Culminating

Activity
Second Semester-Quarter 3-
Module 2-3:
Writing a Concept Anchored on
Prepared Plan
Culminating Activity – Senior High School
Alternative Delivery Mode
2nd Semester- Q3 Week 2-3: Writing a Concept Anchored on the Prepared Plan
First Edition, 2021

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Rowena O. Tolentino

Editor: Ronald G. Morla, PhD
Reviewer: Marcos C. Vizon
Illustrator: Elpidio T. Mercado III
Layout Artist: Jhoanna Marie S. Yuzon

Management Team: May B. Eclar, PhD, CESO IV

Librada M. Rubio, PhD
Angelica M. Burayag, PhD
Ma. Editha R. Caparas, PhD
Nestor P. Nuesca, EdD
Marie Ann C. Ligsay, PhD
Dominador M. Cabrera, PhD
Edward C. Jimenez, PhD
Ma. Leonora B. Cruz

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 Culminating
Activity
Second Semester-Quarter 3-
Module 2-3:
Writing a Concept Anchored on
Prepared Plan
Introductory Message

This Self-Learning Module (SLM) is prepared so that you, our dear

learners, can continue your studies and learn while at home. Activities,
questions, directions, exercises, and discussions are carefully stated for
you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you
step-by-step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons

in each SLM. This will tell you if you need to proceed on completing this
module or if you need to ask your facilitator or your teacher’s assistance
for better understanding of the lesson. At the end of each module, you
need to answer the post-test to self-check your learning. Answer keys are
provided for each activity and test. We trust that you will be honest in
using these.

In addition to the material in the main text, Notes to the Teacher

are also provided to our facilitators and parents for strategies and
reminders on how they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks
on any part of this SLM. Use a separate sheet of paper in answering the
exercises and tests. And read the instructions carefully before performing
each task.

If you have any questions in using this SLM or any difficulty in

answering the tasks in this module, do not hesitate to consult your
teacher or facilitator.

Thank you.

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you
to be more actively involved in the learning process absorb and understand
humanities and social sciences at a much deeper level. The scope of this module
permits it to be used in many different learning situations especially during this
time of pandemic. The lessons are arranged to follow the standard sequence of
the course.
At the end of this module, you are expected to:
1. Write a concept anchored on the prepared plan. (HUMSS_CA12-Ia-d-3)
2. Conceptualize and reflect on how their ideas will be put into action.
3. Create concept paper

What I Know

Let’s find out how much do you know about the coverage of this module.

Directions: Choose the letter that you think best answers the question. Write
your answer in a separate sheet of paper or in your notebook/journal.

1. Culminating Activity requires students to think about important issues or

questions.
A. Engaging B. Expectations C. Plan D. Purposed
2. Culminating Activity holds the interest of students over time.
A. Engaging B. Expectations C. Plan D. Purposed
3. Culminating Activity uses important content in the curriculum guideline.
A. Engaging B. Expectations C. Plan D. Purposed
4. Culminating Activity provides for clear assessment of student development
with levels of achievement identified.
A. Evaluation B. Experience C. Expectation D. Planning
5. Situations must be authentic in nature, role or application for Culminating
Activity to provide this kind of experiences.
A. Changing B. Contrived C. Intimidating D. Real-life
6. Culminating Activity must be described in advance to the students, including
examples, timeline for development.
A. Evaluation B. Experience C. Expectation D. Planning

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7. Process sequence, expectations, and formative and summative assessment
A. Evaluation B. Experience C. Expectation D. Planning
8. A collection of student work meant to show growth over time.
A. Diary B. Journal C. Portfolio D. Project
9. Students gain knowledge and skills by working for an extended period of time
to investigate and respond to an authentic, engaging, and complex question,
problem, or challenge.
A. Diary B. Journal C. Portfolio D. Project
10. The process of recording personal insights, reflections and questions on
assigned or personal topics.
A. Diary B. Journal C. Portfolio D. Project
11. A mental process where thoughts or opinions that are used to analyze and
examine an event, memory, or observation.
A. Dreams B. Memory C. Opinion D. Reflection
12. A gathering of people for a variety of entertainment or commercial activities.
A. Debate B. Exhibition C. Fair D. Performance
13. An organized presentation and display of a selection of items or pictures.
A. Exhibition B. Fair C. Performance D. Reflection
14. Discussion on a subject on which several people share their different
opinions, it can be favorable towards the topic or it can be non-favorable.
A. Campaign B. Debate C. Demonstration D. Teaching
15. Activity that involves by doing something such as singing, dancing, or
acting.
A. Exhibition B. Fair C. Performance D. Reflection

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Lesson Writing a Concept

1 Anchored on the
Prepared Plan
The purpose of this Culminating Activity is to help learners acquire and apply
knowledge, practice skills, and develop independent and collaborative work
habits.
The module provides activities on topics such as: writing a concept anchored on
the prepared plan, conceptualize and reflecting on how their ideas will be put
into action, and creating portfolio and journal entries.

Notes to the Teacher

As facilitator kindly asks your students to make personal
reflections in various activities that is worth sharing as these shall
form part of their journal and portfolio.

What’s In

Directions: Write down the Key Concepts you have encountered from the
following HUMSS subjects. Answer this in your notebook.

HUMSS SUBJECTS KEY CONCEPTS

Introduction to World Religions and Belief
Systems
Discipline and Ideas in the Applied Social
Sciences (DIASS)
Creative Writing

Discipline and Ideas in the Social Sciences

Philippine Politics and Governance

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 What’s New

Let us explore your creative mind!

Directions: Brainstorming
Write all possible words that comes into your mind with each of the following
images Write your answer in your notebook.

1. 2.

3.

Guide Questions:
1. What comes into your mind upon seeing each pictures?
2. Why would it be good to come up with various ideas regarding
topic/object/figure?
3. Has this brainstorming activity motivated you to think of many possibilities?
How?

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 What is It?

Concept from a Plan

What is a concept? Concept is both a science and an art; as a science it is
having the right elements in the right formula that will lead you to a direction—
for setting concepts that means an insight, benefit and reasons to believe; for
new creations or service concepts that means a key benefit and concise
description. The art comes not just from the language used to bring the
elements to life—but also the process designed to get you there.

THE FOUR (4) PHASE OF DEVELOPING A CULMINATING ACTIVITY (CA)

Phase 1: Topic for Research Paper

Includes:
1. Subject of the student’s work for the research paper demonstrating a
learning stretch through the topic central question and thesis statement.
2. Central Question-A question confirming the student’s learning stretch and
channeling the research to discover specific details about their Culminating
Project Topic.
3. Thesis Statement-A statement that defines the research paper’s focus and
content. A well-written and engaging thesis islike a map; it will give the
paper direction and help guide the student’s thoughts, focus their selection
of sources, and direct the pertinent issues to address within their paper.

Phase 2: CA Project

• A written, tangible, performance, physical and/or career-related

product/project/activity that is linked to the topic.
Phase 3: CA Portfolio

• A written record/collection of the documents and other data that

represents the student’s CA journey.
Phase 4: CA Presentation

• A presentation in front of a panel of critics sharing what the student

learned, highlighting their CA learning

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Some Type of Projects:
1. Design a product/output-based (art portfolio, website, research paper, write a
screen play and send it to a production company, etc.)
2. Plan an event as the event leader (art show, community fundraiser outside of
school, blood drive, recital, a spoken word competition, teaching a unit of study,
start a new organization at school with a specific mission, community-service,
etc.)

ACTIVITY/PROJECT COMPONENTS

1. Project Overview
What EXACTLY do you plan to do? Explain the project in detail.

2. Timeline
Estimate the length of time to complete your product, service/event, or
design.
3. Motivation
Why are you doing this project?
What motivated you to choose this particular project?
4. Current Skills
What skills, knowledge, experience, and personal qualities do you
ALREADY have that will help you complete this project?
5. New Skills
What skills do you expect to learn from this project? You may include
technical knowledge and general skills that you will acquire by planning
and completing a major undertaking on your own.
6. Budget
How will you fund or find resources for this project? People who help you
are part of this. What about gas, meals out, special clothes, business
paper, computer programs, and ink?
7. Future Learning
How will you know you learned something from this project? Picture
yourself at the end of the project. What will be your proof that new
learning took place?
8. Career Connection
How will you connect this project to your post-high school plans?

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 What’s More

Let us now check how much have you learned so far.

Independent Activity 1
Directions: Give some ways to conduct a school culminating activity during
this new normal. Write your answer in a separate sheet of paper or in your
notebook/journal.

School Program
in the New
Normal

Independent Assessment 1

Directions: Get feedback from peers which activity they want to conduct. Make
a tabulation and report of the outcome. Write your answer in a separate sheet of
paper or in your notebook/journal

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Independent Activity 2
Directions: Using numbers 1-5, Arrange the process in writing a Concept. Write
your answer in a separate sheet of paper or in your notebook/journal.

___ Check to see if it all hangs together and creates a logical story.
___ Have others read it over to see if they agree it’s basically right.
___ Have the right idea for the insight, the right idea for the benefit, and the
right ideas for the plan
___ Then, write the full concept.
___ Write them all down in outline form.

Independent Assessment 2
Directions: Make a list of all the task/projects/activities you have conducted in
your previous HUMSS subjects. Write your answer in a separate sheet of paper
or in your notebook/journal.

What I Have Learned

BLOG OUT!

Directions: Make a 30-sec-1-minute motivational blog about your experiences

in conceptualizing your culminating activity. Submit a copy of your blog for
approval before posting.

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 What I Can Do

THE CONCEPT REVEAL

Directions: With the chosen activity/program/project.

Using the following components and guide questions, write your draft of your project
in detail. Write your answer in a separate sheet of paper or in your notebook/journal.

Components Guide Questions

I. Project Overview What EXACTLY do you plan to do?

II. Timeline Estimate the length of time to complete your product,

service/event, or design.
III. Motivation Why are you doing this project?
What motivated you to choose this particular project?
IV. Current Skills What skills, knowledge, experience, and personal
qualities do you ALREADY have that will help you
complete this project?
V. New Skills What skills do you expect to learn from this project?

VI. Budget How will you fund or find resources for this project.
People who help you are part of this. What about gas,
meals out, special clothes, business paper, computer
programs, and ink?
VII. Future Learning How will you know you learned something from this
project? Picture yourself at the end of the project. What
will be your proof that new learning took place?
VIII. Career How will you connect this project to your post-high
Connection school plans?

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 Assessment

Let’s find out how much have you learned from this module.

Directions: Read the questions carefully and choose the correct answer. Write
your answer in a separate sheet of paper or in your notebook/journal.
1. A collection of student work meant to show growth over time.
A. Diary B. Journal C. Portfolio D. Project
2. Students gain knowledge and skills by working for an extended period of time
to investigate and respond to an authentic, engaging, and complex question,
problem, or challenge.
A. Diary B. Journal C. Portfolio D. Project
3. The process of recording personal insights, reflections and questions on
assigned or personal topics.
A. Diary B. Journal C. Portfolio D. Project
4. A mental process where thoughts or opinions that are used to analyze and
examine an event, memory, or observation.
A. Dreams B. Memory C. Opinion D. Reflection
5. A gathering of people for a variety of entertainment or commercial activities.
A. Debate B. Exhibition C. Fair D. Performance
6. An organized presentation and display of a selection of items or pictures.
A. Exhibition B. Fair C. Performance D. Reflection
7. Discussion on a subject on which several people share their different
opinions, it can be favorable towards the topic or it can be non-favorable.
A. Campaign B. Debate C. Demonstration D. Teaching
8. The process of identifying what the person or group plan to do
A. Future Learning B. Motivation C. Project Overview D. Timeline
9. Able relate activity in real life situation
A. Future Learning B. Motivation C. Project Overview D. Timeline
10. Able to identify the end goal
A. Future Learning B. Motivation C. Project Overview D. Timeline
11. The first full text of your concept paper
A. Budgeting C. Drafting
B. Career Connection D. Future Learning
12. Categorizes and sequence the steps
A. Future Learning B. Motivation C. Project Overview D. Timeline

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13. Generating understanding of the activity which shall give a picture of one
self at the end of the activity
A. Acquiring Skills C. Career Connection
B. Budgeting D. Future Learning
14. Management of resources
A. Acquiring Skills C. Career Connection
B. Budgeting D. Future Learning
15. This project in relation to your forthcoming life plans
A. Acquiring Skills C. Career Connection
B. Budgeting D. Future Learning

Additional Activities

TIMELINE

Directions: Prepare a timeline of your concept paper in a separate sheet of

paper or in your notebook/journal.

Day1 Day 3

Day 2

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What Is It What I Know
Answer may vary I.
1. D
What I Have Learned 2. A
Answer may vary 3. B
4. A
What I Can Do 5. D
Answer may vary 6. D
7. A
Assessment 8. C
1. C 9. D
2. D 10. B
3. B 11. D
4. D 12. C
5. C 13. A
6. A 14. B
7. B 15. C
8. C
9. B What’s In
10. A Answer may vary
11. C
12. D What’s New
13. C Answer may vary
14. B
15. C What’s More
Independent Activity 1
Additional Activity 42153
Answer may vary
Answer Key
References
Culminating Project Manual 2011-12. Teacher Guide *New Guide as
of 2011 © Treasure Coast High School Port Saint Lucie, FL
34953 https://Treasure Coast High School.com/
culminatingprojectmanual2011-12 Teacher Guide .html
Exhibits and Fairs. Exhibition – Wikipedia. https://www.wikipedia.org
How debate competition is useful for students in schools.
www.saraswatiborsad.org https://www.saraswatiborsad.org/blog/how-
debate-competition-is-useful-for-students- in-schools/
Journal Writing Guide: How to Start a Journal and Write Entries.
https://www.penzu.com
Melissa Kelly. Authentic Ways To Develop Performance-Based Activities
Students Acquire Knowledge, Practice Skills, And Develop
https:www.thoughtco.com
Teacher's Guide to Performance-Based Learning and Assessment. by K. Michael
Hibbard, Linda Van Wagenen, Samuel Lewbel, Stacey Waterbury-Wyatt,
What is a Portfolio, and How is it Used in Performance-Based. https://
www.ascd.org

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List of Rubrics used in this module:
1. RUBRIC OF CONCEPT MAP/SEMANTIC WEB/TIMELINE
Indicators Description Points
Contents All data cited is accurate, the information is
factual 5
and acceptable.
Knowledge of The basics are presented and given importance
5
Subject Matter
Answers to The answers are good and meaningful. The
5
Questions answer is relevant to each question.
Insights All values discussed in the topic were identified. 5
Total 20
2. RUBRIC FOR CONCEPT PAPER

3. RUBRIC FOR REFLECTION

Criteria Points
Answered process questions correctly 5
Express clearly his/her thoughts 5
Values learning 5
Able relate activity in real life situation 5
Total points 20
SCORE:

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For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

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