Subject: Araling Panlipunan Grade Level:

7
Unit Topic: HEOGRAPIYA NG ASYA Quarter:
1st Quarter

UNIT STANDARDS AND COMPETENCIES DIAGRAM

LEARNING PLAN

EXPLORE

Isinasagawa ang modyul na ito upang makatutulong sa iyo bilang isang

mag-aaral na handang maipagmamalaki at maitataguyod ang pagiging
Asyano. Sa pag-aaral ng Araling Asyano, mahalagang maunawaan ang
kaugnayan ng heograpiya sa kasaysayan at kultura ng mga tao sa mga
bansang Asyano (Asya noon, ngayon at sa hinaharap).

Map of Conceptual Change:

1. Sa iyong pagtingin sa mapa, alin sa sumusunod ang angkop na

paglalarawan at interpretasyon tungkol sa kinalalagyan ng kontinente ng
Asya?

PEAC2020Page 1
 1. Ang hugis at anyo ng mga lupain sa bawat bahagi ng kontinente ay
pare-pareho.
2. Karamihan sa mga bansa sa Asya ay may mainit na panahon.
3. Ang malaking bahagi ng hangganan ng Asya ay mga anyong tubig.
4. Insular ang malaking bahagi ng Kontinente ng Asya.

LEARNING
COMPETENCY
FIRM-UP (ACQUISITION)
LC1 Naipaliliwanag Activity 1: GAWAIN 1: PAGSUSURI SA MAPA
ang konsepto ng
Asya tungo sa Panuto: Pag-aralang mabuti ang mapa ng daigdig at sagutan ang mga
paghahating katanungan sa ibaba. 
heograpiko: 1.
Silangang Asya,
Timog-Silangang
Asya, Timog Asya,
Timog- Kanlurang
Asya at Hilagang
Asya;

Learning Targets:
Ako ay may
kakayahang
mapaliwanag ang
konsepto ng Asya
tungo sa paghahating
heograpiko:
Silangang Asya,
1. Ano ang Kontinente?
Timog-Silangang 2. Anu-ano ang mga kontinente sa mundo?
Asya, Timog Asya, 3. Ano ang pinakamalaking kontinente sa mundo?
Timog- Kanlurang 4. Saang kontinente nabibilang ang mga Asyano?
Asya at Hilagang
Asya;

LC2: Natutukoy sa
mapa ang ugnayan
ng tao at kapaligiran
GAWAIN 2: KONSEPTONG NAIS KO, HULAAN MO, GAME KA NA BA?
sa paghubog ng Panuto: Tukuyin ang konspetong inilalarawan sa pamamagitan ng

PEAC2020Page 2
 kabihasnang Asyano;
pagpupuno ng wastong letra sa loob ng kahon. 

Dito Magsimula:

KONSEPTO
Learning Targets:
DISKRIPSYON
 Matutukoy sa 1. Bigkis o pagtutulungan para sa kapwa
mapa ang kapakinabangan
ugnayan ng 1. U _  N _ y _ N 2. Ang pangunahing tagalinang ng
tao at kapaligiran para sa kanyang kabuhayan at
kapaligiran sa
2. _ A _ pagtugon sa pangangailangan.
paghubog ng 3._  A  P _ L _ G _ _ A N 3. Kalikasan, ang ekolohikal na komposisyon
kabihasnang ng daigdig.
Asyano;
4. K _ B _ H  A _ N _ _ 4. Maunlad na yugto ng kulturang
5. _ E O G _ A _ I Y _ panlipunan,moral at kultural
5. Pag-aaral sa katangiang pisikal ng mundo.
6. S_ N _U _ A 6. Katutubo o tagapagsimula.
7. K _ L T _ R _ L 7. Pag-unawa at paghanga sa
sining,kaugalian,paniniwala,
8. _O N _ I N _N T_ gawaingpanlipunan,edukasyon,
9. A- _ Y _ relihiyon at siyentipiko.
8. Ang malaking masa ng lupain sa mundo.
10. P _ S _ K _ L 9. Ang pinakamalaking kontinente sa sukat
at sa populasyon.
10. Katangiang nakikita at nahahawakan.

Scaffold for TRANSFER 1

GAWAIN 3: PAGBUO NG ISANG KONSEPTO GAMIT ANG OVAL

CALLOUT 

Panuto: Bumuo ng isang konspeto tungkol sa kahalagahan ng kapaligiran

sa tao sa pamamagitan ng pagsama-sama ng lima (5) o higit pang salita at
isulat sa loob ng oval-call out. Gawin ito sa kuwarderno.

_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________

PEAC2020Page 3
 GAWAIN 4 : PICTURE PARADE
Panuto: Mula sa mga larawan, tukuyin kung alin ang anyong lupa at anyong
tubig. Isulat sa talahanayan sa ibaba. Gawin ito sa kuwaderno.

Scaffold for TRANSFER 2

Activity 5: KAYA KO TO!
Kung ikaw ay isang turista na nais maglakbay at manirahan sa isang
lugar/bansa sa Asya, ano ang iyong sariling pananaw sa mga katanungan
sa ibaba.
1. Anong lugar sa Asya ang pipiliin mo? Bakit?
______________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. Anu-anong magagandang katangiang pisikal ng Asya ang sa palagay mo
ay tanging sa ating bansa lamang matatagpuan na maipagmamalaki mo sa
buong mundo?
______________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
3. Masasabi mo bang mayaman ang Asya dahil sa taglay nitong katangiang
pisikal? Bakit?
______________________________________________________
____________________________________________________________
PEAC2020Page 4
 ____________________________________________________________
____________________________________________________________
Self-assessment

Tayahin

1. Nahahati sa limang rehiyon ang Asya, Hilaga, Kanluran, Timog, Timog

Silangan at Silangang Asya. Tinatawag na heograpikal at kultural na sona
ang mga rehiyong ito dahil isinaalang-alang sa paghahati ang mga
aspektong pisikal, historical, at kultural. Kumpara sa ibang mga rehiyon,
bakit ang Hilaga at Kanlurang Asya ay kadalasang tinitingnan bilang
magkaugnay?
1. Ang mga ito ay parehong napapailalim sa halos parehong
karanasang historikal, kultural, agricultural at sa klima.
2. Magkasama ang mga ito sa parehong pamamaraan ng paglinang
ng kapaligirang pisikal.
3. Ang mga porma ng anyong lupa at anyong tubig ng mga ito ay
halos pareho.
4. Apektado ng iisang uri ng klima ang uri ng pamumuhay ng mga tao
rito. 

2. Ano ang pinakamalaking kontinente sa mundo?

1. Asya c. Amerika
2. Europe d. Timog Amerika
3. Ano ang tawag sa mga taong naninirahan sa Kontinente ng Asya?
1. Amerikano c. Europeo
2. Asyano d. Australiano
4. Paglalarawan ng ibabaw o balat ng lupa.
1. Heograpiya c. Matematika

PEAC2020Page 5
 2. Kasaysayan d. Lokasyon
5. Ilan lahat ang mga Kontinente sa mundo?
1. 5 c. 7
2. 6 d. 8

LEARNING DEEPEN (MAKE MEANING)

COMPETENCY

LC 3: Instructions: “ASYA KAY GANDA”

Napapahalagahan Panuto: Gumawa ng isang tula na may pamagat na “ASYA KAY GANDA”.
ang ugnayan ng tao Isulat sa buong papel. 
at kapaligiran sa
paghubog ng
kabihasnang Asyano;

Learning Targets:
Ako ay may
kakayahang
mapahalagahan ang
ugnayan ng tao at
kapaligiran sa
paghubog ng
kabihasnang Asyano;

4 Puntos Ang mag-aaral ay nagbigay ng isang komprehensibong

paliwanag at mayroong 3 o 4 na mga halimbawa na mayaman
sa totoong buhay ng pagpapahalaga.
3 Puntos Ang mag-aaral ay nagbigay ng isang komprehensibong
paliwanag at mayroon 1-2 halimbawa na mayaman sa totoong
buhay ng pagpapahalaga.
2 Puntos Ang mag-aaral ay nagbibigay ng pangkalahatan o malawak na
LC 4: Nakakagawa ng pagpapaliwanag ng konsepto. Ang mga halimbawang ibinigay
isang tula na ay hindi mayaman sa totoong buhay ng pagpapahalaga.
magpapahayag ng 1 Puntos Ang mag-aaral ay nagbigay ng pangkalahatan o malawak na
kagandahan ng pagpapaliwanag ng konsepto. Walang ibinigay na halimbawa.
katangiang pisikal ng
Asya.

PEAC2020Page 6
 Scaffold for Transfer 3:

Map of Conceptual Change

NOON AT NGAYON

ANG ALAM KO TUNGKOL ANG NALAMAN KO SA

SA AKDA SA MINDANAO MGA AKDA SA MINDANAO

Learning Competency TRANSFER

PERFORMANCE Transfer Goal: Ang mga mag-aaral sa kanilang sariling kakayahan ay sisikapin na
STANDARD: makapag-ambag sa isang Proyekto para sa Byan at Lipunan (PBL).
Naisasagawa ng mag-
aaral ang isang
makatotohanang Performance Task
proyektong
1. Mapanghamong Tanong: Paano higit na maipakikilala at maipatatangkilik
panturismo at
sa kabataan, lalo na sa mga mag-aaral sa elementarya, ang panitikang
proyektong
nagmula sa Mindanao?
magppatangkilik sa
ibang kabataan ng
panitikang nagmula sa

PEAC2020Page 7
 Mindanao (PBL) 2. Palitang Dunong: Hahatiin ang klase sa apat na pangkat. Ang bawat
pangkat ay may layunin maghanap ng mabuting solusyon sa
mapanghamong tanong.

Learning Targets:
Ako ay may
3. Sa pagsagot ng tanong na ito, magkakaroon ng isang partikular na kuwento
kakayahang
na ipakikilala. Ang mga susunod na teksto ang maaaring pagpilian:
magsagawa ng isang
makatotohanang Epiko Bantugen ( o kahit na anong epikong galing sa Mindanao)
proyektong Alamat Kung Bakit Magkahiwalay ang Araw at ang Buwan ( o kahit na
panturismo at anong alamat galing sa Mindanao)
proyektong Kuwentong Si Pilandok at ang Batingaw (o kahit na anong kuwentong
mapagpatangkilik sa Bayan bayan galing sa Mindanao)
ibang kabataan ng Pabula Ang Alimangu at ang Usa ( o kahit anong pabula galing sa
panitikang nagmula sa Mindanao.
Mindanao.
4. Integrated Subjects: History, Values Education

Analytic Rubric:

Ulat na Ipapasa para sa PBL Bahagdan Marka

Pagbabaybay, pagbabantas at balarila 25%
Pagkakasunod sunod ng mga kaisipan 25%
Pagkakatagni-tagni ng mga pahayag 25%
Pagsunod sa panuto 25%
KABUUAN 100%

Value Integration: Pagpapahalaga sa mga napupulot na aral sa kwentong binasa.

UNIT ASSESSMENT SAMPLES

1. FORMATIVE ASSESSMENT: KNOW-SHOW

PEAC2020Page 8
LEARNING COMPETENCY:

KNOW SHOW
Direction: Direction:

FORMATIVE CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

KNOW-SHOW 1. The learning target or competency is stated.
“Students are able to…”
2. A table with 2 columns is provided with the
left for KNOW and the right for SHOW.
3. Instructions are given to students in each
column on how to answer KNOW and
SHOW. KNOW: Here is what I know about
the competency. (The KNOW column may be
answered or left blank.)
SHOW: I can show what I know about the
competency by…
4. A minimum number of answers under each
column is stated.

2. SELECTED RESPONSE TEST ITEMS:

LEARNING COMPETENCY (A) TEST ITEM

PEAC2020Page 9
3. CLAIM-EVIDENCE-REASONING TABLE:

LEARNING COMPETENCY: (M)

INSTRUCTIONS: Read the given article. Then answer the questions that follow:

ARTICLE/PROBLEM:

QUESTION:

YOUR CLAIM:

Cite from the article two evidences that support your claim:

EVIDENCE 1:

EVIDENCE 2:

Explain how your evidences support your claim.

REASONING:

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

CLAIM-EVIDENCE-REASONING TABLE
An article or problem is given to the student to read
and analyze.
Question(s) related to the Make Meaning competency
are given for students to answer.
3. A format for the student’s answer is provided.
The format contains a part for the Claim, another
for Evidence and a final part for Reasoning. Each

PEAC2020Page 10
 part may have prompts that student can use to
begin his or her answer.

4A. CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT BOARD:

LEARNING COMPETENCY: (M)

ARTICLE:

Q1 Q2 Q3

Q4 Q5 Q6

Q7 Q8 Q9

4B. CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT ANSWER SHEET:

NAME_____________________________ GRADE ____________ SUBJECT ____________

DIRECTIONS: You are required to answer the center question no. 5. After answering, select 2 more to
form a straight row or column like in a tic tac toe game (e.g., horizontal for Questions 4, 5 and 6; vertical for
Questions 2, 5 and 8; or diagonal left for Questions 1, 5 and 9 or diagonal right for Questions 3, 5 and 7).
Whatever straight line you choose, you will be answering only 3 questions.
Write the number of the questions you are answering. Then proceed to complete the CLAIM-EVIDENCE-
REASONING for each question. For evidence, you have to refer to the article.

QUESTION NO. 5:
CLAIM: My answer to the question is

PEAC2020Page 11
 EVIDENCE: The statement in the article that support my answer is…

REASONING: The evidence I chose supports my answer because…

QUESTION NO. ___:

CLAIM: My answer to the question is

EVIDENCE: The statement in the article that support my answer is…

REASONING: The evidence I chose supports my answer because…

QUESTION NO. ___:

CLAIM: My answer to the question is

EVIDENCE: The statement in the article that support my answer is…

REASONING: The evidence I chose supports my answer because…

4C. CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT ANSWER KEY:

PEAC2020Page 12
 LEARNING COMPETENCY: (M)
ARTICLE:
Q1
Q4
Q7
CONSTRUCTED RESPONSE TYPE
CLAIM-EVIDENCE-REASONING
TIC TAC TOE ASSESSMENT BOARD, ANSWER
SHEET AND ANSWER KEY
5. OPEN BOOKS TEST ITEM:
LEARNING COMPETENCY: (M)
PEAC2020Page 13
Q2 Q3
Q5 Q6
Q8 Q9
CHECKLIST ITEMS
An article or problem is given to the student to read
and analyze.
Question(s) are given in line with Make Meaning
competency for students to answer in the form of a tic
tac toe board.
Students have to answer Q5 at the center of the board.
The Q5 question is directly related to the competency.
Students have to select 2 other questions to form a
straight line either horizontal, vertical or diagonal.
In the students’ Answer sheet, a table for the students’
answers to selected questions is provided. The table
contains a part for the Question No., another for
Claim, another for Evidence and a final part for
Reasoning. Each part may have prompts that students
can use to begin their answer. Students have to refer to
article to provide Evidence.
6. In the Answer Key, the Make Meaning type of
Learning Competency is stated. The Evidence or
supporting text in the article is stated below each
question.
 NAME______________ GRADE __________ SUBJECT:
DIRECTIONS: Below are articles about…. Read the selections and select which is the best….After the third ar
You are allowed to refer to your module or available references (e.g. textbook) and the Internet. You are NOT a
relatives or any other adult. Before submitting, make sure you have followed the instructions on how to answer.

ARTICLE 1:

ARTICLE 2:

ARTICLE 3:

DIRECTIONS: After reading the three articles, decide which of the three best … . Discuss your choice and support yo
article.
ANSWER:
Article no. ______ about the _________________ is the best because…
 
 
 
 

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

OPEN BOOKS The Make Meaning competency is stated.
Three selections related to the Make Meaning
competency are given to the student to read and
analyze.
Directions ask the student to determine which
selection is the best in line with the Make Meaning-
type of learning competency. Student is also asked to
support answer by citing important parts of the
selection.
Directions also contain permission to the student to
use references and the Internet. Directions also clearly
state persons or materials the student is not allowed to
consult.
The length and readability of the selections are
developmentally appropriate. As much as possible, the
selections are contextualized in the Philippine setting.
6. A table is given for students to discuss their
choice. A prompt on how to begin the answer
may or may not be found.

PEAC2020Page 14
 7. Students have to do C-E-R in their answer. They
make a claim on which is the best. They have to
give Evidence citing texts and Reason to justify
their choice.

6A. PERFORMANCE TASK (1 PRODUCT)

PERFORMANCE STANDARD:

SITUATION:

GOAL:

ROLE:

PRODUCT:

AUDIENCE:

STANDARDS:

PERFORMANCE TASK GRASPS CHECKLIST (1 PRODUCT)

1.The unit Performance Standard is stated. The Performance Task is aligned with this Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself).
4. The Situation tells the student his or her ROLE in answering the need or goal or solving the problem.
5. The student is asked to make an output or a PRODUCT that answers the need or goal or solution. The
PRODUCT is aligned with the Performance Standard.
6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from
the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
criteria). The STANDARDS are consistent with the Unit Performance Standard.

6B. PERFORMANCE TASK (DIFFERENTIATED PRODUCTS):

PEAC2020Page 15
 PERFORMANCE STANDARD:

SITUATION:
GOAL:
ROLE:
PRODUCT CHOICES:

AUDIENCE:

STANDARDS:

PERFORMANCE TASK GRASPS CHECKLIST (DIFFERENTIATED PRODUCTS)

1.The unit Performance Standard is stated. The Performance Task is aligned with this Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself).
4. The Situation tells the student his or her possible ROLES in answering the need or goal or solving the
problem. The student may choose 1 of the given roles.
5. The student is asked to select in line with his or her role the output or PRODUCT from those that are
mentioned. The student will work on the chosen PRODUCT. The PRODUCT is aligned with the
Performance Standard.
6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from
the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
criteria). The STANDARDS are applicable to the different products. The STANDARDS are consistent with
the Unit Performance Standard.

6C: PERFORMANCE TASK (MODALITY-BASED PRODUCTS):

PERFORMANCE STANDARD:

SITUATION:
GOAL:
ROLE:

PEAC2020Page 16
 PRODUCT CHOICES:

AUDIENCE:

STANDARDS:

PERFORMANCE TASK GRASPS CHECKLIST (MODALITY-BASED PRODUCTS)

1.The unit Performance Standard is stated. The Performance Task is aligned with this Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself).
4. The Situation tells the student his or her possible ROLES in answering the need or goal or solving the
problem. The student may choose 1 of the given roles.
5. The student is asked to select in line with his or her role the output or PRODUCT that is in line with his or
her modality. The PRODUCT is aligned with the Performance Standard.
Choices of PRODUCTS are given also in terms of modality (e.g., 1 for modular, 1 for modular with online,
and 1 for purely online).
6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from
the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
criteria). The STANDARDS are applicable to the different products. The STANDARDS are consistent with
the Unit Performance Standard.

6D. PERFORMANCE TASK (1 PRODUCT INTEGRATED FROM 2 SUBJECTS

GRADE LEVEL QUARTER ____ PERFORMANCE STANDARD

SUBJECT:

PEAC2020Page 17
 SUBJECT 1

SUBJECT 2

COMMON THEME IN SUBJECT STANDARDS:

COMMON OUTPUT :

PERFORMANCE STANDARDS:

SITUATION
ROLE
GOAL:
INTEGRATED PRODUCT: (1 output with requirements from another subject area)

AUDIENCE

STANDARDS: (criteria from each subject area)

PERFORMANCE TASK GRASPS CHECKLIST (INTEGRATED SUBJECTS)

1.The unit Performance Standards from the different subjects or learning areas are stated. The Performance
Task is aligned with these Performance Standards.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself).
4. The Situation tells the student his or her possible ROLE in answering the need or goal or solving the
problem.
5.. The student will work on 1 PRODUCT that shows the combination of performance standards from
different subjects.
6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from
the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
criteria). There are STANDARDS that are applicable to each subject. The STANDARDS are consistent with
the Unit Performance Standard.

PEAC2020Page 18
7. PERFORMANCE TASK ANALYTIC RUBRIC: (applies to nos. 6A-D)

CRITERIA1 4 3 2 1 0 RATING
OUTSTANDING SATISFACTORY DEVELOPING BEGINNING MISSING

TOTAL:

1 Criteria in column 1 should be the same as the Standards mentioned in tables in nos. 6A-D.
PEAC2020Page 19