Republic of the Philippines

Department of Education
Region IV-B MIMAROPA
Division of Occidental Mindoro
SABLAYAN NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Buenavista, Sablayan, Occidental Mindoro
SY 2017-2018

School Sablayan Nation Comprehensive High School Grade XII-GAS

Teacher JANICE B. BARANDA Subject Understanding Culture, Society and Politics
Daily Lesson Plan TTH- 1:00-3:00 PM
Time Grading Period 1ST QUARTER - WEEK 6

DATE: JULY 11, 2017 JULY 13, 2017

A . Content Standards
B . Performance Standards
TUESDAY
Demonstrate an understanding of perspectives in/ approaches to the study culture,
society, and politics
Value cultural heritage and express pride of place without being ethnocentric
THURSDAY
The human origins and the capacity for culture
Analyze key features of interrelationships of biological, cultural and
sociopolitical processes in human evolution that can still be used and developed

C. Learning Competencies Identify forms of tangible and intangible heritage and the threats to these Trace the biological and cultural evolution of early to modern humans
UCSP11/12DCS - Ie-11 UCSP11/12HBS- Ie-12
II. CONTENT Forms of Tangible and Intangible Heritage Biological and Cultural Evolution of Humans
III. LEARNING RESOURCES
A. References Coloma, Teresa M. et al (2012). Essentials of Sociology and Anthropology: An Coloma, Teresa M. et al (2012). Essentials of Sociology and Anthropology: An
interactive study, pp 3-4, pp 15 interactive study, pp 4-5, pp 15-17
1. Teacher’s Guide pages UCSP DepEd TG Page 41-42
B. Learning Resources Video clip, Chalkboard, chalk, laptop, projector Video clip, Chalkboard, chalk, laptop, projector
IV. PROCEDURES
BEFORE THE LESSON Presenting the objectives of the lesson Say/Ask: What makes us human?
A. Reviewing previous lesson or presenting Teacher reviews activities from the last session. Ask the students: what is the
the new lesson significant learning they gained from the previous lesson?

B. Establishing a purpose for the lesson
DURING THE LESSON
C. Presenting examples/ instances of the
Introduce the word “Heritage” in class.
Ask: For you, what does “Heritage” mean? Why. Let the students describe the word
Show 20 different photos of our country’s cultural heritage. Allow the student to
Ask students what the phrase human evolution brings to mind. Bring out in
discussion that evolution can refer not only to physical advances but also to
achievements that mark progress in areas such as survival, social organization,
use of tools, control of the environment, and record keeping
Let your students imagine themselves as archeologists or anthropologists. Read
them the paragraph below:
new lesson identify if the following photos are TANGIBLE or INTANGIBLE.
The earth contains many buried objects from the prehistoric past. Finding and
interpreting these objects require training. Assume that you are an archeologist
or an anthropologist looking for evidence of material remains of the prehistoric
past as well as other evidence of human activity. Answer these questions:
1. What specific evidence will you look for?
2. What material evidence will you be interested to know and learn about?
3. What technology will you use?
D. Discussing new concepts and practicing  Ask the students: What criteria did you use in identifying if the forms of tangible and The teacher discusses about theories on human evolution:
new skills #1 intangible heritage in the given items? 1. Creationism
2. Catastrophism
 The teacher discusses about the forms of tangible and intangible heritage. 3. Transformism
 4. Natural Selection

E. Discussing new concepts and practicing Activity! Activity: Summary Chart

new skills #2 Divide the class into five groups. Each group will give 10 photos of different cultural In this activity, the students will summarize the ideas of creationism,
heritage from different regions in the Philippines. Allow them to classify each photo if catastrophism, transformism, and natural selection. Compare and summarize the
it is TANGIBLE or INTANGIBLE. four theories by writing your answers in the columns provided below.

F. Developing mastery Activity: Cultural Mapping Process Questions

(Leads to Formative Assessment 3)
G. Finding practical application of concepts
and skills in daily living
On ¼ sheet of paper write at least 10 tangible and 10 intangible heritage that we can
found in our town, Sablayan.
Kindly ask the students to write an essay on their journal about the threats to the
tangible and intangible heritage of Sablayan. Minimum of 5 sentences.
1. What questions were raised about the concept of creationism and
catastrophism?
2. How did the concept of transformism explain the gradual transformation or
modification of species? What did the earlier theories of transformism fail to
explain?
3. How does natural selection explain biological adaptation, variations, and
change?
Application card: Why is it important to know how humans evolved
biologically and culturally?

H. Making generalizations and abstractions  Ask: what if the difference between TANGIBLE and INTANGIBLE heritage? This particular chapter briefly discusses the progression of human evolutionary
about the lesson theory across centuries of research. It tracks the old debates as well as the range
of ways that evolutionary events are explained in the concepts of creationism,
 catastrophism, and uniformism.
AFTER THE LESSON Agree/Disagree Matrix
I. Evaluating learning This activity aims to know how students react to the facts and theories discussed
in the lesson. Read each statement and decide whether you agree or disagree
with it. Put an x in the column of your answer. Provide a brief explanation for
your choice of answer.

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION

Prepared by: Checked by:

JANICE B. BARANDA MARJORIE BLANCH S. LINESES

Teacher III Arts and Design Coordinator