Vision

TAU as one of the top 500 universities in Asia

Mission
TAU is committed to improve the quality of life through the production of competent graduates and relevant
technologies in the service of the society.

Breakthrough Goals

1. Take a lead in innovative teaching methodologies using technology and/or appropriate ICT technologies to
optimize learning.
2. Advance agricultural productivity and income through technology transfer
and training.

3. Use of Science, Technology and Engineering (STE) effectively for climate change resiliency and adaption.

Program Outcomes

Program Outcomes of Bachelor of Technology and Livelihood Education students to achieve the following
objectives:

1. Articulate and discuss the latest trends, issues, and developments in the field of teaching and learning in
the elementary and secondary levels;
2. Effectively communicate orally and in writing using both English and Filipino;
3. Work effectively and independently in multi-disciplinary and multi-cultural themes;
4. Act in recognition of professional, social, and ethical responsibility;
5. Preserve and promote "Filipino historical and cultural heritage";
6. Articulate the rootedness of education in philosophical, social cultural, historical, psychological, and political
contexts;
7. Demonstrate mastery of subject matter/discipline in Technology and Livelihood Education;
8. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific
learners and their environments;
9. Develop innovative curricular, instructional plans, teaching approaches and resources for diverse learners;
10. Apply skills in the development in utilization of ICT to promote quality, relevant, and sustainable
educational practices;
11. Demonstrate a variety of thinking skills in planning, monitoring, assessing and reporting learning processes
and outcomes;
12. Practice professional and ethical teaching standards sensitive to the locals, national and global realities;
13. Purse lifelong learning for personal and professional growth through varied experiential and field-based
opportunities;
Demonstrate the competencies required of the Philippine TVET Trainers - Assessors Qualifications Framework
(PTTQF);
15. Demonstrate broad and coherent, meaningful knowledge and skills in Technology and Livelihood
Education;
16. Apply with minimal supervision specialized knowledge and skills in Technology and Livelihood Education;
17. Demonstrate higher level of literacy, communication, numeracy, critical thinking, learning skills needed for
higher learning;
18. Manifest a deep and principled understanding of the learning processes and the roles of the teacher in
facilitating these processes in their students;
19. Show a deep principled understanding of how educational processes relate to larger historical, social,
cultural, and political processes;
20. Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials
development, educational assessment, and teaching approaches);
21. Reflect on the relationships among the teaching process skills, the learning processing in the students, the
nature of the content / subject matter, and other factors affecting educational process in order to constantly
improve their teaching knowledge, skills and practices.
22. Demonstrate a service orientation in one's profession;
23. Participate in various types of employment, development activities, and public discourse, particularly in
response to the needs of the communities one serves; and
24. Participate in the generation of new knowledge or in research and development projects in technical
education.

TARLAC AGRICULTURAL UNIVERSITY

Camiling, Tarlac

COLLEGE OF EDUCATION

Outcomes-based Syllabus in Science Technology & Society

AY 2024-2025

Course number GEED 07

Course Title Science Technology & Society
The course deals with interactions between science and technology and social, cultural,
political, and economic contexts that shape and are shaped by them. (CMO No. 20, series of 2013)
This interdisciplinary course engages students to confront the realities brought about by science and
technology in society. Such realities pervade the personal, the public, and the global aspects of our
living and are integral to human development. Scientific knowledge and technological development
Course happen in the context of society with all its socio-political, cultural, economic, and philosophical
Description underpinnings at play. This course seeks to instill reflective knowledge in the students that they are
able to live the good life and display ethical decision making in the face of scientific and
technological advancement.

This course includes mandatory topics on climate change and environmental awarenes s.
Credits (lec-lab- 3-0-3
unit)
Pre-requisite NONE
Course Learning At the end of the course, the students should be able to: PO
Outcomes
a. Articulate the impacts of science and technology on 1,2,3,4,5,7,7,8,9,10,11,12,13,,15,16,17,1
society, specifically Philippine society; 8,19,20,21, 22,24

b. Explain how science and technology affect society and 1,2,3,4,5,7,7,8,9,10,11,12,13,15,16,17,18

the environment and its role in nation-building; ,19,20,21, 22,24

c. Analyze the human condition in order to deeply reflect ,2,3,4,5,7,7,8,9,10,11,12,13,15,16,17,18,

and express philosophical ramifications that are 19,20,21, 22,24
meaningful to the student as a part of society;
d. Define and demonstrate the impact of social media on the ,2,3,4,5,7,7,8,9,10,11,12,13,15,16,17,18,
students’ life and Philippine society in general; 19,20,21, 22,24

e. Imbibe the importance of science and technology in the ,2,3,4,5,7,7,8,9,10,11,12,13,15,16,17,18,

preservation of the environment and the development of 19,20,21, 22,24
the Filipino nation;
f. Critique human flourishing vis-à-vis the progress of ,2,3,4,5,7,7,8,9,10,11,12,13,15,16,17,18,
science and technology such that the student may be able 19,20,21, 22,24
to define for himself/herself the meaning of the good life;
g. Foster the value of a healthy lifestyle toward the holistic ,2,3,4,5,7,7,8,9,10,11,12,13,,15,16,17,18,
and sustainable development of society and the 19,20,21, 22,24
environment;
h. Creatively present the importance and contributions of ,2,3,4,5,7,7,8,9,10,11,12,13,15,16,17,18,
science and technology to society; 19,20,21, 22,24

i. Examine shared concerns that make up the good life in ,2,3,4,5,7,7,8,9,10,11,12,13,15,16,17,18,

order to come up with innovative and creative solutions 19,20,21, 22,24
to contemporary issues guided by ethical standards;
j. Illustrate how the social media and information age ,2,3,4,5,7,7,8,9,10,11,12,13,15,16,17,18,
impact their lives and their understanding of climate 19,20,21, 22,24
change;
k. Apply skills in curriculum development, lesson planning, ,2,3,4,5,7,7,8,9,10,11,12,13,15,16,17,18,
materials development, instructional delivery and 19,20,21, 22,24
educational assessment;
l. Practice professional and ethical teaching standards to ,2,3,4,5,7,7,8,9,10,11,12,13,15,16,17,18,
respond to the demands of the community; 19,20,21, 22,

m. Exhibit comprehensive and deep pedagogical and content ,2,3,4,5,7,7,8,9,10,11,12,13,15,16,17,18,

knowledge of various learning areas in the BTLED 19,20,21, 22,
program.
n. Share reflection (learning insights) of the role of genetic ,2,3,4,5,7,7,8,9,10,11,12,13,15,16,17,18,
engineering in the fields of medicine, agriculture, 19,20,21, 22,
industry, in our environment.

Teaching-
Learning Lecture-discussion, lecture-demonstrations, video clip presentation, class demonstrations, simulation activity,
Activities virtual learning visits/field trips, power point presentations, learning modules.

Values Resourcefulness,
Integrated Creativity,
Honesty
 Collaboration
Critical thinking
Environmental consciousness
Ethical awareness
Global, nationalism and cultural sensitivity and awareness
Empathy and stewardship
Sense of justice and equity
SDG Integrated SDG 3. Good Health and Well-being
SDG 4. Quality Education
SDG 6. Clean Water and Sanitation
SDG 7. Affordable and Clean Energy
SDG 8. Decent Work and Economic Growth
SDG 9. Industry, Innovation and Infrastructure
SDG 11. Sustainable Cities and Communities
SDG 12. Responsible Consumption and Production
SDG 13. Climate Action
SDG 14. Life Below Water
SDG 15. Life on Land
SDG 16. Peace, Justice and Strong Institutions
SDG 17. Partnerships for the Goals
Course Outline
Week Topic PO CLO
1 Class Orientation: VMGO; Classroom Policies; Grading 3,4, a
System & other Course Requirements , Review on basic
key concepts on Science Technology & Society
Levelling of expectation
2-3 General Concepts and STS Historical Antecedent 1,2,3,5, 7, a, b, c, d,
Historical antecedents in which social considerations changed the course of
10,science and technology
11, 12,
17,18, 19,
20, 21,
4 Intellectual revolutions that defined society 1,2,3,5, 7, a, b, c, k
10, 11, 12,
17,18, 19,
20, 21
5 Science and technology and nation building 1,2,3,5, 7, g, h, I,k
10, 11, 12,
17,18, 19,
20, 21
6 STS and Human Condition a,b,c,f,k,h,j,k,l
The Human Person flourishing in terms of science and 1,2,3,5, 7,
technology ( Part 1 10, 11, 12,
17,18, 19,
20, 21
7 The Human Person flourishing in terms of science and 1,2,3,5, 7, a,b,c,f,k,h,j,k,l
technology ( Part 2) 10, 11, 12,
17,18, 19,
20, 21
8 The Good Life 1, 2,3,5, 7, i,k,l
10, 11, 12,
17,18, 19,
20, 21
9 When Technology and Humanity cross 1, 2,3,5, a,b,c,d,h,
7, 10, 11,
12, 17,18,
19, 20, 21
10 MIDTERM EXAMINATION
 11 Why the future does not need us (Part 1) 1,2,3,5, 7, I,j,k,n,o
10, 11, 12,
17,18, 19,
20, 21
12 Why the future does not need us (Part 2) 1,2,3,5, 7, k,l,m,n,o
10, 11, 12,
17,18, 19,
20, 21
13 Specific Issues in STS 1,2,3,5, 7, a,b,c,d,h,k,m, n,o,p
The Information Age 10, 11, 12,
17,18, 19,
20, 21
14 Biodiversity and the healthy society (Part 1) 1,2,3,5, 7, e,h,g,k, l,n,o
10, 11, 12,
17,18, 19,
20, 21
15 Biodiversity and the healthy society (Part 2)1 1,2,3,5, 7, e,h,g,k, l,n,o
10, 11, 12,
17,18, 19,
20, 21
16 The nano world – (Nanotechnology) 1,2,3,5, 7, a, b, d,h, k,l,n,o
10, 11, 12,
17,18, 19,
20, 21
17 Genetic Engineering - Gene Therapy 1,2,3,5, 7, a,b,k,l,n,o
10, 11, 12,
17,18, 19,
20, 21
18 Climate Change 1,2,3,5, 7, b, e,j, k,l,n,o
10, 11, 12,
17,18, 19,
20, 21
19 Energy Crisis 1,2,3,5, 7, b,e,k,l,n,o
10, 11, 12,
17,18, 19,
20, 21
20 FINAL EXAMINATION
Suggested Floridi, Luciano. 2014. The Fourth Revolution, Oxford University Press
2. Walker, Sharon 2007. Biotechnology Demystified. A Self-Teaching Guide. Mc Graw Hills companies.
Reading/s 3. McNamara, DJ., 2011. Return to the Beginning in Stellar Origins, Human Ways.
4. Movie Clip (YouTube): The Magician’s Twin: CS
Lewis and the case against Scientism
5. Film: Akiro Kurosawa’s Dreams “Village of the
Watermills”
6. Forget ‘developing’ rich countries, it’s time to ‘de-
develop’ rich countries. By Jason Hickel
7. Sustainable Development: An Evolving Paradigm for the 21st
Century by Fabian Dayrit in Stellar Origins, Human Ways (2011)
8. The Concepts of the Public Good: A View from the Filipino Philosopher by Rolando Gripaldo in the Making of a Filipino
Philosopher and Other Essays, 2009, National Bookstore pp 82-101
9. Eudaimonia and Human Flourishing in Ethics and Human Dignity by Christopher Ryan Maboloc). Manila, 2010. Rex
Bookstore pp 15-23
10. That Sugar Film (2015) (documentary)
11. Ppt: towards a green economy: pathways to sustainable development and poverty eradication–UNEP
12. Petero,MC., 2021. Learning Module in Science, Technology & Society
13. The Concepts of the Public Good: A View from the Filipino Philosopher by Rolando Gripaldo in the Making of a
Filipino Philosopher and Other Essays, 2009, National Bookstore pp 82-101
14. Eudaimonia and Human Flourishing in Ethics and Human Dignity by Christopher Ryan Maboloc). Manila, 2010. Rex
Bookstore pp 15-23
16. Anderson, Philip W. “More is Different—One More Time,” in More is Different: Fifty Years of Condensed Matter
Physics, ed. N. Phuan Ong and Ravin N. Bhatt, Princeton University Press, 2001.
 17. Balakrishnan, Janaki and B V Sreekantan, eds. Nature’s Longest Threads: New Frontiers in the Mathematics and
Physics of Information in Biology, World Scientific, 2014.
18. Caoli, Olivia. “A History of Science and Technology of the Philippines,” in Analysis of Conditions for National
Scientific and Technological Self-Reliance: The Philippine Situation, Quezon City: University of the Philippines, 1986.
19. Dayrit, Fabian. “Sustainable Development: An Evolving Paradigm for the 21st Century,” in Stellar Origins, Human
Ways: Readings in Science, Technology, and Society, ed. Ma. Assunta Cuyegkeng, Quezon City: Ateneo de Manila
University Press, 2011.
20. Ecker, David J. Germ Catcher, Scientific American, 2014.
21. Floridi, Luciano. The Fourth Revolution: How the Infosphere is Reshaping Human Reality, Oxford University Press,
2014.
22. Feynman, Richard. “The Pleasure of Finding Things Out: What Is and What should be the role of scientific culture in
modern society” in The Best Short Works of Richard Feynman, pp. 97–115, Perseus Books,1999.
23. Gripaldo, Rolando. “The Concepts of the Public Good: A View from the Filipino Philosopher” in The Making of a
Filipino Philosopher and Other Essays, pp. 82-100, National Bookstore, 2009.
24. Heidegger, Martin. The Question Concerning Technology and Other Essays, HarperCollins, 1982.
25. Hickel, Jason. “Forget ‘developing’ poor countries, it’s time to ‘de-develop’ rich countries,” The Guardian, Online:
http://www.theguardian.com/global-development-professionals-network/2015/sep/23/developing-poor-countries-de-develop-
rich-countries-sdgs.
26. Lehrer, Jonah. How We Decide, Mariner Books, 2010.
27. Maboloc, Christopher Ryan. “Eudaimonia and Human Flourishing” in Ethics and Human Dignity, 15-23, Rex
Bookstore, 2010.
28. McNamara, Daniel J. in “A Return to the Beginning,” in Stellar Origins, Human Ways: Readings in Science,
Technology, and Society, ed. Ma. Assunta Cuyegkeng, Quezon City: Ateneo de Manila University Press, 2011.
29. Rodriguez, Socorro M. “Philippine Science and Technology: Economic, Political and Social Events Shaping Their
Development,” 1996
30. Von Baeyer, Hans Christian, Information: The New Language of Science, Harvard University Press, 20

Baron, J. 2019. Top 10 Ethical Dilemmas in Science for 2020. https://

www.laboratoryequipment.com/558920-Top-10-Ethical-Dilemmas-in-Science-for-
References 2020/. Accessed June 1, 2020.
Benedix, R., F. Dehn, J. Quaas and M. Orgass. 2000. Application of titanium dioxide photocatalysis to
create self- cleaning building materials. LACER. 5: 157-168.
Casas, J.M.A, P. M. Jusayan, A. V. Menor and S. P. Obanan. 2020. Science, Technology and Society.
C&E Publishing, Inc., 839 EDSA, south Triangle, Quezon City
Cho, M., Y. Choi, H. Park, K. Kim, G. Woo and J. Park. 2007. Titanium dioxide/ UV photocatalytic
disinfection in fresh carrots. Journal of Food Protection. 70(1): 97 -101.
Coal and Air Pollution. 2017. https://www.ucsusa.org/resources/coal-and-air-pollution. Accessed
July 14, 2020.
Conservation Colorado. 2020. Can you name the largest contributor of carbon emission?
https://conservationco.org/2020/02/10/blog-colorado-largest-sources-of-carbon-emissions/
Cruz, J. C. and R. C. Dela Cruz. 2019. Infrastructure’s Consequences: The Case of Kaliwa Dam.
https://www.theguidon.com/1112/main/2019/10/infrastructures-consequences-the-case-
of-kaliwa-dam/. Accessed July 14, 2020.
Denchak, M. 2017. How can you stop global warming?. NDRC. https://www.ndrc.org/stories/how-
you-can-stop-global-warming
Croteau, D., Hoynes, W., and S. Milan. 2012. Media/society:industries, images, and audiences. 4th
edition. London: Sage Publications.
Goel, A. 2019. Ten Impacts of Robots in Everyday Life. https://engineering.eckovation.com/10-
impacts-robots-everyday-life/. Accessed on July 14, 2020.
Global Climate Report - March 2020. https://www.ncdc.noaa.gov/sotc/global/202003
Griffitts, J. 2020. ’I love you': How a badly-coded computer virus caused billions in damage and
exposed vulnerabilities which remain 20 years on.
https://edition.cnn.com/2020/05/01/tech/iloveyou-virus-computer-security-intl-hnk/
index.html. Accessed July 14, 2020.
Hickel, J. 2015. Forget “developing” poor countries, it’s time to “de- develop” rich countries. The
Guardian International. https://www.theguardian.com/global-development-professionals-
network/2015/sep/23/developing-poor-countries-de-develop-rich-countries-sdgs. Retrieved
July 12, 2020.
Keating, A. And G. Melis. 2017. Social Media and Youth Political Engagement: Preaching to the
Converted or Providing a voice for youth?. The British Journal of Politics and International
Relations. 19(4): 877- 894. Accessed from:
https://journals.sagepub.com/doi/full/10.1177/1369148117718461
 Ketchell, M. 2017. Agent Orange, Exposed: How U.S. Chemical Warfare in Vietnam Unleashed a
Slow-Moving Disaster. https://theconversation.com/agent-orange-exposed-how-u-s-
chemical-warfare-in-vietnam-unleashed-a-slow-moving-disaster-84572. Accessed July 14,
2020.
Kitching, R. et al. 1999. Vanishing Treasures of the Philippine Rainforest. Bioscience. 49. doi:
10.2307//1313517
Infrastructure’s Consequences: The Case of Kaliwa Dam
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dam/
Mayer, J. E. 2007. Delivering Golden Rice to Developing Countries. Journal of AOAC International. 90
(5) : 445 - 1449.
National Crime Victimization Survey (NCVS). 2013. Students Reports of Bullying and Cyberbullying:
Result from the 2011 School Crime Supplement to the National Crime Victimization Survey.
US Department of Education. Retrieved from https://nces.ed.gov/pubs3013/2013329.pdf
Nicols, M.R. 2017. Will VR Become the Next Popular Social Network? Retrieved from
https://journals.sagepub.com/doi/full/10.1177/1369148117718461
Noyes, Dan. 2020. The Top 20 Valuable Facebook Statistics - Updated October 2020.
https://zephoria.com/top-15-valuable-facebook-statistics/. Accessed November 10, 2020.
Pacala, S. 2009. Sharing global CO2 emission reductions among one billion high emitters. Proceedings
of the National Academy of Sciences of the United States of the America (PNAS). 106 (29).
11884 - 11888. Https:/dio.org/10.10873/pnas.090523406
Quinto, E.J.M. and A. D. Nieva. 2019. Science, Technology and Society: Outcome- Based Module. C&E
Publishing, Inc., 839 EDSA, south Triangle, Quezon City
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https://www.cancer.org/cancer/cancer-causes/recombinant-bovine-growth-hormone.html.
Accessed November 23, 2020.
Rojas, Joy. 2020. The Fascinating Plants and Animals Endemic to the Philippines.
https://www.mypope.com.ph/plants-and-animals-endemic-to-the-philippines/
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2025. https://www.statista.com/statistics/490455/number-of-philippines-facebook-users/.
Accessed November 20, 2020.
White, L. 1974. Technology Assessment from the stance of a medieval historian. American Historical
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Wirth T., N. Parker and S. Yla - Herttuala. 2013. History of Gene Therapy. Gene. 525 (2): 162 - 169.
doi: 10.1016/j.gene.2013.03.137.
Wolpert, L. 2005. The Medawar Lecture 1988 : Is Science Dangerous. Philosophical Transactions of
the Royal Society. 360. 1253 - 1258.

Useful Resources  https://www.youtube.com/watch

& Websites  v=YXh9RQCvxmg&noredirect=1
 Youtube: World’s Greatest Inventions (3 minutes)
 www.ncbi.nlm.nih.gov
 Biowww.net/detail-585.html
 https://explorable.com/what-is-a-paradigm
 http://www.history.com/topics/enlightenment/videos/mankind-the-story-of -all-of-us-
scientific-revolution
 http://www.theguardian.com/global-development-professionals-
network/2015/sep/23/developing-poor
 The ethical dilemmas of robotics http://news.bbc.co.uk/2/hi/technology/6432307, stm
  Is Google Making Us Stupid? 2008. Nicholas Carr
http://www/theatlantic.com/magazine/archive/2008/07/Is google making us stupid/306868/?
 http://www.cc.gatech.edu/computing/nano/documents

Teaching Lecture-discussion, lecture-demonstrations, video clip presentation, class demonstrations, simulation activity,
Strategies virtual learning visits/field trips, power point presentations, learning modules
1. Active participation in all synchronous and asynchronous sessions.
Course 2. Completion and submission of required exercises/ activities.
Requirements 3. Pass term exams and quizzes.
Grading System Written works – 25%
Performance Task – 20%
Term Exams (Midterm and Final exams) – 50%
=======
100%
Class Policies
1. All required outputs shall be submitted a hard copy or electronically through the Google
Classroom/ telegram app. Late submission of the outputs on agreed-upon deadlines shall
only be given a passing scores.
2. Active participation (through performing required tasks or activities) is mandatory.
3. Short quizzes will be given unannounced, however, schedule of long examinations shall be
announced at least 2-3 days prior to its administration
4. The instructor is not obliged to give a special or late test to any student who fails to take an
examination at the regular time, except with a reasonable cause or any unavoidable
circumstances
5. Three times late corresponds to 1 absence, a late beyond 15 minutes would mean an
absence from the class unless you have an acceptable reason for coming in late
6. Talking during examinations, possessions of cellphones (any gadgets) textbooks or notes of
any kind (unless authorized), giving or receiving information or any attempts at
communication shall render the offender to disciplinary action (chapter 5, section 4, p. 24 of
TAU student Manual.
7. Observe the cleanliness, orderliness and discipline at all times{ proper waste disposal, no
bad words please
8. Plagiarism is against the academic and ethical standards. Students are expected to properly
cite the work of others.
9. Everybody is encouraged to observe and respect the academic and non-academic space/s of
everyone regardless of sex,
sexual orientation, gender identity and gender expression
10. Any comment/queries/ feedback will only be entertained during the scheduled class time
and/or TThu (8:30 – 11:00 AM)

Prepared by:
MILANI C. PETERO
Associate Professor IV
Recommending
Approval

CRISTOPHER D. REYLA TRISHA MAE M. RAMOS, MAMATHED

Chair, BTLED Program Chair, Curriculum Committee

CLAIRE ANNE A. OLIVARES, Ph.D. MARIELLA ALEXIS R. ESPIRITU

Dean, College of Education Director, Curriculum and Instruction

Approved
SONNY DC. TORRES. Ed.D.
VP, Academic and Student Affairs
 LEARNING PLAN IN SCIENCE TECHNOLOGY & MATHEMATICS
1st SEM, SY 2024-2025

Week Desired Learning Content Materials Teaching and Assessment Tasks PO CLO Remarks
Outcomes Learning
Activities
1 At the end of class orientation, Class Orientation PPT, Lecture - Formative form
the students should be able to: TV monitor, discussion, ,
a. VMGO chalkboard, notetaking;
1. state the vision and mission b. Classroom policies
laptop Open forum
of the College, goals of the Grading System and other
course requirements Q&A
Institute, and objectives of
the program;
2. explain the classroom
policies; and explain the
grading system and other
requirements of the course.
1-2 At the end of the lesson, the UNIT I. GENERAL CONCEPTS Prepared Lecture - Activity sheet, rubrics 2,3,5, a,b,c,d
students are expected to: AND HISTORICAL PPT, Discussion, Oral Performing an Activity “ Standing 7, 10,
DEVELOPMENTS Chalkboard, presentation, on the Shoulders of Giant” 11, 12,
1. discuss the different scientific TV monitors’ Teacher
and technological innovations HISTORICAL ANTECEDENTS 17,18,
laptop, Exposition
in different time periods and OF SCIENCE AND 19, 20,
well as the antecedents that Marker, Brainstorming
TECHNOLOGY 21,
enable the development of eraser Presentation of
science and technology in outputs
a. Antecedent
different historical b. Ancient period
timeframes; and - Sumerian
2. enumerate various civilization
technological and scientific - Egyptian
innovations made by some civilization
Filipino scientists and discuss - Greek
the various societal driving civilization
force that led to their - Chinese
inventions. civilization
c. Middle ages
d. Indigenous Science
& technology;
e. Magsaysay to
 Aquino
Administration
f. Modern ages
Invention made by Filipino
scientists

3 At the end of the lesson, the INTELLECTUAL Prepared Lecture - worksheet, rubrics 2,3,5, a, b, c, k
students are expected to: REVOLUTIONS AND SOCIETY PPT, discussion, Enrichment Activity 7, 10,
Chalkboard, brainstorming What is “Society 5.0? Read “ From 11, 12,
1. identify the different a. Copernican TV Monitor, Reading An industry 4.0 to Society 5.0: the big
intellectual revolutions that revolution 17,18,
Laptop Article societal transformation plan of
shaped society across time; b. Darwinian 19, 20,
and revolution “Top 10 Japan’ written by i-
21
2. explain how the different c. Freudian revolution Greatest Scoop(www.iscoop.eu/industry-4-
intellectual revolutions d. Information Scientists Who 0/society:5-0/) and reflect if the
transformed the views of e. Meso-American changed the so called “Society 5.0” can be
society about the dominant f. Asean/Middle East/ World” considered as intellectual
scientific ideologies during African revolution “
their time.
4-5 At the end of the discussion, Science and technology PPT, Lecture - Essays: 1, ,2,3, g, h, I,k
the students are expected to: and nation building Chalkboard, discussion, 1. What is nation building? 5, 7,
1. Define nation-building in General Concepts & STS TV monitor, Activity: Discuss the different components 10, 11,
the perspective of Science & Historical Development laptop, Readings of nation building
12,
Technology; marker, THE 1987 2. Discuss the importance of S &T
DOST 17,18,
2. Discuss the benefits of eraser, CONSTITUTION to a nation’s sectoral
Science & Technology to PHILVOCS 19, 20,
extension OF THE development. Use the sectors you
several sectors; PHISHS 21
cord REPRUBLIC OF have identified to form the word
3. Describe the science & SEI THE PHILIPPINES SCIENCE in the ACTIVITY part.
technology in developed and STII In Filipino & 3. Discuss the status of S & T in
developing countries; TAPI English any four (4) countries that you
4. Cite provisions of the NAST Languages have identified in the Activity
Constitution to the science &
NRCP part. State whether the country is
technology in the country;
Ambition Natin developed or developing. Rubrics
5. Describe the roles of
Harmonized National R&D 2040: The Vison, for Oral presentation
Department of science and
Our Ambition Lesson Planning
Technology and its different Agenda (HNRDA) 2017-
attached institutes and 2022
Middle class
related agencies; AMBISYON NATIN 2040
6. Explain how science & Aspirations
FILIPINO Scientist Philippine Dev’t
technology enables the
attainment of the Philippine Plan (PDP) 2017-
 Development Plan through a 2022)
harmonized research and
development agenda;
7. Name Filipino Scientists &
Inventors

6 At the end of the discussion, PPT, Lecture - Essay: 1,2,3,5, a,b,c,f,k,h,j,k,l

the students are expected to: STS and Human Chalkboard, Discussion 1. It was said tat technological 7, 10,
1. Discuss the philosophical Condition TV monitor, Activity: Article advances have provided immense 11, 12,
views of technology; The Human Person laptop, Reading: improvements in our lives, but
17,18,
2. Analyze the relationship of flourishing in terms of marker, Reading often with hidden costs. How
technology and the human 19, 20,
science and technology eraser, Heidegger: The does Heidegger’s arguments
person; ( Part 1) 21
extension Question relate to this?
3. Recognize the dangers of cord Concerning 2. Technology is way of revealing
controlling power Philosophy & Technology Technology has something to do with the
Philosophical concept of unlocking and
views on stocking. How is this so?
Technology 3. How can you as a student help
Aristotellanism spread awareness about dangers
(Aristotle) of technology in a such away that
Technological technology is not condemned in
Pessimism (Jack the process?
Ellul) Rubrics for Oral Presentation
Technological Lesson Planning
Optimism
Existentialism
( Martin
Heidegger)

7 At the end of the discussion, PPT, Lecture- Reflection 1,2,3,5, a,b,c,f,k,h,j,k,l

the students are expected to: STS and Human Chalkboard, Discussion Sam Harris, a neuroscientist, 7, 10,
1. Define human Flourishing; Condition TV monitor, Activity: Reading modern-day philosopher, and 11, 12,
2. Reflect on the relationship The Human Person laptop, Article “ Forget best-selling author, said: human
17,18,
of scientific & technological flourishing in terms of marker, ‘developing’poo well-being is not a random
progress and human 19, 20,
science and technology eraser, r countries, it’s phenomenon. It depends on
flourishing. ( Part 1I) 21
extension tiem to ‘de- many factors – ranging from
Redefining Progress & cord develop’ rich genetics and neurobiology to
 Happiness countries by sociology and economics. But
Jason Hickel clearly, there are scientific truths
to be known about how we can
flourish in this world. Whenever
we can have an impact on the
well being of others, questions of
morality apply
Rubrics for Oral Presentation
Lesson Planning
At the end of the discussion, The Good Life PPT, Lecture- Essay: 1, I,k,l
8 the students are expected to: STS and the Human Chalkboard, Discussion 1. What constitutes a “good life” 2,3,5,
1. Describe what good life is Condition TV monitor, Reflect: Ten to you? 7, 10,
2. Examine shared concerns laptop, Golden Rules by2. To what extent do scientific
11, 12,
that make up the good life marker, Soupios & advancements impact your idea
considering ethical standards 17,18,
eraser, Mourdoukoutas of a good life?
in order to determine 19, 20,
extension & School of Activity Sheet: Fill in the table by
appropriate decisions to cord Thoughts giving your own examples of five 21
contemporary issues. Reflect on the (5) persons living good lives and
question and state your reason why these
present your people are considered to be living
answer by usinga good life
hashtag # and Rubrics for Oral presentation
brief Lesson Planning (topics assigned)
description.
If you were to
program the
emerging
technologies,
specifically the
intelligent
machines, what
morals should
you program to
these machines?
Why?
9 MIDTERM EXAMINATION

10 At the end of the discussion, WHEN TECHNOLOGY AND PPT, Lecture - Self-Inventory of Technologies 1, a,b,c,d,h,i
the students are expected to: HUMANITY CROSS Chalkboard, discussion, 1. Make an inventory list (At least
 1. Identify the scientific and a. Technological TV monitor, Reading an 5) of gadgets, devices, appliances 2,3,5,
technological advancements optimism laptop, Article & Reflect and any equipment that can be 7, 10,
that have moral issues; b. Atomic bombing in marker, The ethical found in your house
Nagasaki. Japan 11, 12,
2. Identify human values eraser, Dilemmas of Rubrics in Oral Presentation
c. The human genome 17,18,
affected by scientific and extension Robotics Lesson Planning
project 19, 20,
technological advancements. d. Using diesel- cord
3. Explain how scientific and 21
powered
technological advancements automobiles and
affect human values. coal- powered
plants
e. Construction of
dams
f. Agent orange
g. Iloveyou virus
h. Will the future need
humanity?
Protecting humanity from
negative effects of
technology
11 At the end of the Why the future does not PPT, , Objective Type, 1,2,3,5, j,k,l,m,n,o
discussion, the students are need us Chalkboard, Lecture Rubrics for Oral Presentation 7, 10,
expected to: TV monitor, discussion Lesson Planning 11, 12,
1. Respond to the issue laptop,
17,18,
“Why the future does not marker,
need us? 19, 20,
eraser,
Reporting 21
2. Name the latest extension
technological advancement cord
that greatly influenced the
society. Recitation

Buzz sessions

12 SPECIFIC ISSUES IN SCIENCE, PPT, Lecture Rubrics for Oral Presentation 1,2,3,5, a,b,c,d,h,k,m,
At the end of the discussion, the TECHNOLOGY AND SOCIETY Chalkboard, discussion Objective Type 7, 10, n,o,p
students are expected to: TV monitor, Lesson Planning 11, 12,
INFORMATION AGE: laptop,
1. familiarize themselves with CURRENT ISSUES ON SOCIAL 17,18,
marker,
the brief history of social MEDIA 19, 20,
 media development; a. The Gutenberg eraser, Reporting 21
2. identify the advantages and press extension
disadvantages of using social b. The rise of social cord
media in their daily living; media
and Positive and negative Recitation
3. create a personal concept in contributions of social media
how to safely utilize and apply in our generation
social media in their lives.
Teacher
Exposition

13 At the end of the discussion, the BIODIVERSITY AND A PPT, Lecture Rubrics for Oral Presentation 1,2,3,5, e,h,g,k, l,n,o
students are expected to: HEALTHY SOCIETY Chalkboard, discussion Objective Type 7, 10,
TV monitor, Lesson Planning 11, 12,
1. become familiar with the a. Biodiversity laptop,
concept of biodiversity and b. The Philippine 17,18,
marker,
biodiversity in the Philippine biodiversity Oral 19, 20,
setting; c. Impacts of eraser,
Presentation 21
2. determine the various biodiversity loss extension
threats to biodiversity loss d. Pressures to cord
and its effect to the biodiversity
environment and society; Recitation
and
3. enumerate and apply
measures to protect biodiversity
Teacher
Exposition

14 At the end of the discussion, the NANOTECHNOLOGY PPT, Lecture Rubrics for Oral Presentation 1,2,3,5, a, b, d,h,
students are expected to: Chalkboard, discussion Objective Type 7, 10, k,l,n,o
a. Nanotechnology TV monitor, Lesson Planning
b. Applications of 11, 12,
1. Explain nanotechnology and laptop,
its role to society; nanotechnology 17,18,
c. Challenges in marker,
2. enumerate the positive and Oral 19, 20,
negative impacts of nanotechnology eraser,
presentation 21
nanotechnology to the d. Ethical dilemma in extension
society; and nanotechnology cord
3. identify the moral and
ethical questions and concerns Recitation
surrounding nanotechnology
 Teacher
Exposition

15 At the end of the discussion, the GENETICALLY MODIFIED PPT, Lecture Rubrics for Oral Presentation 1,2,3,5, a,b,k,l,n,o
students are expected to: ORGANISMS (GMOS) AND Chalkboard, discussion Objective Type 7, 10,
GENE THERAPY TV monitor, Lesson Planning
a. Genetically 11, 12,
1. identify the uses and effects laptop,
of gmos and gene therapy modified organisms 17,18,
marker,
on society, specifically in the b. History of GMOs Oral 19, 20,
context of health and c. Gene therapy eraser,
Presentation 21
economy; and Ethical issues of genetic extension
2. Respond to the moral and engineering cord
bioethical questions
concerning genetic Recitation
engineering.

Teaching
Exposition

16 At the end of the discussion, the CLIMATE CHANGE AND Lecture Rubrics for Oral Presentation 1,2,3,5, b, e,j, k,l,n,o
students are expected to: ENVIRONMENTAL PPT, discussion Objective Type 7, 10,
AWARENESS Chalkboard, Lesson Planning
a. Weather and 11, 12,
1. identify the causes and TV monitor,
factors leading to climate climate 17,18,
laptop,
change; b. Driving forces of Oral 19, 20,
2. assess the various impacts of climate change marker,
Presentation 21
climate change in our c. Environmental eraser,
environment and the awareness extension
society; d. Worldwide cord
3. enumerate the various commitment Recitation
national and international against climate
efforts to curb climate change
change; and e. The Philippines on
environmental Teacxher
awareness Exposition
f. The schools as medium for
environmental awareness
18 At the end of the discussion, ENERGY CRISIS PPT, Lecture Rubrics for Oral Presentation 1,2,3,5, b,e,j,k,l,m,n,o
the students are expected to: Chalkboard, discussion Objective Type 7, 10,
1. Describe the current TV monitor, Lesson Planning 11, 12,
energy situation In the laptop,
17,18,
Philippines in 2024. marker,
2. Give ways on how to
Oral 19, 20,
eraser,
Presentation 21
strengthen the environmental extension
awareness among our cord
learners and possible solution
to address the energy crisis Recitation

Teacher
Exposition

19 FINAL EXAMINATION