CULMINATING

ACTIVITY
3rd Quarter
Week 2-3

Disclaimer: This Learning Activity Sheet (LAS) is based from the Learner’s Materials, Textbooks and Teaching Guides released by
DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational use
and constitutes fair use. All Rights Reserved.
Development and Quality Assurance Team
Developer: Princess Noreen Jean G. Mercader
Evaluator:
Learning Area Supervisor: Edna E. Trinidad

Illustration Credits:
Title Page Art: Marieto Cleben V. Lozada
Title Page Graphics: Bryan L. Arreo
Visual Cues Art: Ivin Mae M. Ambos

Competency: Write a concept anchored on the prepared plan.

Objectives: At the end of the week, you shall have

o identified the concepts of the learning areas in humanities and
social sciences;
o created a core concept project that integrate the ideas of
humanities and social sciences ; and
o appreciated the impact of the overall concept of humanities and
social sciences in everyday life situation.

Learner’s Tasks

Lesson Overview

BIG IDEAS IN LEARNING AREA OF HUMSS

● Creative writing - Words shape and reflect our values, beliefs, and thoughts.
Poetry and creative writing are the free expression of ideas and emotions
( Lake Zurich Community Unit, 2010). Determining the meaning of text
requires the curious learner to respond the personality to the author’s intent.
Good writers use repertoire of strategies that enable them to vary form and
style so they can write for different purposes, audiences, and contexts.
Theatrical performance has cultural and social influences in our society
(Aryee-Price, 2009).

Disclaimer: This Learning Activity Sheet (LAS) is based from the Learner’s Materials, Textbooks and Teaching Guides released by
DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational use
and constitutes fair use. All Rights Reserved.
● Creative Nonfiction - Nonfiction writers have specific purposes for writing
(Sihly, 2011).
● Comparative Religion - Religions have a profound effect on culture and
civilization. World religious beliefs and practices have influenced the
development of the history, culture and society. Varying perspectives of
theology, philosophy, and science have influenced the human perception
of reality. Differences in religion exist. We have to make interreligious
dialogue both necessary and possible. The core teachings of the different
religions such as Judaism, Christianity, Islam, Hinduism, Theravada Buddhism,
Mahayana,Confucianism, Taoism and Shintoism.
● Political Science - Societies require rules, laws and government.
Governments can change based on the needs of the people, their society,
and their culture (Bleakley, 2008). Political Science is the systematic study of
political structures, processes, and policies utilizing institutional, quantitative,
and philosophical approaches.
● Anthropology - All cultures are comprised of material objects, ideas, values, 1
attitudes and patterned ways of behaving. Culture is learned and
transmitted from one generation to another (Budani, 2015).
● Economics - The cost of getting something is what you give up to get it.
People respond to incentives. Trade can make everyone better off. Markets
are usually good way to organize economic activity (Caroll, 2015).
● Geography - influences needs, cultures, opportunities, choices, interests, and
skills. How I live impacts others around the world.
● Sociology - Conflict, society is composed of groups that are in continuous
power struggle. Feminist, gender is an important element of social structure.
Symbolic Interactionist, society is the sum of the interactions of individuals
(Schiepp, 2015).
● Social Work/Community Engagement - The person in the environment
perspective in social work is a practice guiding principle that highlights the
importance of understanding and individual and individual behaviour in light
of the environmental contexts in which that person lives and acts.
● History - History is the narrative we construct based on the evidence we have
that helps us explain the past and our own identity. The past affect the future
individuals can affect history for both good and bad.

ESSENTIAL QUESTIONS

Another way of finding the key concepts, principles, and processes in a course is
through the formulation of essential questions and the identification of big ideas.

According to McTigne and Wiggins (2013) a good essential question:

Disclaimer: This Learning Activity Sheet (LAS) is based from the Learner’s Materials, Textbooks and Teaching Guides released by
DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational use
and constitutes fair use. All Rights Reserved.
1. Is open-ended, that is, it typically will not have a single final, and correct
answer.
2. Is thought-provoking and intellectually engaging, often sparking discussion
and debate.
3. Calls for higher order thinking, such as analysis, inference, evaluation, and
prediction. It cannot be effectively answered by recall alone.
4. Points towards important, transferable ideas within (and sometimes across)
disciplines.
5. Raises additional questions and sparks further inquiry.
6. Requires support and justification, not jus an answer.
7. Recurs over time, that is, the question can and should be revisit again and
again.

Examples: Essential and Nonessential Questions

Essential Question Nonessential Questions

How do the arts shape, as well as What common artistic symbols were
select, a culture? used by the Incans and Mayans?
What do effective problem solvers do What steps did you follow to get your
when they get stuck? answer?
How strong is the scientific evidence? What is a variable in scientific
investigations?
Activity 1.
2
Match the HUMSS learning areas in column A with their concepts in
column B. Write the letter of the correct answer.

A B
____ 1. Comparative Religion a. Functionalism, Conflict and Symbolic
____ 2. Political Science b. Source, Evidence, and Continuity
____ 3. Anthropology c. Scarcity, Trade-off, Supply, and Demand
____ 4. Sociology d. Ethnocentric and Cultural Relativism
____ 5. Geography e. Politics, Power, Coercion, and Influence
____ 6. Community Engagement f. Spirituality, Belief System and Theology
____ 7. Economics g. Theme, Plot, Symbols and Character
____ 8. Creative Writing h. Diction and Literary Techniques
____ 9. Creative Nonfiction i. Intervention, Diagnosis and Client
____ 10. History j. Place, Environment and Interconnection

Activity 2.
Core Concept Project
Disclaimer: This Learning Activity Sheet (LAS) is based from the Learner’s Materials, Textbooks and Teaching Guides released by
DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational use
and constitutes fair use. All Rights Reserved.
Objective: Create a core concept project that integrate the ideas of humanities
and social sciences .

Materials: Construction paper/colored paper, newspapers/magazines, scissors,

posterboard/recycled calendar, markers, glue, paint/dyes and brushes, other
materials as needed.

Procedure:
1) Introduce/review and discuss the core concepts of the different learning
ares in humanities and social sciences.

2) Write the name of each core concept on a separate sheet of paper .

3) Spend 5-10 minutes to write down a key word that they relate to the concept
or your own brief definition of the concept.
4) Think or decide what would make a good poster .

5) Illustrate and provide the key terms and definitions you created earlier for
your concept.

6) Design posters creatively illustrating the concept and incorporating at least

three terms and one definition.

7) Decide where to post your work.

8)Discuss the concepts and the importance of making them visible in your
project through video recording and submit it to your subject teacher via
messenger.

Poster Presentation Rubric 3

Advanced Proficient Basic Minimal

4 pts 3 pts 2 pts 1 pts

Content All descriptions All descriptions Descriptions Descriptions

are extremely correctly could be contain 5 errors.
4 pts
clear, correctly explained but clearer and 3-4 Explanation/defi
ordered, and not in order. errors may be nition of the
well-explained. Includes an present and concept is
Includes a well- explanation/defi explanation/defi either missing or
stated nition of the nition of the incorrect.

Disclaimer: This Learning Activity Sheet (LAS) is based from the Learner’s Materials, Textbooks and Teaching Guides released by
DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational use
and constitutes fair use. All Rights Reserved.
 explanation/defi concept. concept is
nition of the vague or
concept in incomplete.
humanities and
social sciences.

Design Skillfully created Good use of Poster is Aesthetically

and designed to color and somewhat unpleasant and
4 pts
present design. Clearly aesthetically missing color or
information very shown pleasing, but design.
clearly. Very information that may be missing Information is
colorful and is also some color or presented
asthetically aesthetically element of unclearly on
pleasing. pleasing. design. poster.
Information
could be
presented in a
more clear
manner.

Presenta Confidently Clearly Presented Presentation

tion presented presented illustration but was difficult to
illustration with illustration using needs hear and
4 pts skillful use of appropriate improvement on speaker used
voice/volume volume and eye using little eye
and eye contact with appropriate contact. Relied
contact. Skillful audience. Uses volume and eye on 'reading' the
use of poster as poster as a prop contact. illustration
a prop. in presentation. Directly read instead of
from illustration presenting it.
rather than
using poster as a
prop.

Activity 3.
4

Write a reflective essay of the given situation that justify the concepts of
the different learning areas in humanities and social sciences.

“If you caught your classmate cheating on an exam, what do you think is
an appropriate consequence: makeup exam, failure of the test, failure of the
course, or other?”
Disclaimer: This Learning Activity Sheet (LAS) is based from the Learner’s Materials, Textbooks and Teaching Guides released by
DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational use
and constitutes fair use. All Rights Reserved.
 RUBRICS
4 3 2 1
Detailed discussion Presented discussion Presented Presented
of all learning areas with 6-7 learning discussion with 3-5 discussion with 1-2
in humanities and areas in humanities learning areas in learning areas in
social sciences and social sciences humanities and humanities and
concepts. concepts. social sciences social sciences
concepts. concepts.

Formative Test

Compare and contrast the various disciplines based on your views in

social and societies and contributions to the improvement of lives of human and
societies.
Field Discipline Views on Human Goals of the
Behavior and Discipline
Society
Humanities
Social Sciences
Applied Social
Sciences

Answer Key

Activity 1.
1. f 2. e 3. d 4. a 5. j
6. I 7. c. 8. h 9. g 10. b

References
Culminating Activity” (Phoenix Publishing House 2015)
http://www.publicachievement.org/TeacherGuide/Activities/PosterRubrics

Disclaimer: This Learning Activity Sheet (LAS) is based from the Learner’s Materials, Textbooks and Teaching Guides released by
DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational use
and constitutes fair use. All Rights Reserved.
Disclaimer: This Learning Activity Sheet (LAS) is based from the Learner’s Materials, Textbooks and Teaching Guides released by
DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational use
and constitutes fair use. All Rights Reserved.