Culminating Worksheets

HUMSS 12
CULMINATING ACTIVITY
WEEKS 1-5
NAME:
SECTION:
LESSON 1
- My HUMSS Portfolio
Learning Competency 1:
Formulate a plan that will demonstrate the key concepts, principles, and
processes of humanities and social sciences.
Learning Objectives: At the end of this lesson, the learners are expected to:
1. Know and understand the term “ portfolio” and it’s purpose;
2. Identify the different types of “portfolio”
3. Determine the parts of “ portfolio”.
ACTIVITY 1.
Create a Concept Map
Question: What comes into your mind when you hear the word “ Portfolio”.
PORTFOLIO
ACTIVITY 2:
1. What is purpose of portfolio in culminating activity?
2. What is the importance of culminating activity for Senior High School?

HUMSS 12
WEEKS 1-5
3. What are the benefits of the of portfolios in assessment of learning?
4. How can portfolios be fully integrated into the curriculum?
ACTIVITY 3.
IDENTIFICATION: Identify the right answer on each item.
1.The student is the one who selects which work he/she considers best and why.
2. It is also a “record of learning that focuses on students’ work and their reflections on the
work”
3. t is a collection of student work that represents achievement of the content and

performance standards for a given course.\
4. It is documented usually represent tasks or skills that professionals in the field usually
do in real life
5. it Identifies the subject where each artifact belongs.
6. It is the Content or performance standard that should be related to the artifact.
7. The Checklist of requirements and self- assessment using the rubric provided.
8. It is where the student may creatively design the cover as long as it includes the inform
ations.
9. It is a narrative that provides a brief background of yourself and why you are making a
portfolio.
10. It is an evidence of student’s best work that may include actual output within or
outside class.
LESSON 2
Planning the Portfolio
Learning Objectives: At the end of the lesson, the learners are expected to:
1. identify the Portfolio Development Phases; and

HUMSS 12
WEEKS 1-5
2. develop a Portfolio Development Plan
ACTIVITY 1.
To help you strategize, fill up the Portfolio Development Plan template below. Write
your strategies or the things that you need to prepare in doing portfolio. You can relate it
based on your experiences before when you are creating your portfolio.
Example:
PLANNING STAGE:
In planning stage I will
Projection/Planning Stage
Collection
Selection
HUMSS 12
WEEKS 1-5
Reflection
Self- Assessment
Connection and Presentation
LESSON 3:
Comments, Feedbacks and Observations
HUMSS 12
WEEKS 1-5
Learning Competency 3.
Generate comments, feedbacks and observations on the feasibility, appropriateness

and relevance of concept.
Learning Objectives: At the end of the lesson, learners are

expected to:
1. Express and relate specific but not restrictive comment, feedbacks and
observation on the feasibility, appropriateness and relevance of concept in the
social sciences;
2. evaluate concept in the social sciences; and
3. use the comments, feedbacks and observation to glean information he/she
needs.
ACTIVITY 1
1. P _ _ _ _ _ _ _ _ _ - the stage where students define the goal or purpose of the
portfolio.
2. C_ _ _ _ _ _ _ _ _ - the student collects and retrieves as many evidences or

outputs from the course.
3. S_ _ _ _ _ _ _ _ - the student evaluates all of the artifacts gathered using

criteria appropriate for the purpose of the portfolio. In this case, the criteria
would focus on excellent artifacts that are aligned with the standards of the
course.
4. R_ _ _ _ _ _ _ _ _ - the student makes personal and academic insights

based on the artifacts gathered. This includes reflections for each artifact
and reflections for the whole portfolio.
5. S_ _ _-A_ _ _ _ _ _ _ _ _ – a student enhances the portfolio in the areas he/she

rated low.
6. C_ _ _ _ _ _ _ _ _ and P_ _ _ _ _ _ _ _ _ _ _ - students share their portfolio with

classmates, teachers, and even parents. They are also given the opportunity to
provide feedback on the portfolio
ACTIVITY 2
Instructions: Read the following situations and give positive feedbacks on it. Use
the strategies you have learned from the discussion.
HUMSS 12
WEEKS 1-5
1. In a welding class, the teacher gives students a performance task. The work
is done when it is ‘up to professional welding standards’ for that type of weld. The
students receive a description of the standard in writing, with a drawing. But the key
is the last phase. “When you think your weld is up to standard, put it on this table,
and sign it with the magic marker – signifying it is up to standard.” On the table
students will also find some welds up to standard from previous years and some that
are not, marked as such. I watched a boy who thought his was ready. But upon getting
to the table and closely inspecting all the welds on the table, he went back to his
station (having realized his was not up to standard) to work further.
2. A 12th-grade teacher of writing teaches his students to peer review and self-
assess. All papers after that training only go to him for final review after the paper
has first gone through the review process:
a) Student gives the peer group the draft of the paper. The cover
sheet states the purpose and audience of the writing, and the student asks for
targeted feedback.
b) The peer group reads and does 2 things – notes places where purpose was best
achieved and not achieved. They also mark places on the paper where they lost
interest – and they explain why orally to the writer.
c.) The writer decides which feedback (and advice) to take and which not;
revises the paper, and attaches to it a self-assessment along with a brief statement
as to which feedback they accepted, which feedback they rejected and why –
and then hand this all in to the teacher.
3. Every Friday, teachers collect index cards in response to two questions

they pose to their 12th graders: What worked for you this week? What didn’t work for
you this week (and why)? Teachers report back to students on Monday, with a
summary of adjustments that the teachers might be making, based on the feedback.
HUMSS 12
WEEKS 1-5
LESSON 4:
Synthesize Insights from the Observations,
Comments, and Recommendations of Peers and/or Teachers
Competency 4: Synthesize insights from the observations, comments, and

recommendations of peers and/or teachers
Learning Objectives: At the end of the lesson, the learners shall be able to:
1. Categorize the observations, comments, and recommendations of peers

and/or teachers
2. Integrate the observations, comments, and recommendations of peers
and/or teachers; and
3. Propose a plan of action based on the observations, comments, and
recommendations of peers and/or teachers
HUMSS 12
WEEKS 1-5
ACTIVITY 1.
Instructions: Answer the following questions below in 3 to 5 sentences

ONLY. Make sure your work is neat, understandable, and follows proper
capitalization, punctuation, and grammar rules. Five (5) pointsis
the highest possible score in each item.
1. What is synthesizing?
2. What do you know about integrating?
3. How will you apply categorizing?
ACTIVITY 2 ( TO BE ANNOUNCE )
Students will categorize the observations, comments, and

recommendations of peers and/or teachers based from the rubrics given.
ACTIVITY 3 ( TO BE ANNOUNCE )
Propose a plan of action based on the observations, comments, and

recommendations of peers and/or teachers based from the rubrics given.
HUMSS 12
WEEKS 1-5
HUMSS 12
WEEKS 1-5

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HUMSS 12

1. Know and understand the term “ portfolio” and it’s purpose;

2. Identify the different types of “portfolio”

3. Determine the parts of “ portfolio”.

2. What is the importance of culminating activity for Senior High School?

3. What are the benefits of the of portfolios in assessment of learning?

4. How can portfolios be fully integrated into the curriculum?

3. t is a collection of student work that represents achievement of the content and

5. it Identifies the subject where each artifact belongs.

6. It is the Content or performance standard that should be related to the artifact.

1. identify the Portfolio Development Phases; and

2. develop a Portfolio Development Plan

Connection and Presentation

Generate comments, feedbacks and observations on the feasibility, appropriateness

Learning Objectives: At the end of the lesson, learners are

2. C_ _ _ _ _ _ _ _ _ - the student collects and retrieves as many evidences or

3. S_ _ _ _ _ _ _ _ - the student evaluates all of the artifacts gathered using

4. R_ _ _ _ _ _ _ _ _ - the student makes personal and academic insights

5. S_ _ _-A_ _ _ _ _ _ _ _ _ – a student enhances the portfolio in the areas he/she

6. C_ _ _ _ _ _ _ _ _ and P_ _ _ _ _ _ _ _ _ _ _ - students share their portfolio with

3. Every Friday, teachers collect index cards in response to two questions

Competency 4: Synthesize insights from the observations, comments, and

1. Categorize the observations, comments, and recommendations of peers

Instructions: Answer the following questions below in 3 to 5 sentences

2. What do you know about integrating?

3. How will you apply categorizing?

Students will categorize the observations, comments, and

Propose a plan of action based on the observations, comments, and

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