CONTENT STANDARD
The learner understands the interplay between humans and their environments.
The content standard specifies what should be covered in this third lesson on the philosophy of the human person. The basic question here is "what is the human person?" The lesson should be about the human person as a being in an environment.
The lesson should also demonstrate the philosophical approach to the human person as a being in an environment. It should distinguish the philosophical approach defined in the first two lessons, which requires a holistic seeing and a concern for the truth, from two other non-philosophical approaches. The first non-philosophical approach is the layperson's natural approach which sees holistically but remains at the level of opinions. The second non-philosophical approach is the scientific approach which sees partially but is concerned for the truth.
The lesson on being in an environment should be the first lesson about the human person in relation to others. In this lesson, the other is the material universe or the natural world. In this lesson also, the environment is seen as a human condition, that is, both a limitation and a possibility for transcendence. Thus, the human person must exercise freedom in her relation to this condition.
This lesson can make use of lessons from other core courses like Physical Science, Earth and Life Science, Disaster Readiness and Risk Reduction, Earth Science, and Understanding Culture, Society and Politics.
PERFORMANCE STANDARD
The learner demonstrates the virtues of prudence and frugality towards his/her environments.
The performance standard specifies how the transfer of learning on the human person as being in an environment should be demonstrated by the learner at the end of the lesson. The learner should be able to demonstrate the virtues of prudence and frugality.
LEARNING COMPETENCIES
4.1 Notice disorder in an environment. (Understanding)
LC 4.1 is concerned with the acquisition of knowledge. This LC is about learners understanding (a) what environmental disorder is, (b) what environmental order is, and (c) distinguish between environmental order and disorder. The appropriate assessment tool for the thinking skill targeted is an objective test of understanding. The appropriate teaching strategy that prepares the student to be successful with the assessment is anything that involves representation of ideas.
4.2 Notice things that are not in their proper place and organize them in an aesthetic way. (Applying)
LC 4.2 is concerned with making meaning out of the acquired knowledge. This LC is about learners applying the acquired understanding of environmental order and disorder to experienced environmental problems. The appropriate assessment tool for the thinking skill targeted are written works. The appropriate teaching strategy that prepares the student to be successful with the assessment is anything that involves connection between concepts and experience.
4.3 Show that care for the environment contributes to health, well-being, and sustainable development. (Evaluating)
LC 4.3 is concerned with making meaning out of the applied knowledge. This LC is about learners evaluating their applied understanding of environmental order and disorder in relation to health, well-being, and sustainable development. The appropriate assessment tool for the thinking skill targeted are written works. The appropriate teaching strategy that prepares the student to be successful with the assessment is anything that involves reasoning and proof.
4.4 Demonstrate the virtues of prudence and frugality towards the environment. (Creating)
LC 4.4 is concerned with transfer of learning out of the evaluated knowledge. This LC is about learner’s demonstrating the virtues of prudence and frugality through practical environmental actions. The appropriate assessment tool for the thinking skill targeted are performance-based tasks. The appropriate teaching strategy that prepares the student to be successful with the assessment is anything that involves problem solving.