Grade: 12 Subject: Discipline and Ideas in Applied Social Science
Semester: 1st Session No.: 61 Date:
I OBJECTIVES
Content Standard: Effects of applied social sciences processes
Performance Participate in a one-day exposure trip to an existing development program and write a
Standard: sincere reflection report on the effects of the processes on the clientele.
Learning HUMSS_DIASS 12-IIe-i-45
Competencies: Evaluate the effects of certain program or projects on knowledge, attitude, and
behaviour of individuals, groups, and society
Knowledge: Detect the influx of overseas migration of the OFW;
Skills Follow through participation in the discussion of OFW as an agent of structural change;
and
Attitude Value the importance of Overseas Filipino Workers
II CONTENT Structural Change (Overseas migration of OFW)
III LEARNING
RESOURCES
References
Other Learning Instructional materials:
resources 1. Power point presentation
2. Visual aids
www.slideshare.com
IV PROCEDURES
E. Motivational Where are you from?
Question: For a class of internationals, give each student a post-it not flag to place on their
home country on your classroom world map. After everyone has placed their post
–it , students try to guess whose note is it.
Activity Let the students watch a short video clip about the OFW
Video Presentation about OFW
https://www.youtube.com/watch?v=JhRkbpeNcHo
Analysis What can you say about the video clip?
What is the message of the video clip?
Abstraction MAPPING SCALE
The students will list down the countries with the most and least Overseas Filipino
Workers.
Saudi Arabia is the leading destination of OFWs
Saudi Arabia was the leading country of destination among OFW (25.4%). Other destinations
of OFWs were United Arab Emirates (15.3%), Kuwait (6.7%), Hong Kong (6.5%) and Qatar
(5.5%) (Table 4 and Figure 4).
Fill in the blank
Being a Filipino is _______. The students will think a word thewould best describe our
Overseas Filipino Workers.
Application Students will write atleast 5 amazing facts about Overseas Filipino Workers.
Practical Divide the class into 4 groups and each group has an assigned task to do:
Applications of Group 1 and 4 -ROLE PLAY (The students will make a short role play about Overseas
concepts and Filipino Workers)
skills in daily
living Group 2 and 3- POEM PRESENTATION (The students will make a poem addressed to
the OFW)
Rubrics for Role Play:
Rubrics for Poem Presentation
Generalization HIDDEN TREASURE
Write several icebreaker questions on the sticky side of post – it- notes and stick them
to the board. Each student takes turns choosing 1 sticky note and answering the
questions on the back. He then chooses another student to answer the question.
Evaluation Write a short essay about Overseas Filipino Workers. Make your own creative title.
Additional
activities for
application or
remediation
(assignment)
V REMARKS
VI REFLECTION
A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
who continue
to require
remediation
C. Did the
remedial lesson
work? No. of
learners who
have caught up
the lesson
D. No. of learners
who continue
to requires
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which principal
and supervisor
can help or
solve?
G. What
innovation or
localized did I
use/discover
which I wish to
share
Grade: 12 Subject: Discipline and Ideas in Applied Social Science
Semester: 1st Session No.: 64 Date:
I OBJECTIVES
Content Standard: Effects of applied social sciences processes
Performance Standard: Participate in a one-day exposure trip to an existing
development program and write a sincere reflection report
on the effects of the processes on the clientele.
Learning Competencies: HUMSS_DIASS 12-IIe-i-45
Evaluate the effects of certain program or projects on
knowledge, attitude, and behaviour of individuals, groups,
and society
Knowledge: Recognize the importance of community life as learners
begins their journey towards their career life;
Skills List down the components of community life; and
Attitude Value individual’s worth as member of a community
II CONTENT Structural Change (Community Life)
III LEARNING RESOURCES
References
Other Learning resources Instructional materials:
1. Power point presentation
2. Visual aids
IV PROCEDURES
Motivational Question: Have you experienced doing peace building activity?
Can you share your experienced on it?
Activity Instructions:
Participants are asked to group in threes
One assumes the role of “Tao”, the other two
assumes the role of Bahay and with their arms
form a roof-like rendition over the “Tao”
Facilitator initially assumes role of “It”
Facilitator says in random the words “tao”,
“bahay”, and “bagyo”
When the last word he says is “Tao”, all “tao” will
look for a new “bahay”, and the “tao” who will be
unable to find a new “bahay” becomes “it”. When
the last word is “bahay”, all “bahay” will look for a
new partner to create a new “bahay” over a “tao”.
Again, those who fail to find a partner and a “tao”
will be “it”. When the last word is “bagyo”,
everyone is free to choose a role so long as the
one left without a group becoming “it”
(sample picture)
Analysis How was the activity?
What do you think the dynamic is all about?
Abstraction Why do you think the Body is a Community made up of its
innumerable cells and inhabitants?
What are the essential elements of Community ?
i) Group of people:
Community is a group of human beings. It is not possible to
form a community without a group of men and women.
ii) Definite locality:
A community always occupies a definite geographical area.
Locality is the physical .basis of community. Without a
definite locality, social relations between human beings
cannot be established and the ‘we’ feeling cannot evolve.
iii) Community Sentiment:
Community sentiment means a feeling of belonging together.
It is “we feeling” among the members. The members of a
community speak the same language, conform to the same
mores, posses the same sentiment, and have the same
attitudes.
iv) Like ness:
The people in a community share a common way of life. Their
customs, traditions, mores, language etc. are similar.
v) Permanency:
A community is not temporary like a crowd or a mob. It is
relatively stable. It includes a permanent life in a definite
place.
vi) Neutrality:
Communities are not deliberately created. They are not made
by planned efforts. An individual is born in a community. It
has a natural growth of its own.
vii) A particular Name:
Every community has some particular name. In the words of
Lumley, “It points identity, it indicates reality, it points out
individuality, it often describes personality and each
community is something of a personality “.
viii) Size:
A community may be big or small. A small community may be
included in a wider community. For example, a city and a
village may be included in a district. District may enclose
small communities-like villages, towns, tribes etc.
ix) Wider ends:
People in community share several common interests. They
associate not for the fulfillment of a particular end. The ends
of a community are wider. People work together to fulfill
some common interests.
x) Regulation of Relations:
Every Community in course of time develops a system of
traditions, customs, and morals.
Practices, some rules and regulations to regulate the
relations of its members. People in a community come
together to meet the primary needs through a common set
of institutions and organisations.
Application As learners, why is it necessary to have a firm grasp of their
significant roles towards nation building?
Practical Applications of Briefly: What makes up community and how does it
concepts and skills in daily living contribute to the individual’s worth?
Generalization Ask 2 students to give their generalizations about the topic
being discussed.
Evaluation As a members of the community, what can you contribute to
make it a better and worth living?
Additional activities for
application or remediation
(assignment)
V REMARKS
VI REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who continue
to require remediation
C. Did the remedial lesson
work? No. of learners who
have caught up the lesson
D. No. of learners who continue
to requires remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which principal
and supervisor can help or
solve?
G. What innovation or localized
did I use/discover which I
wish to share
