Subject: Araling Panlipunan Grade Level:

7
Unit Topic: KONSEPTO NG KABIHASNAN AT NG MGA KATANGIAN NITO
Quarter: 2ND Quarter

UNIT STANDARDS AND COMPETENCIES DIAGRAM

LEARNING PLAN

EXPLORE

Ang kabihasnan ay nakatutulong sa pagkakakilanlan ng isang nasyon.

Marahil ay maraming tanong sa ating isipan tungkol dito at sa mga
pangyayaring nagbigay- daan sa pagsibol ng Kabihasnan sa Asya. Saan
nagmula ang mga unang tao sa Asya? Paano sila namumuhay? Paano
nabuo ang sinaunang kabihasnan sa Asya?

Sagutin. Bakit kailangan mong matutung bumasa at sumulat? 

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
_______________________

LEARNING
COMPETENCY
FIRM-UP (ACQUISITION)

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 LC1 Matutukoy ang Activity 1:  
pinagmulan ng mga
unang tao sa Asya Panuto: Hanapin ang katumbas na kapakinabangan ng mga kagamitan na
Learning Targets: nasa unang kolum. Paano ito ginagamit noon at paano napaunlad ang
paggamit nito ngayon? Isulat ang titik ng tamang sagot. Gawing gabay ang
Ako ay may nasa halimbawa.
kakayahang matukoy
ang pinagmulan ng Hal. 1. Dahon = A = F
mga unang tao sa
MGA KAGAMITAN NOON NGAYON
Asya 1. A.

F. 

2. B.

G.
C.

3.
H.

D.

4.
I. 

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 E.

J.

5.

F.

K. 
6.

LC2: Gawain 2: PICK IT UP!

Mapapahalagahan ang
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 bawat yugto ng
pamumuhay at pag- Panuto: Hanapin sa loob ng kahon ang mga salita na angkop sa bawat
unlad ng sinaunang yugto ng pag-unlad at pamumuhay ng sinaunang tao. Ilagay ito sa angkop
tao sa Asya na kolum.

Learning Targets:

 Ako ay may
kakayahang
Mapapahalagah
an ang bawat
yugto ng PANAHONG PALEOLITIKO PANAHONG NEOLITIKO PANAHONG METAL
pamumuhay at
pag-unlad ng 1. 6. 11.
sinaunang tao sa
2. 7. 12.
Asya
3. 8. 13.
4. 9. 14.
5. 10. 15.

Scaffold for TRANSFER 1

GAWAIN 3:

Isaisip

1. Ang ________ at ________ ay ang ginamit na pangunahing

ebidensya sa pinagdaanang ebolusyon ng tao. 
2. Ang pinagbatayan ng pinagmulan ng unang tao ay ang Teorya ng
_____________ ng biologist na si Charles Darwin.
3. __________ ang pangkalahatang katawagang ibinigay ng mga
siyentipiko sa mga unang tao at iba pang nilalang na malatao na
naglalakad ng tuwid noong panahong prehistoriko.
4. Ang Homo species ay binubuo ng tatlong pangkat, ang mga ito ay
ang ______, ______ at ______.
5. Ang _______ ay nag-ugat sa salitang Pilipino na hasa, samantalang
ang sibilisasyon ay nag-ugat sa salitang Latin na _______ at

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 ______. 

GAWAIN 4 : POSTER
Panuto: Gumawa ng poster na naglalarawan sa iyong naunawaan tungkol
sa pagkakaiba ng kabihasnan at sibilisasyon.  Ikolum ito at ilagay sa isang
long bondpaper. 

RUBRIKS SA PAGMAMARKA

Nilalaman at 15 puntos
Kaangkupan

Pagkamalikhain 10 puntos

Kalinisan 5 puntos

Kabuuan 30 puntos

Self-assessment

Tayahin
Panuto:  Ibigay ang tamang sagot na hinihingi sa bawat aytem. Isulat ang
sagot sa sagutang papel. 
_____1. Ito ang pangkalahatang katawagang ibinigay ng mga
siyentipiko sa mga unang tao at iba pang nilalang na malatao (humanlike
creatures) na naglalakad nang tuwid noong panahong prehistoriko.
_____2. Anong teorya ang pangunahing pinagbabatayan ng paliwanag
sa pinagmulan ng unang tao sa daigdig?
_____3. Ito ay ang pangkat ng Homo species na tinatawag na taong
nag-iisip.

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 _____4. Ang tawag sa anumang tumigas na labi ng mga halaman,
hayop at tao na siyang ginamit na pangunahing ebidensya sa
pinagdaanang ebolusyon ng tao.
_____5. Ito ay kabilang sa pangkat ng Hominid na nagtataglay ng
katangian ng isang ganap at tunay na tao.

LEARNING DEEPEN (MAKE MEANING)

COMPETENCY

LC 3: Instructions:
Naiuugnay ang mga . 
pangyayari sa binasa Gawain: I-SEARCH MO!
sa mga kaganapan sa
Magsaliksik sa mga sinaunang kabihasnan sa Asya (Sumer, Indus at
iba pang lugar.
Shang). Maaring sa google or sa mga batayang aklat ng Araling
Panlipunan. Punan ng tamang sagot ang kolum na nasa ibaba mula sa mga
nasaliksik.

KABIHASNAN LUGAR SAAN ILOG NA SISTEMA NG

UMUNLAD MATATAGPUAN PANULAT
Learning Targets:
1. SUMER
Ako ay may
kakayahang maiugnay 2. INDUS
ang mga pangyayari sa
3. SHANG
binasa sa mga
kaganapan sa iba pang
lugar.

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
pagpapaliwanag ng konsepto. Ang mga halimbawang ibinigay

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 ay hindi mayaman sa totoong buhay ng pagpapahalaga.
1 Puntos Ang mag-aaral ay nagbigay ng pangkalahatan o malawak na
pagpapaliwanag ng konsepto. Walang ibinigay na halimbawa.

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

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

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

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 UNIT ASSESSMENT SAMPLES
1. FORMATIVE ASSESSMENT: KNOW-SHOW

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:

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 LEARNING COMPETENCY (A) TEST ITEM

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.

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 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
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.

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 QUESTION NO. 5:
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…

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…

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

LEARNING COMPETENCY: (M)

ARTICLE:

Q1 Q2 Q3

Q4 Q5 Q6

Q7 Q8 Q9

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

CLAIM-EVIDENCE-REASONING
TIC TAC TOE ASSESSMENT BOARD, ANSWER
SHEET AND ANSWER KEY
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.

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5. OPEN BOOKS TEST ITEM:

LEARNING COMPETENCY: (M)

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.

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 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.
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.

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6B. PERFORMANCE TASK (DIFFERENTIATED PRODUCTS):

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:

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 GOAL:
ROLE:
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

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 GRADE LEVEL QUARTER ____ PERFORMANCE STANDARD
SUBJECT:

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

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 the Unit Performance Standard.

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.
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