School Grade Level 11

Teacher Learning Area Disciplines and Ideas in the Social Sciences

Date/Time Week 2 (June 10-14, 2019) Quarter 1st
DAILY LESSON SESSION 1 SESSION 2 SESSION 3 SESSION 4
LOG Monday June 10, 2019 Tuesday June 11, 2019 Wednesday June 12, 2019 Thursday June 13, 2019
3:00-4:00 ( G11 HUMSS) 3:00-4:00 ( G11 HUMSS) NO CLASS (HOLIDAY) 3:00-4:00 ( G11 HUMSS)

I. OBJECTIVES
The learners demonstrate an understanding of:
A. Content Standards
1. the emergence of the Social Sciences and the different disciplines
The learners shall be able to:
B. Performance Standards
1. connect the disciplines with their historical and social foundations
C. Learning
Competencies 3. Compare and contrast the various Social Science disciplines and their fields, main areas of inquiry, and methods (HUMSS_DIS 11- IIIb-d-3)

Introducing the disciplines within the Introducing the disciplines within the Introducing the disciplines within the
II. CONTENT Social Sciences Social Sciences Social Sciences
2.1. Anthropology 2.2. Economics 2.3 Geography
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
2. Learner's Material Pages
3. Textbook Pages
4. Additional Materials from
LR Portal
B. Other Learning Resources
Jose, M. D. & Ong, J. (2016). Discipline and Ideas in the Social Sciences. Quezon City. Vibal Group, Inc., pp. 20-37
C. Teaching Resources
LED TV, Laptop LED TV, Laptop LED TV, Laptop
Needed
IV. PROCEDURES
Ask the learners: What are your
Ask the learners: What are the Ask the learners: How do you find your
A. Reviewing Previous Lesson insights about yesterday’s lesson?
differences among Social Science and budget for today? Have you already
or Presenting New Lesson Establish the relevance of
Natural Science and Humanities? planned how to manage it wisely?
anthropology as a social science
B. Establishing a Purpose Teacher will present a picture of man’s GROUP ACTIVITY: GROUP ACTIVITY: SOUNDS LIKE
for the Lesson evolution. Group the class into five (5). The learners will be grouped into five.
 Each group will be given a chance to
pick a set of words that sound like
Process questions: specific geographic features through
1. Are you familiar with the picture? their group representative.
2. What element/s of the picture Set of words:
captured your attention? List down 10 things which you can’t 1. Mt. Everest= Mouth- Eve- Rey- East
3. What branch of social science is live without. The groups will present 2. Sahara Desert= Saw- Hour- Add-
responsible for this picture? to the class. East- Earth
3. Pacific Ocean= Pass- Safe- Pick-
Oust- Sun
4. Bermuda Triangle= Bear- Mode- At-
Try- Angle
5. Palawan= Foul- Awe- Won
GROUP DISCUSSION:
SMALL GROUP DISCUSSION: Each
ACTIVITY: “SOCSCI PUZZLE” Each group will describe the
C. Presenting group will classify what among the
The learners will supply the letters to completed set of words Mt. Everest,
Examples/Instances listed things falls under the needs or
reveal the meaning of Anthropology. Sahara Desert, Pacific Ocean, Bermuda
of the New Lesson wants. The learners will present it to
the class by group. Triangle, Palawan then present it to
the class
ACTIVITY: “SOCSCI SORT”
The learners will sort the pictures into
the four branches of Anthropology Based from the learners’ analysis of
The teacher will ask the learners: the activity, learners will be asked.
1. What is your own ideas regarding 1. What is your idea about
Economics? Geography?
D. Discussing New Concepts
and Practicing New Skills #1 The keywords that may arise will be Elicit as many ideas as possible from
written by the teacher on the board to the students
come up with a definition of
Economics. Teacher then clarifies what Geography
is.

E. Discussing New Concepts The teacher will discuss the methods The teacher will present a graphic The teacher will use power point
and Practicing New Skills #2 used in studying Anthropology. organizer that shows the relationship presentation for the discussion about
of Microeconomics and physical and human geography.
Macroeconomics. (Presentation contains pictures of
 different land forms and bodies of
water such as, Mt. Everest, Cordillera,
Bohol, Baguio, Tagaytay, Sahara
Desert, Bodies of water such as Pacific
Ocean, coastal areas, rivers, lakes etc.)

GROUP ACTIVITY: HUMAN TABLEAU

GROUP ACTIVITY: Group Scenario In groups, learners will perform
CLASS ACTIVITY: PICK N STICK
The teacher will assign each group to human activities referring to a certain
The learners will classify words
F. Developing Mastery the different branches and let the place such as hilly, mountainous,
written on meta cards and post it on
learners relate it to the different coastal, rivers, lakes to show their way
its corresponding field of Economics
methods used in Anthropology. of life.

G. Finding Practical The teacher will present another Cite specific situation in your life Teacher will ask “How does
Applications of Concepts
 scenario to the learners: “If you are an
where you can apply the principles of your environment affect your
and Skills in Daily Living anthropologist, what specific Filipino
Macro and Microeconomics way of living?
tradition will you be interested in?
The teacher will ask the learners about
The teacher will ask the learners about
the definition, branches and methods From all of the aforementioned, what
the definition and fields of Economics.
used in studying Anthropology is your understanding about
Answers: Geography?
Answers: Economics seeks to
1. Anthropology is the study of
H. Making Generalizations understand people’s activities
humankind Answers: Geography is the study of
and Abstractions about concerning production, distribution
2. 3 branches: Physical or Biological, the features of the earth and the
the Lesson and consumption of goods and
Cultural, and Archaeology location of living things on the planet.
services.
3. Methods: Ethnography, Participant It is divided into two main branches-
Observation, Interview, Focused group the Physical Geography and Human
The two fields of Economics are
discussion, life history method, ocular Geography.
Microeconomics and Macroeconomics
inspection.
The teacher will ask the learners to
accomplish the 5-4-1 Chart
(5-Methods, 4-Branches, 1-Definition

5-4-1 CHART CONCEPT MAPPING: ECONOMICS Paper and Pencil Test (10-item quiz)
I. Evaluating Learning Expected output: (Needs, Wants, Definition, Etymology, Branches of
5- 4- 1- Microeconomics, Macroeconomics) Geography
Methods Branches Definition

The teacher will ask the

learners to search the internet
J. Additional Activities for
Application or Remediation for a significant event that
happened during the day of
their birth.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
Assessment
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use/discover
which I wish to share with other teachers?