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 7

DATE: JULY 18, 2017 JULY 20, 2017

A . Content Standards
B . Performance Standards
C. Learning Competencies
II. CONTENT
TUESDAY
The learners articulate the human origins and the capacity for culture
The learners should be able to analyze key features of interrelationships of biological,
cultural, and sociopolitical processes in human evolution that can still be used and
developed.
The learners will be able to explore the significance of human material remains and
artefactual evidence
to interpreting cultural and social, including political and economic processes
UCSP11/12HBS-IF-13
Origins of Man; and Early Civilizations and the Rise of States
THURSDAY
The learners articulate the human origins and the capacity for culture
The learners should be able to analyze key features of interrelationships of
biological, cultural, and sociopolitical processes in human evolution that can
still be used and developed.
The learners will be able to recognize national, local, and specialized museums,
and archeological and historical sites as venues to appreciate and reflect on the
complexities of biocultural and social evolution as part of being and becoming
human
UCSP11/12HBS-IF-14

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages UCSP DepEd TG Page 29-35 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 1. Daily Routine
A. Reviewing previous lesson or presenting Teacher reviews activities from the last session. Ask the students: what is the 2. Presenting the objectives of the lesson
the new lesson significant learning they gained from the previous lesson? 3. Teacher reviews activities from the last session ask the students: What is
the significant learning they gained from the previous lesson?
B. Establishing a purpose for the lesson Present the word “Evolution” and let the student describe the word Present the word “Museum” in the class. Ask the students what are their ideas
Ask/say: about “Museum”. List, sematic map, clustering.
1. What is evolution?
 2. In science, why is evolution considered a theory and a fact?

DURING THE LESSON
C. Presenting examples/ instances of the Students demonstrate their prior knowledge of human evolution by analyzing and
new lesson interpreting the pictures shown to them before the lesson. After learning about the
topics, students will reevaluate their prior knowledge of human evolution by
reviewing their initial interpretation of the drawings
Ask the learners identify museums and archeological sites near their area or that
they are familiar with. Teachers may instruct the learners to list down some of
the museums and archeological sites in the Philippines that they are familiar
with or had visited. Include a short description of the location of these museum
and archeological sites.

Mind Set
1.Where did early man come from in an evolutionary perspective?
2. How did people all over the world get to where they are?
3. How did early man go from nomadic primitive life to a modern technological
industry?

D. Discussing new concepts and practicing  The teacher discusses the following: Ask and discuss
new skills #1 1. Sociopolitical Evolution of Man: Neolithic Revolution 1. Are there enough museums in the country? Justify your answer.
2. Sociopolitical Evolution of Man: Early Civilizations and the Rise of States 2. Why are museums and archeological sites important?

Ask/say:
1. Is agriculture essential to the development of a civilization? Explain your
response.
2. How did Homo sapiens go from nomadic cultures to an agricultural society?
3. What impact do you think agriculture had upon Homo sapiens’ society?

E. Discussing new concepts and practicing
new skills #2
The teacher discusses about the pull and push factors of migration
Ask the students if they was able to visit a local museum.
Questions:
1. What are the main collections of the museum?
2. What do you think is the most important collection?
3. What have you learned from your visit in the museum?

F. Developing mastery
(Leads to Formative Assessment 3)
Process Questions
1. How can our knowledge of the human past and their material remains inform us of
the uniqueness and commonality as human being?
2. In what way can human evolution and material productions tell us the processes of
becoming human?
Discuss museums are powerful institutions that authorize the people running
them to decide what artifact is more valuable or interesting for people to see and
experience.

G. Finding practical application of concepts
and skills in daily living
H. Making generalizations and abstractions
about the lesson
AFTER THE LESSON
I. Evaluating learning
CREATE A TIMELINE
In this activity, the learners should trace the biological evolution of the hominids and
hominin species using a timeline. The learners select the significant events and justify
these events within the period. For instruction, teachers may ask the learners to do the
following:
1. Create and illustrate a timeline of the evolution of hominins. Draw a straight line in
the middle of the paper.
2. Space the events out evenly with the earliest hominin below and the more recent on
the lines that follow.
3. Label each hominin with a boxed title, the date, and a colored drawing representing
the hominin.
4. Write the dates for each event in time order from left to right. Add the details along
the line.
Instructions! Ask the students: What is the important role of museums in our culture and
 Divide the class into 3 groups history?
 The teacher will ask each group a question by showing a clue on the Power
Point. You and your group will discuss what you think the answer is. If you
get it correct, your group earns 1 point. If your group gets it wrong, it is up
for grabs. If you answer it incorrectly, you do not lose any points.
 The teacher will only accept the first answer your group says so make sure
you are all in agreement on the answer.
Let the students study the human evolution pictures in and Ask the students to write on their journal:
write down your thoughts about on we evolve 1. Why do some collectors donate their collections to accredited museums?
2. What changes were made by some museums to improve their physical
curation and display? Why were these changes necessary?
Ask the students:
What the importance of museums?
Administer 20 items quiz
 Ask/ say:
I will say a factor and you will have to identify which factor it is an example of
according to a movement.
If it is a Push factor, you will have to draw a circle
If it is a Pull factor, you will have to draw a star
If it is both a Push and Pull factor, you will have to draw a heart

J. Additional activities for application or THESIS PROOF CHART Research Presentation

remediation Students will gather and sort information in the two-column chart. Organize the learners into research groups of manageable size. Instruct them to
Students will use key ideas to support the thesis. Write down ideas from the prepare a research presentation that encapsulates the readings, lessons, fieldtrip
readings to support the thesis. experience, and further collection of secondary reading materials on biological
Thesis: Out of Africa II: An Explanation of the Origin and Spread of Modern human biocultural, sociopolitical evolution, and museum study. The goal of the
Humans research presentation is for the learners to reconstruct the story of human
Supporting Evidence Conclusion migration to the Philippines and the emergence of multiple cultures across the
islands in prehistoric times. In this presentation, the learners should be able to
demonstrate how evidences of human and sociocultural evolution had been
gathered and analyzed by paleoanthropologists and genetic scientists in the
study of human evolution and the succession of human journeys out of Africa.
Moreover, the learners are expected to articulate the importance of fossil
remains, the understanding of climate changes, and genetic analysis in piecing
together the story of the early peoples of the Philippines.
To execute this project, teachers may instruct the learners to work as a group in
preparing for the report. Encourage the students to collect pictures for their
presentation and write down their summary of findings on a Manila paper or as
a slide presentation, if feasible.

CRITERIA: (Please refer to page 45-46 of DepEd’s UCSP TG)

V. REMARKS
VI. REFLECTION

Prepared by: Checked by:

JANICE B. BARANDA MARJORIE BLANCH S. LINESES

Teacher III Arts and Design Coordinator