Humss Q1 Week5

Contemporary Philippine Arts from the Region - GRADE 11
Student’s Name: Grade/Section:
________________________________ __________________________
Teacher: Date Submitted:
________________________________ ___________________________
I. LEARNING SKILLS
A. Most Essential Learning Competency - RESEARCHES ON TECHNIQUES AND
PERFORMANCE PRACTICES APPLIED TO CONTEMPORARY ARTS
B. Objectives:
1. Identify traditional techniques in creating arts.
2. Determine some regions which use traditional techniques.
3. Appreciate the techniques applied in creating crafts.
II. INTRODUCTORY CONCEPT
There are places in the Philippines which are famous because of the extraordinary or unusual but
special products that they produce. These products become the instruments in spreading the news
about this place. These people use traditional techniques in creating one particular art or maybe more
which make them famous and draw people to these places. Traditional techniques used by the Filipinos
even from the past years are depicted in our painting, sculpture, dance, architecture, music, and even
textile. It only proves that Filipinos like any other people in the world can be very proud of our Philippine
arts.
I. PAINTING
Early Filipinos painting can be in red chip (clay mixed with water) designs embellished on the ritual
pottery of the Philippines such as the acclaimed “Manunggul Jar” which is an example of a burial jar.
Philippine pottery has been a long tradition, and evidence of this pottery – making has been found in
sanga – sanga, Sulu and Laurente Cave in Cagayan. Pottery began the making of earthenware articles
RO_Contemporary Philippine Arts from the Region _Grade 1

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for domestic use as a cooking vessel and storage container. The early pots were made by hand –
molding or the use of paddle and vessel in building the walls of pots. The pot could be embellished by
either carving the paddle or wrapping it with cord and slapping it against the side to leave marks. Incised
designs also appeared in the pots of Masbate. Among the finest of early Philippine pottery designs are
footed dishes that were decorated with geometric cut – outs, molding, cording or finger impressions,
most of these were made in Batangas. At this time, chip (a mixture of clay and water) rather than glazes
is still used by Filipinos Potters to seal the pottery, and the pottery is often – fried. (Fried in a bonfire
rather than in an oven). Pottery traditions continued to develop in certain locals, such as Burnay
Unglazed Clay pottery of Vigan. The pottery traditions of Burnay is among the pottery traditions that
have been maintained, along with those of Leyte and Bohol. Further evidence of painting is manifested
in the tattoo tradition of early Filipinos who are now referred to as the Pintados or the “Painted People”
of Visayas. Various designs referring flora and facing with heavenly bodies decorate their bodies various
colored pigmentation. Some of the most elaborate painting done by early Filipinos that survive to the
present are manifested among the arts and architecture of the Maranao, who are well – known for the
“Naga Dragons” and the “Sarimanok Craved” and painted in the beautiful Panolong of their Torongans
or King’s house. Among the early modernist painters such as Damian Domingo, Juan Luna, Felix
Hidalgo, and others. A certain Elito Circa stood out; He is popularly known as “Amang Pintor”, who
gained recognition by using his hair to make his paint brushes and reigns his painting with his blood on
the right-side corner.
II. INDIGENOUS ART
An intricate woven fabric
The Itneg people are known for their intricate woven fabrics. The “Binakol”, which features designs that
incorporate optical illusions woven fabrics of the “Gadang”, people usually used bright red tones. Their
weaving can also be identified by beaded ornamentation. Other people such as the Ilongot make jewelry
from pearl, red hornbill beak, plants, and metals. Some indigenous materials are also used as a medium
in different kinds of artworks especially in a painting by Elito Circa, a folk artist of Pantabangan and a
pioneer for using indigenous materials, natural raw materials including human blood. Many Filipino
painters were influenced by this and started using these materials such as an extract from onion,
tomato, tuba, coffee, molasses and other materials available anywhere. The lumad people of Mindanao
such as the “B’lan”, “Mandaga”, “Mansaka”, and “T’boli” are skilled in the art of dying abaca fiber. Abaca
is a plant closely related to bananas and its leaves are used to make fiber known as “Manila Hemp”.
The fiber is dyed by a method called “Ikat”. “Ikat” fibers are woven into cloth with geometric patterns
depicting human, animal, and plant leaves.
SARIMANOK is the most well – known design. The figure represents a

fowl with wings, feathered tail and a head decorated with ornaments of
scrolled and painted motif of leaves, spirals and feather – like forms. It
usually stands on a fish, and another one hangs from its beak. The wooden
figure usually perched atop a bamboo pole, stands among decorative flags
during weddings and other festive occasions.

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Another one is “HAGABI”, a wooden chair of Ifugao,
which symbolizes his status as a citizen in their
community. It depicts the wealth and power of their own
and is called “Kadanagyan”, or a person who belongs to
the higher status in their society. Only the rich can afford
to own it together with a ritual after the completion of their
chair. This chair is made of Narra or Ipil – Ipil, and the
original design is called “Ginulding – Gulding”, meaning
like a goat – like head. At present Hagabi may have
different shapes on one end which is called “Ngiwi”, is like
the head of an animal with an elongated nose and two big
ears.
III. ISLAMIC ART
Malong
This kind of art has two main artistic style. One is carved – line. Woodcarving and metal working called
“Okir”. Similar to the Middle Eastern Islamic Art. This style is associated with men. The other style is
geometric tapestries and is associated with women. The Tausug and Sana – Bajau exhibit their own
“Okir” on elaborate markings with a boat like imaging. An Okir design, the scroll is the dominant feature
in the men’s work composed of various spiral forms. In contrasts, the zigzag, and angular forms are the
dominating motif in women’s geometric art “Okir – a – Bay” (ladies design). The most popular of the
“Malong”, style is the land cap which is either dominantly red, yellow, green, blue or violet. Red is the
favourite color along with yellow; these colors stands for royalty or aristocracy. Often, men wear the red
land cap and women, the yellow.
The “Bagobo” are proud people with proto Malayan features. They have ornate traditions in weaponry
and other metal arts. They are noted for their skills in producing brass articles through the ancient lost
– wax process. These people weave abaca cloths of earth tones and make baskets that are trimmed
with beads, fibers and horse’s hair; weapons made by Muslim Filipinos such as “Kampilan”, are skilfully
carved.
Kampilan

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IV. KUT - KUT ART
Kut – Kut artwork
This is a technique combining Oriental and European art process. Very few known art pieces exist
today. The techniques were practiced by the indigenous people of Samar. Kut – kut is an exotic
Philippine art form based on early century techniques “Sgraffito”, encaustic and layering. The merging
of this ancient styles produces a unique artwork characterized by delicate swirling interweaved lines,
multi – layered texture and an illusion of three – dimensional space.
V. PERFORMING ARTS
A. MUSIC
The early music of the Philippines featured a mixture of Indigenous Islamic and a variety of Asian
sounds. Spanish settlers and Filipinos played a variety of musical instruments, including flutes, guitar,
ukulele, violin, trumps, and drums. They performed songs and dances to celebrate festive occasions.
By the 21st century, many of the folk songs and dances have remained intact all throughout the
Philippines. Modern day Philippine music featured several styles. Most music genres are contemporary
such as Filipino rock, Filipino hip – hop, and another musical style. Some are traditional such as Filipino
folk music.
B. DANCE
Philippine folk dances include the “Tinikling” and “Cariñosa”. In the southern region of Mindanao, singkil
is a popular dance showcasing the story of a prince and a princess in the forest. Bamboo exploits every
position of these clashing poles.
Tinikling, a Philippine folkdance
C. ARCHITECTURE
The Spaniards introduced stones as housing and building materials. The introduction of Christianity
brought European Churches and architecture which subsequently became the center of most towns

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and cities. Spanish architecture can be found in Intramuros Manila, Vugan, Lipa Batangas, Iloilo, Jaro,
Zamboanga City, Bacolod, and other parts in the Philippines.
In the past, the nipa hut (Bahay - Kubo) was the most common form of housing among the native
Filipinos. It is characterized by the use of simple materials such as Bamboo and coconut as the main
source of wood. Cogon grass, and nipa palm leaves and coconut fronds are used as roof thatching.
Most primitive homes are built on stilts due to frequent flooding during the rainy season. Regional
variations include the use of thicker and dense roof thatching in mountain areas. On longer stilts on
coastal areas particularly if the structure is built over water. The architecture of other indigenous people
may be characterized by an angular wooden roof, bamboo is placed leafy thatching and ornate wooden
carvings.
A nipa hut
Contemporary architecture has a distinctively western style although Pre – Hispanic housing is still
common in rural areas. American style suburban gated communities are popular in the cities, including
Manila and the surrounding provinces. Islamic and often Asian architecture are depicted on buildings
such as Mosque and Temples.
III. ACTIVITIES
A. Practice Tasks
Practice Task 1:
Tattooing is an art, a tradition that we had inherited from the early Filipinos. What evidence are you
aware of which shows that tattooing still exist and flourishing today?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Practice Task 2:
Do you remember the two boy’s/kids contestants of “The

Voice”? They used recycled musical instruments they called
“Diode” what can you say about the creativity and
resourcefulness of the father of the two kids in coming up with
such musical instrument?

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B. Assessment
Direction: Identification
__________1. Fibers that are woven into cloth with geometric patterns depicting human,
animal and plant leaves.
__________2. These proud people have a proto Malayan feature.
__________3. The wooden chair of Ifugao is called?
__________4. This figure represents a fowl with wings, feathered tail and a head decorated
with ornaments.
__________5. The type of architecture that has distinctive western style.
__________6. The technique of combining Oriental and European art process.
__________7. This refers to a popular dance showcasing the story of a prince and a princess
in a forest.
__________8. An example of a burial jar.
__________9. He gained recognition by using his hair to make his paint brushes and reigns
his painting with his blood.
_________10. The most common form of housing among the native Filipinos.
IV. Reflection
Complete the following sentence prompts:
What did you learn from this lesson?

______________________________________________________________________
______________________________________________________________________
What part of the lesson did you find difficult to understand?
______________________________________________________________________
______________________________________________________________________
V. References
Books:
Contemporary Philippine Arts from the Regions/Ayesha Sayseng and Luzviminda D. Sandagan. 1st
ed.
RBS Contemporary Philippine Arts from the Regions. First Edition
Prepared by:
Fevee M. Baylon, Teacher II

Cataingan National High School, Masbate Province Division
Quality Assured by:
Janice A. Martin, Assistant Principal II

Jesus P. Dela Peña, Principal IV


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SENIOR HIGH SCHOOL- English for Academic and Professional Purposes
Quarter 1 Week 5
I. LEARNING SKILLS
A. Most Essential Learning Competency:
Outline reading texts in various disciplines
B. Objectives:
a. Identify the major topic of each paragraph
b. Create a topic and sentence outline of the reading texts
An outline is a summary that gives the essential features of a text. It shows how the parts of a text are related
to one another as parts that are of equal importance, or sections that are subordinate to a main idea (Valdriz, 2017).
Outline provides a means of organizing your information in a hierarchical or logical order.
In creating a reading outline of the text, you have to follow the following steps:1) Read the entire text first. Skim
the text afterward; 2) Locate the thesis statement of the whole text; 3) Look for key phrases in each paragraph of the
text; 4) Locate the topic sentence of each paragraph; 5) Look at the topic sentences and group these with related ideas
together; 6) Arrange the contents according to levels; 7) Evaluate the supporting details; 8) Go back to the text to check
whether you have followed the sequence closely and you have not missed any important information.
Basically, there are two types of outline: topic outline and sentence outline. A topic outline consists of words
and phrases, while a sentence outline contains complete sentences. Look at the samples below.
Sample Topic Outline Sample Sentence Outline
Thesis Statement: Research shows that Thesis Statement: Research shows that single-sex classes
single-sex classes are better for girls and, are better for girls and, therefore, should be encouraged.
therefore, should be encouraged.
I. During the first 200 years in America, women were not
I. Background allowed in schools.
A. Segregated education A. Initially, education was only for men.
B. Coeducation B. Throughout the nineteenth century, the number of
C. Title IX coed schools increased.
II. Gender Bias C. In 1972, Congress passed Title IX, a law prohibiting
A. Attention sex discrimination in educational institutions.
1. Opportunity II. One significant advantage of single-sex classes is the
2. Discipline elimination of gender bias that often occurs in coed
B. Favoritism classes.
1. Encouragement A. Teachers pay more attention to boys.
2. Expectation 1. Girls are not called on as often as boys in coed
III. Academic advantages classes.
A. Grade improvement 2. Many times teachers tolerate disruptive behavior
1. Materials in boys but discourage the same behavior in girls.
2. Methods B. Favoritism is also an issue in coed classes.
B. Techniques 1. Teachers “get a thrill from involving a boy who’s
1. Math going to be disruptive.”
2. Science 2. Teachers have higher expectations for boys than
IV. Personal advantages for girls.
A. Distraction III. Girls benefit from being free from the gender bias of coed
B. Comfort classes.
1. Environment A. They perform better academically.
2. Students 1. Textbooks “show an inherent and often
C. Development inadvertent bias against females in textbooks.”
1. Self-confidence
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2. Role models 2. This bias also shows itself in teaching
techniques.
B. Techniques that are disadvantageous to girls are
more apparent in certain subject areas.
1. Girls show more interest in math when taught in
single-sex classes.
2. Girls also show more interest in Science subject.
There are four principles that need to be followed in organizing the contents or entries in an outline. These
principles are coordination, subordination, division, and parallel construction. The principle of coordination requires
ideas of the same relevance to be labeled in the same way. The principle of subordination shows that minor details
must be placed under their respective major details. The principle of division requires that no cluster should contain
only one item. In short, if you have subheading 1, there should be subheading 2. Lastly, the principle of parallel
construction requires all entries in each cluster to use the same structure and format.
III. ACTIVITIES
A. Practice Task 1: Pick the Topic
Directions: Read the text below and identify the major topic of each paragraph. Choose from the choices provided
after the reading text. Write the answer only on the blanks.
Fashion
(1) Fashion is said to have a language that can be read like a text. It serves as an explanation of people's character, personality,
lifestyle and values. It works by using signs and codes which are recognizable to others and transmit messages. These signs,
codes and messages are called semiotics and influence all aspects of our daily lives. Semiotics in fashion works to convey our
identity and in this way, messages can be projected to the outside world.
(2) The earliest types of clothing were body painting and adornments. According to experts it is generally believed that the aim of
these alterations was to modify the body in some way in order to communicate a specific message. In modern times the aim is
largely the same, although the messages are more varied, complex and wide ranging. Nowadays it is common for people to
use clothing, color, fabric, jewelry, hairstyles and even tattoos. Dr. Walker from The Centre for Fashion Studies asserts that how
we style our bodies is one of the most important factors in defining the self.
(3) Fashion is not only used to define the self but also is a powerful tool for group identity. This can be most clearly seen in youth
fashion which is often given a name to help convey the messages of its members. Fashion styles such as goth, mod and emo
have semiotic signs and symbols which can represent values, beliefs and political ideologies. Often these values and ideas
bring young people together who use clothing as a way to identify others who share their philosophy of life.
(4) On the other hand, the semiotics of fashion can be seen as a product of a consumer-based society where appearance, especially
through clothing, is valued and judged. This leads to people making conclusions about others on the basis of what they wear.
These conclusions are often incorrect and damaging as they attach values and characteristics to people which they may not
actually believe in or possess.
(5) In conclusion fashion can be a useful way to analyze an individual, group, society or time period. Clothing and body adornment
can highlight status, mood, ideas and values. Although semiotics has sometimes been criticized as a tool of judgment for
appearance, it has generally offered a valuable insight into human thought and behavior throughout history.
Now, identify the major topic of each paragraph; choices are provided below.
Paragraph 1: _____________________
Paragraph 2: _____________________
Paragraph 3: _____________________
Paragraph 4: _____________________
Paragraph 5: _____________________
A. Connecting fashion and character

B. Fashion as a tool for unifying people
C. Fashion is a like a language
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D. The effect of consumerism on fashion
E. Using fashion to develop cultural knowledge
F. Fashioning the body for communication
Practice Task 2: Topic Outline
Directions: Read the text below and complete the topic outline that follows. Write the answers on the blanks provided.
Origins of Writing
Ancient civilizations attributed the origins of writing to the gods. For the ancient Egyptians, their god Thoth was the creator of
writing and, in some stories, also the creator of speech. The ancient Sumerians and Assyrians also believed that writing originated
with certain gods, as did the ancient Maya. In Chinese mythology, the creation of writing is attributed to an ancient sage and was
used for communication with the gods. Clearly, writing was highly valued even by ancient peoples.
Humans began painting pictures on cave walls 25,000 years ago or more; but writing systems did not develop until groups of
people began settling in farming communities. Scholars say that writing systems developed independently in at least three different
parts of the world: Mesopotamia, China, and Mesoamerica.
The oldest known writing system developed among the ancient Sumerians in Mesopotamia around 3000 B.C. Along with the rise
of agricultural societies carne the development of property ownership and the need to keep records of it. In early agricultural societies,
property consisted largely of land, livestock such as cattle, and grain. Originally, clay tokens of various shapes were used to count
these possessions. From this developed a system of impressing the shapes onto clay tablets. One of the earliest clay tablets of this
type was found in excavations in Mesopotamia and dates from the time of the Sumerian culture. Scribes then began using reeds
instead of tokens to mark the clay, developing a system of wedge-like shapes to represent the tokens. This system of writing using
wedge shapes is known as cuneiform. It was later adopted by other cultures and became the basis for other writing systems.
Originating in a system that used pictures to represent objects, cuneiform writing eventually developed into systems that used symbols
to represent the sounds of language.
The oldest form of Chinese writing dates from around 1500 B.C. It is called oracle bone script because it was carved on animal
bones and shells that were used for predicting the future. At a later period, Chinese writing appeared on bronze vases and later still
developed into a system that was used to record government affairs. The Chinese writing system was also the original basis for both
the Japanese and Korean writing systems.
In Mesoamerica, a region that encompasses parts of Mexico and Central America, it is the ancient Mayans who are famous for
the writing they inscribed on temple walls and other religious structures. However, scholars believe that writing in that part of the
world may have begun before the rise of the Mayan civilization. The Zapotec culture, centered on Oaxaca, Mexico, was already using
writing around 400 B.C., or possibly earlier. The Olmec culture may have developed a writing system even earlier than that. Recent
discoveries show that the Mayans may have begun writing around 2,300 years ago. They used a system of symbols that represented
words and syllables to record information about the deeds of their rulers as well as information connected to their calendar and
astronomy. Their system of writing survived until the time of the Spanish Conquest in the 1500s.
In ancient times, only specialized people such as scholars, priests, or government officials used writing. Today, close to three-
quarters of the world's adult population can read and write, and literacy is considered a basic skill necessary to function in the modern
world.
Now, complete the following topic outline based on the text.
Origins of Writing
Thesis Statement: The origin of writing systems can be attributed to ancient civilizations of Mesopotamia, China, and
Mesoamerica.
I. Ancient Sumerians in Mesopotamia
A. Recording of property ownership
1. Clay tokens
2. ________________
3. ________________
4. ________________
I. Oldest form of Chinese writing

A. ________________
1. Used for predicting the future
B. ________________
1. Basis for Japanese and Korean writing systems
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II. Writing systems in Mesoamerica
A. ________________
1. Temple walls and religious structures inscriptions
2. Used a system of symbols
B. Zapotec Culture
1. Writing around 400 B.C.
C. ________________
1. Developed earlier a writing system
Practice Task 3: Sentence Outline

Directions: Read the text below and complete the sentence outline that follows. Write the answer only on the blanks
provided.
How Drugs are Studied

It takes years, and sometimes decades, from a drug to move from the theoretical stage to the pharmacy shelf.
Of the thousands of drugs under investigation at any one time, only a small fraction will produce the desired result
without unacceptable side effects.
First, scientists target a step in the disease process where they believe a drug can have an effect. Then, they
manufacture compounds or take them from organisms such as viruses and fungi and test them in laboratory cultures.
Once scientists isolate a chemical that produces a desirable effect, they analyze its structure and alter it as necessary
to enhance the outcome.
The next step involves testing the drugs in animals. Scientists look at how much drug is absorbed into the
bloodstream, how it distributes to different organs, how quickly it is excreted or leaves the body, or whether it has any
toxic effects or by-products. Researchers usually test at least two animal species because the same drug may affect
species differently.
If a chemical passes laboratory and animal testing and is deemed appropriate to analyze in human volunteers,
it is ready for clinical trials, researchers follow a protocol that describes who may participate in the study, tests and
procedures to follow, the length of the study, and outcomes to be measured. Drug trials may focus on treating a disease,
preventing a disease from occurring or recurring, or enhancing the quality of life for people living with incurable, chronic
conditions.
There are four phases of clinical trials; the first three phases study whether the drug is effective and can be
safely administered to patients, and the fourth phase evaluates long-term safety and use once a drug is on the market.
Phase I clinical trials test a drug in small groups of healthy volunteers (fewer than 100) to ascertain its safety
and the appropriate dose range. These studies last for six months to one year.
Phase II clinical trials test several hundred volunteers to determine how effectively the drug combats the disease
being studied. These trials continue to evaluate safety, side effects, and optimal dose. Phase II studies also last for six
months to one year.
Phase III trials test thousands of volunteers for several years, with researchers closely monitoring study
participants at regular intervals. These studies typically compare the drug under investigation with a control: either a
drug known to cure or alleviate a specific disease or, if one does not exist, a substance that has no medicinal effects,
known as a placebo. Phase III trials are typically blind studies (participants do not know which drug they are receiving)
or double-blind studies (neither participants nor researchers know which drug an individual is receiving until the trial is
completed).
Once a drug passes the first three phases and is found to be safe and effective, drug companies may apply for
the right to market the product. After a drug is approved and on the market, Phase IV trials may investigate long-term
effects, effects in different groups of patients such as the elderly, or use of the medication for a different condition such
as using a cancer drug to treat AIDS.
Now, complete the following sentence outline based on the text.
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How Drugs are Studied
Thesis Statement: __________________________________________________________.
I. First, scientists target a step in the disease process.

A. They manufacture compounds from viruses and fungi and test them in the laboratory.
B. ___________________________________________________.
II. ______________________________________________________.
A. The scientists closely study the drug’s effect on the organs of animals.
B. Researchers examine at least two animals to differentiate the effects.
III. There are four phases of clinical trials for humans after the drug is found effective on animals.
A. ___________________________________________________.
1. The tests are done to ascertain the safe dosage.
2. These trials last for six months to one year.
B. Phase II trials test several hundred volunteers.
1. ________________________________________________.
2. These trials also last for six months to one year.
C. ___________________________________________________.
1. These studies compare the drug under investigation with a control.
2. These trials are typically blind studies or double-blind studies.
D. ___________________________________________________.
1. These trials investigate long-term effects.
2. ________________________________________________.
B. ASSESSMENT
Directions: Read the text below and make an outline, either topic outline or sentence outline. Write your answer in a
separate sheet of paper. Be guided by the rubric for outlining.
Environmental Impacts of Logging

From shipping crates to paper bags, the logging industry supplies the raw materials for an array of products.
However, this is not without untold harm to the environment. The damage includes habitat loss, pollution, and climate
change, with the effects spanning the globe from the rain forests of Central Africa, Southeast Asia, and South America
to the northern forests of Canada and Scandinavia. The effects of logging extend beyond just the felling of a swath of
trees. Nutrients, water, and shelter for plants, animals, and microorganisms throughout the ecosystem are also lost:
many life forms—both terrestrial and aquatic—are becoming endangered as forests vanish.
Trees protect the soil beneath them: thus, tree loss can affect soil integrity. For example, the rainforest floor,
home to myriad plant life as well as insects, worms, reptiles and amphibians, and small mammals, relies on a dense
canopy of branches and leaves to keep it healthy and intact. The canopy prevents surface runoff by intercepting heavy
rainfall so that water can drip down slowly onto the porous earth. Tree roots also stabilize the soil and help prevent
erosion. In return, a healthy soul encourages root development and microbial activity, which contribute to tree growth
and well-being. A major factor in logging-related soil damage comes from road building, with trucks and other heavy
equipment compressing the spongy soul, creating furrows where water collects, and disrupting the underground water
now. Eventually, the topsoil wears away, leaving behind an infertile layer of rocks and hard clay.
Logging can also damage aquatic habitats. Vegetation along rivers and stream banks helps maintain a steady
water flow by blocking the entry of soil and other residue, and tree shade inhibits the growth of algae. Removing trees
obliterates these benefits. When eroding soil flows into water-ways, the organic matter within it consumes more oxygen,
which can lead to oxygen depletion in the water, killing fish and other aquatic wildlife.
Trees provide a natural defense against air pollution. They remove carbon dioxide from the atmosphere while
they emit oxygen, and their leaves filter pollutants from the air. Cutting down trees keeps pollutants airborne, where they
can mix with water vapor and form acid rain. Water quality in nearby streams and rivers also deteriorates as tree loss
contributes to increased sedimentation.
In a healthy forest ecosystem, trees draw moisture from the soil and release it into the atmosphere while they
provide shade to lessen evaporation. Thus, deforestation impacts rainfall patterns, leading to flooding as well as drought
and forest fires. Deforestation is responsible for about one-fifth of carbon dioxide emissions worldwide, making it a major
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contributor to climate change-in particular, global warming. In the Amazon basin alone, deforestation is responsible for
millions of tons of carbon dioxide being released into the atmosphere annually. Some logging companies burn large
tracts of forest Just to facilitate access to one area —a practice that discharges even more carbon dioxide.
Forests, especially the tropical rain forests, are a vital natural resource with extensive biodiversity and
irreplaceable wildlife habitats. More responsible logging practices would help ensure that they are protected for future
generations.
IV. RUBRIC FOR SCORING
Scoring Rubric for Outlining

Criteria Excellent Good Satisfactory Needs Score
5 4 3 Improvement
2
Coordination All ideas of the Most ideas of the Some ideas of the All ideas of the
same relevance same relevance same relevance same relevance
were labeled in the were labeled in were labeled in were not labeled
same way. the same way. the same way. in the same way.
Subordination All minor details Most minor Some minor All minor details
were placed under details were details were were not placed
their respective placed under their placed under their under their
major details. respective major respective major respective major
details. details. details.
Division All clusters contain Most clusters Some clusters All Clusters
at least two items. contain at least contain at least contain only one
two items. two items. item.
Parallel All entries in each Most entries in Some entries in All entries in each
Construction cluster used the each cluster used each cluster used cluster used a
same structure and the same the same different structure
format. structure and structure and and format.
format. format.
Total Score
V. REFLECTION/COMMENTS/SUGGESTIONS
Complete the following phrases into a complete sentence as you relate your reflection.
1. I have learned that___________________________________________________.
2. I need further explanation/clarification on__________________________________.
Prepared by: Verified/Noted by:
JOZIEL B. KHIONG JANICE A. MARTIN

Teacher II Asst. Principal II
Approved:
JESUS P. DELA PEÑA

Principal IV
6
Earth and Life Science 11/12
QUARTER I – LEARNER’S PACKET NO. 5
I. INTRODUCTORY CONCEPT
Hi learners! Do you still remember the activities you did in the previous days? I am sure you still do.
One browse from your social media account and voila! Most of your activities are recorded in your timeline.
Recording of previous events is so easy nowadays. With the help of cellphone, internet, CCTV and other
technological devices and applications, we can easily have a glimpse of the past.
But did you ever wonder how we were able to know what happened thousands or millions or even
billions of years ago? That was the time when technologies we have today are not yet available and even
humans do not exist yet. Then how did we came up with all the information of past events that we know
today?
Recording of past events became possible with the help of stratified rocks, these are rocks that are
arranged in layers called strata.
This Learner’s Packet will give you an idea in determining the age of stratified rocks and its formation
and composition giving us a glimpse of the past.
II. LEARNING COMPETENCIES
● Describe how layers of rocks (stratified rocks) are formed (S11/12ES-Ie-25);

● Describe the different methods (relative and absolute dating) to determine the age of stratified rocks
(S11/12ES-Ie-26).
III. ACTIVITIES
Do you have an idea of what a stratified rock looks like and how it is formed? Let’s perform the next
activities to find out!
Activity 1: Letter-Layer Sequencing
In this activity, you are tasked to determine the special

sequence of all the letters in the box by following the clues stated
below:
 Each card of letters above represents a layer.
 The letters in each card represents the materials that can
be found in that layer.
 The bottom layer contains the letters “D” and “M”.
Figure 3. Letter cards

Procedure:
1. Make a card of letters like what is shown in Figure 3. You can use either cardboard or a piece of
paper in making cards. Make sure the sizes of the letters are the same.
2. To arrange the letters in a specific sequence, you have to look first for the card representing the
bottom layer (first layer), it is already stated in the clues that it is the card containing the letters
“D” and “M”.
3. For the next layer, look for the card that contains either letters “D” or “M”. Obviously, that is card
“FD” since aside from the first card (DM) it is the only remaining card containing the letter “D”, and
RO_Earth and Life Science_11/12_Q1_LP 5
1
no remaining card contains with letter “M”. Place it on top of the first card (first layer) by aligning
the common letters in the two boxes.
4. Continue sequencing the letters up to the last card. The result must be a stack of cards. The card
at the bottom is the oldest layer containing the oldest letters or materials, while the topmost card
is the youngest layer containing the youngest letters or materials.
5. Write the correct sequence of letters in your notebook without repeating the letters. The manner
of writing the sequence of letters will be from the oldest letter (bottom) up to the youngest letter
(topmost).
Note: Figure 4 is just an example of what you are going to do. Do not copy it.
Guide Questions:
1. What is the correct sequence of letters?
2. What is the topmost layer?
3. What is the youngest letter in the sequence?
What is the oldest letter? What is your basis for
your answers?
4. How did you know that “T” is older than “C”?
5. Explain why “A” in layer AC is older than “A” in
layer EA.
6. How can you relate this activity to the process Figure 4. Sample sequencing of letters and stacking of cards.
Illustrated by: DB Mayores, July 2020
of determining the age of stratified rocks?
ANALYSIS
What do you think is the importance of studying stratified rocks to:

1. History
2. Education
3. Geology
ABSTRACTION
STRATIFIED ROCKS
Stratified rock is a classification of rock based on its physical properties.
These are rocks that has strata or layers. Can you see the layers of rocks in Figure
6? Stratified rocks
are made up of sedimentary rocks. Sediments that hardened over time
create layers that make it a stratified rock. This process of creating layers of rocks
is called stratification.
Figure 6. Animasola Island, Masbate
Photo taken by: D.B. Mayores, May
There are four steps on how stratified sedimentary 2018
rocks are formed.
1. Weathering. The is the first step in sedimentary rock
formation where large pieces of rocks are broken down
into smaller pieces. These pieces of rocks together with
other materials form the sediments.
2. Erosion. Sediments, being light weight, will then be
transported over time. The process of transporting rock
particles and other materials from one place to another
is called erosion. This can be caused by wind, water,
and other natural agents. Figure 7. Weathering
Source: http://www.eschooltoday.com/rocks/what-is-physical-weathering-of-
rocks.html

2
3. Deposition. The sediments together with fossils will then settle in a certain place after being eroded,
in most cases in bodies of water like oceans where sediments are deposited undist urbed at the bottom
due to gravity.
Figure 8. Deposition Figure 9. Compaction
4. Compaction. The deposited sediments will begin to stick to one another, cemented together with clay,
other minerals, and fossils, and compacted creating a layer of sedimentary rock. Over time, another
layer of sediments composed of other kind of materials will pile up on top of the first layer forming a
stratified sedimentary rock.
This stratification process happens hundreds of years or more. Danish scientist Nicolas Steno
proposed the Law of Original Horizontality which states that sediments are deposited horizontally creating
horizontal strata or layers. Strata’s thickness may vary from millimeters to several meters. The strata reveal
rock composition and age that can be used to know the events and objects in the Earth’s history.
Figure 10. Stratified rock formation Figure 11. Stratified rock formation
Source: Olivia JB Seidel Source: Donna Whitney
https://www.pinterest.ph/pin/740560732449774441/ https://www.pinterest.ph/pin/403424079110046769/
METHODS OF DETERMINING THE AGE OF STRATIFIED ROCKS
Though most rocks were formed thousands or millions of years ago, scientists found a way to
determine their age to learn the different events that happened in the past. The age of stratified rocks can be
determined using two methods, the relative dating, and the absolute dating.
1. Relative dating. It is a method of determining the age of rocks in each layer by identifying the
relative order of previous events. The determination of the relative ages of rocks are based on the
following principles:
a. Law of Superposition. It states that each layer of sediments is piled on top of another
layer making the one on top of the strata the youngest one, while the layer at the bottom
of the strata as the oldest.
b. Cross-cutting relationship. Igneous rocks are formed from a solidified magma or lava.
A lava that cooled and hardened in a surface is called an extrusion. The strata beneath
the extrusion are always older. A magma that cooled and hardened beneath the surface
is called an intrusion. An igneous intrusion is always younger than the rock it has intruded;
this principle is called the cross-cutting relationship. This is also true to faults. A fault, a
break on the Earth’s crust is always younger than the stratified rock that it cuts.

3
c. Law of Inclusion. The rocks that mixed up in the formation of sediments are called
inclusions. These rocks are always older than the layer of sediments it is embedded.
d. Faunal Succession. Fossils of plants and animals are grouped according to the period of
geologic time they appeared. Strata containing those group of fossils are also formed on
that period.
e. cLaw of Original Horizontality. Layers of sediments are originally deposited horizontally.
Those strata that are found not in horizontal order may have been deformed by the
movement of the Earth’s crust. Through these distinctive features, each layer of rocks can
be compared from one another determining their relative ages .
Figure 12. Application of Law of Superposition and Cross- Figure 13. Deposited fossils in each
cutting relationship layer
Illustrated by: D.B. Mayores, June 2020
2. Absolute dating. It is a method of determining the numerical age of rocks using advanced
technology. The most common way of determining the absolute age of rock is through Radiometric
dating where radioactive isotopes found in fossils or rocks are used. Carbon-14 (C-14) is used to
determine the age of fossils embedded in rocks and Uranium-238 (U-238) for rocks.
Radioactive isotope, called parent isotope are unstable and gradually decays in a fixed rate
into a daughter isotope which is more stable. The time it takes for one half of the isotope to decay
is called half-life. For example, U-238 will take 4.5 billion years for half the amount of it to decay
into a daughter isotope Lead-206 (Pb-206).
Figure 14. Uranium 238 decays into its Figure 15. Carbon-14 decays into its
daughter isotope Lead-206 daughter isotope Nitrogen-14
Since the rates of decay of radioactive isotopes are known, it can be used to determine the age
of rocks by measuring the proportion of parent and daughter isotopes present in rocks. For
example, if a rock is found to contain the same proportion of U-238 and Pb-206, geologists can
tell that the age of rock is about 4.5 billion years old. Since some rocks on earth’s surface were
formed in different timelines, other isotopes with a different rate of decay are used like potassium-
40 (K-40) with a half-life of 1,251 billion years, uranium-235 with a half-life of 700 million years,
and carbon-14 (C-14) with a half-life of 5730 years.
Table 1. Different dating methods

Dating Method Materials Dated Age range dated
Carbon-14 to Nitrogen-14 Organic remains, Up to 60,000 years ago
archaeological artefacts
Luminescence Tephra, loess, lake Up to 100,000 years ago
sediments
Fission track Tephra 10,000 to 400 million years ago

4
Potassium-40 to Argon-40 Volcanic rocks 20,000 to 4.5 billion years ago
Uranium-238 to lead-206 Volcanic rocks 1 million to 4.5 billion years ago
Uranium-235 to lead-207 Volcanic rocks 10 million to 4.5 billion years ago
Source: https://www.sciencelearn.org.nz/resources/1486-absolute-dating
Example problem:
Using potassium-40, calculate how long ago a rock was formed if it has only 25% of potassium-
40 found in similar rock formed today. Note that the half-life of potassium-40 is 1.251 billion years.
Solution:
The rock had gone by 2 half-life, that is,
Figure 16. Half life of K-40 in a sample rock (1.251 bya X 2) = 2.502 billion years ago
The rock was formed about 2.502 billion years ago.
Determining the age of sedimentary rocks using U-238

and K-40
sometimes leads to the age of its component rocks, the
metamorphic and igneous rocks, not the age of sediment
accumulation. That is why geologists uses other
radioactive isotopes like Carbon-14 to date the age of the
fossils in the sediments, and through luminescence
dating, a process that measures the quantity of emitted
light from energy stored in a rock.
To get the more accurate age of rocks, geologists
both use the relative and absolute dating for comparison
and verification. Figure 17. Relative dating and Absolute dating
APPLICATION
I. Direction: Solve the problem below. Write your answer in your answer sheet. Note: Draw an illustration
to back up your answer.
A. Geologists used carbon-14 to date the fossils embedded in a sedimentary rock. After thorough
examination, they found only 6.25% of carbon-14 left in the fossil examined. When was the sedimentary rock
formed if geologists were to base the age of the rock to the age of the fossil?
B. A uranium-238 is used to determine the age of an unearthed rock. It was found out that the rock contains
25% Lead-206 in proportion to uranium-238. What is the absolute age of the rock?
II. Direction: Choose the letter of the correct answer.
1. What activity can cause an igneous intrusion to stratified rocks?

a. volcanic activity c. deposition
b. human activity d. weathering
2. Which of these is determined by absolute dating?
a. kind of fossil c. relative age of rock
b. numerical age of rock c. composition of rock
3. What will happen to sediments deposited undisturbed at the bottom of the ocean?
a. Sediments will be compacted c. Sediments will turn into other type of material
b. Sediments will be eroded d. None of the above
4. Which of the following statements about sediments is TRUE?
a. Hard sedimentary rocks are found at the top layer
b. Young sediments are at the bottom, while the oldest are on top layer
c. Young sediments are on top layer, while the oldest are at the bottom
d. Soft sediments are found at the bottom layer
5
5. Which of the following is the correct sequence of rock stratification?
a. weathering – erosion – deposition – compaction
b. erosion – weathering – compaction – deposition
c. deposition – weathering – compaction – erosion
d. weathering – deposition – compaction – erosion
6. A rock inclusion is found in every layer of a rock strata. Which of the following statements
is TRUE?
a. The top layer is the oldest.
b. The rock inclusion is the oldest.
c. The bottom layer is the oldest.
d. The rock inclusion is older than the top layer but younger than the bottom.
For numbers 7-8, refer to Figure 19.
7. Which layer of rock is the oldest?
a. layer 1 c. layer 3
b. layer 2 d. layer 4
8. Which rock is the youngest?
a. Layer 1 c. Layer 4
b. Layer 3 d. Igneous intrusion
Figure 19. Stratified rock
9. Why does a parent radioactive isotopes decays into a daughter
isotope?
a. because it is unstable
b. because it is stable
c. because it is used for relative dating
d. because it is used for absolute dating
10. At present, a rock is found to contain 50% of Argon-40 after decaying for almost 1,251
billion years. What radioactive isotope is made up of the remaining 50% of Argon-40?
a. Cabon-14 c. Lead-206
b. Potassium-40 d. Uranium-325
IV. REFLECTION
I have learned that ________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
I wish to ask my teacher about _____________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
V. REFERENCES
Mayores, D.B. SMILE Learning Packet in Earth and Life Science Grade 11/12, Quarter 1 – Week 5, DepEd
Region V.

6
KOMUNIKASYON AT PANANALIKSIK SA WIKA AT KULTURANG PILIPINO
KUWARTER 1- LINGGO 5
Kaibigan, paano ka natutulungan ng wika sa araw -araw

na pamumuhay? Iyan ang pag - uusapan natin
ngayon.Kayang - kaya ba? Magaling!Pinoy ka eh! Halika!
Umpisahan na natin.
I. Susing Konsepto:
GAMIT NG WIKA SA LIPUNAN
INSTRUMENTAL
Katangian: Tumutugon sa mga pangangailangan. Nagpapahayag ng pakiusap, pagtatanong,
at pag-uutos.
Pasalita Pasulat
Pakikitungo, Pangangalakal, Pag-uutos Liham Pangalakal
REGULATORI
Katangian: Komokontrol/ Gumagabay sa kilos at asal ng iba.
Pasalita Pasulat
Pagbibigay ng panuto/direksiyon, Resipe, direksiyon sa isang lugar, panuto sa
Paalala pagsusulit at paggawa ng
isang bagay, tuntunin sa batas na
ipinatutupad
INTERAKSIYONAL
Katangian: Nagpapanatili, nakapagtatatag ng relasyong sosyal.
Pasalita Pasulat
Pormulasyong Panlipunan Liham Pangkaibigan:
• Pangungumusta, Pag-anyayang kumain, • Imbitasyon sa isang okasyon
Pagpapatuloy sa bahay, (kaarawan, anibersaryo,
Pagpapalitan ng biro, at marami pang programa sa paaralan)
iba.
PERSONAL
Katangian: Nakapagpapahayag ng sariling damdamin o opinyon.
Pasalita Pasulat
Pormal o Di- Pormal na Talakayan, Debate, o Editoryal, o Pangulong- tudling, liham sa
Pagtatalo patnugot, pagsulat ng suring- basa,
suring- pelikula o anumang dulang
pantanghalan
HEURISTIKO
Katangian: Naghahanap ng mga impormasyon o datos
Pasalita Pasulat
Pagtatanong, Pananaliksik, at Sarbey, Pamanahong Papel, Tesis, at
Pakikipanayam Disertasyon
IMPORMATIBO
Katangian: Nagpapahayag ng komunikasyon sa pamamagitan ng mga simbolo o sagisag.
Pasalita Pasulat
Pagpapahayag ng hinuha o pahiwatig sa Mga anunsiyo, patalastas, at paalala

mga simbolismo ng isang bagay o
paligid
IMAHINATIBO
Katangian: Ang pagiging malikhain ng tao ay tungkuling nagagampanan niya sa wika.
Nalilikha ng tao ang mga bagay – bagay upang maipahayag niya ang kaniyang damdamin.
Pasalita Pasulat
Pagbigkas ng Tula Pagsulat ng Akdang Pampanitikan
Jocson, Magdalena O. Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino.

Quezon City: Vibal Group, Inc., 2016
II. Kasanayang Pampagkatuto:

Sa gawaing pagkatutong ito, inaasahan na:
1. Nabibigyang 321
kahuluganangmg komunikatibong gamit ng wika sa lipunan
- F11PT- Ic - 86 a
Sa pagkakataong ito,inaasahan ko ang iyong

buong puso at husay na pakikilahok sa lahat
ng mga gawain.Handa ka na ba?Tara!
III. Mga Gawain sa Pagkatuto:
Gawain
Panuto: Basahin at unawaing mabuti ang bawat aytem. Isulat sa papel ang letra ng gamit ng
wikang binibigyang kahulugan sa pahayag.
1.
Naipapahayag sa malikhaing paraan at naipapakita ito sa pamamagitan ng paglalarawan
o pagsasalaysay. Lumilitaw sa tungkulin na ito ang pagiging masining at ma-retorika sa
paggamit ng wika upang pukawin ang guni-guni ng isang tao.
A. Interaksiyonal C. Imahinatibo
B.Instrumental D. Heuristiko
2.
Nagpapanatili o nagpapatatag sa relasyong sosyal.
A. Interaksiyonal C. Personal
B. Impormatibo D. Imahinatibo
3.
Tungkulin ng wika ang pagkontrol sa kilos at asal ng tao. Nagagawa nitong pasunurin ang
tao batay sa dwa ng pahayag.
A. Heuristiko C. Impormatibo
B. Regulatori D. Instrumental
4.
Paghahanap ng impormasyon o datos.
A. Interaksiyonal C. Heuristiko
B. Regulatori D. Personal
5.
Pagpapahayag ng opinyon sa mga isyu, tulad ng Racisim, ABS-CBN Shutdown, Curfew,
Covid 19, maaari rin sa pormal o di pormal na debate.
A. Personal C. Instrumental
B. Imahinatibo D. Regulatori
Kumusta ang unang gawain? Madali ba o mahirap? Tingnan ang sagot sa

4
pahina 6. Nakuha mo ba ang lahat ng wastong sagot sa pagsasanay? Kung nakuha mo
nang lahat, ikaw ay MAHUSAY! Kung mababa sa 5, balikan at pag-aralang muli
ang hindi mo nakuha at pagkatapos, magpatuloy na sa gawain 2 at 3.
Isa sa tungkulin o gamit ng wika ay ang pagtugon sa mga

pangangailangan, halimbawa nito ay ang pagsulat ng isang liham
Gawain
Panuto: Sumulat ng liham sa puno ng barangay kaugnay ng nararanasang pandemyang
COVID 19.
5
Mga Dapat Tandaan sa Pagsulat:
- Sundin ang tamang pormat at bahagi ng liham.

- Kailangang maging matapat, magalang, maayos ang sulat.
- Maaaring humingi ng tulong, naglalahad ng suliranin, nangangailangan ng aksyon,
nagpapasalamat o bumabati sa nagawang tulong ng lider.
- Gawin sa short size bond paper.
Dahil madali mo lang nasagutan ang ikalawang gawain, heto pa ang gawaing di lang
susukat sa talas ng iyong isip kundi maging sa iba mo pang talento tulad ng
pagguhit o pagbidyo.
Gawain I-DRAWING MO O I-VIDEO
Pumili ng isa lamang batay sa mga sumusunod:

A. Panuto: Sa ¼ puting kartolina gumawa ng sariling poster na nagpapakita
sa mga natutunan tungkol sa tungkulin o gamit ng wika sa lipunan. Gumuhit
ng mga larawan o simbolong angkop sa pagpapaliwanag. Gawing simple ngunit
makahulugan ang poster.
B. Panuto: Nauuso ang paggawa ng Vlog kaya’t naisipan mo ring gumawa,

dito ay nais mong ipaliwanag ang kahalagahan ng tungkulin o gamit ng wika sa
lipunan. Ang Vlog ay tatakbo sa loob ng 5-10 minuto. Maaaring obserbahan
ang mga eksena sa loob at labas ng tahanan bilang mga halimbawa.
(Observe physical/social distancing) Tatayain ayon sa mga impormasyong
naibahagi, linaw at pagkamalikhain o ganda ng Vlog.
Ang galing -galing mo! Natapos mo ang lahat ng gawain. Binabati

kita sa iyong tagumpay.
IV. Rubrik sa Pagpupuntos:
Liham
A. Nilalaman ----------------------------------- 20%

Kaugnayan sa paksa
Pagkakaugnay ng kaisipan
Makatotohanang mga halimbawa
B. Teknikal ----------------------------------- 20%

Margin, bantas, tamang baybay ng mga salita atbp.
Tamang gamit/ kaangkupan ng mga salita
Kabuoan ----------------------------------- 40%
Poster
Pamantayan Indikador Puntos
Nilalaman - Naipakita at naipaliwanag nang 5
maayos ang ugnayan ng lahat ng konsepto sa paggawa ng poster.
Kaangkupan ng - Maliwanag at angkop ang 5

konsepto mensahe sa paglalarawan ng
konsepto.
Pagkamalikhain - Orihinal ang ideya sa paggawa 5
(Originality) ng poster.
Kabuuang Presentasyon - Malinis at Maayos ang kabuuang 5

presentasyon.
Pagkamalikhain - Gumamit ng tamang 5
(Creativity) kombinasyon ng kulay upang
maipahayag ang nilalaman, konsepto, at
mensahe
Kabuoan 25
Vlog
PAMANTAYAN BAHAGDAN
Impormasyong 30%
naibahagi/Nilalaman
Linaw/Organisasyon 15%
Ganda ng Vlog (iba pang may 15%
kaugnayang pangteknikal)
Kabuoang Marka 60%
V. Repleksiyon:
12.Bakit naiiba o bukod tangi ang wika ng tao?

Paano ka natutulungan ng wika sa araw araw na buhay?
Sa wakas ay narating mo ang dulo ng aralin. Ang saya-

saya ko at napagtagumpayan mo ang mga pagsasanay
at gawain. Ang husay mo!
Inihanda nina: TOMAS L. DUNGOG III, TIII (SHS)

JOVELYN F. SESE , TII (SHS)
General Mathematics – Grade 11
Exponential Function, Exponential Equation and Exponential Inequality
I. INTRODUCTORY CONCEPT
Some real-life problems can be represented and can be solved using inverse functions and exponential
functions. This Learner’s Packet will guide the students in solving problems involving inverse functions,
representing real-life situations using functions, and distinguishing exponential function, exponential equation
and exponential inequality. In here, you will be exposed to variety of sample problems followed by practice
problems which can help develop your skills and competencies.
II. LEARNING COMPETENCIES
At the end of this module, the learner must be able to:
1. Solve problems involving inverse functions (M11GM-Ie-2);
2. Represent real-life situations using exponential functions (M11GM-Ie-3);
3. distinguish between exponential function, exponential equation and exponential inequality (M11GM-
Ie-4).
III. LEARNING ACTIVITIES
Lesson 1: PROBLEMS ON INVERSE FUNCTIONS
To solve problems involving inverse function you must be guided with these steps:
Steps on Solving Problems Involving Inverse Functions
1. What is asked? (Determine what the problem requires you to do.)
2. What is/are given? (Identify the given data in the problem.)
3. Write a number sentence or a function. (Represent the problem using a function notation.)
4. What is the inverse of the function? (Determine the inverse of the function.)
5. What is the solution to the problem? (Determine the solution to the given problem by evaluating the inverse of the
function.)
6. Does your answer satisfy the original function? (Check your answer to the original function.)
Sample Problems:
Example 1:
It has been observed that the hair grows 1/2 cm per week. At present, your teacher’s hair is 15 cm long.
How long will it take for her to have a 40-cm hair length?
SOLUTION:
Step 1: What is asked? (Determine what the problem requires you to do.)
How long will it take for her to have a 40-cm hair length?
Step 2: What is/are given? (Identify the given data in the problem.)
1
cm per week - growth rate of the hair
2
15 cm – current length of the hair
40 cm - length of the hair y after x weeks
Step 3: Write a number sentence or a function. (Represent the problem using a function notation.)
Let x be the number of weeks; and
𝒇(𝒙) = 𝒚 represents the total length of the hair after x weeks
Thus, the function would be
f(x) = 1/2x +15 or y = 1/2x +15
Step 4: What is the inverse of the function? (Find the inverse of the function.)
To find the inverse of 𝒇(𝒙) = ½ 𝒙 + 𝟏𝟓
a. Let 𝒇(𝒙) = 𝒚, hence the function can be written as y = 1/2x +15
b. Change y to x and x to y
x = 1/2y + 15
c. Solve for y
x = 1/2y + 15
1/2y + 15 = x by symmetric property of equality,
(that is, if a=b, then b=a)
1/2y = x – 15 by addition property of equality
1/2𝑦 x – 15
= by division property of equality
1/2 1/2
𝑦 = 2𝑥 – 30
𝑓 −1 (𝑥) = 2𝑥 − 30
Step 5: What is the solution to the problem? (Determine the solution to the given problem using the inverse
function.)
Substitute 40 which originally the value for y, and now it becomes the value of x. (by definition of inverse
RO_General Mathematics_Grade 11_Q1_LP 5
2
function)
𝑓 −1 (𝑥) = 2𝑥 − 30
y = 2𝑥 − 30
y = 2(40) – 3
y = 80 – 30
y = 50 weeks
Step 6: Does your answer satisfy the original function? (Check your answer to the original function.)
f(x) = 1/2x +15
40 = ½ (50) +15 by definition of inverse function (y becomes x)
40 = 40
Therefore, it will take 50 weeks to have a 40-cm long hair.
Example 2:
Moral twins are making cups of homemade punch at the rate of 20 cups per hour. How long will it take
them to make 300 cups of homemade punch?
SOLUTION:
How long will it take them to make 300 cups of homemade punch?
Step 2: What is/are given? (Identify the given data in the problem.
20 cups per hour - rate
300 cups - number of cups of lemonade y after x hours
Let x be the number of hours and
f(x) = y represents the total number of cups of lemonade Moral Twins made after x hours
Thus, the function would be 𝒇(𝒙) = 𝟐𝟎x
To find the inverse of 𝒇(𝒙) = 𝟐𝟎x
a. Let f(x) = y, hence the function can be written as y = 20x
b. Change y to x and x to y x = 20y
c. Solve for y
x = 20y
20y = x by symmetric property of equality,
(that is, if a=b, then b=a).
20y = x
𝟐𝟎𝒚 𝒙
𝟐𝟎 𝟐𝟎
𝒙
y=
𝟐𝟎
𝒇−𝟏 (𝒙) = 𝒙/𝟐𝟎
Step 5: What is the solution to the problem? (Determine the solution to the given problem using the inverse
function.)
Substitute 300 which originally the value for y, and now it becomes the value of x. (by definition of
inverse function
𝑥
𝑓 −1 (𝑥) =
20
300
y=
20
y = 15 hours
f(x) = 20x
𝟑𝟎𝟎 = 𝟐𝟎 (𝟏𝟓) by definition of inverse function (y becomes x)
𝟑𝟎𝟎 = 𝟑𝟎𝟎
Therefore, it will take 15 hours for the twins to make 300 cups of homemade punch
Example 3:
A car rental charge is PhP15 000.00 per day plus Php. 8.00 per kilometer travelled. If the car rental
company received Php 19 000.00, how far did the car travel?
SOLUTION:
How far did the car travel?
Step 2: What is/are given? (Identify the given data in the problem.)
PhP 8.00 per kilometer - rate
PhP 15 000.00 - basic car rental
PhP 19 000.00 - total amount of rental y received by the car rental company for x distance covered
3
Let x be the distance travelled; and
𝒇(𝒙) = 𝒚 represents total amount of rental y received by the car rental company for x distance covered
Thus, the function would be 𝒇(𝒙) = 𝟏𝟓 𝟎𝟎𝟎 + 𝟖𝒙 or 𝒇(𝒙) = 𝟖𝒙 + 𝟏𝟓 𝟎𝟎𝟎
To find the inverse of 𝒇(𝒙) = 𝟖𝒙 + 𝟏𝟓 𝟎𝟎𝟎
a. Let 𝒇(𝒙) = 𝒚, hence the function can be written as 𝒚 = 𝟖𝒙 + 𝟏𝟓 𝟎𝟎𝟎
b. Change y to x and x to y 𝒙 = 𝟖𝒚 + 𝟏𝟓 𝟎𝟎𝟎
c. Solve for y
𝒙 = 𝟖𝒚 + 𝟏𝟓 𝟎𝟎𝟎
𝟖𝒚 + 𝟏𝟓𝟎𝟎 = 𝒙 by symmetric property of equality,
(that is, if a=b, then b=a).
𝟖𝒚 = 𝒙 – 𝟏𝟓 𝟎𝟎0
𝟖𝒚 𝒙 − 𝟏𝟓 𝟎𝟎𝟎
𝟖 𝟖
𝒙 − 𝟏𝟓 𝟎𝟎𝟎
𝒚=
𝟖
𝒙 − 𝟏𝟓 𝟎𝟎𝟎
𝒇−𝟏 (𝒙) =
𝟖
Step 5: What is the solution to the problem? (Determine the solution to the given problem using the
inverse function.)
Substitute PhP19 000.00 which originally the value for y, and now it becomes the value of x. (by definition of
inverse function)
𝒙 − 𝟏𝟓 𝟎𝟎𝟎
𝒇−𝟏 (𝒙) =
𝟖
𝟏𝟗 𝟎𝟎𝟎 − 𝟏𝟓 𝟎𝟎𝟎
𝒚=
𝟖
y = 500 km
𝒇(𝒙) = 𝟖𝒙 + 𝟏𝟓 𝟎𝟎𝟎
𝟏𝟗 𝟎𝟎𝟎 = 𝟖(𝟓𝟎𝟎) + 𝟏𝟓 𝟎𝟎𝟎 by definition of inverse function (y becomes x)
𝟏𝟗 𝟎𝟎𝟎 = 𝟏𝟗 𝟎𝟎𝟎
Therefore, they travelled a distance of 500 kilometers.
Activity 1: Direction: Solve the following problems using inverse functions.
For items 1-3: Use the problem below:
Since public transportation is suspended due to Covid19 Pandemic and Enhance Community Quarantine (ECQ)
being implemented in the area, JV will be renting a car in order to go to his grandmother’s house which is 270 kilometers
away from his house. The car’s speed is 45 kilometers per hour.
1. What function represents the problem?
2. What is the inverse of the function?
3. How long will it take JV to reach his destination?
Lesson 2: Representing Real-life Situations using Exponential Functions
There are a lot of real-life situations which can be represented or modelled by exponential functions. Examples of
naturally occurring relationships that can be represented or modelled by exponential functions are, but not limited to,
population growth, exponential decay, compound interest, and growth of an epidemic.
Here are some definitions or concepts that will help you represent real-life situations using exponential functions.
Definition 1:
Exponential function with base b.
The function f(x) = bx where b>0, b≠1 and x is any real number.
 Here are some examples of exponential functions whose base 𝑏 is greater than zero, that is b > 1.
a. 𝑦 = 2𝑥 where b = 2
b. 𝑦 = 3𝑥+1 where b = 3
c. 𝑓(𝑥) = 52𝑥−1 where b = 5
 Here are some examples of exponential function whose base b is greater than zero but less than 1, that is 0 < 𝑏 < 1
1
a. y = ( )𝑥 where b = 1/2
2
1
b. y = ( )𝑥 where b = 1/3
3
𝑥
c. f(x) = 0.1 where b = 0.1
 Counterexamples. Functions below are NOT exponential functions.
a. 𝑦 = (−2) 𝑥 is not an exponential function because b = −2 which is less than 0, by definition, b>0.
b. f(x) = 1𝑥 is not an exponential function because b = 1, by definition, the value of b should not be 1, that
xis b≠1.
 You must remember that all functions shall use the notation f(x) or y with equal (=) symbol, such as in the

4
exponential function f(x) = 2𝑥 or 𝑦 = 2𝑥 .
Definition 2:
A transformation of an exponential function with base b is a function of the form𝒇(𝒙) = 𝒂𝒃𝒙−𝒄
+ 𝒅 or 𝒚 = 𝒂𝒃𝒙−𝒄 + 𝒅
where 𝑏 > 0 or 0 < 𝑏 < 1, and 𝑏 ≠ 1 and a, c and d are real numbers.
Based on the transformation of exponential function, generally we can model a certain real-life situation such as the
situations below:
Population growth or exponential growth can be generally modeled by
𝑦 = 𝑎𝑏 𝑥 or 𝑦 = 𝑎 (1 + 𝑟) 𝑥
where,
y is the population after x time;
a is the initial amount
b is the growth factor which is equal to 1+r
r is the rate of growth as decimal
x is the number of time interval had passed
Exponential decay can be generally modelled by 𝑦 = 𝑎𝑏 𝑥 or 𝑦 = 𝑎 (1 − 𝑟) 𝑥
where,
y is the population after t time;
b is the decay factor which is equal to 1 − 𝑟
r is the rate of decay as decimal
𝑟 𝑛𝑡
Compound Interest can be generally modeled by A = P(1 + )
𝑛
where,
A is the compound amount;
P is the principal amount
r rate of interest
t is the time
n is the frequency of conversion or number of conversion period
Note:
• conversion period is the time between successive conversions of interest.
• It can be annually meaning 𝑛 = 1; semi-annually, 𝑛 = 2; quarterly, 𝑛 = 4; monthly, 𝑛 = 12.
In representing real-life situations using exponential functions, we must follow these steps:
Steps in Representing Real-life Situations using Exponential Functions
1. What is the type of real-life scenario? (Determine whether it is a population growth, exponential decay, compound
interest, etc.)
2. What is the exponential model that can be used? (Determine the exponential model appropriate to be used.)
3. What are the given? (Identify the given data in the problem.)
4. Write a number sentence or write the function. (Represent the problem using the exponential function by
substituting the given to the generic exponential function).
Let us try the following sample problems:
Example 1:
In this time of pandemic, a certain province has initially 3 infected cases of covid-19 virus. If the virus
will not be contained, it will double every month. What function will represent its growth after x months?
SOLUTION:
Step 1: What is the type of real-life scenario? (Determine whether it is a population growth or exponential growth,
exponential decay, compound interest, …).
The problem is on population growth or exponential growth.
Step 2: What is the exponential model that can be used? (Determine the exponential model appropriates to be
used.)
y = 𝑎𝑏 𝑥 or y = 𝑎(1 + 𝑟) 𝑥
where,
b is the growth factor which is equal to 1+r
Step 3: What are the given? (Identify the given data in the problem.)
𝒂=𝟑
𝒃 = 𝟐 (because it says doubles)
5
𝒙 = 𝒙 months
Step 4: Write a number sentence or write the function. (Represent the problem using the exponential function by
substituting the given to the generic exponential form).
y = 𝑎𝑏 𝑥
y = 3(2) 𝑥
Therefore, the function that represents the population after x years is y = 3 (2)x
Example 2:
In 2015 Census, the population of Lupi, a town in Camarines Sur, is 32, 167 with an annual rate of
increase of 1.5%. What function models the future growth?
SOLUTION:
Step 1: What is the type of real-life scenario? (Determine whether it is a population growth or exponential
growth, exponential decay, compound interest, …
The problem is on population growth or exponential growth.
Step 2: What is the exponential model that can be used? (Determine the exponential model appropriate to
be used.)
y = 𝑎𝑏 𝑥 or y = 𝑎(1 + 𝑟) 𝑥
where,
b is the growth factor which is equal to 𝟏 + 𝒓
𝒂 = 𝟑𝟐, 𝟏𝟔𝟕
𝒓 = 𝟎. 𝟎𝟏𝟓
𝒃 = 𝟏. 𝟎𝟏𝟓
𝒙 = 𝒙 𝒚𝒆𝒂𝒓s
Step 4: Write a number sentence or write the function. (Represent the problem using the exponential
function by substituting the given to the generic exponential form).
y = 𝑎𝑏 𝑥
y = 𝟑𝟐 𝟏𝟔𝟕(1.015)𝑥
or
y = 𝑎(1 + 𝑟) 𝑥
y = 𝟑𝟐 𝟏𝟔𝟕(1 + 0.015) 𝑥
y = 𝟑𝟐 𝟏𝟔𝟕(1.015) 𝑥
Therefore, the function that represents the population after x years is y = 𝟑𝟐 𝟏𝟔𝟕(1.015) 𝑥
Example 3:
The half-life life of a certain radio-active substance is 10 days and there are 20 g initially. Determine the
remaining substance after x days? What function will determine the remaining substance?
SOLUTION:
The problem is on exponential decay or half-life.
be used.)
y = 𝑎𝑏 𝑥 or y = 𝑎(1 + 𝑟) 𝑥
where,
y is the population after t time;
b is the decay factor which is equal to 1-r
r is the rate of decay as decimal
𝒂 = 𝟐𝟎 g
1
𝒃 = (since it is half-life)
2
𝑥
x = days
10
y = 𝑎𝑏 𝑥

6
1
y = 20( ) 𝑥/10
2
1 𝑥/10
Therefore, the function that represents the remaining substance after x days is y = 20 ( )
2
Example 4:
Ednard Jason puts PhP 1 000.00 into an account to be used for his school expenses. The account earns 6%
interest, compounded annually. What function represents his total amount of money after investing it for x years?
SOLUTION:
The problem is on compound interest.
be used.)
𝑟
A = P(1 + )𝑛𝑡
𝑛
where,
r rate of interest
t is the time
𝑷 = 𝑷𝒉𝑷 𝟏𝟎𝟎𝟎. 𝟎𝟎
𝒓 = 𝟔% 𝒐𝒓 𝟎. 𝟎𝟔
𝒏 = 𝟏, since it is compounded annually
𝒕 = 𝒙 years
𝑟
A = P(1 + )𝑛𝑡
𝑛
0.06
A = P(1 + )1𝑥
1
A = P(1 + 1.06)1𝑥
Therefore, the function that represents the amount after x years is A = P(1 + 1.06)1𝑥
Example 5:
Jonah Allyson invested PhP 5 000.00 in a bank at 6% compounded semi- annually. Write an exponential
function that will give Jonah Allyson the total amount of her investment after x years.
SOLUTION:
The problem is on compound interest
be used
𝑟
A = P(1 + )𝑛𝑡
𝑛
where,
r rate of interest
t is the time
𝑷 = 𝑷𝒉𝑷 𝟓 𝟎𝟎𝟎. 𝟎𝟎
𝒓 = 𝟔% 𝒐𝒓 𝟎. 𝟎𝟔
𝒏 = 𝟐, since it is compounded semi-annually
𝒕 = 𝒙 years
𝑟
A = P(1 + )𝑛𝑡
𝑛
0.06
A = 5 000(1 + )2𝑥
2
2𝑥
A = 5 000(1.03)
Therefore, the function that represents the amount after x years is A = 5 000(1.03)2𝑥
Activity 1: Directions: Match the real-life situations with the correct exponential representations. Write the letters that
7
correspond to your answers on your answer sheet.
a. y = 2 000(1.06)4x b. y = 100(3)x/2 c. y = 75(2)20/x
x/20 1
d. y = 75(2) e. y= 56( )x/12 f. y = 800 000(0.85)x
2
1
g. y= 56( )12/x h. y = 800 000(1.15)x i. y = 100(3)2x
2
4x
j. y = 2 000(1.015)
1. Moral twins invested PhP 2 000.00 in CARD Bank which offers 6% interest rate compounded quarterly. How
much money will they have after x years?
2. Jon-jon and the twins’ brother bought a brand-new car worth PhP 800 000.00. Its value decreases 15% each year.
Determine the car’s value after x years.
3. JV has a beehive. If at the start, there are 100 bees in the beehive and it triples its number every 2 years. Represents
the number of bees after x years.
4. Bacteria doubles every 20 minutes. If there are 75 bacteria initially, write an exponential function representing the
number of bacteria after x minutes.
5. The half-life of a radioactive kind of elements is 12 days. How much will be left after x days, if you start with 56
grams of it? Write a function that will help you find the remaining substance.
Lesson 3: Exponential Functions, Equations and Inequalities
In distinguishing exponential function, exponential equation and exponential inequality, we must be guided with
the following definitions.
Definition 1:
An exponential expression is an expression of the form a·b x-c + d where a, b, c and d are any real numbers,
b>0 or 0<b<1 and b≠1. (General Mathematics LM p. 82)
The mathematical expressions below are examples of exponential expressions.
a. 2x d. 0.12x-1 - 3
x +1
b. 3 e. (½)-x +3
2x-1
c. 4 +1 f. 0.55-x
 You must remember that an exponential expression has the following characteristics:
a. The base b should be positive, that is 𝑏 > 0, and 𝑏 ≠ 1. Just like in the examples above, all examples are
having base b which is greater than zero and not equal to 1, 𝑏 > 0 and 𝑏 ≠ 1. The examples a, b and c have
base 2, 3 and 4 respectively which are all greater than 1; and examples d, e and f have base of 0.1, ½, and 0.5
respectively which are all greater than zero and less than 1, that is 0 < 𝑏 < 1.
b. All variables must be found at the exponents. The variable x in all the examples is in the exponents
Here are some examples of exponential equations.
Definition 2:
An exponential equation is an equation involving exponential expressions. It is an equation which variable
occurs as exponent.
a. 4𝑥 = 16 d. 52𝑥−1 − 3 = 22
b. 3 𝑥 +1
= 27 e. (½)−𝑥+3 = 1/4
2𝑥−1
c. 9 = 2 +1 f. 0.55−𝑥 = 0.125
 You must remember that all equations use the equal (=) symbol.
 Counter examples. Examples below are not exponential equations even though it uses the equal (=) symbol and
has exponents, these are other types of equation.
a. 𝑥 + 1 = 42 + 1 is a linear equation
b. 𝑥 2 − 1 = 8 is a quadratic equation
c. (𝑥 − 1 )3 = 7 is a cubic equation.
d. 2𝑥 4 − 32 = 0 is a polynomial equation.
Definition 3:
An exponential function is an expression of the form 𝑦 = 𝑏𝑥 or 𝑓(𝑥) = 𝑏 𝑥 where 𝑏 > 0,
𝑏 ≠ 1 and x is any real numbers.
A. Here are some examples of exponential functions whose base b is greater than one, that is b>1.
a. 𝑦 = 2𝑥 where 𝑏 = 2
b. 𝑦 = 3𝑥 + 1 where 𝑏 = 3
c. 𝑦 = 4𝑥 where 𝑏= 4
d. 𝑓(𝑥) = 52𝑥−1 where 𝑏 = 5
e. 𝑓(𝑥) = 65−𝑥 where 𝑏 = 6
f. 𝑓(𝑥) = 102𝑥 where 𝑏 = 10
B. Here are some examples of exponential functions whose base b is greater than zero but less than 1, that is 0<b<1
1
a. 𝑦 = ( )𝑥 where 𝑏 = 1/2
2
1
b. 𝑦 = ( )𝑥 where 𝑏 = 1/3
3

8
1
c. 𝑦 = ( ) 𝑥 where 𝑏 = 1/4
4
1
d. f(x) = ( )𝑥 where 𝑏 = 1/5
5
e. f(x) = (0.1) 𝑥 where 𝑏 = 0.1
f. f(x) = (0.2) 𝑥 where 𝑏 = 0.2
C. All examples in A and B are exponential functions having base 𝒃 > 𝟎 but 𝒃 ≠ 𝟏
with the variable x in the exponent of base b.
 Counterexamples. Functions below are NOT exponential functions.
c. 𝒚 = (−𝟐)𝟐 is not an exponential function because 𝑏 = −2 which is less than 0, By definition, 𝒃 > 𝟎
but 𝒃 ≠ 𝟏.
d. 𝒇(𝒙) = 𝟏𝒙 is not an exponential function because 𝑏 = 1. By definition, 𝑏 > 0 but 𝑏 ≠ 1.
 You must remember that all functions shall use the notation f(x) or y with equal (=) symbol, such as in the
exponential function 𝑓(𝑥) = 2𝑥 or 𝑦 = 2𝑥.
Definition 4:
An exponential inequality is an inequality involving exponential expressions. It is an inequality which one or both
sides involve variable in the exponent.
 Here are some examples of exponential inequalities.
a. 4 𝑥 ≥ 16 d. 52𝑥−1 − 3 < 22
b. 3 𝑥 +1
≤ 3 2𝑥
e. (½)−𝑥+3 ≠ ¼
2𝑥−1 5−𝑥
c. 32 > 2 +4 𝑥 f. 0.5 ≥ 0.125
 Exponential inequalities make use of the inequality symbols >, <, ≥, ≤, or ≠.
 Counter examples. Inequalities below are not exponential inequalities.
a. 𝑥 4 + 1 ≥ 16 is a polynomial inequality.
b. 𝑥 − 1 < 23 is a linear inequality.
2
c. (𝑥 − 2) ≤ 5 is a quadratic inequality.
d. 4𝑥 = 16 is an exponential equation
2𝑥 25
e. ≤ is a rational inequality
5 4
1x
f. 𝑓(𝑥) = is an exponential function.
2
Activity 1:
Directions: Copy the given functions, equations, or inequalities in each item on your
answer sheet. Then, select all the possible answers as directed in each item.
1. I am an exponential equation, circle me.
10𝑥−1 = 1 𝑥10 − 1 = 0 𝑓(𝑥) = 510𝑥 33−𝑥 + 1 = 10
2. They call me an exponential inequality, check me.
𝑦 = 0.5𝑥 3𝑥−5 ≤ 92 (2 + 3)2 > 52𝑥 − 3 (2𝑥 − 3)5 < (2 + 3)2
3. Underline me if I am an exponential function.
y = x1/2 (1/3) x -5 = y f(x) = 5 2x + 3 f(x) = 2 + 32x
4. I am neither exponential function nor exponential inequality, cross me out.
72x-1 = 1 (1/2) x = (1/4)2 f(x) = 3 + 62x 83 ≤ 2 + 32x
5. I am not an exponential function neither exponential inequality nor exponential equation, box me.
3𝑥+1 < 9 3𝑥+1 = 9 𝑓(𝑥) = 3𝑥+1 (𝑥 + 1)3 = 9
VII. REFERENCES
1. Department of Education. (2016). General Mathematics Learner’s Material First Edition. Lexicon Press Inc.
2. Oronce, O. A. and Mendoza, O. , Exploring Mathematics: Advanced Algebra and Trigonometry IV
3. https://www.philatlas.com/luzon/r05/camarines-sur/lupi.html
4. https://www.youtube.com/watch?v=ivX0lI6oGCw
5. https://brilliant.org/wiki/exponential-fun
Prepared by:
ALDRIN V. ALIMONSURIN, T-II
BOBBY JOHN S. YULINA, T-II
JONEL M. BARBOSA, T-II
Noted:
JANICE A. MARTIN
Assistant Principal II
Approved:
JESUS P. DELA PEÑA
Principal IV

9
SENIOR HIGH SCHOOL- Oral Communication in Context
STUDENT’S NAME: ________________________GRADE/SECTION: _____________
TEACHER: _______________________________ DATE SUBMITTED: ____________
BARRIERS OF COMMUNICATION
I. LEARNING SKILLS
A. Most Essential Learning Competency

Use various strategies in order to avoid communication breakdown.
B. Objectives
1. Define barriers to communication.
2. Distinguish effective communication from ineffective ones;
3. Analyze situations highlighting ineffective communication; and
4. Suggest ways on how to combat the barriers to communication.
Barriers to Communication is defined as the aspects or conditions that interfere

with effective exchange of ideas or thoughts.
There are several factors that may affect the effective flow of communication
namely:
Environmental Halo Effect

Technological Misinterpretation
Organizational Fear
Jargons Stress
External Noise Status
Emotions Chain of command
Distance Trust Issues
Personal Negative Self Image
Interests
Barriers have 5 major classifications:
1
RO_Senior HS_Oral Communication_Q1_LP 5
1. Physical Barriers
2. Semantic and Language Barriers
3. Socio-Psychological Barriers
4. Cross Cultural Barriers
5. Organizational Barriers
To understand these 5 major classifications, let us discuss them one by one:
PHYSICAL BARRIERS
These are barriers to communication that are

distractive to our senses, maybe our sense of sight, hearing, or
others.
Common examples of these are: faulty

organizational structure, noise, time and distance, and,
information overload.
Source: Jadrav Namrata, Barriers to Communication, https://slideshare.net, (accessed June 22, 2020)
Look at the clippings below to know its more specific examples:
2
Semantic and Language Barriers
A random Japanese guy once said,

“Those who speak do not know and those who know, do not speak.”.
This is mainly because of Semantic and Language Barriers present between
and among speakers.
SEMANTICS is defined as the study of meaning, signs and symbols

used for communication. And, any alteration therein could cause blockage to
the flow.
Examples of these include:
Homophones (similar
sounding words)
A
il/ pale
Homographs (words that
have multiple pronunciation)
L
ead (to direct) / lead (an element)
Homonyms (words that have
multiple meaning)
l
ose/ close
Denotation (literal) and
Connotation (figurative)
C
heap (inexpensive/ cheap
(substandard)
Semantic and Language Barriers
On the same note, LANGUAGE BARRIERS also impact the delivery of the
message. Some of its common factors are:
Language difference (a Chinese-national

speaking in Mandarin to an indigenous Filipino);
No clarity in speech (hoarse voiced
student delivering his valedictory speech);
Using jargons (a lawyer mentioning legal
terms to a medical practitioner);
Not being specific (using high falutin
words to impress people and being too wordy).
3
Socio-psychological Barriers
PSYCHOLOGICAL BARRIER can be described as the cause

of distorted communication because of human psychology
problems.
This barrier is mainly caused by:
A
ttitude and opinions
E
motions
F
iltering and distortion of message
S
tatus difference
I
n attention
C
losed mindedness
F
ields of experience
Aside from
Cross-Cultural these, others
Barriers
include:
You were taught in your Araling Panlipunan
discussion that CULTURE is one country’s attributions, norms, G
orientation. Eachroupandidentification
every country’s culture is unique and at
times, a slight difference could lead to misunderstanding: S
elf-image
Enlisted herein are the different cross-cultural P
barriers, namely:remature evaluation
language, values, social relation, concept of
time, concept of space and gestures. D
istrust
P
oor retention
Organizational Barriers
Sooner or later, you will be part of your dream company. And most jobs require not just your
hard skills but also soft skills like communication. And so, in order for you the stand out from
the rest, take note of these common existing barriers that exist within an organization, so to
avoid them:
Loss or distortion of messages as they pass from one level to another

Filtering of information according to one’s understanding/interpretation
Messages not read completely or not understood correctly
Deliberate withholding of information from peers perceived as rivals
Information gap if upper level does not know the true state of affairs
Lack of communication policy
Authoritarian attitude of management
Poorly defined authority and responsibility
Too many levels in organization structure
Insufficient communication training
Jadrav Namrata, Barriers to Communication, https://slideshare.net, (accessed June 22, 2020)
4
Additionally, we must also strive to take these
organizational actions such as:
Create a climate of trust and openness
- Develop and use formal information channels in all
directions
- Encourage the use of multiple channels including
formal and
Informal communications
Fit communication needs to the organizational
structure
Now that you are familiar with the different factors and major classifications of
the barriers to communication, what now are the ways on how to avoid these?
Let us learn this time the different strategies to BREAK THE BARRIERS.
Overcoming Communication Barriers:

Everything starts with us, thus, we must commit to improving our individual skills through:
⮚ Listening actively
⮚ Selecting the appropriate channel for the message
⮚ Making a special effort to understand each other's perspective
⮚ Practicing MBWA (Management by Walking Around) by those in managerial
position
Specifically, below are the suggested ways that you may adopt to battle the 5 Major
Barriers:
For Physical Barriers

❖ Plan Appropriate Seating Arrangement
❖ Ensure Visibility & Audibility
❖ Attain Environmental Comfort
❖ Minimize Visual/Oral Distractions
For Semantic and Language Barriers
❖ Use of Simple Language
❖ Maximize Symbols & Charts
❖ Practice Active Listening/
❖ Constructive Feedback
For Socio-Psychological Barriers
❖ Call Attention & Motivate
❖ Assist & Sympathize
For Cross Cultural Barriers
❖ Understand Traditions & Customs
❖ Be Informed of all Sides of Culture
For Organizational Barriers
❖ Adopt Simple Organizational Structure
❖ Avoid Information Overload
5
❖ Have Flexibility in Meeting Targets
III. ACTIVITIES
A. Practice Tasks
Practice Task 1. Situation Association
Directions: From the POOL OF SITUATIONS found below, choose the most related
scenario opposite to its concept in each item. Write your answer in the space provided.
POOL OF SITUATIONS
a. A doctor using specialized language.

b. Thinking that poor people are illiterate.
c. Your friend who does not let you read an e-mail.
d. Cluttered spaces.
e. Use of homonyms and homophones.
f. Sending a communication through memorandum.
g. Distraction from the ambulance’s siren.
h. Talking to someone for something.
i. Poor reception of message.
j. Not talking to a superior
__________ 1. Status
__________ 2. Physical Barriers
__________ 3. Organizational Barrier
__________ 4. Personal Interest
__________ 5. Negative Self-Image
__________ 6. Distance
__________ 7. External Noise
__________ 8. Semantic Barrier
__________ 9. Trust Issues
__________ 10. Jargons
Practice Task 2. The Faces of Communication

Directions: Below are common scenarios where communication takes place.
Distinguish whether each scene is effective or not.
Draw ☺ if it’s effective, ☹ if otherwise or 😐 if neutral.

__________ 1. Using high tone of voice when conversing with someone
__________ 2. Sending a text message in complete words and proper punctuations
__________ 3. Winking to show agreement to a proposition
__________ 4. Responding late to an electronic mail or text message
__________ 5. Addressing someone with Madame/ Sir
6
__________ 6. Gossiping to friends and acquaintances
__________ 7. Using emoji’s/ emoticons to formal e-mail
__________ 8. Doing sign language when conversing to a mute person
__________ 9. Stuttering and stammering during a speech delivery
__________ 10. Maintaining eye contact during every conversation
Practice Task 3. My Handprint of Solutions
Directions: Draw a pattern of your hand, identify a major barrier you have witnessed as
a student and offer solutions which could have been made to avoid the identified barrier.
(Rank these solutions in order of importance.)
B. Assessment
1. Factor Analysis
Directions: Analyze the situation below, discuss the barriers encountered therein
and specify the factors that had affected the effective flow of communication.
SCENARIO: Write your analysis here:
Lucas was tasked to present an action

plan for their organization’s upcoming
project. He was able to pronounce every _____________________________
word correctly but he showed poor _____________________________
posture. He was fidgeting with his pen, _____________________________
frequently brushing his hair, playing with _____________________________
his ID, using vague sentences, looking _____________________________
at his feet multiple times and turning _____________________________
back from the audience when writing on _____________________________
the board. As a result, his presentation _____________________________
was informative but not engaging and _____________________________
interactive. _____________________________
7
Practice Task 3. My Handprint of Solutions
Answers may vary
Assessment 1: Factor Analysis

Answers may vary
V. REFLECTION/COMMENTS/SUGGESTIONS
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
VI. REFERENCES
Lombardo Jennifer, Barriers to Effective Communication: Definition & Examples,
https://study.com (accessed June 21, 2020)
Devito, The Basics of Human Communication, https://humancommkj.weebly.com,

(accessed June 21, 2020)
Bajracharya Shraddha, Semantic Barriers of Communication,

https://businesstopia.net, (accessed June 21, 2020)
Nordquist Richard, A Receiver’s Role in Clear, Effective Communication Is An

Important One, https://thoughtco.com, (accessed June 21, 2020)
Skills You Need, Active Listening, https://skillsyouneed.com (accessed June 18,

2020)
Knowledge Hut Tutorials, Project Management Concepts,

https://knowledgehut.com, (accessed June 18, 2020)
Cambridge Dictionary, Sympathy, https://dictionary.cambridge.org, (accessed

June 18, 2020)
Business Dictionary, https://businessdictionary.com, (accessed June 18, 2020)

Jadrav Namrata, Barriers to Communication,
https://slideshare.net,(accessed June 22, 2020)
Congratulations! You have completed your learning adventure!

Good luck on your next learning journey!
8
Physical Education & Health - Grade 11 (WEEK 5)
I. Introductory Concept
If we look at the scenario today, we are surrounded by fast food market with the onset of food delivery
apps because it is tastier and you have nothing to do but to just wait until your order arrived. However, with
this kind of lifestyle we are risking our lives since it may lead to certain diseases. Whereas, if we will eat
healthy foods that contains the right amount of nutrients, it will have a great impact in on our over-all health
and our body will work effectively.
To maintain good health, we must have a balanced diet. Our diet should compromise all essential
nutrients which build up our immunity. So, do you have any idea on what to learn today? Let`s find out!
II. Learning Competencies:

Participates in an organized event that addresses health/fitness issues and concerns
PEH11FH-Ik-o-13
1. explain the importance of healthy diet
2. create own meal planner to help maintain balanced diet
3. self- assess your food intake.
III. ACTIVITIES:
ACTIVITY 1: LET ME THINK!
Direction: Write the word TRUE if the statement is correct and FALSE if the statement is wrong. Write
your answer on the space provided.
_____1. Variety of foods is important element in a well-balanced diet.
_____2. Adding salt to cooked food is a healthy habit.
_____3. You can find protein in milk and eggs.
_____4. Ice cream contains no fats.
_____5. Chocolate gives you lot of energy.
_____6. Eating right food can help you grow healthy.
_____7. Soft drink is healthier than pure orange juice.
_____8. Potato chips are a healthy way to eat potato.
_____9. Thirst is a good indicator of dehydration.
_____10. If I eat lots of fruit I don’t need to eat any vegetables.
ABSTRACTION
Healthy diet is very essential for good health and nutrition. This means eating a wide variety of
foods in the right proportions, and consuming the right amount of food and drink helps us achieve and
maintain healthy body weight. Eating lots of vegetables and fruits which are packed with nutrients such
as antioxidants, minerals, vitamins and fiber can protect you against any diseases. It is also important
that people need to watch their intake of food to maintain a healthy diet. Your food choices greatly affect
your health.
Here are some ways to maintain a healthy diet:
• Eat plenty of fruit and vegetables
• Eat less fat • Limit intake of sugar and salt
• Base meals on higher fiber starchy foods like potatoes, bread, cereals, pasta
• Eat some beans, pulses, fish, eggs, meat and other protein
• Drink plenty fluids
An eating plan that helps manage your weight includes variety of foods. Dark, leafy green,
oranges and tomatoes are loaded with vitamins, fiber, and minerals.
1
RO5_Physical Education& Health _Grade 11_Q1_LP5
APPLICATION
ACTIVITY 2: MY MEAL PLANNER!
Directions: On the table below, list down the foods you have eaten for the last 3 days and write
on the remarks column whether it is healthy or unhealthy.
ANALYSIS
1. Do you have a healthy eating habit? Why did you say so? Explain
ACTIVITY 3: FILL ME UP!
Direction: Make a balanced food plan for one day. On the pyramid below, draw at least 1 food
that you selected according to the amounts that we should consume daily and the nutrients they
contain.
ANALYSIS
1. Why is it important to maintain healthy diet?
2. In your self-check, what are some foods you think you should refrain from eating? Why?
3. What are the foods that you should continue eating? Why?
IV. Reflection
Complete the following sentence prompts:
I have learned that … ______________________________________________________
I wish to ask my teacher about… _____________________________________________
V. References
• Ar-yuwat, S. (2011). Associations among perceived benefits, barriers, cues, and physical
activity in thai primary students (Order No. 3486426). Available from ProQuest Central.
(910322448).Retrieved from
https://search.proquest.com/docview/910322448?accountid=167112
• Arzu, D., Tuzun, E. H., & Eker, L. (2006). Perceived barriers to physical activity in university
students. Journal of Sports Science & Medicine, 5(4), 615-620. Retrieved from
https://search.proquest.com/docview/2295602483?accountid=167112
• Eastham, S. L. (2018). Physical fitness test administration practices and students' cognitive
understanding of physical fitness. Physical Educator, 75(3), 374-393.
doi:http://dx.doi.org/10.18666/TPE-2018-V75-I3-7933
Prepared by: SERAFIN GRAJO – SHS T-II
2
RO5_Physical Education& Health _Grade 11_Q1_LP5
Personal Development Reader - GRADE 11
I. Introductory Concept
PERDEV uses the experimental learning approach, wherein you as a student will
participate in activities to explore specific themes in your development. You will interact with
your classmates, do projects with them, discuss various topics, and share your own
thoughts, feelings and experiences. You will also make personal reflections and write them
down. In this manner of self-refection and sharing, you shall help reveal and articulate
relevant concepts, theories, and tools in different areas of your life.
II. Learning Competencies

1. Discuss developmental tasks and challenges being
experienced during adolescence.
2. Identify and categorize some actions of an adolescent.
III. Activities
ACTIVITY 1: ACHIEVEMENTS
Check the tasks that you think you have already finished as an adolescent.
___ Achieving mature relations with both sexes
___ Achieving a masculine or feminine social role
___ Accepting one’s physique
___ Achieving emotional independence of adults
___ Preparing for marriage and family life
___ Preparing for an economic career
___ Acquiring values and an ethical system to guide behavior
___ Desiring and achieving socially responsibility behavior
ACTIVITY 2: COMPLICATED
From activity 1, what are the tasks where you experience hardships or you feel
challenging. Explain why.
1. _________________________________________________________
2. _________________________________________________________
1
Personal Development_Grade11_Q1_LP_5
GRADUAL CHANGES
The Summary of Developmental Task
Adolescence Early Adulthood Middle Later Maturity

(13-18 (19 – 30) Adulthood (61+)
(31 – 60)
* Achieving mature * Selecting a mate * Helping teenage * Adjusting to
relations with both * Learning to live children to decreasing
sexes with a partner become happy strength and
*Achieving a * Starting a family and responsible health
masculine or * Rearing a child adults. * Adjusting to
feminine social * Managing a * Achieving adult retirement and
role home social and civic reduced income
* Accepting one’s * Starting an responsibility * Adjusting to
physique occupation * Satisfactory death of spouse
*Achieving * Assuming civic career and * Establishing
emotional responsibility achievement relations with
independence of * Developing adult one’s
adults leisure time own age group
* Preparing for activities * Meeting social
marriage and * Relating to one’s and civic
family life spouse as a obligations
* Preparing for an person * Establishing
economic career * Accepting the satisfactory living
* Acquiring values physiological quarters
and an ethical changes of middle
system to guide age
behavior * Adjusting to
* Desiring and aging parent
achieving socially
responsibility
behavior
The developmental tasks theory of Robert J. Havighurst elaborated in the most

systematic and extensive manner. His main assertion is that development is
continuous throughout the entire lifespan, occurring in stages, where the individual
moves from one stage to next by means of successful resolution of problems or
performance of developmental tasks.
According to Havighurst, at the stage of adolescence, you must achieve and
prepare the adulthood stage. He emphasizes that an adolescent must already
achieve
mature relations with both sexes, masculine or feminine social role, accepting one’s
physique, achieving emotional independence of adults, preparing for marriage and
family life and for an economic career, acquiring values and an ethical system to
guide
behavior, desiring and achieving social responsibility behavior. All of these are the
transitions of an adolescent. These are also the activity that were given. Remember?
2
On your activity 1, you are being asked to check the tasks that you think you had
already finished or completed. While on activity 2 are the tasks you have experience
difficulties and felt challenging as an adolescent. The question is how can an
adolescent achieve those developmental tasks if he/she is facing challenges in life?
Let’s enumerate some risk factors of an adolescent:

1. Drugs
2. Alcohol
3. Unsafe sex
4. Teenage pregnancy and parenting
5. School underachievement
6. Failure and dropout
7. Delinquency
8. Crime
9. Violence
Jeffrey C. Miller, Ph.D. has a point of view about the developmental challenges
of adolescent/ teenagers. He gave a brief summary of the most significant
developmental issues that an adolescent face:
1. Physical Transformation
Probably the most obvious changes are physical; the teenager or
adolescent is literally transforming from a child to an adult physically. A
transformation that is disorienting to both the teenage and for everyone around
him/her.
2. Sexual development
The teenagers or adolescent years witness the emergence of sexuality,
with all of its hormonal changes, all of its ups and downs and all of its emotional
complications.
3. Separation from parents

It is on a crash course of how to live life with primary dependence on
him/herself rather than being guided, taught and supported by parents.
4. Identity v. role confusion

With growing independence comes the whole challenge of a teenager or
an adolescent learning who he/she is and what role he/she will be playing in
the world regarding friends, family, jobs and etc.
5. Social issues/group identity v. individuality

With growing adulthood, comes the challenge of learning what groups
and communities a person wants to be part of, and how those groups and
communities impact their own sense of individuality.
6. Growing responsibility
A substantial challenge for a teenager or an adolescent is learning to
bear the personal responsibility of living a healthy, productive, compassionate
and caring adult life.
These are some of the developmental challenges facing by an
3
adolescent. There are many challenges, but these things will help you a lot to
overcome some of those most significant challenges of an adolescent or a
teenager. Now you know why some teenager or adolescent can’t face the
developmental task, it is because of the challenges. It is up to you dear learner.
You are the one who can overcome those challenges.
V. REFLECTION
I have learned that

___________________________________________________________
___________________________________________________________
___________________________________________________________
I wish to ask my teacher that

___________________________________________________________
___________________________________________________________
___________________________________________________________
V. REFERENCES
1. Greshko, Michael. (n.d.). Planet Earth, Explained. Retrieved August 7, 2020 from
https://www.nationalgeographic.com/science/space/solar-system/earth/
2. Canales, Manuel, et.al. (n.d.). 6 Things That Make Life on Earth Possible. Retrieved August 7, 2020
from https://www.nationalgeographic.com/magazine/2018/03/one-strange-rock interactive-
earth-solar-system-milky-way-galaxy/
3.Salandanan, G, et.al. (2016). Earth and Life Sciences for Senior High School (Core Subject). Quezon
City: Lorimar Publishing, Inc.
4. Koelemeijer, Paula. (December 4, 2018). Curious Kids: What would happen if the Earth's Core went
cold? Retrieved August 7, 2020 from https://theconversation.com/curious-kids-what-would-
happen-if-the-earths-core-went-cold-107537
5. Dumke, Kimberly. (January 21, 2011). The Power of the Sun. Retrieved August 8, 2020 from
https://www.nationalgeographic.org/article/power-sun/
6. Westmaas, Reuben. (August 1, 2019). 9 Things That Make Earth the Perfect Place for Life.
Retrieved August 7, 2020 from https://www.discovery.com/science/Earth-Perfect-Place-for-Life
7. SETI Institute. (2002). Lesson 5: The Living Earth. Retrieved August 7, 2020 from
http://www.voyagesthroughtime.org/planetary/sample/lesson5/pdf/5_3_1sas_crashland.pdf
Moskowitz, Clara. (July 08, 2008). What Makes Earth Special Compared to Other Planets.
Retrieved from https://www.space.com/5595-earth-special-compared-planets.html
University Corporation for Atmospheric Research. (2006). We're All Connected: Earth System
Interactions. Retrieved from
https://www.globe.gov/documents/348830/350113/ElementaryGLOBE_EarthSystems
Activity2_en.pdf
4
SENIOR HIGH SCHOOL- Understanding Culture, Society and Politics
Quarter 1- Week/Module 5
Name: ________________________________ Date Submitted: ______________
Grade and Section: ______________________
LEARNING COMPETENCIES OBJECTIVE

In this package, Students should be
able to :
❖ Explain the context, content, processes, and 1. Identify norms and values to be observed in interacting
consequences of socialization with others in society, and the consequences of ignoring these
rules
2. Asses the rules of social interaction to maintain stability of
everyday life and the role of innovation in response in
response to problems and challenges
Over View
Man as a social being needs other people to realize his dreams. He cannot survive without
the help of other people. Hence, people play different roles in society in order to attain economic
development as well as peace and stability. The role and interaction of different agents of socialization are
very important in the holistic development of every individual. They help on creating productive and law-
abiding members of society.
Socialization
Man as a social being needs other people to survive. We develop ourselves as human beings
through our social interaction. Socialization is a continuing process whereby an individual acquires
as personal identity and learns the norms, values, behavior, and social skills appropriate to his and her
social position(http://www.dictionary.com). The process of socialization is very essential because it
teaches us how to behave and act within our society. Hence, t is a continuous process in life. As people
move from one stage to another,.such as from childhood to adolescence, from adulthood to old age, or
from one group to another, they discard old ways of behaving and learn new patterns of
behavior(Panopio, 1994 p. 91).
Socialization can be described from two points of view: objectively and subjectively(Palispis,
2007 p. 108).
Objective >> It refers to the society upon the child

Socialization
>> The process by which society transmits its culture from one
Subjective
generation to the next and adapts the individual to the accepted and
Socialization
approved ways of organized social life.
Address: Poblacion, Cataingan, Masbate
Telephone No.: (056) 578-3469
This perspective on socialization helps identity formation of individuals which is essential in establishing
his/her social role. Likewise, it includes the following function:
>> It is through the process of socialization that

Personality and Role
development we develop our sense of identity and
belongingness
>> The much-needed social skills such as

Skills Development and
communication, interpersonal, and occupational
Training
are developed.
>> Individuals are influenced or engulfed by the

Values Formation
prevailing values of social groups and society.
Social Integration and >> The socialization process allows us to fit-in an organized
Adjustment way of life by being accustomed including cultural setting
>> Integration to society binds individuals to the control

Social Control and Stability
mechanisms set forth by society’s norms with regard to
\
acceptable social relationships and social behavior.
Source: Banaag, Lee Mark T.(2002). Socio-Anthro: An Integradted and Disciplinary Approach to the Study of Society and Culture. Mandaluyong City: Books Atbp.
Publishing Corp.
Socialization continues to be an important part of human development. It is as instrument on how an

individual will adapt to his existing environment in order to survive. The process of socialization
enables the individual to grow and function socially (Medina, 1991 p. 47). Hence, the change in man’s
social reality modifies his culture. Sociologists say that the culture becomes “internalized”, that the
individual “imbibes” it, and that in this way, “from the inside”.it continues to influence his conduct
(Palispis, 2007 p. 112). The importance of socialization is very vital in man’s daily life.
IMPORTANCE OF SOCIALIZATION
Culture
Source: Palispis, Epitacio

Sex Role Socialization Personality
S(2007). Introduction to
Sociology and
Differentiation is vital to: Anthroplogy.Manila: Rex
Puiblishing Corp.

Telephone No.: (056) 578-3469
Agents of Socialization Family
Mass
Socialization will not be take place without School
Media
the agents of socialization. These refer to the
various social groups or social institutions that
play a significant role in introducing and
integrating the individual as an accepted and Work Church
functioning member of society(Banaag, 2012 p. 138). Place
The agents of socialization guide every individual
in understanding what is happening in our society. People learn to Peer
determine what is proper, right or wrong, appropriate. Social norms Group
were formed in order to control individual behavior in a given society.
They are usually in a form of rules or prescriptions
followed by people who obey certain standards or roles in society.
The norms include society’s standards of morality, good manners, legality,
and integrity. Following are forms of social norms:
➢ These are the customary patterns that specify what is socially correct
Folkways and proper in everyday life.
➢ They are the repetitive or the typical habits and patterns of expected
behavior within group of community.
➢ They define what is morally right and morally wrong.

Mores ➢ These are folkways with ethical and moral significance which are
strongly held and emphasized.
➢ These are norms that are enforced formally by a special

Laws political organization
➢ Component of culture that regulates and controls the people
behavior and product.
Source: Source; Palispis, Epitacio S(2007).
Introduction to Sociology and Anthropology.
Manila: Rex Publishing Corp.
Likewise, through socialization, individuals learn to analyze and evaluate the appropriateness of things.
According to Peter Worsley, values are general conceptions of “the good”, idea about the kind of ends that
people should pursue throughout their lives and throughout the many different activities in which they
engage. Values such ass fundamental rights, patriotism, respect for human dignity, rationality, sacrifice,
individuality, equality, democracy etc. guide our behavior in many way(http://www.youarticle library.com).
Hence values are relative depending on its context.
Roben William attempted to identity the major value orientations of many societies (Please refer to the
diagram).
Achievement and Success Humanitarianism
Source: Palispis, Epitacio S(2007). Introduction to
Sociology and Anthropology Manila: Rex
Moral Orientation Efficiency and Practically Publishing Corp.
Activity and Work

Telephone No.: (056) 578-3469
In a study about Filipino values, Jaime Bulatao, SJ, discovered the following values held highly by the
Filipinos(Please refer to the diagram).
Emotional Closeness and Security in the Family
Authority Value
Economic and Social Betterment

Source: Palispis, Epitacio S(2007).
Introduction to Sociology and
Patience, Suffering, and Endurance Anthropology Manila: Rex Publishing
Corp.
Socialization as a continuous process serves as an avenue for developing self-concept which is essential in
role identification. The self-responds to categories called social statuses(Clark and Robboy, 1986 p.65). The
child must learn the categories or statuses by which identify or define himself or herself like being a
daughter, friend, stuidents, Catholic lay evangelist, secretary of the Book Lover Club, etc (Panopio, 1994
p.97). Social status refers to the position an individual occupies in society and implies an array of rights and
duties(Linton, 1936 p. 113). Related to status is a social role which involves the pattern of expected behavior
in a social relationship with one or more persons occupying other statues(Panopio, 1994p.97). Social
Statuses can be classified into two (Please see the diagram).
Ascribed Statuses Achieved Statutes
Those which are assigned to the It is acquired by choice, merit, or individual effort
individual from birth.
It involves little personal choice It is made possible through special abilities or

like age and sex talents, performance or opportunities
It carries with it certain Choice in occupation, marriage, joining a

expectations of behavior religious organization are examples.
Source; Panopio,et. Al.(1994).General

Sociology Focus ob the Phillipines.
Quezon City: Ken Incorporated
Individuals learn their roles through different agents of socialization. This avenue for socialization molds the
individuals in relation to the expected behavior patterns. The essential in role playing are (Lindesmith.
Strauss, and Denzin, 1975p.400):
1. A. definition of the role and an identification of self.
2. Behavior in given situations appropriate to the role.
3. A background of related acts by other(counter roles) which serve as cues to guide specific
performances.
4. An evaluation by the individual and by others of the performance of the role.

Telephone No.: (056) 578-3469
Conformity and Deviance
The identification of oneself is always relative to his/her existing environment. Social role must
performed in connection with the expected behavior. Erving Goffman, in his book The Presentation of Self
in Everyday Life, tried to show how certain social processes modify the presentation of self and the impact
of role expectations on the behavior of an individual. To Goffman, everyone is consciously playing a role.
When persons present themselves to others in everyday interaction, they organize their overt behavior in
such a way as a guide and control the impressions of others form of them to elicit role-taking
response(Panopio, et. Al, 1994 p.94)
More so, it is a process of conformity where individuals attempt to change his/her behavior because
of the desire to conform with defined social norm. Kelman(1958) distinguished between the different types
of conformity: compliance, internalization, identification, and ingratiational.
1. Compliance ( or group acceptance)
This occurs’ when an individual accepts influence because he hopes to achieve a favorable
reaction from another person or group. He adopts the induced behavior because he expects to gain
specific rewards or approval and avoids specific punishment or disapproval by conformity’(Kelman,
1958, p. 53).
2. Internalization( genuine acceptance of group norms)

This occurs ‘when an individual accepts influence because the content of the induced
behavior-the ideas and actions of which it is composed – is intrinsically rewarding. He adopts the
induced behavior because it is congruent or consistent with his value system’(Kelman, 1958, p.53
Internalization always involves public and private conformity. A person publicly changes his
behavior to fit in with the group, while also agreeing with others privately. This is the deepest level
of conformity where the beliefs of the group become part of the individual’s own belief system.
3. Identification( or group membership)

This occurs “when an individual accepts influence because he wants to establish or maintain a
satisfying self-defining relationship to another person or group”(Kelman, 1958, p.53).
Individuals conform to the expectations of social role, e.g. nurses, police officers. It is similar
to compliances as there does not have to be a change in private option.
4. Ingratiational
This is when a person conforms to impress or gain favor/acceptance from other people. It is
similar to normative influence, but is motivated by the need for social rewards rather than the
threat of rejection, i.e., group pressure does not enter the decision to conform.
On the other hand, nonconformity of an individual would mean deviation from acceptable
social norms which is known as social deviance. Social deviance refers to any behavior that
differs or diverges from stablished social norms (Banaag, 2012 p.144). The concept of
deviance is complex because norms vary considerably, another may consider
deviant.(www.cliffsnotes.com)

Telephone No.: (056) 578-3469
Functions of deviance
Ronald W. Smith and Frederick W. Preston outlined some functions which deviance performs to
support the social system in the following:
Deviance serves as an outlet for diverse forms Deviance serves to define the limits of acceptable
expressions. behavior
Deviance may also promote in-group solidarity Deviance can serve as a barometer of social strain
Sorce: Palispis, Epitacuio S(2007). Inroduction to sociology
Sociological Theories of Deviance

1. Functionalist Theory
According to Emile Durkheim, deviance can serve a number of functions for society. He asserted
that there is nothing abnormal in deviance. He gave four major functions of deviance:
a. Deviance affirms cultural values and norms.
b. Responding to deviance clarifies moral boundary.
c. Responding to deviance promotes social unity.
d. Deviance encourages social change.
2. Strain Theory
Robert Merton argued that in an unequal society the tension or strain between socially approved
goals and an individual’s ability to meet those goals through socially approved means will lead to
deviance as individuals reject either the goals, the means, or both.
Robert K. Merton’s Deviance Typology

Institutionalised Means
Accept Reject
Conformity Innovation
Accept
Cultural goals
Ritualism Retreation
Reject
New means
Rebellion
Source: https://common.wikimedia.org
Merton gave the following forms deviance that emerge from strain( Palispis 2007, p. 218-219)
a. Conformity – It involves accepting both the cultural goal of success and the use of legitimate
means for achieving that goal.

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b. Innovation - This response involves accepting the goal success but rejecting the use of socially
accepted means of achieving it, turning instead to unconventional, illegitimate means.
c. Ritualism - This occurs when people deemphasize or reject the importance of success once they
realize they will never achieve it and instead concentrate on following or enforcing these rules than
ever was intended.
d. Retreatism – This means withdrawal from society, caring neither about success nor about working.
e. Rebellion – This occurs when people reject and attempt to change both the goals and the means
approved by society.
3. Control Theory
Travis Hirschi assumed that the family, school, and other social institutions can greatly contribute to
social order by controlling deviant tendencies in every individual.
Social Control of deviance

In order to regulate nonconformity with the society created measures in order to limit deviance.
Social control refers to the efforts of a group or society to regulate the behavior of its members in
conformity with established norms(Palispis,2007 p. 227). Social control includes the use of behavioral
restrains to encourage people to follow set social expectations.
There are two types of sanctions:
>> These are unofficial, often casual pressure to conform.

Sanctions
>> Positive informal sanctions involves reward for conformity or compliance. Examples are: smiles.
Informal
Kiss, an affirmation, or words of approval.
>>Negative sanction or informal sanctions involve penalties for not conforming. These may take the
form of ridicule, ostracism, rejection, or even expulsion from the group.
>> These are unofficial, institutionalized incentives to conform and penalties for deviance.
Sanctions
Formal
>> These are needed in large, complex societies.
>>The criminal justice system is the most important and visible institution of social control.
>> These may take the form of arrest, pre-trial, sentencing, or imprisonment.
Source: Palispis, Epitacio S(2007). Induction to Sociology

Anthropology Manila: Rex Publishing Corp.
III-Activities Activity 1: Sharing of Ideas

Directions: Discuss the Advantages and Disadvantages of Conformity and Deviance
Advantages Disadvantages
Conformity
Deviance

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Activity 2 : Essay
1. How does socialization help in the development of individuals to become a productive member of
society?__________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Activity 3: Stop and reflect

Directions: Create a table that shows a summary of what you have learned from the discussion
above. Write your answer in your paper.
What are the things to The importance of Conformity

What is Socialization is considered selecting Filipino and Deviance
values
Prepared by: Checked/Validated:
CHRISTINA B. PIMENTEL JANICE A. MARTIN

Teacher II Assistant School Principal II
Approved
JESUS P. DELA PEŃA

Principal IV

Telephone No.: (056) 578-3469

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Contemporary Philippine Arts from the Region - GRADE 11

Student’s Name: Grade/Section:

Teacher: Date Submitted:

II. INTRODUCTORY CONCEPT

RO_Contemporary Philippine Arts from the Region _Grade 1

II. INDIGENOUS ART

An intricate woven fabric

SARIMANOK is the most well – known design. The figure represents a

RO_Contemporary Philippine Arts from the Region _Grade 2

III. ISLAMIC ART

RO_Contemporary Philippine Arts from the Region _Grade 3

Kut – Kut artwork

Tinikling, a Philippine folkdance

RO_Contemporary Philippine Arts from the Region _Grade 4

Do you remember the two boy’s/kids contestants of “The

RO_Contemporary Philippine Arts from the Region _Grade 5

Complete the following sentence prompts:

What did you learn from this lesson?

RBS Contemporary Philippine Arts from the Regions. First Edition

Fevee M. Baylon, Teacher II

Quality Assured by:

Janice A. Martin, Assistant Principal II

Jesus P. Dela Peña, Principal IV

RO_Contemporary Philippine Arts from the Region _Grade 6

II. INTRODUCTORY CONCEPT

Sample Topic Outline Sample Sentence Outline

A. Connecting fashion and character

Practice Task 2: Topic Outline

Now, complete the following topic outline based on the text.

I. Oldest form of Chinese writing

Practice Task 3: Sentence Outline

How Drugs are Studied

Now, complete the following sentence outline based on the text.

I. First, scientists target a step in the disease process.

Environmental Impacts of Logging

IV. RUBRIC FOR SCORING

Scoring Rubric for Outlining

Prepared by: Verified/Noted by:

JOZIEL B. KHIONG JANICE A. MARTIN

JESUS P. DELA PEÑA

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Activity 1: Letter-Layer Sequencing

In this activity, you are tasked to determine the special

Figure 3. Letter cards

What do you think is the importance of studying stratified rocks to:

RO_Earth and Life Science_11/12_Q1_LP 5

Figure 8. Deposition Figure 9. Compaction

METHODS OF DETERMINING THE AGE OF STRATIFIED ROCKS

RO_Earth and Life Science_11/12_Q1_LP 5

Table 1. Different dating methods

RO_Earth and Life Science_11/12_Q1_LP 5

The rock was formed about 2.502 billion years ago.

Determining the age of sedimentary rocks using U-238

II. Direction: Choose the letter of the correct answer.

1. What activity can cause an igneous intrusion to stratified rocks?

I have learned that ________________________________________________________

RO_Earth and Life Science_11/12_Q1_LP 5

STUDENT’S NAME: ____________GRADE/SECTION: _

TEACHER: ___________________ DATE SUBMITTED: