This PowerPoint presentation entails the Project-based learning incorporated with the learning scheme of Social Studies

1. PROJECT-BASED/PROBLEM-BASED LEARNING
(PBL LEARNING PLAN)
Prepared by:
GROUP 2
Members:
AGUILAR, CAMILLE DEANISE
AMAYA, MICHELLE
AVILA, RHYCA JIANNE
CANUDAY, KIERCK CARLO
CORTUNA, RAYMARK
CUERPO, RJ LEE
DARADAR, CHRISTIAN
Humanities and Social
Sciences
Understanding Culture, Society, and Politics

2. PROJECT-BASED/PROBLEM-BASED LEARNING PLAN HUMSS - UCSP
DESIRED LEARNING
OUTCOME
COURSE CONTENT/
SUBJECT MATTER
TEXTBOOK/
REFERENCES
TEACHING AND LEARNING
ACTIVITIES (TVLs)
ASSESSMENT TASK RESOURCE
MATERIALS
TIMETABLE
 Through the use of
apposite technologies,
students will be able to
identify and gain deeper
understanding of the
various aspects of culture,
and analyze how it affects
other cultures.
 Students will be able to
appreciate and value the
differences and
similarities that exist
between cultures
 Student will be able to
demonstrate literacy and
learning skills in
investigating aspects of
culture coming from other
countries as well as in
assessing own cultural
attributions.
Content Standards:
 culture and society as
anthropological and
sociological concepts.
 perspectives in/approaches
to the study of culture and
society (i.e., comparative,
historical, structural
functional, interpretive,
critical)
Performance Standards:
 appreciate the nature of
culture and society from
the perspectives of
anthropology and
sociology
 demonstrate a holistic
understanding of culture
and society
 values cultural heritage
and express pride of place
without being
ethnocentric
 Defining Culture and
Society from the
Perspectives of
Anthropology and
Sociology: Aspects of
Culture
Aspects of Culture involves
the following:
 Dynamic, Flexible, &
Adaptive
 Shared & Contested
(given the reality of social
differentiation)
 Learned through
socialization or
enculturation
 Patterned social
interactions; e.
Integrated and at times
unstable
 Transmitted through
socialization/enculturatio
n
 Requires language and
other forms of
communication
Code: UCSP11/12DCS-Ic-8
 3.2 The Elements of Culture –
Sociology. (2016, April 8).
Pressbooks.
https://open.lib.umn.edu/soci
ology/chapter/3-2-the-
elements-of-
culture/#:%7E:text=The%20
major%20elements%20of%2
0culture,conceive%20of%20c
oncepts%20and%20objects
 DepEd. (n.d.). SHS-
Core_Understanding-Culture-
Society-and-Politics-CG.pdf.
Deped.Gov.
https://www.deped.gov.ph/w
p-
content/uploads/2019/01/SHS
-Core_Understanding-
Culture-Society-and-Politics-
CG.pdf
 iEduNote.com. (2020,
October 29). Culture:
Definition, Functions,
Characteristics, Elements of
Culture.
https://www.iedunote.com/cu
lture
 O’neil, D. (2012, April 14).
Human Culture:
Characteristics of Culture.
Palomar.Edu.
https://www2.palomar.edu/an
thro/culture/culture_2.htm
“Finding Similarities and Differences”
Differences”
 As an introductory activity, student
will be divided into pairs and will be
asked to find similarities and
differences between their families
especially about family traditions,
practices, beliefs, values, etc. After
this, students will share to the class
what they have found and learned.
“Know-What-Learned” (KWL Chart)
 Students will assess what they know
about the lesson, particularly the
aspects of culture like language, arts,
background, etc. After, they will
pose questions about what they
want to know. Lastly, students will
try to evaluate what they have
learned from the lesson. This task
will be collected at the end of the
lesson.
“Interactive Discussion”
 By utilizing an interactive
Powerpoint presentation, the
teacher will discuss the underlying
concepts pertaining to the aspects of
culture. Along the discussion, the
teacher will ask procedural questions
to allow students to participate and
engage in the teaching and learning
process. The teacher will also
provide visual supports like videos
and images to further enhance the
learning among students.
Culture Research (Group Project)
 This project will allow students to
work collaboratively on an
interactive digital Slides
presentation, researching a culture
of their choice while incorporating
the aspects of culture into their
work. The class will be divided into
five groups and each group will have
to create an interactive digital Slides
presentation on a culture/country of
their choice. They have to research
the aspects of culture of that
particular country/culture and then
put their final information into their
presentation. Aspects of culture they
have to include in their digital
presentation are the culture’s
background, themes, food-clothing-
shelter, belief-practices-rituals,
communications, family, and arts
and aesthetic values.
 Culture Interview: Each group must
must find someone (maybe a
relative that ages 30 years old or
older) from their culture to conduct
an interview. They must video
record part of the interview (30
seconds - 1 minute) to include in the
final slide of their presentation. The
aim of the interview is to gain
information about their culture other
than the internet or book.
Interviews are much more personal
and the information someone shares
is important as it brings their
research more meaningful.
Questions in interview will be
implicated to the seven (7) aspects of
culture included in their
presentation. Lastly, their
interactive digital slides presentation
will be presented to the class.
 Powerpoint Presentation on
culture, its characteristics
and aspects, including visual
sources such as images,
representations, and videos.
 Understanding Culture,
Society, and Politics
Textbook
 Teaching Materials: laptop,
projector, speaker
 Week 3 - First
Semester (3 hours)

3. Through the use of apposite technologies, students will be
able to identify and gain deeper understanding of the
various aspects of culture, and analyze how it affects other
cultures.
 Students will be able to appreciate and value the
differences and similarities that exist between cultures
Student will be able to demonstrate literacy and learning
skills in investigating aspects of culture coming from other
countries as well as in assessing own cultural attributions.
Desired Learning Outcome

4. Content Standards:
culture and society as anthropological and sociological concepts.
perspectives in/approaches to the study of culture and society (i.e., comparative,
historical, structural functional, interpretive, critical)
Performance Standards:
appreciate the nature of culture and society from the perspectives of
anthropology and sociology
demonstrate a holistic understanding of culture and society
values cultural heritage and express pride of place without being ethnocentric
Learning Competency:
identify aspects of culture and society

5. Defining Culture and Society from the Perspectives of
Anthropology and Sociology: Aspects of Culture
Aspects of Culture involves the following:
Dynamic, Flexible, & Adaptive
Shared & Contested (given the reality of social differentiation)
Learned through socialization or enculturation
Patterned social interactions; e. Integrated and at times unstable
Transmitted through socialization/enculturation
Requires language and other forms of communication
Code: UCSP11/12DCS-Ic-8
Course Content/Subject Matter

6. 3.2 The Elements of Culture – Sociology. (2016, April 8). Pressbooks.
https://open.lib.umn.edu/sociology/chapter/3-2-the-elements-of-
culture/#:%7E:text=The%20major%20elements%20of%20culture,conceive%2
0of%20concepts%20and%20objects
DepEd. (n.d.). SHS-Core_Understanding-Culture-Society-and-Politics-
CG.pdf. Deped.Gov. https://www.deped.gov.ph/wp-
content/uploads/2019/01/SHS-Core_Understanding-Culture-Society-and-
Politics-CG.pdf
iEduNote.com. (2020, October 29). Culture: Definition, Functions,
Characteristics, Elements of Culture. https://www.iedunote.com/culture
O’neil, D. (2012, April 14). Human Culture: Characteristics of Culture.
Palomar.Edu. https://www2.palomar.edu/anthro/culture/culture_2.htm
Textbook/References

7. “Finding Similarities and Differences”
As an introductory activity, student will be divided into pairs and will be asked
to find similarities and differences between their families especially about family
traditions, practices, beliefs, values, etc. After this, students will share to the
class what they have found and learned.
“Know-What-Learned” (KWL Chart)
Students will assess what they know about the lesson, particularly the aspects of
culture like language, arts, background, etc. After, they will pose questions about
what they want to know. Lastly, students will try to evaluate what they have
learned from the lesson. This task will be collected at the end of the lesson.
Teaching and Learning
Activities (TLAs)

8. “Interactive Discussion”
 By utilizing an interactive Powerpoint presentation, the teacher
will discuss the underlying concepts pertaining to the aspects of
culture. Along the discussion, the teacher will ask procedural
questions to allow students to participate and engage in the
teaching and learning process. The teacher will also provide visual
supports like videos and images to further enhance the learning
among students.

9. Culture Research (Group Project)
This project will allow students to work collaboratively on an
interactive digital Slides presentation, researching a culture of their
choice while incorporating the aspects of culture into their work. The
class will be divided into five groups and each group will have to
create an interactive digital Slides presentation on a culture/country
of their choice. They have to research the aspects of culture of that
particular country/culture and then put their final information into
their presentation. Aspects of culture they have to include in their
digital presentation are the culture’s background, themes, food-
clothing-shelter, belief-practices-rituals, communications, family, and
arts and aesthetic values.
Assessment Task

10. Background of Culture
Time: Year the culture began
Geographic Features: Physical features of the area
Physical Description of people: What people looked
like
Themes
Values: Things that were important to the people
Symbols: Visual images that represent the culture
Food, Clothing, Shelter
Food: Types of foods grown, eaten, and
traded. Includes methods of production
Clothing: Types of clothing and jewelry worn
Shelter: Types of houses and shelters
Family
Family Groupings: Who belonged to a family?
Child Training: Jobs and skills of children
Rites of Passage: Significant events in a child’s life
that show growth/maturity
Attitude Toward the Unknown
Religious Beliefs: Beliefs in gods, goddesses, spirits,
etc.
Religious Practices: Ways people worshiped, honored
gods, or other religious ceremonies
Death Rituals: How and where dead people were
buried or honored; any afterlife traditions or beliefs
Communications
Language & Writing System: Language of the culture,
type of writing system or ways to communicate with
each other
Number System: Describe the numbers used by this
culture
Arts & Esthetic Values
Art: Any type of art
Music: Types of music and instruments
Dance: Types of dances or reasons for specific dances
Drama: Any types of plays or musical performed by
the culture for entertainment
Literature: Famous pieces or types of literature of this
culture

11.  Culture Interview: Each group must find someone (maybe a relative that
ages 30 years old or older) from their culture to conduct an interview. They
must video record part of the interview (1 – 2 minutes) to include in the final
slide of their presentation. The aim of the interview is to gain information
about their culture other than the internet or book. Interviews are much
more personal and the information someone shares is important as it brings
their research more meaningful. Questions in interview will be implicated to
the seven (7) aspects of culture included in their presentation. Lastly, their
interactive digital slides presentation will be presented to the class.

12. Criteria 4 - Advanced 3- Proficient 2 - Progressing 1– Non Proficient
Organization &
Accuracy
The information is organized in a
logical and clear manner. It's
simple to guesswhat kind of
information will be on the next
slide. The information is correct
and sufficient. The interview is
well-run.
The majority of data is organized
in a logical and clear manner.
One slide or piece of data
appears to be out of place.
Some of the information is
correct and nearly sufficient. The
interview iswell-done, but it's a
little difficult to follow.
Some data is arranged in a logical
order. A slide or piece of information
here and there seems out of place.
The majority of the information is
incorrect, and there isinsufficient
information provided. The interview is
either incomplete or missing.
There is no clear plan for the organization of
information and information is not accurate.
Insufficient information. Interview is missing.
Graphics & Format
All graphics and texts are
appealing (in terms of color
and size) and support the
presentation's theme/content.
Text and other graphics are not
obtruded by the background.
A few graphics and texts are
unappealing, but they all
support the presentation's theme
and content. Text and other
graphics are not obtruded by
the background.
Although all of the graphics and text
are appealing, a few do not appear
to support the presentation's theme
or content. Text and other graphics
are not obtruded by the
background.
Several graphics and text are unattractive AND
detract from the content of the presentation.
Background makes it difficult to see text or
competeswith other graphicson the page.
Spelling &
Grammar
There are no misspellings or
grammatical errorsin the
presentation.
Presentation has a few minor
errors but doesn’t distract from
presentation.
The frequent grammatical errors in
the presentation begin to detract
from the presentation.
Presentation has constant errors and are
distracting from presentation.
Collaboration Each group member makes a
significant contribution equally,
and everyone is involved at all
times.
All team members contribute
and are engaged throughout
Some team members are
disengaged or do not contribute
enough.
Some team members do not contribute and are
not engaged
Oral Presentation The student speaks clearly and
loudly. Eye contact and pacing
are both appropriate. The
student shows that he or she
understands the presentation
and itswording.
Student presents in a loud or
clear voice, but it inconsistent.
Student tries to make eye
contact frequently. Student
demonstrates understanding of
the presentation and wording.
The student speaks in a tone that
others may find difficult to
understand. The student does not
make much eye contact. Student
shows some comprehension of the
presentation but has difficulty with
some of the wording.
Student presents in a voice that is not able to be
understood or heard. Student makes no eye
contact. Student demonstrateslittle
understanding of the presentation and struggles
with much of the wording.
Total
Deadline of the Project: Ten (10) days from when it was given by the teacher.

13. Powerpoint Presentation on culture, its characteristics
and aspects, including visual sources such as images,
representations, and videos.
Understanding Culture, Society, and Politics Textbook
Teaching Materials: laptop, projector, speaker
Resource Materials

14. Timetable
Week 3 - First Semester (3 hours)

15. Thank
You!