Republic of the Philippines

Department of Education
Region IV-A
Schools Division of Batangas
__________________________________________________________________________________
LEARNING ACTIVITY SHEET IN HUMSS CULMINATING ACTIVITY

Name of Learner: ______________________________________

Grade Level: 12____________________________________
Strand/Track: HUMSS_______________________________
Section: ______________________________________
Date: Week 1-2 March 1-12_____________________
Week 3-4 March 15-26____________________
Week 5-6 March 29- April 9________________
Week 7-8 April 12-23_____________________

A. Background Information for Learners

Culminating Activity is a course “designed to provide students the opportunity to integrate their
learning in the different learning areas of Humanities and Social Sciences through a creative
culminating activity. It focuses on the exhibitions/exhibits of authentic products and performances as
evidence of their learning in the humanities and social sciences” (Department of Education K-12
Basic Education Curriculum, 2019).
Activities presented here will serve as a guide in accomplishment of students CREATIVE
PORTFOLIO, as required by the subject.

B. Learning Competency with code

MELC:
1. Make appropriate decisions on how understanding of the key concepts, principles, and processes of
humanities and social sciences shall be demonstrated based on sound criteria.
2. Define the roles, functions, and responsibilities of members of the production team.
3. Write a concept paper that will encapsulate their learning in humanities or social sciences.
4. Evaluate insights from the observations, comments, and recommendations of peers and/or
teachers.

Note: Students are expected to meet the above competency. Other learning competencies will be
presented but expected to be accomplished on the 2nd Quarter.

C. Directions/ Instructions
The following are some reminders on using this learning activity sheet:
1. Use the learning activity sheet with care. Use an extra sheet of paper for your answers.
2. Read and follow each direction carefully.
3. Accomplish each activity for the mastery of competency.
4. Observe honesty and integrity in doing the task.
5. If you have any questions, contact, or see your teacher through messenger or text.

D. Exercises / Activities
WEEK 1
D.1 INTRODUCTION

H U M S S - C A 1 | 11
 a. What I need to Know
After going through with this unit, you are expected to:
1. Determine key concepts for each specialized subject areas.
2. Apply the guide given in the construction of the creative portfolio.
3. Integrate learnings from different specialized course/subject in the production of an authentic
output.
4. Create a concept paper based on a chosen social issue.

Activity 1: It’s Special

The following are specialized subjects for HUMSS strand. Give the complete name of the subject
based on its Acronym.
1. CW- __________________________________________________________
2. CESC- ________________________________________________________
3. DISS- ________________________________________________________
4. CWN- ________________________________________________________
5. IWRBS- _______________________________________________________
6. PPG- _________________________________________________________
7. DIASS- _______________________________________________________
8. TCT- _________________________________________________________
Activity 2: It’s an ENCOUNTER
Presented below are the key concepts/ lessons in a specialized subject. Determine or classify
where you have encountered (SPECIALIZED SUBJECT) the following words or group of words. You can
have multiple answers in an item.
1.Poetry 11. Social Action 21. Biography
2. Human Behavior 12. Branches of Government 22. Core Teachings
3. Social Issues 13. Power 23. Human Rights
4. Community Dynamics 14. Counseling 24. Belief System
5. State 15. Essay 25. Democratic Practices
6. Participatory 16. Social Networks 26. Fiction
development
7. Buddhism 17. Future Development 27. Discipline
8. Principles in Social Science 18. Ideologies 28. Advocacy
9. Drama 19. Social Engineering 29. Good Governance
10. ICT 20. Travelogue 30. Advocacy

Activity 3: I Knew it!

Choose two (2) words from the given items on Activity 2, and define/explain your understanding/
learning about these.
1. __________________________- ________________________________________
___________________________________________________________________
___________________________________________________________________
2. __________________________- ________________________________________
___________________________________________________________________
___________________________________________________________________

b. What’s New
Activity 4: Fix It
Arrange the jumbled letters to identify the words that is associated with the course/subject
Culminating Activity.
1. LACOSI ESUIS
2. PENCCOT EAPRP
3. PILCENRISP
4. CLASIO NECSEIC

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 5. HIBTEXI

D.2 DEVELOPMENT
a. What I Know
Activity 5: You’re the Best
Complete the given statement.
1. My favorite specialized subject is ________________________________ because
________________________________________________________
_______________________________________________________________.
2. The topic that I liked the most is ______________________________________ because
________________________________________________________
_______________________________________________________________.

WEEK 2
b. What is it?
Readings: HUMANITIES AND SOCIAL SCIENCES (HUMSS) CULMINATING ACTIVITY
Creative Portfolio
Culminating Activity is a course “designed to provide students the opportunity to integrate their
learning in the different learning areas of Humanities and Social Sciences through a creative culminating
activity. It focuses on the exhibitions/exhibits of authentic products and performances as evidence of their
learning in the humanities and social sciences” (Department of Education K-12 Basic Education
Curriculum, 2019).

Content Standard
The learner demonstrates the understanding of key concepts, principles and processes of
humanities and social sciences

Performance Standard
The learner shall be able to produce a creative portfolio that will integrate their learning in
specialized learning areas under humanities and social sciences

Learning Competency
1. Make appropriate decisions on how understanding of the key concepts, principles, and processes of
humanities and social sciences shall be demonstrated based on sound criteria.
2. Define the roles, functions, and responsibilities of members of the production team.
3. Write a concept paper that will encapsulate their learning in humanities or social sciences.
4. Evaluate insights from the observations, comments, and recommendations of peers and/or
teachers.
5. Fulfill group goals by performing assigned tasks and collaborating with team members.
6. Simulate, practice, and apply previous learning on key concepts, principles, and processes of
humanities and social sciences to prepare for the exhibit/exhibition.
7. Showcase their understanding of the key concepts, principles, and processes of humanities and
social sciences through an exhibition.

What is a Portfolio Format Guide?

A portfolio format guide is a full guide to the process of portfolio-making which includes the following
elements:
A. Portfolio-Making Flowchart
B. Internal Content Format
C. Portfolio Content Guide
1. Concept Paper
2. Performance Outputs that showcase Culminating Activity learning competencies.
3. Insights after each competency
4. Overall reflection
D. Final Assessment and Evaluation Guide

H U M S S - C A 3 | 11
A. Portfolio-Making Flowchart

Step 1
 Choose a topic/issue relevant to HUMSS field of study that must be evident in the authentic output.
 Create a question about the chosen topic and relate it with learning and concepts in Humanities and
Social Sciences (HUMSS).
 Write a 3 to 5 - page concept paper. In preparing the concept paper, check the Culminating Activity
learning competencies provided in this guide. This will help in deciding what kind of outputs are
needed as evidence and how they are going to be accomplished.
Step 2
 Gather evidence of competencies. The collection of outputs may be gathered from different areas of
specialization in the Humanities and Social Sciences Track. The list of subjects is also provided in
this guide. A one-page insight is expected after the accomplishment of each learning competency.
 Compile all evidence in a portfolio. Follow the portfolio format described on this guide.
 Write a one to two-page reflection paper.
Step 3
 Compile gathered outputs and prepare the portfolio as an exhibit. In consideration of the limitations
due to the pandemic crisis, options on how to prepare the portfolio are given in this guide.
B. Internal Content Format
Each section of the portfolio corresponds to each competency in the course curriculum and should
be tabbed and labeled. The collection of outputs for each competency must be preceded by a cover page
that states the learning competency and briefly describes the output.
Culminating Activity Learning Competencies (refer to page 3-4)
Options for the creation of the portfolio:
Option A. Digital Portfolio (digital album, website, videos, PowerPoint presentation);
Option B. Computerized Hardcopy where all sheets (A4, short, intermediate paper) are fastened
on a long, white folder, 12-point Arial Narrow font.
Option C. Handwritten, Hardcopy where all sheets (A4, short, intermediate paper) are fastened on
a long, white folder, handwritten legibly and neatly.
C. Portfolio Content Guide
1. Concept Paper (3-5 pages)
What is a Concept Paper?
A concept paper is a document which summarizes what the portfolio is about. This should include
an introduction (context and rationale), key concepts in the field of Humanities and Social Sciences
(HUMSS), purpose (statement of the importance of the study), procedure
(methodology and strategies), and timeline.
Format
Computerized copies: 12-point Times New Roman font; 1 inch all sides, margin; double spaced,
justified
Handwritten copies: Legible handwriting; 1 inch all sides, margin; A4 or short bond paper, single-
line spacing; black- inked pen only.

H U M S S - C A 4 | 11
PARTS OF THE CONCEPT PAPER
Introduction (1-2 pages)
This part of the concept paper introduces the topic, the circumstances from which it arises and the
reasons for choosing it as the focus of the exhibit of outputs/portfolio. In order to write a good introduction,
here are some things to remember:
1. Choose a topic that genuinely interests you. The topic should span areas that interest you as an
individual and are relevant to HUMSS Track. There is a myriad of topics worthy of study from
different subjects in HUMSS.
Below is a list of ideas for possible topics.
 Inequality as a social problem
 Gender Roles and Stereotypes
 Underage drinking: trends, impacts, and interventions
 Risks of early pregnancies among Filipino teens
 Effects of poverty on basic education
 Social problems of persons with disabilities
 Effects of consumerism on environmental sustainability
 Mass media and fear of missing out: Millennials can’t live without updates
 What is the socio-cultural context of shopping?
 How is the concept of idealism applied in everyday life?
2. List down contextual relevance. There must be a reason why you think the topic is worth
exploring. Identify those reasons and state why and how the objectives could help address the
issues surrounding it.
Key Concepts
Here, you will define some key terms that you will use in the concept paper. It is important to
operationalize the terms to ensure that they are taken in the context that they are used in the portfolio.
These concepts will facilitate the writing of insights, reflections and discussions in the outputs.
Purpose
The purpose states the objectives of the concept paper. For this paper, 2-3 objectives will be enough.
The objectives must connect the issue or topic with the concepts and principles learned in various fields as
a student of Humanities and Social Sciences.
Procedure
Identifying and gathering the kind of data needed to exhibit the collection of outputs are of utmost
importance in the success of the culminating activity. This section of the concept paper includes the data
required, the source and the methods of obtaining it.
Culminating Activity Competencies. (Data must be an evidence of the Learning Competencies. See page 3-
4)
Courses/Subjects where evidence may be gathered:
 Introduction to World Religions and Belief Systems
 Discipline and Ideas in the Applied Social Sciences
 Creative Writing
 Creative Nonfiction
 Discipline and Ideas in the Social Sciences
 Philippine Politics and Governance
 Trends and Critical Thinking in the 21st Century Culture
 Community Engagement, Solidarity, and Citizenship
Output/evidence may be gathered in the form of:
 Rubrics given by teachers for activities/output
 Certificates of Participation
 Photos
 Videos/digital album display
 Vlogs/blogs
 Social media posts
 Narratives
 Activity Sheets
 Peer Assessment Sheets
 Art/Painting/Drawing
 Other evidence relative to the competencies

H U M S S - C A 5 | 11
 Timeline
The timeline is designed to guide you in accomplishing your goals at the right time. For each
competency in the timeline, you will gather evidence of its accomplishment from any of the subjects in the
field of Humanities and Social Sciences. However, it is also important to remember that the you must
produce an output for each competency that is related to the objectives of the topic in the concept paper.

Example Timeline (see next page)

3. Insights (1 page)
This is a narrative after each section of the portfolio. Here, the learner expresses his/her key
takeaways from accomplishing the learning competency. The learner must be able to explain the
importance of the competency to the world outside the classroom and how he/she is going to use it in real
life experiences.
4. Overall reflection (2 pages)
This narrates the learner’s journey and experiences as HUMSS student. It should emphasize the
connection of all the content subjects with the learners’ total person. Based on the experiences evidenced
by the outputs, what can the learner say is the heart of Humanities and Social Sciences. It should also
evoke thoughts of the learners’ discovery of his/her purpose in the world as a ‘humanist’.

D. Final Assessment and Evaluation

This part consists of the Portfolio Evaluation Sheet. This sheet checks the completeness of the
contents of the portfolio. It serves as a basis for teacher’s assessment and grading of the portfolio and a
basis for the students to monitor their own performance. The Portfolio Evaluation Sheet and the Portfolio
Assessment Rubric is given below.

H U M S S - C A 6 | 11
TIMETABLE for Culminating Activity Accomplishment. This will serve as your guide in the completion
of your Creative Portfolio.

Activities to be FIRST QUARTER SECOND QUARTER

W1-2 W3-4 W5-6 W7-8 W1-2 W3-4 W5-6 W7-8
Accomplished
- Accomplishment of LAS

H U M S S - C A 7 | 11
 Introduction and Development part.
- Understanding of the guide given
for portfolio creation
- Decision on the concept paper
topic
- Drafting/Writing the concept paper
based on format given
-Accomplishment of LAS
Engagement part (creation of
page/site discussing info, cause,
effects and solutions)
- Preparation/Creation of
attachments/evidence for learning
competency 1-4
- Preparation/Creation of
attachments/evidence for learning
competency 5-6
- Preparation/Creation of
attachments/evidence for learning
competency 7-8
- Finalization and submission of
portfolio
- Final Assessment and Evaluation

D.3 ENGAGEMENT
a. What is more?
Activity 6: It’s my Choice
Below is a list of ideas for possible topics for your concept paper, but you are not limited to these.
You can still choose a topic/social issue that you think is relevant and timely.
 Inequality as a social problem
 Gender Roles and Stereotypes
 Underage drinking: trends, impacts, and interventions
 Risks of early pregnancies among Filipino teens
 Effects of poverty on basic education
 Social problems of persons with disabilities
 Effects of consumerism on environmental sustainability
 Mass media and fear of missing out: Millennials can’t live without updates
 What is the socio-cultural context of shopping?
 How is the concept of idealism applied in everyday life?
Answer the following question:
1. What social issue will be the topic/content of your concept paper?
2. Why you have chosen, this social issue?
3. Do you consider this social issue timely and relevant? Why?
Answer:
1. _______________________________________________________________________________
_______________________________________________________________________________
___________________________________________
2. _______________________________________________________________________________
_______________________________________________________________________________
___________________________________________
3. _______________________________________________________________________________
_______________________________________________________________________________
___________________________________________

WEEK 3-4

H U M S S - C A 8 | 11
 b. What I can Do?
Activity 7: Yes, I can do it! (by group)
Create a concept paper (3-5 pages) based on the given format.
Format.
Option 1. Computerized copies: 12-point Times New Roman font; 1 inch all sides, margin; double
spaced, justified
Option 2. Handwritten copies: Legible handwriting; 1 inch all sides, margin; A4 or short bond
paper, single-line spacing; black- inked pen only.
PARTS OF THE CONCEPT PAPER
 Introduction (1-2 pages)
 Key Concepts
 Purpose
 Procedure
 Timeline (based on learning competency)
 References (APA format)
*Note. Concept paper must be comprehensive. Concept paper will be done by group, but Portfolio will
be done individually.
WEEK 5

c. What other enrichment activities can I engage in?

Activity 8: I’m an influencer (by group)
Create a facebook page/blogsite/website discussing/presenting the content of your concept paper
or social issue that has been chosen. Make a catchy name for the page/site and this will be your
avenue/platform to raise awareness on a certain social issue.

*Note. Make sure your topic and concept paper has been approved before proceeding to this activity.
(1page/site per group). Minimum of two (2) contents must be posted per week. Remember you have
chosen your topic because you think, it is timely, relevant and must be addressed. Use a media platform to
raise awareness for a certain cause. You are an Influencer. Change will be done through 2 letter A’s-
AWARENESS and ACTION.

You can post information about the issue, its, causes, effects and solution.
What can I post?
 SHARE content from other sources that discusses the same issue
 Infographics and data
 Photos
 Videos that support the issue
 Songs
 Stories, essays
 Presentations
Contents may be created and comes from previous activities done in HUMSS Specialized Subjects.
Integrate the things that you have learned in humanities and social science in creating your content.

WEEK 6

D.4 ASSIMILATION
a. What I have Learned?
Activity 9: The Key is Consistency (by group)
Post content on your page/site about ways, tips and suggestions to address the social issue. It can
be in forms of, infographics, photos, videos, songs, written format, etc.
Activity 10: My Actions (individual)
Create a 2-stanza poem about the things that you can do to address the social issue that you have
chosen. Be realistic with your answer.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
H U M S S - C A 9 | 11
 ______________________________________________________________________

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

WEEK 7-8
b. Assessment / What I can show
Activity 11: Achieved
Prepare/create the attachments for the following Learning Competencies. You can gather your
evidences from the previous activities and from activities that you had in HUMSS Specialized Subjects.
1. Make appropriate decisions on how understanding of the key concepts, principles, and
processes of humanities and social sciences shall be demonstrated based on sound criteria.
2. Define the roles, functions, and responsibilities of members of the production team.
3. Write a concept paper that will encapsulate their learning in humanities or social sciences.
4. Evaluate insights from the observations, comments, and recommendations of peers and/or
teachers.
*Note. A sample portfolio will be given to serve as guide in accomplishing this activity. LC 5-7 will be
done on 2nd Quarter

Activity 12: My Insight about it

Write your insights per each Learning Competencies. Learning competencies are given above
*Note. A sample portfolio will be given to serve as guide in accomplishing this activity. LC 5-7 will be
done on 2nd Quarter

E. Rubrics
Short Answer Poem

Page/Site Content-Post
Category 10 8 6 4
Content Post is Post is Post provide Post contain 2-3
comprehensive comprehensive some inappropriate
and meaningful. and meaningful. inappropriate content
It provides It provides content

H U M S S - C A 10 | 11
 adequate appropriate
information information
Relevance Content is Content is Content is Content is not
exactly related to related to the somewhat related to the
the topic and topic and made related to the topic.
made the topic the topic easier topic.
easier to to understand.
understand.
Accuracy of All information is Content contains Content Content
information accurate and factual error contains 2-3 contains more
relevant factual error than 3 factual
error
Creativity The ideas are The ideas are The ideas are The ideas are
well organized developed but not fully not developed
and fully not well developed and and organized
developed. organized organized

F. Reference
Department of Education, K-12 Basic Education Curriculum (2019).
Department of Education, Memorandum DM-CI-2020-00085 (2020)

Prepared By:

ROSE ANN E. MANALO

Checked By:

LINA P. FALTADO
Head Teacher IV-BTIHS

Noted by:

GABRIEL D. ROCO, EdD

Principal IV-BTIHS

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