Content How world religions began

Content The learner demonstrates understanding of historical and geographical

Standards contexts of different religions.

Performance The learner conducts a group activity that demonstrates the influence of a
standards religion in a certain culture.

Learning Cite regions where specific religions evolved.

Competencies Explain how geography influences religion and religion affects culture

SLO Extrapolate the historical and geographical contexts of different religions

from a “dikit mo ko baby”,role play,through e-portfolio so that the
students can dwell peacefully in a diverse/multicultural community.

Time Allotment 3 meetings

THE INTRODUCTION TO WORLD RELIGIONS AND BELIEFS

HUMSS GRADE 11/12

Activity Analysis Abstraction Application

The teacher will The whole class will The teacher will give e-portfolio will be
convey the learning check their work by the tasks: given.
objectives of the posting in board.
day. Group 1: “dikit mo ko SAMPLE CONTENTS
1. What does the baby”(Regions
1. picture tell Religion) Facts and Figures
2. about us? Group 2: Role Play  Geography
3. 2. What is the (how geography  Timeline (How
implication/mes influences religion certain religion
Students will sage of the and religion affects began?
answer picture? culture)
4PICS1WORD (Note:
the teacher will Note: the teacher does Guide questions:
prepare the not need to explain 1. Cite regions in Note: Rubric should
picture). Game- everything in this stage. the world be understood clearly
Based tournament. which is the by the students to be
(Introduction) “Cradle of submitted in e-
civilization” mail/facebook.
2. How does
geographical
location and
 conformation
affects
religion and
religion
affects
culture.
3. What possible
suggestions
and
recommenda
tion can you
give to
promote
harmony and
unity among
diverse
culture and
religion.
ACTIVITY ANALYSIS ABSTRACTION APPLICATION

The teacher will convey The students will The student will The student will
the learning objectives answer the character consolidate their compile all gathered
of the day and let chart.Some of the gathered data. data serve as their
students fiil-out the C- studentswill write the reflection in daily living.
Chart of the topic. answer on the manila They fill out the table:
paper for the reporting Spiritual but not Give a pen and paper
The students will report activity. religious. test on the topic.
their answers in a small 1.
group discussion. The teacher willgtive 2. The student will create
the following question: 3. creative art showing
1. Cite 4. character of a person
characteristic of who are religious but
a person who is not spiritual, spiritual
spiritual but not but not religious.
religious,religio
us but not
spiritual. Religious but not
2. How can you spiritual.
distinguish 1.
person who are 2.
spiritual but not 3.
religious,religio 4.
us but not
spiritual.
Through the use of
online source they will
gathered data as their
reflection. The follow up question
will be asked.

1. How didi you find

the activity.
2. How did you
classify the person
who are spiritual
but not religious,
religious but not
spiritual.
3. What is your basis
in classifying
person who are
spiritual but not
religious ,religious
but not spiritual