K to 12 GRADE

DETAILEDName 11/Taurus/Ari
LESSON of Grade es/Gemini/Lib
Plan Schoo Isaub National High Level/ ra
l: School Section
Understandin
g Culture
Teach Society and
er: Subject Politics

7:45-8:45AM/10:00-
Date 11:00AM/1:00-2:00PM/ Quarter/ Quarter 3/
Time 3:00-4:00 PM Week

I. Objectives
A. Content Standards

The learner demonstrates an understanding of culture and society as

anthropological and sociological concepts

B. Performance Standard
Demonstrate a holistic understanding of culture and society
C. Competency Standards

Explain the importance of cultural relativism in attaining cultural

understanding

D. Learning Competencies/Objectives

At the end of the lesson, the students will be able to:

1. differentiate between material and non-material culture and provide

examples of each;
2. communicate effectively about cultural diversity and its importance in a
respectful manner; and
3. develop a lifelong commitment to learning about and appreciating
different cultures

II. Content
Importance/Functions of Culture

III. Learning Resources

A. References
a. Learner’s module
 b. Additional Materials from Learning Resources (LR) portal

c. Other Learning Resources/Materials

Laptop, tv/projector, instructional materials, black board and chalk,
Power Point Presentation, index card

IV. Procedures

Teacher’s Activity Student’s Activity

A.Introduction

a.1 Opening Prayer

May I request Everyone to please
stand and someone to lead our prayer. (someone will lead the prayer)

a.2 Greetings
A pleasant morning everyone! A pleasant morning ma’am, a pleasant
morning everyone!
Before you sit, please clean your
chairs and arrange it properly. (everyone will clean and arrange their
chairs)

a.3 Checking of Attendance

Who’s absent today?
Very Good! Keep it up!
Are you excited for our today’s
discussion? Yes, we are.

a.4 Presentation of class rules

Everyone, follow the following
classroom rules:
1. Respect everyone
2. Listen carefully and participate
actively
3. If there are questions or if you
want to answer a question, raise
your hand first
Are we clear?
Yes ma’am.
a.5 Reviewing Previous Lesson
Before we proceed to our new topic,
It’s all about the meaning and nature of
let’s have a short review.
culture. Culture defines in many ways.
What is our previous topic all about?
It may be in body language and
expressions like nodding, thumbs up
sign, dressing, behavior, beliefs etc.
 IT’S SCRABBLE GAME TIME(3
minutes)
(students will be grouped into 2,
according to their row)
Instruction: Write the word
“CULTURE” at the board. Each group
will think of a word that starts with
these letters relating from the
previous topic. It is scrabble rules in
writing. Possible answers:
1 point for the word and 2 points for Language
the explanation. The group with Law
highest point wins. Attitudes
Example: Art
L Belief
L A W Idea
N
G
CULTURE
A
G
E
B.Motivation
Cultural Diversity Circle
Instruction: Form a circle. Everyone
will take turns sharing one thing they
admire about another culture,
promoting respect and appreciation.

C.Presenting New Lesson

What you did is still about exploring
the culture. The components which
are very important to study to
manifest holistic understanding and This will be the importance and
respect. And how does it contribute to functions of culture.
someone’s changes in life.

Now, do you have an idea what will be

our topic today?

Great!

D.Establishing a purpose for the

lesson
Today, we will delve into the concepts
of material and non-material culture,
examining how these elements shape
our identities and societies.
Understanding these differences will
help us appreciate the richness of At the end of the lesson, the students
cultural diversity and foster will be able to:
respectful communication about
various cultures. 1.differentiate between material and
At the end of the lesson, you are non-material culture and provide
expected to meet the following examples of each;
objectives: 2.communicate effectively about
cultural diversity and its importance in
a respectful manner; and
3.develop a lifelong commitment to
learning about and appreciating
different cultures

1. it serves as the “trademark” of

the people in the society;
2. it gives meaning and direction to
one’s existence;
3. it promotes meaning to
First, let us define what are the individual’s existence;
importance and functions of the 4. It predicts social behavior;
culture. 5. It unifies diverse behavior;
6. It provides social solidarity;
7. It establishes social personality;
8. It provides systematic behavioral
pattern;
9. It provides social structure
category;
10. It maintains the biologic
functioning of the group;
11. It offers ready-made
solutions to man’s material and
immaterial problems; and
12. It develops man’s attitude
and values and gives him a
conscience.

E.Presenting examples/instances
of the lesson
 Symbols
Music , hand shaking, church,
https://blog.infodiagram.com/wp-content/uploads/
architecture, hall, gift-giving, education
2020/12/culture-concept-hand-drawn-scribble-icons-ppt-
1024x646.png

What are these in the picture?

What does it symbolize?

Symbols is one of the elements of

culture.

F.Discussing New concept and practicing new skills#1

Activity: Paper Ball Game
Instruction: The teacher will play a music and will suddenly pause it. The
students will pass the paper ball to his/her classmate next to him/her. Anyone to
which the paper ball stop, will get one piece of it. Choose from the choices what
is being describe.
SYMBOLS LANGUAGE VALUES
BELIEF NORMS
TECHNOLOGY

DEFINITIONS:
1. ______refers to anything that is used to stand for something else. It is
anything that gives meaning to the culture. SYMBOL

(People who share a culture often attach a specific meaning to an object,

gesture, sound, or image. An example of which are the feasts we are
celebrating. Those particular events give a representation of a particular
culture. Even the meanings we provide to things such as colors and graphic
symbols provide understanding which is common to a certain group of people
(David and Macaraeg, 2010). For instance, a cross is a significant symbol to
Christians. It is not simply two pieces of wood attached to each other, nor is it
just an old object of torture and execution. To Christians, it represents the basis
of their entire religion, and they have great reverence for the symbol.)

2.______is known as the storehouse of culture ( Arcinas, 2016). It system of

words and symbols used to communicate with other people. We have a lot of
dialects in the Philippines that provide a means of understanding. Through
these, culture is hereby transmitted to future generation through learning
(David and Macaraeg, 2010).LANGUAGE

3.______ refers to the application of knowledge and equipment to ease the task
of living and maintaining the environment; it includes artifacts, methods and
devices created and used by people (Arcinas, 2016). TECHNOLOGY

4.______ are culturally defined standards for what is good or desirable. It

determine how individuals will probably respond in any given circumstance.
VALUES

5.______ refers to the faith of an individual (David and Macaraeg, 2010). They
are conceptions or ideas of people have about what is true in the environment
around them like what is life, how to value it and how one’s belied on the value
of life relate with his or her interaction with others and the world. These maybe
based on common sense, folk wisdom, religion, science or a combination of all
of these (Arcinas, 2016). BELIFS

6.______ are specific rules/standards to guide for appropriate behavior (Arcinas,

2016). These are societal expectations that mandate specific behaviors in
specific situations (David and Macaraeg, 2010). Like in school, we are expected
to behave in a particular way. If violate norms, we look different. Thus, we can
be called as social deviants. For example, Filipino males are expected to wear
pants, not skirts and females are expected to have a long hair not a short one
like that of males. NORMS

G.Discussing new concept and Practicing new skills #2

Norms has 2 types:

a. Proscriptive norm defines and tells us things not to do; and
a. b. Prescriptive norm defines and tells us things to do

Activity: TABLE OF COMPARISON

Instruction: Make a table with a list of proscriptive and prescriptive norms in
a community you belong. Present it to the class.

PROSCRIPTIVE NORMS PRESCRIPTIVE NORMS

1.ex. being rude or selfish 1. ex.being polite and helping
2 others
3 2
4 3
5 4
5
Norms has also different forms:
1. FOLKWAYS a.Folkways- are also known as customs
(customary/repetitive ways of doing
things); they are forms of norms for
everyday behavior that people follow
for the sake of tradition or
convenience. Breaking them does not
usually have serious consequences. We
have certain customs that were passed
on by our forebears that make up a
large part of our day to day existence
and we do not question their
practicality. Since they are being
practiced, it is expected that we do
them also. For example, we Filipinos
2. MORES eat with our bear hands.

b. Mores- are strict norms that control

moral and ethical behavior; they are
based on definitions of right and
wrong (Arcinas, 2016). They are norms
also but with moral undertones (David
and Macaraeg, 2010). For example,
since our country Philippines isa
Christian nation, we are expected to
practice monogamous marriage. So if
a person who has two or more
partners is looked upon as immoral.
3. LAWS
Polygamy is considered taboo in
Philippine society

c.Laws -are controlled ethics and they are

morally agreed, written down and
enforced by an official law enforcement
agency(Arcinas, 2016). They are
institutionalized norms and mores that
were enacted by the state to ensure
stricter punishment in order for the
people to adhere to the standards set by
society(David and Macaraeg, 2010).

TWO COMPONENTS OF CULTURE:

1. Material culture
 2. Non-material culture

Activity:
CULTURE COMPARISON CHART
Instruction: Make a chart comparing the two components of the
culture(material and non-material culture. List examples for each. Present
findings to the class and discuss the differences.
(Class will be grouped into three members)
Possible answer:

https://4.bp.blogspot.com/-6Fo6mRUTwzc/VePPTncI_AI/AAAAAAAAAFk/znzUTuDE3uU/s1600/nonmaterial2.jpg

Material culture consists of tangible things (Banaag, 2012). It refers to the physical
objects, resources, and spaces that people use to define their culture. These include
homes, neighborhoods, cities, schools, churches, synagogues, temples, mosques,
offices, factories and plants, tools, means of production, goods and products, stores,
and so forth. All of these physical aspects of a culture help to define its members'
behaviors and perceptions. Everything that is created, produced, changed and utilized
by men is included in the material culture (Arcinas, 2016).

Non-material culture consists of intangible things (Banaag, 2012). Non‐

material culture refers to the nonphysical ideas that people have about their
culture, including beliefs, values, rules, norms, morals, language, organizations,
and institutions.

RUBRIC FOR COMPARISON CHART

SCORE
Completeness of The chart includes at least 5 for each component. Clear title,
chart accurate data for all items being compared. The chart is easy to
understand, and visually appealing. (5 points)
Clarity of examples The examples use to compare are clear, concise, relevant, and easily
understood. They effectively support the data presented in the
chart. (5 points)
Group Presentation The presentation is well-organized, engaging, and effectively
skills conveys the information in the chart. the group demonstrates
excellent teamwork and communication skills. (5 points)
TOTAL
SCORE:
The following are MODES OF
ACQUIRING CULTURE
Please read. Imitation - Children and adults alike
have the tendency to imitate the values,
attitudes, language and all other things
in their social environment. Some of
those things imitated are internalized in
their personality and become a part of
their attitude, character and other
behavioral patterns
Example: K-pop music and
fashion(clothing, hairstyles
worldwide,make-up trends)
Pizza -while originally from Italy, pizza
has becomea stapple food in many
cultures, with variations tailored to
local tastes, like adding pineapple or
spicy tppings.
Indoctrination or Suggestion - This
may take the form of formal training or
informal teaching. Formally, the person
learns from school. Informally, he may
acquire those behaviors from listening
or watching, reading, attending training
activities or through interaction.
Example: Political Propaganda- A
government might use a state-
controlled media to promote a specific
ideology or worldview, emphasizing
certain values and suppressing
opinions. Aiming to control the
population’s belief and behaviors.
Religious conversion

Conditioning - The values, beliefs, and

attitudes of other people are acquired
through conditioning. This conditioning
can be reinforced through reward and
punishment.
Example: Gender roles- For example,
in some societies, men are expected to
 be the breadwinners and leaders, while
women are expected to be caregivers
and homemakers.
Example: Language and
communication- Some cultures value
direct communication, while others
prefer indirect communication. This can
lead to misunderstanding and
misinterpretations.

H. Developing mastery
Instructions: Fill in the blanks with the best word from the box.

behaviors attitudes beliefs knowledge values norms

order identity cooperation
differences Identities

Culture plays a vital role in shaping individual ________. It influences our

________, ________, and ________ through the transmission of ________, ________,
and ________. The functions of culture include establishing social ________,
providing a sense of ________, and facilitating ________. Cultural ________ can
lead to misunderstandings and conflict.

Answer Key: Identities, behaviors, attitudes, beliefs, knowledge, values, norms,

order, identity, cooperation, differences

I.Finding practical applications of concepts and skills in daily living

Activity: Cultural Role Playing
Instructions: Students act out a situation that highlights cultural differences
and similarities. After performances, discuss the insights gained from the
activity.

Rubric in Cultural Role Playing

5 4 2
Scenario is highly realistic,
engaging, and clearly demonstrates
a culturally sensitive situation
Differences are presented
respectfully and accurately
Character portrayal- presentation is
clear, concise engaging and
delivered with confidence and
sensitivity.
 TOTAL
SCORE:

J. Generalizing and abstractions about the lesson

You learned that material and non-material culture are integral to
understanding our identities and how we interact with others. Recognizing the
importance of cultural diversity allows us to foster respect and commitment to
lifelong learning about different cultures. Embracing these differences enriches
our communities and promotes harmonious living.

K. Evaluating learning
Instruction: Choose the best answer for each question.

1. Which of the following is NOT a key component of culture?

a) Values b) Norms
c) Gravity d) Beliefs

2. Culture primarily serves to:

a) Confuse individuals b) Guide behavior and provide meaning
c) Limit personal expression d) Create conflict

3. Shared beliefs within a culture help to:

a) Cause disagreements b) Foster a sense of community
c) Isolate groups from each other d) Create chaos

4. Cultural norms are:

a) Unwritten rules of behavior b) Always written down in law
c) Irrelevant to social interaction d) Only followed by the wealthy

5. Language is essential to culture because it:

a) Prevents communication b) Facilitates the transmission of values
and beliefs
c) Is only used for formal occasions d) Is unimportant to social interaction

L.Additional activities for application or remediation

Assignment: REFLECTIVE JOURNAL
Instruction: Write a reflective journal entry about a cultural experience that
impacted your understanding of cultural diversity. Share your reflection with a
family member or friend. This can be done using any available writing materials
at home.
V. Remarks

VI. Reflection