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Lasallian NXGBL Learning Module: Students Will Independently Use Their Learning To
Lasallian NXGBL Learning Module: Students Will Independently Use Their Learning To
A.1 Explain digitally the role of social institutions as elements of society (AP10KI-la-1)
B.1 Explain digitally the perspective of the global community on climate change
B.2 Explain in digital and written form the programs and projects of different sectors in the
addressing
the issue of climate change in the Philippines. (AP10KSP-lc-8)
C.1 Explain orally and in written form Globalization and sustainable development as a social issue.
C.2 Explain orally and in written form the implication of globalization and the importance of
sustainable development in achieving economic development in the Philippines.
(AP10GKA-llb-3)
G – inform the public on SDG’s and how anyone can participate in achieving the assigned goal.
P – infomercial on SDG’s
BLENDED ACTIVITIES/TOOLS:
ENVIRONMENT
FACE-TO-FACE E-LEARNING
ATTRIBUTES
ACTIVE: Teacher-led discussion Graphic organizer using Google Docs
Objectives: At the end of the lesson, the students will be able to:
Mechanics:
1. The class will play the game on their MLD using the app Quizziz.
2. They will identify the terms by choosing the correct answer.
3. Student who gets the highest score wins the game.
Guide questions:
1. Based on the game, what is your initial idea about contemporary issues?
2. How does a certain issue become a contemporary one?
3. What are some of the contemporary issues that the Philippines is experiencing today?
Students will create a graphic organizer through Google Docs to present the basic elements
of society based on what they have observed in their respective cities or communities.
Guide Questions:
1. Based on your observation, what are the basic elements that make up your city or
community?
2. How do these institutions function and work together?
3. In what part of these institution do you belong to?
4. What is your role in your community?
5. Connecting this with our activity on contemporary issues, why is it important for us to
study these issues?
A video will be presented to the class showing the current condition of the environment in the
different parts of the Philippines.
Students complete the table chart on the different perspective of the global community on
climate change.
UNIT: Social Studies DEPARTMENT: HIGH SCHOOL AY: 17 - 18 TERM: 1
Guide Questions:
1. Based on the video presented, what are some of the environmental problems that the
Philippines is currently experiencing?
2. Why is it difficult to address?
3. What factors hinder the respective government agencies as well as NGO’s from
addressing these problems?
4. How will these affect the livelihood and economic activities of the people living in the
surrounding areas if these problems are not properly addressed?
An online presentation will be presented beforehand. There will be a teacher led discussion
using Adobe Spark video.
After the discussion, the class will be tasked to complete a table on the different perspective
of the global community on climate change.
Guide questions:
1. Based on the table chart presented, how do governments from other country address the
issue of climate change?
2. Why is it difficult to make one united step in addressing this problem?
3. Why are third world countries most likely to be affected by the increasing effects of climate
change?
4. Why are the first world countries hesitant in making a concerted effort in addressing this
problem?
An online presentation will be presented beforehand. There will be a teacher led discussion
using Adobe Spark video.
After the discussion, the class will be tasked to complete a table on the international and local
policies made to address the issue of climate change.
Guide questions:
1. Based on the video presented, what are some of the major international policies made in
order to address the issues on climate change?
2. What are some of the major international conventions that were held to address the
issues on climate change?
3. How has these conventions and policies made an impact on addressing climate change in
the different parts of the world?
4. Locally, what are some of the policies that the Philippine government made in order to
address the issue of climate change in the country?
5. How has this been received by the public?
6. Is there a significant change ever since these policies were made? Yes or no? Why do
you think so?
UNIT: Social Studies DEPARTMENT: HIGH SCHOOL AY: 17 - 18 TERM: 1
6. Activity: Concept-mapping
The students will be asked to pair up with seatmates and create a concept-map on the words
that they can connect with the concept of globalization and sustainable development.
Afterwards, through the concept map, they will create their own definition of globalization and
sustainable development.
Guide questions:
1. Based on the previous activity, what how do you define globalization and sustainable
development?
2. How are these two concepts different from each other?
3. How are these two concepts complement each other?
4. DO you think a country can experience globalization without experiencing sustainable
development as well? Why or why not? Defend your answer.
5. Why is it that globalization has two faces? The positive and the negative?
6. How does the positive and negative effects of globalization affect the lives of the Filipinos
particularly?
7. Why is sustainable development being pushed in order for the Philippine economy to have
a better standing or footing in the international community?
8. Why is sustainable development a long-term goal?
9. What hinders the country to achieve sustainable development?
10. How can sustainable development be achieved in the country?
II. INTERACTION:
Objectives: At the end of the lesson, the students will be able to:
Mechanics:
1. The class be divided into six (6) groups with an assigned topic for each group.
2. Each group will create a graphic organizer that will explain its role in the society.
3. Each group will be given time to brainstorm and accomplish the activity.
4. After the allotted time, each group will present their graphic organizer in class.
5. Class discussion will follow afterwards.
Guide questions:
1. Based on your graphic organizer, how is your assigned social institution function within
the society?
2. What is its importance in society?
3. What are some of the issues confronted by your assigned social institution?
UNIT: Social Studies DEPARTMENT: HIGH SCHOOL AY: 17 - 18 TERM: 1
Mechanics:
1. The teacher will present a video on the programs and projects of the different sectors in
addressing the issues of climate change in the Philippines.
2. There will be an interactive discussion with the class based on the video presentation
Guide questions:
1. Based on the video, what are some of the programs and projects of various sectors in
addressing climate change issues in the Philippines?
2. Which of these issues is the most challenging to address?
3. What efforts were done to address this issue?
4. What is the implication of this decision of the United States to Third World countries such
as the Philippines?
5. Is this a good move by the United states? Why or why not? Defend your answer.
Mechanics:
1. The teacher will present a video on climate change issue in the Philippines.
2. There will be an interactive discussion with the class based on the video presentation
Guide questions:
1. Based on the video and article presented, what are the environmental issues confronted
by the Philippines in relation to climate change?
2. What are some of the programs and projects of various sectors in addressing the issue of
climate change in the Philippines?
3. How effective are these programs and projects?
4. What are some laws promulgated to address some of the environmental issues in the
country?
5. As a student, how can you participate in addressing the climate change issue in the
country?
Mechanics:
Guide questions:
1. Based on the video and article presented, how has globalization changed the politics,
economy and social life of practically everyone in the world?
2. How has the innovations in transportation and communication helped in creating a “global
village”?
3. How has globalization changed the economy and social life of the Filipinos?
4. Were these changes for the good or bad? Why do you think so?
5. How can sustainable development be achieved in the country?
III. INTEGRATION:
Objectives: At the end of the lesson, the students will be able to:
1. Reflect the role of each member of community in addressing the issues confronting the society.
2. Justify why it is important in understanding the perspective of the global community on climate
change.
3. Propose programs or projects that the youth can actively participate in helping to take care of the
environment.
4. Reflect on how technology becomes an effective agent of globalization and how it affects the
economic development of the country.
a. Mechanics:
b. Guide questions:
1. Every society has its members and institutions as well as its challenges. What is the role
of each member of the society in addressing the issues it faces?
a. Mechanics:
b. Guide questions:
1. Why is it important for us to understand the perspective of the global community on the
issue of climate change?
2. What is its implication on our country and our community?
UNIT: Social Studies DEPARTMENT: HIGH SCHOOL AY: 17 - 18 TERM: 1
a. Mechanics:
b. Guide questions:
a. Mechanics:
b. Guide questions:
~nothing follows~
UNIT: Social Studies DEPARTMENT: HIGH SCHOOL AY: 17 - 18 TERM: 1
REFERENCES:
2. Retrieved from: Lubuguin, L. (n.d.). Understanding Society with Contemporary Issues [Microsoft
PowerPoint Presentation]
3. Retrieved from: Lubuguin, L. (n.d.). Dimensions of Climate Change [Adobe Spark Video]
4. Retrieved from: Lubuguin, L. (n.d.). Philippine Agenda on Climate Change [Adobe Spark Video]
5. McCarthy, T. (2017, June 02). Paris climate agreement: World reacts as Trump pulls out of global accord
– as it happened. Retrieved March 24, 2018, from
https://www.theguardian.com/environment/live/2017/jun/01/donald-trump-paris-climate-agreement-live-news