Learning Area Grade Level 12

W7
Humanities and Social Sciences
Quarter Fourth Quarter Date
I. LESSON TITLE Course Synthesis
II. MOST ESSENTIAL LEARNING
● Synthesize the learning from the course and its applications to the learner
COMPETENCIES (MELCs)
III. CONTENT/CORE CONTENT Learner’s Portfolio
IV. LEARNING PHASES AND LEARNING ACTIVITIES
I. Introduction (Time Frame: 20mins)

Learning Outcomes:

● Develop a synthesis of the learnings from the applied social sciences

● Submit a portfolio of output from the course

D. Development (Time Frame: 80mins)

ACTIVITY 1: Evaluating Government Response on Coronavirus Pandemic (Application, 2 items ,10 pts each)

Instructions: Guided with your insights on the nature, scope, and functions of social work, enumerate two relevant
initiative/program/project/action being implemented by the Philippine Government in response to the present condition of
our country during the pandemic and evaluate how the discipline of social work is being applied to your chosen government
initiative/program to address our current situation.

Answers regarding the relevant government projects may be adopted from news on television, online, or from observations or
personal experiences. These projects may include examples such as: social amelioration program (SAP) subsidy,
implementation of community quarantine, social distancing, and other health protocols, “Balik Probinsya” program, and others.
Use the table below.

Enumerate Relevant Gov’t Project in Response to How Social Work is Applied to the said Gov’t Project
Coronavirus Pandemic
Clarity/Organization of Thoughts - 4 pts
Grammar/Sentence Structure – 4 pts
(2 items, 2 pts each) Very Good Good Needs
(4) (3) Improvement (2)
1. Explanation:

2. Explanation:

3. Explanation:

4. Explanation:

5. Explanation:
E. Engagement (Time Frame: 3hrs)
Activity 2: Do you recognize job conditions or occupations in which the value of applied social sciences is highly visible? To
answer the question, complete the concept tree map.

Why are the Applied Social Sciences important?

Source: https://www.momjunction.com/articles/
how-to-draw-family-tree-for-kids-pictures-images_00649889/

Activity 3 What If?

Reflect on the following situations. Write about your insights regarding each scenario. Use a separate sheet for your answer.

1. Fight against COVID 19 Pandemic.

2. Challenges on Online Distance Learning for TVL Strand

3. Motivation of students at-risk in dropping out due to family and societal problems.

4. High poverty rate in the Philippines

5. Gender Inequality

Rubrics:
Content: Convincing, Pertinent, Specific, Perceptive – 5pts
Point of View: Clear, Consistent, Appropriate in Approach – 3 pts
Essay Organization: Logical, Coherent, Unified, Suitable to Purpose, Orderly development to an effect or conclusion – 5pts
Language Use and Style: Skillful use of a variety of sentence pattern, original, expression suited to content - 5pts
Mechanics: Correctness in punctuations, spelling and grammar – 2pts
Total : 20 pts

Learning Opportunities

Activity 4: Portfolio Preparation

The following are the Portfolio guidelines:
MY HUMSS PORTFOLIO
You may use any printed format for this portfolio as long as it contains all required components. It must also comply with the
criteria as reflected in the rubrics provided.

PURPOSE OF THE PORTFOLIO

To showcase the student’s best work (within or outside class) that reflects achievement of learning goals in each of the
specialized subjects under the HUMSS Strand.

PARTS OF THE PORTFOLIO (Hopkinton High School,1999,194)

1. Cover Page -- The student has the liberty to creatively design the cover as long as it includes the following information: name
of student, grade level, section, school year, name of school, and name of teacher.
2. Portfolio Checklist and Self-Assessment-- Checklist of requirements and self- assessment using the rubrics provided.
3. Table of Contents
4. Preface-- A narrative that provides a brief background of yourself and why you are making a portfolio. It must also describe
the reasons and process you used in selecting the artifacts or works you have included in your portfolio. Finally, it should include
your overall reflection and learning.
5. Presentation of Selected Work

Format:
a. Subject -- Identify the subject where each artifact belongs.
Disciplines and Ideas in the Applied Social Sciences (DIAS)
b. Artifacts -- The student’s best work may include actual student output within or outside class; photo of a school
presentation/performance; reflection paper; awards; commendations; etc. You may include memorabilia related to the main
artifact you are presenting.
c. Description of the Artifact -- Brief narrative describing the what, when, where, how, and why of the chosen artifact
d. Learning Goals Reflected -- Content or performance standard related to the artifact
e. Reflection on the Artifact -- This may include your most significant learning or realization about yourself or the subject.

6. Personal Vision and Goals for the Future -- Narrative that describes your dreams, goals, and aspirations for yourself for the
next 10 years. Some questions you may use as guide are the following:

Where do you see yourself ten years from now? What would you be doing?
What have you achieved personally and professionally?
What would you do to make these dreams and aspirations happen?
A. Assimilation (Time Frame: (Time Frame: 3hrs)

Activity 5: Data Retrieval Chart

For the next two weeks, use your time to gather, organize, and reflect on your portfolio. By this time, you are expected to start
making your portfolio. All of the inputs must be gathered. Write a reflection on each portfolio entry.

Portfolio entries to accomplish:

Portfolio Entry no. 1: RESUME *attach your resume *write a reflection about the resume that you made
Portfolio Entry no. 2: APPLICATION LETTER *attach your application letter
* write a reflection about writing your application letter
Portfolio Entry no. 3: CULMINATING ACTIVITIES/ RESEARCH *attach approved research proposal
PROJECTS/WORK IMMERSION *write a reflection on your experience in Research Writing
*attach photos of you in your work immersion activities
*write a reflection on how you managed to comply with
your task/work.
Portfolio Entry no. 4: PERSONAL TRAITS 1 *attach photos of good personality traits you demonstrated
during the oral presentations of research projects/work
immersion/ culminating activities which is on pleasing
appearance, courtesy, conduct, industriousness, and
reliability
Portfolio Entry no. 5: PERSONAL TRAITS 2 * attach photos of good personality traits you demonstrated
during the work immersion which is on sociability, drive and
leadership. Mental maturity, and stress tolerance

Portfolio Entry no. 9: UPDATED RESUME *attach updated resume

*write a reflection about the resume that you updated
 Portfolio Entry no. 6: REFLECTION ON CREATING MY *write a reflection on creating a portfolio using CERAE
PORTFOLIO format.
C- Content: what is your portfolio about
E-Experience: what are your experiences in creating the
portfolio?
R-Reflection: what have you learned in your portfolio
creating experience?
A-Action: what do you plan to do based on your reflection?
E-Evaluation: Evaluate the experience as a whole
Portfolio Entry no. 7: COLLAGE OF MY SENIOR HIGH SCHOOL *attach a collage of your Senior High School experience
EXPERIENCE
V. ASSESSMENT (Time Frame: 20mins)
(Learning Activity Sheets for Enrichment, Remediation, or Assessment to be given on Weeks 3 and 6)

Apply your Learning:

According to Johnson, Mims-Cox, and Doyle-Nicholas (2010), the development of portfolios in education normally goes
through six phrases, namely:

1. P _ _ _ _ _ _ _ _ _ - the stage where students define the goal or purpose of the portfolio.

2. C_ _ _ _ _ _ _ _ _ - the student collects and retrieves as many evidences or outputs from the course.

3. S_ _ _ _ _ _ _ _ - the student evaluates all of the artifacts gathered using criteria appropriate for the purpose of the portfolio.
In this case, the criteria would focus on excellent artifacts that are aligned with the standards of the course.

4. R_ _ _ _ _ _ _ _ _ - the student makes personal and academic insights based on the artifacts gathered. This includes
reflections for each artifact and reflections for the whole portfolio.

5. S_ _ _-A_ _ _ _ _ _ _ _ _ – a student enhances the portfolio in the areas he/she rated low.

6. C_ _ _ _ _ _ _ _ _ and P_ _ _ _ _ _ _ _ _ _ _ - students share their portfolio with classmates, teachers, and even parents. They
are also given the opportunity to provide feedback on the portfolio.
VI. REFLECTION (Time Frame: 5mins)
● Communicate your personal assessment as indicated in the Learner’s Assessment Card.
Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the column
for Level of Performance (LP). Be guided by the descriptions below:
 - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/ lesson.
- I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/perform this
task.
Learning Task LP Learning Task LP Learning Task LP Learning Task LP
Number 1 Number 3 Number 5 Number 7
Number 2 Number 4 Number 6 Number 8
VII. REFERENCES Sampa, E. M. (2017). Discipline and Ideas in the Applied Social Sciences. First Edition, Rex Book
Store,Inc.

Culminating Activity, Quarter 1 Module 11st Edition 2020, Department of Education, Region X
Northern Mindanao, Masterson Avenue, Upper Balulang, Zone 1, Cagayan de Oro City Misamis
Oriental
Prepared by: NOEL H. NATIVIDAD Checked by: TERESITA F. QUINTOS
Jomel Sevillo