I.

OBJECTIVES

At the end of the session, learners are expected to:

1. Articulate observations on human cultural variation, social differences, social change, and political identities.

2. Acknowledge social, cultural and political identities.

3. Value the social and cultural backgrounds of students as acting subjects or social actors.

II. CONTENT

A. Topic: Understanding Culture, Society, and Politics: Some Key Observations

B. Learning Competency: Articulate observations on human cultural variation, social differences, social change,
and political identities. (UCSP11/12SPUIa-1)

III. LEARNING RESOURCES

A. References

1.Curriculum Guide-Core Subject

2.Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 7-10

B. Materials

1. Projector

2. Laptop

3. Regular teaching tools

IV. PROCEDURES

A. Preparatory Activities:

1. Motivation: The teacher will facilitate an energizer called “Double this, Double that”.

2. Presentation: This lesson provides cultural, social, and political concepts that exist in the realm of ideas and
thoughts. As such, they cannot be seen or touched and yet they influence the way we see and experience our
individual and collective lives as social beings. The teacher will introduce the meaning of culture, society and
politics and will give meaning of concept and or phenomena. Teacher will describe students as acting agents and
social actors.

3. Activity: The students will be grouped according to their ethnic group and will think of a song based from their
dialect. They will also think of unique characteristics that their group possess

4. Application: The teacher will present some situations that students personally encounter different ways of
doing things, behaving, and making sense of events. Students will think of more situations that they personally
encounter.

C. Evaluation Answer the following questions.

1. Why understanding culture, society and politics is important?

2. Explain their observation on the behaviour and phenomenon as social realities.

3. How can we improve our awareness on the social, cultural and political changes using the activity?

D. Assignment

1. Students will be asked to visit a mall or a public market and observe how people inside the place to conduct
themselves individually and collectively.

The following questions serve as observation guide:

a. What sort of people go to malls/ public market?
b. What sort of things do they buy?
c. What sort of interaction takes place between people at different categories ( e.g. gender and age)?

V. REMARKS ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.

VI. REFLECTION ________________________________________________________________________

________________________________________________________________________
 I. OBJECTIVES
At the end of the session, learners are expected to:
1.Demonstrate curiosity and an openness to explore the origins and dynamics of culture, society and
political identities.
2.Observe social, political, and cultural behaviour and phenomena.
3.Accept social, cultural, and political change.

II. CONTENT

A. Topic:
Understanding Culture, Society, and Politics: Some Key Observations
B. Learning Competency: Demonstrate curiosity and an openness to explore the origins and dynamics of culture
and society, and political identities. (UCSP11/12SPUIa-2)

III. LEARNING RESOURCES

A. References

1. Curriculum Guide-Core Subject

2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 7-10

B. Materials

1. Projector 2. Laptop 3. Regular teaching tools

IV. PROCEDURES

A. Preparatory Activities:

1. Motivation: The teacher will ask to answer rebus puzzle from the power point presentation about the topic.
The teacher will present a picture of food that is a cultural icon among Filipinos and the students will share their
opinion about the picture.

2. Presentation: This lesson is a continuation of the previous lesson but it focuses more on the origins and
dynamics of culture, society and political identities.

3. Activity: The teacher will present a picture of Kuha’rili (a.k.a. Selfie)- a clipped version of “kuhasasarili” by A.
Contresas (2015) A selfie is a self photograph, habitually taken with camera phone held in the hand or recently
supported by a selfie stick. In the photo presented, the students will offer a critical insight on how selfie can be
read as an image of the social by listing down 15 words that best describe the photo and try to connect the
words and compose 5 sentence paragraph revolving around the attributes to selfie (or selfieing).

4. Application: The teacher will call 5 volunteers to present their activity in class.

C. Evaluation Answer the following questions.

1. Why knowing Values and Beliefs are important?

2. Explain social dynamics as social, political, and cultural change.
3. How can we improve our awareness on the social, cultural and political changes?
D. Assignment
1. Write a short essay on what constitutes our sociality as human beings?

V. REMARKS ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
VI. REFLECTION ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
 I. OBJECTIVES
At the end of the session, learners are expected to:
1. Define sociology, anthropology, and political science.
2. Plan an awareness campaign about a relevant issue in their respective community.
3. Value the role of social diversity in promoting social understanding and cultural tolerance.

II. CONTENT

A. Topic: The Social Sciences: Sociology, Anthropology, and Political Science

B. Learning Competency: Recognize the common concerns or intersections of anthropology, sociology, and
political science with respect of the phenomenon of change.(UCSP11/12SPU-1b-4)

III. LEARNING RESOURCES

A. References

1. Curriculum Guide-Core Subject

2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 15-26

B. Materials

1. Projector 2. Laptop 3. Regular teaching tools

IV. PROCEDURES

A. Preparatory Activities:
Review of Previous Lesson

1. Motivation:

The teacher will present a kokology test about their most charming attitude they see in themselves and would
like to express it for everyone to see.

2. Presentation:

Based from the motivation, the teacher will introduce the meaning, brief history and common concerns of
sociology, anthropology and political science with respect of the phenomenon of change.

3. Activity:

The students will be grouped into 4, the teacher will give the students 10 minutes to answer this question: As a
Senior High School student, what do you think are the necessary steps that you need to do in order to start or create
change if you want to see change in your community.

4. Application:
The teacher will call the speaker for each group to present their answers.

B. Evaluation
Explain the importance of social sciences in studying culture, society and politics.

C. Assignment
Plan an awareness campaign about a relevant issue in their respective community.

V. REMARKS ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
VI. REFLECTION ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
 I. OBJECTIVES
At the end of the session, learners are expected to:
1. Explain cultural idiosyncrasies and social diversities.
2. State the role of culture in the formation of cultural idiosyncrasies (in general) and the production of
social identities (in particular).
3. Value the advantages of social change in the promotion of cultures and development of society.

II. CONTENT

A. Topic: The Social Sciences: Sociology, Anthropology, and Political Science

B. Learning Competency: Recognize the common concerns or intersections of anthropology, sociology, and
political science with respect of the phenomenon of change.(UCSP11/12SPU-1b-4)

III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 15-26

B. Materials
1. Projector 2. Laptop 3. Regular teaching tools

IV. PROCEDURES

A. Preparatory Activities

1. Motivation:The teacher and the students will sing “alert, alive awake” song with action.

2. Presentation: The teacher will continue the discussion on the history and goals of anthropology, sociology
and political science

3. Activity: Me and My Social Map The students will be asked to bring one whole sheet of paper and the
students follow the instruction below: Starting with your present situation as a student, list down 5 important
factors that you think are responsible for the kind of person you are right now. Start with what is unique in you
as a social person (not necessarily focusing on your biophysical traits). Link each feature with societal, cultural,
or political force. Then evaluate each in terms of opportunities and constraints it provides in pursuing your
present and future plans. Use the table below as a template for your assessment. My unique features as a social
person (may include but are not limited to sex/religion/residence) Types of social forces responsible for these
features (is it societal/cultural/political?) Assessment of effects (does it provides opportunities or serves as
constraints?)

4. Application: The teacher will ask 5 volunteers to share their work.

C. Evaluation

Answer the following questions:

1. How do social factors influence the life chances of the members of society?

2. What are the other advantages of social change in the promotion of cultures and the development of society?

D. Assignment

Write a short essay with the theme “Change is coming!”

V. REMARKS ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.

VI. REFLECTION ________________________________________________________________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
 I. OBJECTIVES
At the end of the session, learners are expected to:
1. Recognize the common concerns or intersections of anthropology, sociology and political science.
2. Identify the subjects of inquiry and goals of anthropology, sociology and political science.
3. Value the advantages of social change in the promotion of cultures and development of society.

II. CONTENT

A. Topic: The Social Sciences: Sociology, Anthropology, and Political Science

B. Learning Competencies: Recognize the common concerns or intersections of anthropology, sociology, and
political science with respect of the phenomenon of change.(UCSP11/12SPU-1b-4). Identify the subjects of
inquiry and goals of Anthropology, Political Science and Sociology.(UCSP11/12SPU-1b-5)

III. LEARNING RESOURCES

A. References

1. Curriculum Guide-Core Subject

2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 15-26

B. Materials

1. Projector 2. Laptop 3. Regular teaching tools

IV. PROCEDURES

1. Motivation: The teacher and the students will present a kokology game.

2. Presentation: The teacher will continue the discussion on the history and goals of anthropology, sociology
and political science.
3. Activity: Group Research The teacher will divide the class into three groups who will conduct a research
anchored on the topics that will be presented.

4. Application: After the conducted group research on the assigned topics, students will present their findings
through variety show, panel discussion or news casting.

C. Evaluation

Explain the benefits of recognizing the operation of social forces when using the sociological,
anthropological, and political imagination.

D. Assignment

Short Essay If you want to see change in your community, what do you think are the necessary steps
that you need to do in order to start or create change.

V. REMARKS ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.

VI. REFLECTION ________________________________________________________________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
 I. OBJECTIVES
At the end of the session, learners are expected to:
1. Explain anthropological and sociological perspectives on culture and society.
2. Define culture and society from the perspectives of anthropology and sociology.
3. Appreciate the nature of culture and society from the perspectives of anthropology and sociology.

II. CONTENT

A. Topic: Defining Culture and Society from the perspectives of anthropology and sociology

B. Learning Competency: Explain the anthropological and sociological perspectives on culture and
society.(UCSP11/12SPU-1c-6)

III. LEARNING RESOURCES

A. References

1.Curriculum Guide-Core Subject

2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 31-46

B. Materials

1. Projector 2. Laptop 3. Manila Paper 4. Marker

IV. PROCEDURES

A. Motivation: Filling in the Circle The teacher will distribute manila paper and marker for each group. Students
will be asked to fill in the circles with the appropriate words that will be posted on screen.

2. Presentation: Based on the motivational activity, the teacher will introduce the lesson on the definition of
culture and society from the perspectives of anthropology and sociology.

3. Activity: Essay In a two-paragraph essay, describe your feelings toward a specific nationality (e.g., Koreans,
Japanese, Americans.) State why you like or dislike them.

4. Application: The teacher will ask the speaker from each group to present their answers in the motivational
activity.

B. Evaluation

What makes society possible?

C. Assignment
Short Essay -How can the concepts of society and culture be made useful in constructing a community of
responsive and responsible social actors?

V. REMARKS ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.

VI. REFLECTION ________________________________________________________________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
 I. OBJECTIVES
At the end of the session, learners are expected to:
1. Describe culture and society as a complex whole.
2. Demonstrate a holistic understanding of culture and society.
3. Appreciate the nature of culture and society from the perspectives of anthropology and sociology.

II. CONTENT

A.Topic: Culture and Society: the Perspectives of Anthropology and Sociology B.Learning Competencies:
Describe a society and culture as a complex hole. (UCSP11/12SPU-1c-7) Identify Aspects of culture and society.
(UCSP11/12SPU-1c-8)

III. LEARNING RESOURCES

A. References

1.Curriculum Guide-Core Subject

2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 31-46

B. Materials

1. Projector 2. Laptop 3. Regular teaching tools

IV. PROCEDURES

A. Development of the Lesson

1. Motivation: The teacher will present a kokology game.

2. Presentation: Teacher will discuss culture and society as a complex whole. Aspects, definitions,
characteristics, and functions will also be discussed.

3. Activity: Anatomy of my Culture. In column A, identify any of your behaviours as a Filipino teenager.
Then in column B, explain how you came to imbibe them. In column C, offer an explanation why its
performance (if a behaviour) seems to be natural to you or why you believe it (if it is a belief).

A The WHAT Refers to the contents of culture

B The HOW Refers to the process of transmission and circulation
C The WHY Refers to the mechanisms that promote compliance and performance
4. Application: The teacher will ask 5 volunteers to share their work in class. C. Evaluation Explain the
anthropological and sociological perspectives on culture and society.
D. Assignment: Explain the statement. Culture is a “mechanism for the normative regulation of behaviour.

V. REMARKS ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.

VI. REFLECTION ________________________________________________________________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
 I. OBJECTIVES
At the end of the session, learners are expected to:
1. Identify aspects of culture and society.
2. Distinguish key features of the three major approaches to the study of culture, society and politics.
3. Value the characteristics of culture.

II. CONTENT

A.Topic: Culture and Society: the Perspectives of Anthropology and Sociology Aspects of Culture

B.Learning Competencies: Describe a society and culture as a complex hole. (UCSP11/12SPU-1c-7) Identify
Aspects of culture and society. (UCSP11/12SPU-1c-8)

III. LEARNING RESOURCES

A. References

1.Curriculum Guide-Core Subject

2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 31-46
B. Materials
1. Projector 2. Laptop 3. Regular teaching tools

IV. PROCEDURES

A. Development of the Lesson

1. Motivation: Teacher will facilitate an activity called “Double this, Double that”

2. Presentation: Teacher will discuss the aspects of culture, its characteristics and functions.

3. Activity: Role-playing a Religious Feast The class will be divided into 4 groups. Each group will choose
their leader and a documenter. Students will prepare a short skit depicting people involved in the
preparation and celebration of a religious feast.

4. Application: Each group will be given 5 minutes to perform in class.

B. Evaluation Answer the following questions:

1. What activities are involved in carrying out a religious feast?

2. How do they know that a religious feast requires these activities?
3. Why do they celebrate religious feast?
C. Assignment: Poster Making Students will make an illustrative interpretation of the theme, “ Society and
culture as a complex whole”.
V. REMARKS ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.

VI. REFLECTION ________________________________________________________________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
 I. OBJECTIVES
At the end of the session, learners are expected to:
1. Raise questions toward a holistic appreciation of cultures and societies.
2. Respond critically to the questions that will be raised in the group activity.
3. Increase awareness in culture and society.

II. CONTENT

A.Topic: Culture and Society: the Perspectives of Anthropology and Sociology

B.Learning Competency: Raise questions toward a holistic appreciation of cultures and societies.
(UCSP11/12DCS-Id-9).

III. LEARNING RESOURCES

A. References

1.Curriculum Guide-Core Subject

2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 31-46

B. Materials

1. Projector 2. Laptop 3. Manila papers 4. Markers

IV. PROCEDURES

A. Development of the Lesson

1. Motivation: Pictionary Teacher will ask 3 volunteers to present and share their assignment (poster
making) in class.

2. Presentation: The teacher will prepare a freedom wall for students to write their questions on culture
and society.

3. Activity: Freedom Wall Students will be grouped and will write all their questions on manila paper.
Their questions will be posted on the board.

4. Application: Teacher will divide the class into 2 groups and will ask them to make the first group the
inner circle and the second group the outer circle. The teacher will choose questions from freedom wall
whereas the inner circle members will answer the questions and the outside circle members will
functions as observers. After 10 minutes, the two groups will take role turns.
B. Evaluation
What did you feel when you are able to raise all your questions with regards to our society and culture.

C. Assignment Define the following:

1. Ethnocentrism
2. Cultural Relativism
V. REMARKS ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
VI. REFLECTION ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
 I. OBJECTIVES
At the end of the session, learners are expected to:
1. Become aware of why and how cultural relativism mitigates ethnocentrism.
2. Identify forms of tangible and intangible heritage and the threats to these.
3. Value cultural heritage and express pride of place without being ethnocentric.

II. CONTENT

A.Topic: Aspects of Culture Ethnocentrism and Cultural Relativism

B.Learning Competency: Become aware of why and how cultural relativism mitigates ethnocentrism.
(UCSP11/12DCS-Id-10). Identify forms of tangible and intangible heritage and threats to these. ((UCSP11/12DCS-
Ie-11).

III. LEARNING RESOURCES

A. References

1. Curriculum Guide-Core Subject

2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 57-61

3. Sociology (Exploring Society and Culture) by Maria Elena D. David, Ed.D. and Agnes M. Macaraeg, Ed.D.

4. UCSP Teaching Guide B. Other Learning Resources 1. www.youtube.com 2. www.google.com

C. Materials

1. Projector 2. Laptop 3. Chalk

IV. PROCEDURES

A. Development of the Lesson

1.Motivation:Detecting Ethnocentrism and Promoting Respect for Other Cultures. Teacher will present some
pictures of food that is usually prepared in their community or their region. The students will be asked to
comment on the food on the picture.

2.Presentation: The teacher will discuss ethnocentrism, cultural relativism and cultural heritage.

3. Activity: Lights Camera Action! The class will be grouped into two. The first group will be assigned to do a
short skit on ethnocentrism while the other will do a short skit on cultural relativism.

4. Application: After each presentation, the students will be asked to write a reflection paper on what they have
learned/realized after watching the performance of each group.

B. Evaluation: The students will answer the following questions:

1. Is it right to pass judgment on cultures not our own as inferior, threatening, or disturbing?
2. Should we expect societies around the world to practice the same set of cultural values and traits?
3. How is it possible to recognize the uniqueness of each society’s cultural traits and not from the
standpoint of one’s own society?
C. Assignment Review and be prepared for quiz next meeting.

V. REMARKS

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.

VI. REFLECTION

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
 I. OBJECTIVES
At the end of the session, learners are expected to:
1. Recall what have been discussed on the culture and society as anthropological and sociological concepts.
2. Write intelligently the answers for their quiz.

II. CONTENT

A.Topic: Culture and Society: The Perspectives of Anthropology and Sociology. The Interpretative Dynamics of
Society .Aspects of Culture

B.Learning Competency: Become aware of why and how cultural relativism mitigates ethnocentrism.
(UCSP11/12DCS-Id-10). Identify forms of tangible and intangible heritage and threats to these. (UCSP11/12DCS-
Ie-11).

III. LEARNING RESOURCES

A. References

1. Curriculum Guide-Core Subject

2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 37-61

3. Sociology (Exploring Society and Culture) by Maria Elena D. David, Ed.D. and Agnes M. Macaraeg,
Ed.D.

4. UCSP Teaching Guide

B. Materials

1. Projector 2. Laptop 3. Chalk

IV. PROCEDURES

A. Development of the Lesson

1.Motivation: The teacher will introduce breathing exercise to keep students calm and relieve from
before they will take their quiz.

2.Presentation: The teacher will continue the discussion if the lesson has not been finished. Then the
students will be having their formative assessment through a form of quiz.

3. Activity: Complete the unfinished sentences to summarize the lesson.

1. The chapter was about……

2. One key idea was…..

3. This is important because…..

4. This matters because…..

5. Application: The teacher will ask some students to complete each sentences.

B. Evaluation

Questions from their quiz will be asked here.

C. Assignment
My Culture, My Heritage Identify two Philippine cultural heritage under threat-one tangible and one
intangible. For both identify the threats and sources, and then come up with a plan of action on how to deal
with these threats. Write your output on the table. Heritage Threats Plan of Action

V. REMARKS ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.

VI. REFLECTION ________________________________________________________________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
 I. OBJECTIVES
At the end of the session, learners are expected to:
1. Identify forms of tangible and intangible heritage and their threats.
2. Write an essay on the threats to the tangible heritage based on their experience in visiting a museum.
3. Value culture as heritage.

II. CONTENT

A.Topic: Aspects of Culture , Culture as Heritage

B.Learning Competency: Identify forms of tangible and intangible heritage and threats to these.
((UCSP11/12DCS-Ie-11).

III. LEARNING RESOURCES

A. References

1. Curriculum Guide-Core Subject

2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 57-61

3. Sociology (Exploring Society and Culture) by Maria Elena D. David, Ed.D. and Agnes M. Macaraeg,
Ed.D. 4. UCSP Teaching Guide

B. Other Learning Resources 1. www.youtube.com 2. www.google.com

C. Materials 1. Manila paper 2. Marker 3. Chalk

IV. PROCEDURES

A. Development of the Lesson

1. Motivation: Teacher will facilitate a simple exercise.

2. Presentation: The teacher will ask the students to review the tangible and tangible culture that they
have inherited.

3. Activity: The class will be grouped into four. Each group will be given a sheet of manila paper and a
marker, students will write the tangible and intangible heritage in our culture.

4. Application: Each group will be given 3 minutes to present.

B. Evaluation: Students will be asked to write one tangible and one intangible cultural heritage under threat.
Identify the threats and their possible sources, and come up with a plan on how to deals with these threats.

C. Assignment Bring magazines, newspapers, glue, scissors and any other materials that they can use for their
activity tomorrow.

V. REMARKS

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.

VI. REFLECTION

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
 I. OBJECTIVES
At the end of the session, learners are expected to:
1. Trace the biological and cultural evolution of early to modern humans.
2. Demonstrate prior knowledge of human evolution by analyzing and interpreting the picture that will be
presented.
3. Increase understanding human evolution and its implication on the transformation of cultures across time
periods.

II. CONTENT

A.Topic: Biological and Cultural Evolution of Modern Humans

B.Learning Competency:Trace the biological and cultural evolution of early to modern humans. (UCSP11/12DCS-Ie-12).

III. LEARNING RESOURCES

A. References

1. Curriculum Guide-Core Subject

2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 70-74
3. UCSP Teaching Guide
B. Other Learning Resources
1. www.youtube.com 2. www.google.com
C. Materials
1. Projector 2. Laptop 3. Chalk
IV. PROCEDURES

A. Development of the Lesson

1.Motivation: Teacher will facilitate in the dance exercise. (Monkey dance)

2.Presentation: Teacher will present a picture about the lesson. Students will analyze and answer the
following questions:

What do you see in the picture? Describe their appearance and expressions.
What questions does this photograph raise in your mind?
Where could you find the answers to them?
The teacher will introduce biological and cultural evolution of human.
3. Activity: Imagining yourself The class will be grouped into four. Each group will choose three things
among the boxes which they think it would help them live in the ancient time.

4. Application: Each speaker from the group will present and explain their work.

C. Evaluation

Students will answer the following:

1. How would you differentiate biological and cultural evolution?

2. Who studies human and cultural evolution?
3. Explain Charles Darwin theory of evolution.
D. Assignment
Research on the characteristics of biological and cultural human evolution: from Hominids to Homo
sapiens sapiens.

V. REMARKS

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.

VI. REFLECTION

________________________________________________________________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
 I. OBJECTIVES
At the end of the session, learners are expected to:
1. Explain how hominids evolved into modern humans.
2. Discuss how modern humans develop culture.
3. Value how modern humans evolved.

II. CONTENT

A. Topic: Biological and Cultural Evolution of Modern Humans From Hominids to Homo Sapiens Sapiens

B. Learning Competency: Trace the biological and cultural evolution of early to modern humans.

C. Code: UCSP11/12DCS-Ie-12

III. LEARNING RESOURCES

A. References

1. Curriculum Guide-Core Subject

2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 74-80 3.

UCSP Teaching Guide

B. Other Learning Resources

1. www.youtube.com

2. www.google.com

C. Materials

1. Projector 2. Laptop 3. Chalk

IV. PROCEDURES

A. Preparatory Activities:
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson

B. Development of the Lesson

1. Motivation: The teacher will facilitate a simple exercise.

2. Presentation:

Teacher will discuss how early humans evolved into modern human and how early humans
develop culture.

3. Activity:

Discuss the important biological and cultural developments of the hominids and Homo sapiens.
4. Application:

Students will complete the chart below.

Species Biological Developments/Physical Developments Cultural Developments

1. Hominids

2. Homo habilis

3. Homo erectus

4. Cro-Magnon

C. Evaluation Students will identify the following through a short quiz.

1. Biological evolution 2. Australopithecus 3. Cultural evolution 4. Fossils 5. Bipedalism

6. Artifacts

D. Assignment Make a diorama of human evolution using recyclable materials.

V. REMARKS

VI. REFLECTION
REFLECTION _______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________.
I. OBJECTIVES At the end of the session, learners are expected to: 1. Explore the significance of fossils and artifacts in
interpreting cultural, social, and economic processes. 2. Explain the importance of artifacts and fossils in understanding
the social, cultural, political, and economic processes of modern humans. 3. Simulate the work of anthropologists and
archeologists. II. CONTENT A. Topic: Human Biocultural and Social Evolution B. Learning Competency: Explore the
significance of human remains and artefactual evidence in interpreting cultural and social, including political and
economic processes. C. Code: UCSP11/12DCS-If-13 III. LEARNING RESOURCES A. References 1. Curriculum Guide-Core
Subject 2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 81-83 3. UCSP Teaching
Guide B. Other Learning Resources 1. www.youtube.com 2. www.google.com C. Materials 1. Projector

Understanding Culture , Society and Politics

38

2. Laptop 3. Chalk IV. PROCEDURES A. Preparatory Activities: Prayer< Greetings < Checking of Attendance
< Review of Previous Lesson B. Development of the Lesson 1. Motivation: Exhibit Teacher will conduct an exhibit of
the constructed diorama. 2. Presentation: Teacher will discuss the study and concept of evolution. 3.
Activity: Photo Essay Teacher will ask the students to find their partner. Each pair will make a photo essay of the
significance of human material remains and artefactual evidence. 4. Application: Presentation of the Photo Essay. C.
Evaluation Answer the following: 1. Why is it important to study fossil remains to know how humans and the
environment on which they live evolve? 2. In what way can fossil remains be found and studied. D. Assignment
Conduct a research on 15 national and local museums and heritage sites in the Philippines. V. REMARKS
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VI. REFLECTION
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I. OBJECTIVES At the end of the session, learners are expected to: 1. Recognize national and local and specialized
museums, and heritage sites in the Philippines. 2. Understand the role of museums as venues for the appreciation of the
complexities of biocultural and social evolution. 3. Appreciate and reflect on the complexities of biocultural and social
evolution as part of being and becoming human. II. CONTENT A. Topic: Human Biocultural and Social Evolution
Museums as Venues for the Appreciation of the Complexities of Biocultural and Social Evolution B. Learning
Competency: Recognize national, local, and specialized museums, and arechelogical and historical sites as venues to
appreciate and reflect on the complexities of biocultural and social evolution as part of being and becoming human. C.
Code: UCSP11/12DCS-If-14 III. LEARNING RESOURCES A. References 1. Curriculum Guide-Core Subject 2. Understanding
Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 81-83 3. UCSP Teaching Guide B. Other Learning
Resources

Understanding Culture , Society and Politics

39

1. www.youtube.com 2. www.google.com C. Materials 1. Projector 2. Laptop 3. Chalk IV.

PROCEDURES A. Preparatory Activities: Prayer< Greetings < Checking of Attendance < Review of Previous Lesson B.
Development of the Lesson 1. Motivation: Film showing 2. Presentation: Teacher will introduce museums as
venues for the appreciation of the complexities of biocultural and social evolution. 3. Activity: Poster Making
Create a poster for the National Museum of the Philippines advertising why people should go to the museum to
appreciate our biological, cultural, and social evolution. 4. Application: Presentation of the Posters. C. Evaluation
Write an editorial that assesses the important role of museums in educating the public about the human species’
biocultural and social evolution. D. Assignment Based on the conducted research on the national and local museums
and historical sites. Students will make a scrap book by getting a brief background for each museum and heritage
sites. V. REMARKS
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VI. REFLECTION
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I. OBJECTIVES At the end of the session, learners are expected to: 1. Explain the different types of societies. 2. Produce
an illustrated timeline that clearly shows the major developments and changes that happened in human society. 3.
Appreciate the significant social developments that happen as societies and their culture evolve. II. CONTENT A. Topic:
Human Biocultural and Social Evolution Sociocultural and Political Evolution: The Development of Societies from the
Hunting and Gathering to the Agricultural, Industrial, and Post-Industrial Stages B. Learning Competency: Recognize
national, local, and specialized museums, and arechelogical and historical sites as venues to appreciate and reflect on
the complexities of biocultural and social evolution as part of being and becoming human. C. Code: UCSP11/12DCS-If-
14 III. LEARNING RESOURCES A. References 1. Curriculum Guide-Core Subject 2. Understanding Culture, Society and
Politics 2016 by Phoenix Publishing House, Inc. pp. 81-83 3. UCSP Teaching Guide B. Other Learning Resources

Understanding Culture , Society and Politics

40

1. www.youtube.com 2. www.google.com C. Materials 1. Projector 2. Laptop 3. Chalk IV.

PROCEDURES A. Preparatory Activities: Prayer< Greetings < Checking of Attendance < Review of Previous Lesson B.
Development of the Lesson 1. Motivation: Students will be asked this question “ How did societies transform through
time?” 2. Presentation: Based on the motivational question, teacher will introduce sociocultural and political
evolution. 3. Activity: Data Retrieval Chart Completion Write major characteristics and developments of the
different stages of societies? 4. Application: Students will fill up the chart that will be presented by the teacher. C.
Evaluation Explain the processes of cultural and sociopolitical evolution. D. Assignment No assignment since it is
Friday. V. REMARKS
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VI. REFLECTION
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