Republic of the Philippines

DEPARTMENT OF EDUCATION
Region I
San Fernando City
La Union

Q1 - MODULE 1

MARIA ANGELICA SALCEDO-RELUCIO

VON RYAN TORIO
IVY SAJONAS
LOVELYBE E. ERJAS
ARK DANIEL QUIBUYEN
MA. LOURDEZ T. NACUA
JANE FERRER
JANETH ABSOLOR
ARMIE B. VIRAY

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 Table of Contents

CHAPTER 1: EMERGENCE OF TRENDS AND PATTERNS

1.1 The Difference of a Trend from a Fad
1.2 The Process on How to Spot a Trend
1.3 The Different Elements and Characteristics of a Trend
1.4 Parts of a Whole
1.5 The Nature, Causes and Consequences of the Emerging Pattern

CHAPTER 2: STRATEGIC ANALYSIS AND INTUITIVE THINKING

2.1 Definition and Key Components of Strategic Analysis and Intuitive Thinking
2.2 The Use of Strategic Analysis in dealing with Varied Activities
2.3 The application of Intuitive Thinking in Solving a Problem in the Community
using a Map of Social Networks

CHAPTER 3: THE GLOBAL NETWORKS

3.1 The Concrete Effects of Globalization and To One’s Daily Life
3.2 The Comprehensive Effects of Globalization
3.3 The Benefits of Collaboration and Cooperation
3.4 Different Contributions of The Parts to a Whole
3.5 The Important Role of the Creative Imagination in Putting Together the
Various Parts of a Whole
3.6 The Origins of the Different Components of a Gadget, Business Enterprise,
Industrial/Technological/Agricultural Product, etc.

CHAPTER 4: THE CONSEQUENCES OF PERSONAL AND LOCAL ACTION TO

GLOBAL AND PLANETARY CLIMATE CHANGE

4.1 The Effects of Consumption and Production Patterns on Climate Change

4.2 Personal Contributions that can Actually Solve the Problem of Climate
Change
4.3 The Consequences of One’s Action Affect the Lives of Others and the
Environment

CHAPTER 5: MEANING AND DIMENSIONS OF DEMOCRACY

5.1 The Democratic Practices and the Importance of Participation in Democracy

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 5.2 Difference of Participatory from Representative Democracy
5.3 Democratic Interventions Prevailing in Political and Social Institutions
5.4 A Viable Alternative to Undemocratic Practices

CHAPTER 6: INFORMATION AND COMMUNICATION TECHNOLOGY

6.1 The Dimensions of Technology that are Enabling and Inhibiting

6.2 The Benefits of Technology
6.3 The Weakest Link in a System using Strategic and Intutive Thinking
6.4 How Information Communication Technology can Facilitate Social
Relationships and Political Movements
6.5 A Creative Intervention to Improve Human Life

CHAPTER 7: NEURAL AND SOCIAL NETWORKS

7.1 Connections, Relationship, and Networks

7.2 How the Brain or Neural Network Works
7.3 Compare the Neural Networks with Social Networks
7.4 The Linkage between Self and the Social Network one Belongs to
7.5 How Thinking Processes are Shaped by Social Relationships
7.6 The Significant Social Roles Students play within the Community by Creating
a Social Map of their Relationships

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 MODULES IN TRENDS,
NETWORK AND CRITICAL
THINKING IN THE 21ST
CENTURY, GRADE 12
QUARTER 1

To the Readers

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The course provides opportunities for students to discover patterns and extract
meanings from emerging trends. It aids in developing their critical and creative
thinking skills-essential tools for decision making and understanding “ethics of care”.
Global trends in the 21st century are examined and are either accepted or rejected on
a sound set of criteria. Students will be asked to create and analyze scenarios that will
challenge them to (1) formulate their stances on issues or concerns; (2) propose
interventions and; (3) formulate alternative futures. The students will realize the
interconnections between their neural connections and social realities

Course Content

These are (9) modules in this course which are as follows:

Module 1 - EMERGENCE OF TRENDS AND PATTERNS
Module 2 - STRATEGIC ANALYSIS AND INTUITIVE THINKING
Module 3 - THE GLOBAL NETWORKS
Module 4 - THE CONSEQUENCES OF PERSONAL AND LOCAL ACTION TO GLOBAL AND
PLANETARY CLIMATE CHANGE
Module 5 - MEANING AND DIMENSIONS OF DEMOCRACY
Module 6 - INFORMATION AND COMMUNICATION TECHNOLOGY
Module 7 - NEURAL AND SOCIAL NETWORKS

Content
Standard
In this module, the learner will The learner understand the emergence of trends and patterns.

Performan
At the end of the module, the learner will be able to derive an idea from instances and present
this idea through a 100-word essay, artwork, and other graphic representations.

Most Essential Learning

Competencies (MELC)

At the end of Module, the learner is expected to:

 Differentiate a trend from a fad. (HUMSS_MCT12-Ia-b-3)

 Explain the process on how to spot a trend. (HUMSS_MCT12-Ia-b-2)
 Point out the elements that make up a trend. (HUMSS_MCT12-Ia-b-4)
 Describe the different characteristics of a trend. (HUMSS_MCT12-Ia-b-5)
 Identify parts of a whole. (HUMSS_MCT12-Ia-b-6)
 Identify and explain an emerging pattern. (HUMSS_MCT12-Ia-b-7)
 Identify causes and consequences. (HUMSS_MCT12-Ia-b-8)

Lesson 1.1
The Difference of a Trend from a Fad

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Learning Objectives:
At the end of the lesson, the learner will be able to:
1.Define and explain a trend and a fad.
2.Identify the difference of a trend from a fad.
3.List down examples of a trend and a fad.

Since the Second World War a social transition of truly global dimensions has been
taking place. It represents one further stage in the typical process of change. Today we
live in a world with more options and information than even before.
Societies are always in a state of change, be this slowly in a piecemeal fashion or
rapidly, even to the extent of being revolutionary. These processes of evolution and
revolution have caused by societal trends.
In this world, everything always seems to be changing. What is trending one
season may be passé the next. In fact, some items don’t seem to last longer than a
month, and navigating the world of jewelry is no different. However, a deeper
understanding of the differences between fads and trends will enable you to put an end
to the fueled guessing game.
FADS
The easiest way to categorize a fad is one word: short-
lived. Typically, fads last for a total of one season, but they can
also last less than a month. Fads are novelty driven fashion
choices. A fad is often referred to as “catching on” with the
larger population, but will often fade as quickly as it appeared.
The easiest way to remember a fad is through a simple
alliteration: fads fade. Although engaging in fads can be fun, they are often not worth
investing a large amount of money or time.

TRENDS
Trends have a much longer lifespan than fads. In fact, they can
continue to be fashionable for years and even decades. The
primary difference between a trend and a fad is that trends
have the potential to be long-term influencers on the market.
In addition, trends often involve altered classics. For example,
specific colors can be declared “trendy.” For 2014, the colors orange and blue garnered
a lot of attention. However, orange and blue are classic colors; in other words, a classic
piece has been declared a “trend.” Trends can be much more difficult to track, but the
best rule of thumb when considering whether a piece is a classic or a trend, is to ask
yourself: “Will I still love this in five years?” If the answer is a resounding “Yes,” then
chances are that the piece is either a classic or an updated classic, both of which will age
beautifully.

What is your answer?

____________________________
____

Name:__________________________________________ Date:
_____________
Grade/Section:___________________________________ Lesson
#:___________

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Title of the Activity: My Point of View
Most Essential Learning Competency: Differentiate a trend from a fad.

K to 12 BEC CG: HUMSS_MCT12-Ia-b-3

II. Direction: Give any 5 words that are related to the word trend.

II.Direction: Using the graphic organizer below, list 4 words that can simplify the
definition of a fad.

Title of the Activity: Let’s Do It!

Most Essential Learning Competency: Differentiate a trend from a fad.
K to 12 BEC CG: HUMSS_MCT12-Ia-b-3
I. Directions. Draw if the item is a trend and if it is a fad.

_____ 1. Nokia 3210 _____ 11. Robotics Engineering

_____ 2. Yoyo _____ 12.Kdrama
_____ 3. iPHONE _____ 13. Keto Diet
_____ 4. Same-Sex Marriage _____ 14. National Independence Day
_____ 5. tiktok _____ 15. Organic Product
_____ 6. Android Phone _____ 16. Hair Dying and Bleaching
_____ 7. Facebook _____ 17. Online Selling
_____ 8. Hula-Hoop _____ 18. Jagger Pants
_____ 9. Bluetooth _____ 19. Milktea
_____ 10. Digital Education _____ 20. WiFi

Lesson 1.2
The Process on How to Spot a Trend

Learning Objectives:
 At the end of the lesson, the learner will
be able to:

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  Differentiate the two types of trend.
 Enumerate and explain the process on
how to spot a trend.
 Familiarize them in using a Google Trend
as a Research Tool.

Rapid change is a constant feature of our lives. As Gordon(2008) put it, we have seen
significant developments across society, technology, institutions, products and services
that will surely continue into the future. We know that the future generation will be
different in an easy way. New technologies ,market shifts; even our social values and
traditions may damage. We use our trends both local and global, to position our
organizations and ourselves. We can also influence some events for our own advantages
in the future. Therefore, it is important to know the process on how to spot a trend. But
first, let us find out the different types of a trend.

Process of Identifying a Trend

Trend analysis 
is the widespread practice of collecting information and attempting to spot a pattern in
the information. It may used to predict future events or estimate uncertain events in the
past.
Trend Spotting  
The identification of new trends. 
Trend spotting is attempting to see the future in the present (Rehn and Lindkvist, 2013). 
Trend Spotter 
They are the people who notices and reports on new fashions, activities that people are
starting to do.
Projecting Trends 
Assumes the future will be a logical extension of the past
Types of a Trend
Megatrends. 
-They are a larger pattern of broad trends that reshape and transform our lives.
-These are the trends that can stay healthy for decades or lasts for 10 years.
Microtrends. 
-It advocate localization as opposed to globalization, recognizing that people and
communities have never been more sophisticated and more knowledgeable about the
choices they make in their everyday lives.
-These are the little things that happen all around us. Trends that are so common we get
used to it. 

Let us see the simple picture..

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Name:__________________________________________ Date:
_____________
Grade/Section:___________________________________
Score:_____________

Title of the Activity: Lesson 1.2 Explore the Google Trend!

Most Essential Learning Competency: Explain the process on how to spot a trend.
K to 12 BEC CG: HUMSS_MCT12-Ia-b-2
Directions: This activity is a short research task using Google Trends
(www.google.com/trends/explore#cmpt=q). You will be given a question
to discuss in pairs. Elicit your responses and discuss ideas in the class.

Question No 1: What was the Philippine’s Trending Search last year 2019?

Question No 2: What was the World’s Trending News this year in January?

Lesson 1.3
The Different Elements and Characteristics of a Trend

Learning Objectives:
At the end of the lesson, the learner will be able to:
Enumerate and explain the elements and characteristics of a trend.
Identify and discuss the different agents of a trend.
Create a digital slogan about one of the most trending news in the
Philippines.

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  A trend is a sequential pattern of change in recorded data. A change evidenced by
a rise or fall of variables when measured between at least two points over time (Gordon,
2008). 
It is a way of doing new things individually or one society then followed by many people;
it may become a daily routine or a tradition. A trend has a big impact in our society and it
have the capacity to make a big changes in our lives.

The Characteristics and Elements of a Trend

 Duration of time
The lifespan of products or ideas that become trends do not disappear quickly. Trends
have long staying power and enjoy a long period of popularity.
 Acceptability
Trends are popularly accepted by many industries and people.
 Cultural Basis
A trend is rooted on the people's cultural traditions, beliefs, and values. A trend persists
and continues because people have seen it as part of a society's culture.
 Transitory Increase or decrease
A trend shows a transitory increase or decrease of a particular idea, event or
phenomenon.

 Innovation
Be sure to bring something new to the table when designing, even if you’re trying to
imitate a popular style. By adding your own touch, you might create the next top trend.
 Consistency
When using your creativity, remember to stay loyal to your brand. There should be some
consistency in all of your designs so customers remember what sets you apart and defines
your brand.
 Versatility
Customers always appreciate the ability to wear one piece of clothing in multiple ways.
They get more for what they spend. Create versatile pieces to make your audience happy
and challenge your fashion design abilities.
Agents in Trend
 Cool Hunters
They find the next big thing and cool in the present while looking for something
conventional.
 Trendspotter
They use an established idea but are looking for something that will be effective in a long
term period.
 Drivers continuing what is a trend 
 Enablers an empowering influence and encourages the drivers
 Blockers may take the form of new law, politicking, street protests and other
factors
 Friction is a resistance to change that occurs naturally and inevitably 

The 4S Model
Set-up
It is a part of the 4s model that questions what, when, where of the trend. It is the process
of finding up the whole trend.
Wide Scanning
Observation of numerous field, areas and quick documentation of all the things that might
generate partial answers.
Scenario
This is the part where you make your idea tangible, tests your idea and revisions if
necessary.
Scrutinize
It's the 4s model part where you examine your product or idea.

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ACTIVITY:
Name:__________________________________________ Date: _____________
Grade/Section:___________________________________ Lesson #:_____________

Title of the Activity: Find Me

Most Essential Learning Competency: Point out the elements & characteristics that
make up a trend.
K to 12 BEC CG: HUMSS_MCT12-Ia-b-4-5

Direction: Identify what is being asked in the following statements.

Find your answer inside the box and write it before each number.
N S S R E K C O L B U I K

O M E G A T R E N D S B O

I Y B R D R I V E R S A O

H N O A N A U T O M E T B

S A F N E N A B L E R S E

A M I C R O T R E N D L C

F R I C T I O N A U E I A

R E T T O P S D N E R T F

________________1. It is a conceptualized idea that has the prospect of providing or

having a continuing influence for a longer period of time due to its increasing and
sustained presence and effect or even demand among its consumers in the case of a
product.
________________2. Continuing what is a trend.
________________3.They are the people who notices and reports on new fashions,
activities that people are starting to do.
________________4. Typically spread quickly but disappear equally quickly.

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________________5. These are the little things that happen all around us. Trends that
are so common we get used to it.
________________6. They are a larger pattern of broad trends that reshape and
transform our lives.
________________7. An empowering influence and encourages the drivers.
________________8. May take the form of new law, politicking, street protests and
other factors.
________________9. It is a resistance to change that occurs naturally and inevitably.
________________10. It is an example of a microtrend and the most common social
network website where you can share information about yourself and communicate
with other people. 

Lesson 1.4
Parts of a Whole

Learning Objectives:
At the end of the lesson, the learner will be able to:
Identify a whole and its parts.
Differentiate parts from whole.
Determine the relationship between a whole and its
parts and the relationship and interrelationship among the
parts of a whole.
Value the importance of each and every part of a
whole, and all parts altogether.

Mereology (from the Greek μερος, ‘part’) is the theory of parthood relations: of the
relations of part to whole and the relations of part to part within a whole. Its roots can
be traced back to the early days of philosophy, beginning with the Presocratics and
continuing throughout the writings of Plato (especially the Parmenides and the
Theaetetus), Aristotle (especially the Metaphysics, but also the Physics, the Topics, and
De partibus animalium), and Boethius (especially De Divisione and In Ciceronis Topica).

When we say Part, it indicates any portion of a given entity. Composition, on the other
hand, is the nature of something's ingredients or constituents (parts); the way in which
a whole or mixture is made up; while Decomposition refers to the separation or
breakdown of a whole or mixture into its parts or basic elements.

For us to understand in a reflective manner this lesson, here’s an anecdote (or parable)
about the parts of the body which shows the importance of parts to the whole.
Reflective reading is a good activity especially in times/situations like this pandemic:

When the body was first created, all the parts wanted to be Boss. The brain said, "I
should be Boss because I control all of the body's responses and functions." The feet
said, "We should be Boss since we carry the brain about and get him to where he wants
to go." The hands said, "We should be the Boss because we do all the work and earn all
the money." Finally, the anus spoke up. All the parts laughed at the idea of the anus
being the Boss. So, the anus went on strike, blocked itself up and refused to work.
Within a short time, the eyes became crossed, the hands clenched, the feet twitched,
the heart and lungs began to panic, and the brain fevered. Eventually, they all decided
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that each and every one of them is important. Each of them is a Boss in its own respect.
Each part did its own work

ASSESSMENT:

Name: ____________________________________________ Date: _____________

Grade/Section: ______________________________________ Lesson #: ____________

Title of the Activity: The Right Choice

Most Essential Learning Competency: Identify parts of a whole.

(HUMSS_MCT12-Ia-b-6)
I.Directions: Choose the letter of the correct answer and write it on the blank before
each number.

_______1. It is the theory of parthood relations: of the relations of part to whole and
the relations
of part to part within a whole.
A. Mereology C. Philosophy
B. Meteorology D. Theology
_______2. Broadly speaking, in English, it is the word we use to indicate any portion of a
given
entity.
A. Whole C. Accessory
B. Part D. Spirit
_______3. Which example shows ‘portion attached to the remainder?’
A. remote control-stereo system C. handle-mug
B. spoon-fork D. broom-dust pan
_______4. It is the nature of something's ingredients or constituents (parts); the way in
which a whole or mixture is made up.
A. Parthood C. Composition
B. Supplementation D. Decomposition
_______5. It refers to the separation or breakdown of a whole or mixture into its parts
or basic
elements.
A. Parthood C. Composition
B. Supplementation D. Decomposition
_______6. What could be a heading / title for the following set? Wuhan, W.H.O.,
Lockdown,
Unemployment, Contact Tracing
A. Philosophy C. Urbanization
B. Online Classes D. COVID-19 Pandemic
_______7. What could be a set / sub-parts for the following: Crisis?
A. task force, government, response C. resilience, cooperation, teamwork
B. media, community, economy D. all of the above
_______8. What word best fits (abstractly) between ‘Whole’ and ‘Parts?’
A. Selection C. Relationship
B. Utility D. Strategy
_______9. It refers to the main idea or message conveyed by the piece.
A. Agenda C. Theme
B. Lesson D. Topic
_______10. Which of the following is ‘not’ a part of the COVID-19 pandemic issue?
A. Quarantine C. Physical Distancing

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 B. Divorce D. Face Mask

Name: ____________________________________________ Date: _____________

Grade/Section: _____________________________________________ Lesson #:

____________

Title of the Activity: We Heal As One

Most Essential Learning Competency: Identify parts of a whole.

(HUMSS_MCT12-Ia-b-6)
Directions: In writing, talk about the issues (which are parts) of the
current crisis of the COVID-19 pandemic (whole) using the following
graphic organizer. Be guided by the items / themes given. An additional
separate sheet of paper MAY be used.

Community Quarantine

Economic Crisis
Safety Measures:

Online Classes
Mass Testing

Lesson 1.5
The Nature, Causes and Consequences of the Emerging
Pattern

Learning Objectives:
At the end of the lesson, the learner will be able to:
1. Identify an emerging pattern.

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 2. Define what an emerging pattern is.
3. Explain the nature and definition of an emerging pattern.

Emerging patterns in the social sciences refer to the reliable sample of traits, acts,
tendencies, or other observable characteristics of a person, group, or institution. It also refers to
the frequent or widespread incidence of things. For example, in our present modern-day society
and situation, we can say that the emerging pattern (especially in the AREA OF HEALTH) is the
COVID-19 pandemic and everything related to it. As regards this said example, we can say that
one of the emerging patterns as of now (specifically in our country) is the rising number of cases.
The pattern is the rising.

CAUSES AND CONSEQUENCES

Cause and consequence is a relationship between events or things, where one is the
result of the other or others. This is a combination of action and reaction.

In essence, cause is the thing that makes other things happen. Consequence refers to
what results. It is the “what happened next” in the text that results from a preceding
cause. To put it concisely, cause is the “why something happened” and consequence is
the “what happened.”

In social sciences, identifying cause and consequence relationships within an incidence

helps us focus on two important elements of comprehension of social sciences,
specifically, social analysis: what happens and why it happened. ... Be sure to
understand that a cause is an action or event that makes something else (the
consequence) happen.

For example, let us look at the following. The consequence is Climate Change.
Here are some of the many causes that can cause the Earth's climate to get hotter or
colder:
Strength of the sun. ...
Changes in the Earth's orbit. ...
Changes in the orientation of the Earth's axis of rotation. ...

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Quantity of greenhouse gases in the atmosphere. ...
Carbon dioxide content of the oceans.

ASSESSMENT:

Name: ______________________________________________ Date:

_____________
Grade/Section: _______________________________________ Lesson #:
____________

I. Title of the Activity: Label It Right

Most Essential Learning Competency: Identify causes and consequences.

(HUMSS_MCT12-Ia-b-8)

Directions: Label the following CAUSE-CONSEQUENCE statements as

PROBLEMATIC or VALID. Write your answer on the space provided.

______________________1. Jennifer comes to class just as the bell rings every day.
Jennifer's
arrival at class causes the bell to ring.
______________________2. Depression causes sickness. People who are terminally ill
are also
often depressed. So, depression can cause illness.
______________________3. Since helium rises, a helium balloon floats.
______________________4. The type of music that is being produced these days is
causing the
youth of this nation to be corrupt.
______________________5. Our classroom smells funny. Mr. Harris is always in the
classroom.
Therefore, Mr. Harris is the reason that the classroom smells
funny.
______________________6. Water is formed when two hydrogen atoms and one
oxygen atom
combine.
______________________7. Many people who drink coffee are also thin. Therefore,
coffee
causes one to lose weight.
______________________8. When water is heated, the molecules move quickly,
therefore the
water boils.
______________________9. Many people who are involved in community service also
do well
in college. So, volunteering for community services causes
you to
have better grades in college.
______________________10. Sarah liked playing with her brother's army toys when she
was a
child. Sarah joined the army as an adult. Playing with army
toys
makes you want to join the arm.

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