i
V CIVICS AND CULTURE SERIES One Country, One People 1 Teacher’s Manual Fourth Edition 2009 ISBN 978-971-07-2556-4 Copyright © 2009 by Vibal Publishing House, Inc. and Estelita B. Capiña All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or any information storage and retrieval system without permission in writing from the publisher and authors. Published and printed by Vibal Publishing House, Inc. Main Office: 1253 Gregorio Araneta Avenue, Quezon City, Philippines Regional Offices: Unit 202 Cebu Holdings Center, Cebu Business Park, Cardinal Rosales Ave. Cebu City Kalamansi St. cor. 1st Avenue, Juna Subdivision, Matina, Davao City Unit 6 144 M. H. del Pilar St., Molo, Iloilo City Bldg. A Unit 4, Pride Rock Business Park, Gusa, Cagayan de Oro City Member: Philippine Educational Publishers’ Association; Book Development Association; Association of South East Asian Publishers; Graphic Arts Technical Foundation
ii
Preface The Goal-Oriented Instructional Model (GOIM) is the design followed in the preparation of the Teacher’s Manual that accompanies the fourth edition of One Country, One People (OCOP) textbook series. This model is adapted from the paper presented by Dr. Minda C. Sutaria at the UNESCO Institute for Education. If objectives are not The Model:
The instructional design of the model serves as the “melting pot” of the total instructional system. It is here where materials appropriate for the lesson, be it print or non-print, are utilized to make learning picturesque and the text matter easier to understand. Materials are organized in a logical presentation of topics. Methodologies provide a background information, systematic reviews, and check-up activities.
achieved, adjust
Specification of objectives
PreAssessment
Instruction
Motivational strategies such as advance organizers, puzzles, music, dance springboard, and games are used to the maximum. High level of questioning leads to the development of concepts and challenges the learner to develop higher order thinking skills (HOTS), including creativity, solving problems, and analytical/critical decision-making skills.
Evaluation
Activities and exercises are varied and instructions are suitable for different ability levels or individual differences such as remediatics (slow), reinforcement (average), and enrichment (fast). Provision for assessment for pupils’ readiness for ongoing lessons is an ongoing evaluation. It will gauge the pupils’ attainment of essential learnings starting when the child is at the beginning of the total essential expectations up to what he or she should be.
If objectives are achieved, augment
In this fourth edition of OCOP, the objectives and skills listed in the Philippine Elementary Learning Competencies (PELC) of the latest Basic Education Curriculum (BEC) issued by the Department of Education (DepEd) were faithfully adhered to by VPHI. The content/subject matter of Social Studies emphasizes universality of concepts and ideas, adaptability, and relevance to the changing times. Furthermore, values pertinent to Social Studies highlights love of and pride in our country as demonstrated by the great Filipinos worth emulating by our young citizens. It is still within the Social Studies area of responsibility to uphold and respect the Constitution and other laws related to it; to respect the cultural diversity of the different ethnic communities, the differentlyabled and the old population of the country. The basic needs of the Filipino family is part of the content that should be understood and addressed. They comprise the population of the community which makes up the nation. Social content is extracted from the sap of our own culture that makes One Country, One People truly a handiwork of Filipino authors.
The evaluation and assessment parts of the instructional design provide appropriate measures and instruments for evaluation of the pupils’ performance on the three domain of objectives: cognitive, affective, and psychomotor. Features of the Teacher’s Manual The Teacher’s Manual that accompanies a textbook as OCOP series is just like two peas in a pod, each is useful as enhanced by the other. The OCOP textbook and Teacher’s Manual are interrelated so that skills, knowledge, and activities stated in the textbook can be effectively taught with the use of the manual that targets the development of the total child. iii
One Country, One People, in its fourth edition, still carries on the basic tenets of modalities in forging lessons close to reality. Social studies, better known as life itself, is therefore taught the way life should be lived, the way people should manage a living style towards a better life. After all, social studies is about people. The components of the Teacher’s Manual spelled out in every unit and chapter, are as follows: I.
II.
General Objectives for the unit Specific Objectives for the chapter • Cognitive — for knowledge, facts, and skills • Affective — highlights national values to intensify love of country, appreciation of Filipino culture, history, and the arts • Psychomotor — application of all essential learning developed
Sample main menu for Filipinism CD-ROM 1
Filipinism CD-ROM
Topics Content provided by the major concept for the unit and specific to the chapter
The fourth edition of OCOP series has a complementary Filipinism Interactive CD-ROM for each level. This CD-ROM is designed as a supplemental tool in the pupils’ mastery of the lessons in Civics and Culture. The CD-ROMs will automatically run on Windows 98 PC. Each CD-ROM has the following features: 1. The content is presented in two languages – English and Filipino. 2. Unit titles comprise of topics which correspond to those in the textbooks. By clicking the title, the user can directly go to the presentations. 3. Units are presented in slide show and/or video format. Clickable icons guide the user in switching from one slide or video to the next.
III. Materials Print and non-print and what is most recent in the information technology IV.
Methods For the development of the lesson with adequate preparatory activities and application of skills with pertinent exercises
V.
Evaluation Feedback exercise for non-graded formative evaluation and at the end of the unit, a final test that will determine entry behavior to the next unit
VI.
— clicking this icon will lead to slide shows of the subtopics under each unit
Enrichment Searching for further knowledge seems endless. This part calls for a breath and depth of all sorts of multimedia materials within the reachable environment of the learning child. This brings us to a wide spectrum of rainbow-hued modern techniques in our changing world.
— this icon will enable the user to read the text of the slide presentation — located at the upper right-hand corner of the slide, this icon opens to the additional relevant or trivia information in each slide iv
— these icons will show the enrichment activities integrating Values, Music, Arts, P.E., and Health (MAPEH)
Table of Contents
— this icon links to the video presentation of topics in each unit — this icon links to interactive quizzes and exercises that provide fun while assessing the pupils’ level of learning 4. Other navigation keys and control keys are readily accessible when exploring specific features thus making the interactive CD-ROMs user friendly. Each CD-ROM is best used in the school computer laboratory or through a personal computer (PC) at home. With teacher’s assistance and/or parents’ guidance, the pupils can easily follow the instructions under the Things to Learn on My Computer in selected lessons in the textbook. Some of the activities in the CD-ROMs are also published online at www.vibalpublishing.com. Embedded supplementary web links may also be conveniently accessed through this website. The pupils can directly access the OCOP e-learning supplements through i-learn. vibalpublishing. com (see photo at left). The Author Sample interface of OCOP Grade 1 at i-learn.vibalpublishing.com.
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Unit
I
THE PHILIPPINES: ITS PEOPLE AND BEAUTIFUL PLACES...
2
Lesson
1 The Filipinos …………………………………………
2
Lesson
2 How Filipinos Look Like ……………………………
4
Lesson
3 The Philippines: Why It Is Beautiful ………………
7
Lesson
4 The Philippines: Its Landforms ……………………
10
Lesson
5 The Philippines: Its Bodies of Water ………………
13
Unit
II
Lesson
6 The Philippines: A Part of the World ………………
18
Lesson
7 The National Symbols of the Philippines …………
20
Lesson
8 The Filipino Family …………………………………
22
Unit
III HELPING ONE ANOTHER IN THE COMMUNITY ................... 28
Lesson
9 The Family’s Needs: How They Are Met …………
28
Lesson
8 People Need a Clean, Healthy, and Peaceful Community ……………………………………………
31
Lesson
11 Religion and the Filipinos ……………………………
35
Unit
IV RIGHTS AND DUTIES OF FILIPINOS ................................... 40
Lesson
12 The Rights of a Child …………………………………
40
Lesson
13 Children Enjoy Their Rights ………………………
42
Lesson
14 The Duties of a Child …………………………………
45
THE PHILIPPINES: ITS FAMILIES AND COMMUNITIES ........ 18
Scope and Sequence 5.
Objectives/Skills
Lesson Number
Page in the Book
6. 7.
I.
NATIONAL IDENTITY Recognize the things that identify the Filipinos A. Student knows oneself as a Filipino and feel proud of being a Filipino 1. Recognize the Filipinos 1.1. Tell that he/she is a Filipino 1.2 Tell that his/her father or mother/ father and mother are Filipinos 2. Recognize other Filipinos 3. Describe the physical characteristics of the Filipinos 4. State that there are differences in the physical characteristics of Filipinos 5. State with satisfaction, “I am a Filipino” 6. Sing with expression the song, “Ako ay Pilipino” B.
Students recognize his/her own country and appreciate its beauty 1. State that the Philippines is his/her country 2. Recognize the beautiful sceneries and places of one’s own barangay/ country 3. Describe the beautiful sceneries and parks of one’s own community/ country 4. Help in maintaining the beauty of the sceneries and parks/beauty spots
8.
1
3-9
1 2
3-9 10-13
2
10-13
C.
1
3
20-27
3
21-27
3
21-27
3
28
Recognize landforms and bodies of water of our country Describe the different landforms and bodies of water of our country Tell the importance of the different bodies of water and landforms of our country Participate in activities related to the proper and wise use of bodies of water and landforms of our country
Students recognize the Philippines as part of the world and demonstrates the skill of identifying its location 1. State that the Philippines is part of the world 2. Point on the globe the location of the Philippines 3. State that the Philippines is his/ her country and the country of the Filipinos 4. Identify the countries around the Philippines 5. Use pointers in locating things and places like to the right; to the left; above; in front; behind or at the back 6. Move one’s body with care to the different directions
D. Students recognize and give importance to the symbols that represent our country 1. Identify the symbols of our country — national flag — national anthem — national hero — national flower — national tree
vi
4, 5
36-56
4, 5
38-56
4, 5
38-56
4, 5
42-44; 57-59
6
67-72
6
67
6
68
6
69-70
6
70-71
7
79-87
2. 3. 4. 5. 6.
— national animal — national dance — national game — national language Describe the different symbols of our country Describes the other symbols of our country Demonstrate respect to our national anthem/flag Sing with feelings “Lupang Hinirang” Use the different lines, shapes of the national symbols a. Recognize the different types of lines and shapes of the symbols of our country b. Draw the different types of lines and shapes c. Create art work using different lines and shapes d. Recognize primary and secondary colors
4. 5.
7
79-87
7
79-87
7
79
7
80
B.
II. NATIONAL UNITY State profitable activities for the good of everybody A. Student recognizes that the Philippines is made up of Filipino families and is proud that he/she is part of it 1. State the composition of a Filipino family 2. State other members that make up the Filipino family 3. Compare and contrast the different sizes of the Filipino family
C. 8
93
8
93
8
94-95
vii
Relate family size to the population of the community State that the Filipino families and other families make up the community
Student appreciates how the family meets their basic needs by means of performing voluntarily what they can do to meet these needs 1. Tells that each family has its own share in meeting their basic needs a. Enumerate the basic needs b. Describe the family’s share in helping meet the basic needs c. State the importance of the joint efforts of male and female in helping meet the basic needs d. Discuss how the family meets their basic needs 2. Analyze the effect of big family size in meeting basic needs 3. State that small families have better chances of meeting their basic needs 4. State the importance of doing the share of each family member in meeting the basic needs 5. Performs voluntarily each family member’s share of work in meeting basic needs Students value the unity and cooperation of family members in meeting other needs in the community 1. Identify other family needs in the community such as: a. Clean community b. Peaceful community
8
98-99
8
92
9
112-113
9
122
9
121
9
112-113
9
106, 113
10
128-133
2.
Recognize the activities of the citizens in meeting the needs of the community Discuss the ways of helping one another in meeting community needs State what one can do in joining activities towards meeting basic needs Tell the effect of big population of the community in meeting other needs of the family Participate in profitable activities in meeting other needs in school and community
10
136-137
10
138
10
136-137
10
135
10
136-138
D. Student cooperates in activities at home, school, and community to be able to meet the needs Example: • participate in school and community projects that has something to do with cleanliness and health • thanking the Lord for His blessings to us • concern for others
10
3. 4. 5.
6.
E. Student explains how love of God unite the Filipinos and show respect for one’s religion whatever it is 1. Identify one’s religion and other religions 2. State ways of showing love of God 3. Show respect for the religion of other people 4. State that belief in and love of God will bind or unite the Filipinos
III. NATIONAL LOYALTY Having awareness that for every right, there is a corresponding responsibility A.
129-138
B.
11
145-148
11
153
11
152-155
viii
Student appreciates his/her rights that the government is taking care of 1. Tell the meaning of rights 2. Recognize the rights of the Filipino child 3. Discuss how the Filipino can attain his/her rights 4. Explain why rights are important 5. Discuss the ways being done by the family, community, and other government agencies to be sure that the Filipino child will attain or enjoy his/her rights 6. States that there are government projects to assure that the Filipino child will enjoy his/her rights Student will perform with pleasure his/her responsibilities as a Filipino child 1. Tell the meaning of responsibility 2. Enumerate the responsibilities of the child at home, in school, and community 3. Tell that for every right of the child, there is a corresponding responsibility 4. Performs willingly the responsibilities of the Filipino child 5. Discuss the importance of the children’s performance of their responsibilities to self and others
12 12
166 169-174
13
181-190
13 13
184-187 184-190
13
186-190
14 14
196 197-208
14
196-197
14
197-208
14
197-208
BUDGET OF WORK Unit
Lesson
Lesson Title
Page in the Book
Page in the Teacher’s Manual
2-65
2-17
3-9
2-4
15
Number of Days
65
I
THE PHILIPPINES: ITS PEOPLE AND BEAUTIFUL PLACES
1
The Filipinos
2
How Filipinos Look Like
10-19
4-7
15
3
The Philippines: Why It Is Beautiful
20-35
7-10
15
4
The Philippines: Its Landforms
36-49
10-13
10
5
The Philippines: Its Bodies of Water
50-65
13-17
10
II
THE PHILIPPINES: ITS FAMILIES AND COMMUNITIES
66-105
18-27
6
The Philippines: A Part of the World
67-77
18-20
15
7
The National Symbols of the Philippines
78-91
20-22
15
8
The Filipino Family
92-105
22-26
15
HELPING ONE ANOTHER IN THE COMMUNITY
106-165
28-39
9
The Family’s Needs: How They Are Met
107-127
28-31
10
10
People Need A Clean, Healthy, and Peaceful Community
128-143
31-34
10-15
11
Religion and the Filipinos
144-165
35-37
10-13
IV
RIGHTS AND DUTIES OF FILIPINOS
166-214
40-49
12
The Rights of a Child
167-179
40-42
15
13
Children Enjoy their Rights
180-195
42-45
12
14
The Duties of a Child
196-214
45-51
15
III
ix
Total
45
30-38
42
II. True or False. Answer True if the statement is correct and False if it is wrong.
PRETEST/POSTTEST I.
Identification. Choose the letter of the correct name of the national symbol indicated in each number.
________ 1. True
The Philippines is part of the world.
________ 2. True
The Philippines is rich in land and water resources.
1. National language
________ 3. True
Showing respect for national symbols is a way of showing respect for the country.
________ False 4.
Use natural resources until they are gone.
________ False 5.
We have few beautiful sceneries and places.
________ False 6.
Wear any kind of clothes in different weather and occasion.
________ 7. True
Population is the total number of people who live in a place.
________ False 8.
A barangay is different from a community.
________ 9. True
A commercial community is near big stores and markets.
________ True 10.
Cooperation is important to meet the needs of the family.
________ False 11.
Pagsanjan Falls is a beautiful place found in Batangas.
________ True 12.
The plain is a landform good for planting palay.
________ False 13.
The sea is the largest body of water.
________ True 14.
Hot and cold water comes out on a spring.
________ True 15.
Banaue Rice Terraces is in the province of Ifugao.
________ False 16.
People who live near sea or river are mostly farmers.
________ True 17.
The Philippines is made up of different communities.
________ False 18.
Farmers digs gold and precious stones.
________ True 19.
The very young and the very old neither go to school nor go to work.
________ True 20.
The population is big if there are more families in a barangay.
a. Pilipino
b. Filipino*
c.
Tagalog
2. National animal a. tamaraw
b. horse
c.
carabao*
3. National hero a. Benigno Aquino, Jr. b. Emilio Jacinto c.
Jose Rizal*
4. National tree a. acacia
b. bamboo
c.
narra*
b. CariĂąosa*
c.
Tango
5. National dance a. Tinikling 6. National fruit a. guava
b. mango*
c.
papaya
b. rosal
c.
sampaguita*
7. National flower a. gumamela 8. National game a. sipa*
b. piko
c.
basketball
9. National anthem a. Bayang Magiliw b. Ako ay Pilipino c.
Lupang Hinirang*
10. National costume for women a. barong Tagalog
b. baro’t saya*
c.
Maria Clara x
III. Multiple Choice. Choose the letter that best answers each question. 1. What is the color of the skin of most Filipinos? a. kayumanggi* b. dark c. fair 2. Which describe the height of most Filipinos? a. very tall b. very short c. not very tall, not very short* 3. What is the color of the eyes of most Filipinos? a. green or blue b. black or brown* c. yellow or red 4. What is the shape of the lips of most Filipinos? a. thin b. thick c. thick or thin* 5. Which describe the hair of most Filipinos? a. curly and black b. straight and black* c. brown and straight 6. Where is Mayon Volcano located? a. Albay* b. Laguna c. Pangasinan 7. Why is Maria Cristina Falls imported in Mindanao? a. It is a very high falls in Mindanao b. It is a favorite spot in Mindanao c. It generates electricity in Mindanao* 8. Why is it good to have many plants and trees around? a. There will be fresher air* b. There will be many animals c. There will be many wooden toys
IV. Put a check on the blank that would answer the question 1. What would happen if bodies of water will become polluted? ____ a. water plants will grow abundantly ____ b. fish will have no food to eat __✓_ c. fish will be poisoned 2. What is the correct description of a lake? ____ a. It has salty water. ____ b. It is bigger than a sea. __✓_ c. It is a body of water surrounds by land. 3. Which one describes a gulf? ____ a. It is bigger than a bay. __✓_ b. It has surrounding water that flows to the sea. ____ c. It is a body of water that falls down over a higher place. 4. What is the characteristics of a sea? ____ a. It has fresh water. __✓_ b. Big ships can sail here. ____ c. It is the largest body of water. 5. How should we take care of our bodies of water? ____ a. Use dynamite when fishing. ____ b. Throw garbage in all of our bodies of water. __✓_ c. Follow rules and laws in keeping our bodies of water. 6. What are other family’s other needs? __✓_ a. clean and peaceful community ____ b. rice & fish, fruits & vegetables ____ c. thick and thin clothing for cold and warm weather 7. How do we conserve water? __✓_ a. Fix the faucet that leaks. ____ b. Lay the faucet open after use. ____ c. Use a small can for watering plants. xi
V. Check the Box. Check the box that tells the important things that a family needs. toys car television
1.
food clothing shelter
a.
b.
VI. Completion Write on the answer sheet the correct word to complete the sentence in each number. Pick out the answer from the words in the box. 1. The Aetas and Ifugaos are also ________. (Filipinos) 2. The ______ is also the country of the Filipinos. (Philippines) 3. Most Filipinos have _____ skin. (brown) 4. The _____ is a model of the earth. (globe) 5. The biggest island in the Philippines is ______. (Luzon) 6. The Philippines is rich in natural _______. (resources) 7. Take care and use _____ our natural resources. (wisely) 8. Be proud of our national ______. (symbols) 9. The Philippines is an _________. (archipelago) 10. The Philippines is surrounded by ______. (water)
bicycle candies soft drink
✓
c.
2. Check the box that talks about a big family Father, Mother Children, Grandparents, Uncle and Auntie
a.
✓
Father, Mother Brother and Sister
Father, Mother Brother, Sister Baby and Cousin
b.
c.
symbols Philippines Filipinos
3. Check the box who can help the family meet their basic needs farmer carpenter dressmaker
a.
✓
clown street sweeper vendor
toy maker storekeeper garbage collector
b.
a.
b.
✓
Adventist Governor Councilor
c.
5. Check the box that tells who help the child enjoy his or her right Street Sweeper Janitor vendor
a.
Doctors Sports Trainer Teacher
b.
a. b. c. d. e.
Family School Government
c.
brown resources
A. Find in the box the concept being described in each number. Write the letter of your answer. 1. Holy book of the Christian Filipinos (g) 2. Holy book of the Muslim Filipinos (c) 3. Religion of the Muslim Filipinos (a) 4. Religion of most Filipinos (j) 5. Leader and minister of the Protestants (b) 6-8. Three groups that help meet our needs (d,f,h) 9. Teaches the words of God and good deeds (e) 10. What the Muslims call their God (i)
c.
Imam Pastor Priest
globe water
VII. Identification
4. Check the box that tells about religious leader President Minister Mayor
archipelago wisely Luzon
✓ xii
Islam pastor Koran school religion
f. g. h. i. j.
community Bible family Allah Roman Catholic
B. Identify the correct answer and write the letter on the blank. Select the answer from the words in the box.
VI. Evaluation. Choose and write in the answer sheet the letter that tells what should be done in the following situations.
______ 1. The country of the Filipinos. c
1. The flag is being raised while “Lupang Hinirang” is being sung.
______ 2. The place where the families live. a
a. Stay sitting down
______ 3. It is made up of father, mother, and children. b ______ 4. The number of people living in a barangay d
b. Continue what you are doing.
______ 5. Works in the farm e
c.
a. b. c.
community family Philippines
d. e. f.
population farmer archipelago
Stand and put your right hand on the left side of your chest*
2. Which one shows conservation of water? a. Use a glass of water when brushing your teeth.* b. Leave out-of-order faucets alone.
______ 6. Supplies the seafoods that the family needs d
c.
Wash the dishes one by one.
______ 7. Bakes bread and cookies a 3. Which one shows taking care of soil?
______ 8. Sells vegetables and fruits in the market e ______ 9. Teach children to pray b
a. Avoid forest fires.*
______ c 10. Treats sick children
b. Cut the trees around the mountain sides.
a. b. c.
baker church leader doctor
d. e. f.
c.
fisherman vendor teacher
Set the forest on fire to clear the place for planting vegetables.
4. Which one shows respect for elders? a. Say, “Excuse me.”
______ b 11. The holy book of Christians
b. Answer with “po” and “opo.”
______ e 12. The God of Muslims
c.
______ c 13. Says mass in the Aglipayan Church ______ a 14. Church leader of Muslims
5. Which one shows pride for our national symbols?
______ 15. Church leader of Protestants f a. b. c.
imam Bible priest
Give food to elders when eating at the table.
a. Offering sampaguita leis for welcoming visitor and tourists d. e. f.
b. Giving away sweet mangoes and anahaw fans after dancing Cariñosa in entertaining visitor
Jehovah Allah pastor
c. xiii
Both a and b