. Identify their
contributions in our scientific development. Your output could be presented in three (3) different ways,
choose only one (1). See page 13-14 for the rubrics:
a. Brochure
14
LAP-DAY 06
TECHNOLOGY AS A WAY OF REVEALING
A. Topic Outline
Content
Standard
Unit 2 – The students • Describe the lives of ✓ The student will Aristotle and
Science, demonstrate people before and after conduct a role play other ancient
Technology, understanding technology in terms of showing what a day-to- people in their
and Society of the concept culture, language, rights, day life without beliefs in finding
and the Human of human and way of life. technology. happiness
Condition condition • Explain the human ✓ The student will and/or meaning
before and condition before and during conduct a philosophical to life.
after science the Common Era. discussion about
& technology. • Understood the essence whether technology is an
of technology. instrument to achieve
human goals or is an end
in itself and that
technology is what
humanity does.
Lesson Review
B.Introductory Activity
Form a group made of a maximum of four (4) members. Each group will conduct a role play showing
what a day-to-day life without technology. Illustrate a scenario where a certain technological
innovations does not exist. Examples: watch, phone, light bulbs, cars, printing press, electricity. See
the box below for the rubrics.
ROLE PLAY /COMICAL SKIT RUBRICS:

CRITERIA PERCENTAGE
Preparation 15%
Achievement of Objective 35%
Imagination and Creativity 30%
Presentation 20%
TOTAL 100%
C. Salient Concepts
Human Condition before and during Common Era; The Essence of Technology; Backtracking Human
Condition. (Reference book: to Science, Technology and Society by Serafica, et al., pages 63-73)
D. Reinforcement
Watch: What Happened Before History? Human Origins by Kurzgesagt – In a Nutshell
(https://www.youtube.com/watch?v=dGiQaabX3_o)
15
E. Assessment
Answer Guide Questions:
1. What would have happened to human kind if technology did not exist?
2. Do you agree with Martin Heidegger in his idea that technology should only be seen as one of
the approaches in perceiving truth? What are the possible approaches we should consider?
16
LAP-DAY 07: THE GOOD LIFE
A. Topic Outline
Content
Standard
Unit 2 – The students • Understood Aristotle and ✓ Make a collage Hedonism,
Science, will Identify other ancient people in their demonstrating and Theism,
Technology, how humans beliefs in finding happiness explaining how technology Humanism
and Society attempt to and/or meaning to life. has made the man’s desire
and the Human attain what is for a happy life.
Condition deemed to be
a good life.
Lesson Review
Watch the video: The Good Life: Plato, by Dr. Chris Surprenant, Associate Professor of Philosophy,
University of New Orleans. Link: https://www.khanacademy.org/partner-content/wi-phi/wiphi-
value-theory/wiphi-good-life/v/the-good-life-plato
C. Salient Concept
Aristotle and How we all Aspire for a Good Life
Watch the following videos: The Good Life: Plato, by Dr. Chris Surprenant, Associate Professor of
Philosophy, University of New Orleans. Link: https://www.khanacademy.org/partner-content/wi-
phi/wiphi-value-theory/wiphi-good-life/v/the-good-life-aristotle
Materialism: What is Materiallism? By 60 Second Philosophy
(https://www.youtube.com/watch?v=MuamjAyO1Vw)
Make a collage demonstrating and explaining how technology has made the man’s desire for a
happy life. You may cut out magazines, newspapers, print out pictures from websites and other
sources. Then explain how these technological advancements have made the campaign for the
attainment of good life easier or otherwise. Refer to page 13 for the rubrics.
E. Assessment
1. Describe Aristotle’s ethics.
2. Discuss the difference between Plato’s view of forms and Aristotle’s view of forms.
17
LAP-DAY 08
THE GOOD LIFE
A. Topic Outline
Content
Standard
Unit 2 – The students • Understood Hedonism, ✓ Identify two modes of Study for
Science, will Identify Theism and Humanism doing the same thing midterm
Technology, how humans beliefs in finding happiness where one involves a exam
and Society attempt to and/or meaning to life. more technologically
and the Human attain what is advanced method.
Condition deemed to be Example would be a snail
a good life. mail vs. email. List down
as many examples.
Lesson Review
Hedonism: What is hedonism and how does it affect your health? By Desirée Kozlowski, Academic
Psychology, Southern Cross University (https://theconversation.com/what-is-hedonism-and-how-
does-it-affect-your-health-78040)
C. Salient Concepts
Theism: PHILOSOPHY - Religion: Classical Theism 1 (Two Conceptions of God) by Wireless
Philosophy (https://www.youtube.com/watch?v=AxmY2n3LS8M)
Humanism: Humanism, by Ryan Reeves PhD, Assistant Professor of Historical Theology at Gordon-
Conwell Theological Seminary
(https://www.youtube.com/watch?v=qScDrsV1Wtw&feature=emb_rel_end)
Compare and contrast. Identify two modes of doing the same thing where one involves a more
technologically advanced method. Example would be a snail mail vs. email. List down as many
examples. Brainstorm with a partner if a less technologically sophisticated mechanism can actually
turn out to be better in terms of reaching for the good life. Is the more technologically advanced
always better?
18
E. Assessment
1. What is the good life?
2. What is the relationship between the good life and science?
3. Does technology always lead us to the good life? How and why?
19
Code: No. of Hours: 3 hours/meeting
LAP-DAY 10
WHEN TECHNOLOGY AND HUMANITY CROSS
A. Topic Outline
Unit Content Standard Learning Objectives Activities Assignment

Unit 2 – The students • Traced the origins of ✓ The student should be The effects
Science, demonstrate technology. able to conduct a of the
Technology, understanding of… • Recognized different philosophical discussion interplay
and Society different technological technological devices in about the dilemmas between
and the Human advancements in and out of our homes. faced by technological technology
Condition society. advancements in the and
Discuss the society. humanity.
development of
science and
technology in the
Philippines.
Lesson Review
B.Introductory Activity
History of Technology - Crash Course by IntroBooks Education,
(https://www.youtube.com/watch?v=EepDX_P28ic)
C. Salient Concepts
Television sets, mobile phones, computers and Humanity
Roles played by these technological advancements
Ethical dilemma faced by these technological advancements
The student shall make an essay that focuses its discussion about the ethical dilemmas faced by
technological advancements in the society. Suggested topics:
a. Do technological devices bring more good than bad to people?
b. Should there be more budget for technological researches despite the dilemmas they are currently
facing?
c. Should there be a limit to technological advancements?
20
21
E. Assessment
1. Do people really need technology in their lives? Is it really a necessity?
2. How do you reconcile the need for technology and the dilemma it faces?
3. Should there be an ethics of technology?
22
LAP-DAY 11
WHEN TECHNOLOGY AND HUMANITY CROSS
A. Topic Outline
Content
Standard
Unit 2 – Discuss the • Identified the roles ✓ As a group, the students The
Science, effects of the played by these shall show their stand on a Information
Technology, interplay technological technological dilemma age
and Society between advancements. through a skit.
and the Human technology • Evaluated the ethical
Condition and humanity. dilemma faced by these
technological
advancements.
• Inferred the roles played
of robots and the ethical
dilemma it is facing.
Lesson Review
Instructions: Write your thoughts and learnings of the previous lesson in your lesson notebook.
10 mazing Robots That Really Exist by MAD Lab, https://www.youtube.com/watch?v=sZ_-yb-TN9M)
C. Salient Concepts
Robotics and Humanity; Roles played by Robotics; Ethical dilemma faced by robotics.
The student shall show his/her stand on a technological dilemma through a skit. Choose a unique topic
and its perceived effects and the dilemma through a skit. Do not forget to show the role/s played by the
technological advancement in the lives of people. Suggested topics: robots that are capable of having
emotions, Google stupidity, Filipinos’ addiction to different technologies, waze application. Present your
output in a video presentation and submit it to our Google classroom. See page 14 the rubrics.
23
Assessment
1. Do people really need technology in their lives? Is it really a necessity?
2. How do you reconcile the ‘need’ for technology and the dilemma/s it faces?
3. Should there be an ethics to technology?
24
LAP-DAY 12
THE INFORMATION AGE
A. Topic Outline
Content
Standard
Unit 3 – The students • Discussed the history and ✓ The student should be Biodiversity
Specific Issues define and emergence of the Information able to…make a video and heath
in Science, discuss the age. presentation that focuses society
Technology, history of • Explained the contributions on the evolution of
and Society Information of computers in the transmission of
Age. advancement of Information information in various
Age. time periods and areas of
Understand • Identify different types of the world.
the factors computer and trace the origin
needed to be of the World Wide Web. ✓ Make a creative work
considered in • Identified the applications of featuring a device that
checking computers in science and he/she can develop to
website research. help improve the lives of
sources • Demonstrated how to check people in the society.
reliability of web sources.
Lesson Review
Table 1: Timeline of the Information Age
(Reference book: Science, Technology and Society by Serafica et al., pages 105-107)
C. Salient Concepts
Computer, the World Wide Web, Applications of Computers in Science and Research, How to Check the
Reliability of Web Resources,
Student will prepare a video presentation that focuses on the evolution of transmission of
information in various time periods and areas of the world. Refer to Table 1: Timeline of the
Information Age. The student may act in the video presentation and he/she can use props or
materials to improve the presentation. Limit the video presentation in three to five minutes. Refer to
page 14 for the rubrics.
E. Assessment
1. Who are the contributors of the technological advances of the Information Age?
25
2. Aside from communication, what other aspects of society is/are being influenced in the
Information Age?
3. What other technological advancements can possibly be developed in the future?
F. Exploration Activity
Students will think of a device with special features that he/she can develop to help improve the lives
of people in our society. It could be something to help in communication, transportation, health and
the like. Students shall also illustrate their device on the space provided.
26

LAP-DAY 13
BIODIVERSITY AND HEATH SOCIETY
A. Topic Outline
Content
Standard
Unit 3 – Determine the • Defined biodiversity and ✓ Advocacy writing. Genetically
Specific Issues interrelatedness ecosystem Students will come up modified
in Science, of society, • Recognized the changes with an advocacy that they organisms
Technology, environment and threats to biodiversity. think is timely, considering (GMO’s).
and Society and health. • Understood the the emerging needs to
consequences of endure in this world.
biodiversity loss, its ✓ Concept mapping.
nutritional impact to human Students shall create a
beings. diagram showing the
• Evaluate environment- relatedness of species in
related illnesses. forming up a diverse and
healthy society.
Lesson Review
Watch video: AHA!: Extinct animals in the Philippines, GMA Public Affairs,
https://www.youtube.com/watch?v=YS1a24Jj2Co
C. Salient Concepts
Biodiversity and Ecosystem; Changes in Biodiversity; Threats to Biodiversity; Consequences of
Biodiversity Loss; Nutritional Impact of Biodiversity and Environment-Related Illnesses.
Come up with an advocacy that you think is timely, knowing that in our emerging needs to endure in this
world, biodiversity collapses and suffers just to provide our necessities for survival.
27
E. Reinforcement
Watch this video online: Why is biodiversity so important? - Kim Preshoff by TED-Ed,
https://www.youtube.com/watch?v=GK_vRtHJZu4
F. Assessment
1. How would you reconcile the emerging needs of human beings regarding their health and
the need to protect the growth of biodiversity?
2. Do you think that Earth can exist without human beings taking care of it? Or biodiversity
also needs human beings for it to be in a continuous growing process.
3. What are small ways that you think would promote safekeeping our biodiversity? What do
you think are the common human activities that can harm biodiversity? What would be the
consequences if these human activities might be stopped and prohibited?
List down several concepts that the society or human beings benefit from biodiversity. On the other
circle, enumerate the different challenges and disadvantages that biodiversity suffers as we work our
way to acquire the benefits. On the space where the two circles meet, list down possible ways and
strategies on how we could acquire these benefits and needs without compromising the growth
process of biodiversity.
28
LAP-DAY 14
GENETICALLY MODIFIED ORGANISMS
A. Topic Outline
Content
Standard
Unit 3 – Identify issues • Defined genetically ✓ Students shall conduct a Nanotechnology
Specific Issues on genetically modified organisms and debate discussing the
in Science, modified identify its role in the food topics related to GMO’s.
Technology, organisms and agricultural industries.
and Society (GMO’s). • Identified GMO’s in non- ✓ Make a research on the
food crops and impacts of GMO’s on
microorganisms. certain topics.
• Evaluated the benefits,
potential risks of GMO’s.
• Discussed GMO in the
Philippine context.
Lesson Review
The lesson will begin with the use of 10 pre-assessment questions regarding genetically modified
organisms. These questions will be displayed using a slideshow saved to Slideshare.
Slideshare Presentation http://www.slideshare.net/lsuters/genetically-modified-organisms-37824937
C. Salient Concepts
Genetically Modified Organisms, Science, Health, and Politics; GMOs in Food and Agricultural Industries
GMOs in Non-Food Crops and Microorganism; Benefits of GMOs; Potential Risks of GMOs to the
Environment and Human Health; Biosafety on GMOs; GMOs in the Philippine Context
Agree or Disagree. Discuss the topics below according to your opinions. Decide if you agree or
disagree with each topic. Prepare pointers or explanations for your discussion. Topics:
a. Use of genetically modified milk from animals for human baby consumption
b. Economic concerns over moral issues on GM food and food products
a. Use of genetically modified milk from animals for human baby consumption.
29
b. Economic concerns over moral issues on GM food and food products
E. Assessment
1. How would you reconcile the advantages and disadvantages that GMOs bring to humans?
2. When do you think should the pursuit of GMO research stop?
3. Is genetic engineering a pure scientific process or it is indeed an act of humans playing like
God?
Research Work. Write an individual research paper on the impacts of GMOs on one of the following
topics (You may attach separate sheets of short bond paper for your output for each research):
a. Golden rice of the International Rice Research Institute
b. Genetically modified organism produced by Filipino researchers.
c. Issue on Philippines biosafety policies.
30
LAP-DAY 15
THE NANO WORLD
A. Topic Outline
Content
Standard
Unit 3 – The students • Identified Nano scale, its ✓ The students should be Gene Therapy
Specific Issues shall define features and explain how to able to…conduct
in Science, nanotechnology. view Nanomaterial. philosophical discussion
Technology, • Understood about the impact of
and Society Characterize Nonmanufacturing. nanotechnology in various
Nano scale and • Recognize government aspects (health,
describe various funded nanotechnology of environment, economy,
uses and different countries. ethics, etc.) of the society.
concerns of • Evaluated the benefits
nanotechnology and concerns of using ✓ Make a portfolio
and how it is nanotechnology. conducting a research on
used in the the recent innovations or
Philippines. advancements in
nanotechnology in
different countries.
Lesson Review
Richard Feynman "Tiny Machines" Nanotechnology Lecture - aka "There's Plenty of Room at the
Bottom" by Muon Ray. Link: https://www.youtube.com/watch?v=4eRCygdW--c
C. Salient Concepts
Nano scale, Nano manufacturing, Government funding for Nanotechnology in Different Countries,
Benefits and Concerns of Using Nanotechnology.
31
Creative Work. Illustrate or design a product or output that is made up of nanomaterial you want to
create. Explain the raw materials that make up your product, the steps involved for developing your
product, and the specific use of the final product. What is the significance of your output to society?
32
E. Reinforcement
Top 5 Life Saving Nanotechnology Inventions (YouTube link: https://youtu.be/z-JcXzQVnro)
F. Assessment
1. What are the nanomaterials and how are they made?
2. What are the factors that need to be considered before manufacturing materials through
nanotechnology?
3. What are the contributions of nanotechnology for the improvement and sustainability of our
environment?
Discuss the impact of nanotechnology in various aspects (health, environment, economy, ethics, etc.)
of the society. Share your own ideas and principles in relation to the topic.
33
LAP-DAY 16
THE ASPECTS OF GENE THERAPY
A. Topic Outline
Content
Standard
Unit 3 – Describe gene • Understood the basic ✓ Make a flow chart of the Climate
Specific Issues therapy and process and classification of basic process of gene therapy. change
in Science, its various gene therapy. ✓ Use a Venn diagram,
Technology, forms. differentiating the two forms
and Society Assess gene of gene therapy.
therapy’s ✓ Have a debate on the
potential bioethical issues on gene
benefits and therapy.
detriments to
global health.
Lesson Review
Watch: Gene Therapy Explained by AGTC. Link: https://www.youtube.com/watch?v=xOQFJJOBGM0
C. Salient Concepts
Basic Process of Gene Therapy, Types of Gene Therapy, Bioethics of Gene Therapy
Make a flow chart of the basic process of gene therapy. Explain each part of the process.
34
E. Assessment
1. Would you subject yourself to gene therapy without its 100% assurance of effectiveness or
future negative side effects?
2. Should gene therapy be limited to medical concerns only or it be used for aesthetic purposes?
Discuss your stand on bioethical issues of gene therapy.
35
LAP-DAY 17
CLIMATE CHANGE
A. Topic Outline
Content
Standard
Unit 3 – Identify the • Explained the causes and ✓ As a group, create an Review for
Specific Issues causes and effects of climate change. infomercial showing how Final Exam
in Science, effects of • Illustrated how the the community can help
Technology, climate community can help in mitigate the hazards
and Society change. mitigating the hazards caused by climate change.
caused by climate change. ✓ Create an advocacy
campaign by making a
poster via social media that
tells how the community
will help mitigate the
hazards caused by climate
change.
Lesson Review
Watch video: Causes and Effects of Climate Change | National Geographic. Link:
https://www.youtube.com/watch?v=G4H1N_yXBiA
C. Salient Concepts
Causes of Climate Change, Orbital Changes, The Carbon Dioxide Theory
Human Activities, Effects of Climate Change in Society
Create an infomercial showing how the community can help mitigate the hazards caused
by climate change. You may submit your output through a video presentation. See page 14 for the
rubrics.
E. Assessment
1. What significant contribution can individuals make in response to climate change?
36
2. Is climate change preventable?
3. What should be the significant contribution of the society as well as the government in
mitigating the hazards caused by climate change?
Create an advocacy campaign by making a poster via social media that tells how the community will help
mitigate the hazards caused by climate change. You may upload your output in our Google classroom. See
page 13 for the rubrics.
37

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COURSE

Subject Title: Science, Technology, and Society

No. of Hours/Meeting: 3 Hours

Total No. of Hours: 54 hours/semester

LAP Code: No. of Hours: 3 hours/meeting

ENLIGHTENMENT AND SCIENTIFIC REVOLUTION

a. Decide what the timeline will include.

VIDEO / MULTIMEDIA PRESENTATION RUBRICS:

Content: My My presentation My presentation My presentation has a

Content: My presentation I try to describe My presentation My presentation

Content: I do not include I try to include I include I include appropriate,

Creativity My presentation I try to include My presentation My presentation

Organization My presentation My presentation My presentation My presentation

Conventions My presentation My presentation My presentation My presentation

Lesson Review (5 minutes)

2. Why do some people believe in indigenous science?

3. Do you think indigenous science should be considered science?

ROLE PLAY /COMICAL SKIT RUBRICS:

2. What is the relationship between the good life and science?

Unit Content Standard Learning Objectives Activities Assignment

3. Should there be an ethics of technology?

3. Should there be an ethics to technology?

3. What other technological advancements can possibly be developed in the future?

Code: No. of Hours: 3 hours/meeting

b. Economic concerns over moral issues on GM food and food products

2. When do you think should the pursuit of GMO research stop?

2. Is climate change preventable?

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