UNIT
I
C.
THE PHILIPPINES: ITS PEOPLE AND BEAUTIFUL PLACES
There are five lessons in this unit. Lesson 1 The Filipinos Lesson 2 How Filipinos Look Like Lesson 3 The Philippines: Why Is It Beautiful Lesson 4 The Philippines: Its Landforms Lesson 5 The Philippines: Its Bodies of Water
• • II.
Lesson 1
THE FILIPINOS (15 days)
MAJOR CONCEPT
SPECIFIC OBJECTIVES
A.
Cognitive • • •
B.
• • 2
Identify who the Filipinos are Tell that the Filipino people have a country named the Philippines where they live and can be proud of Describe the features of the Filipino people
Affective • •
TOPIC
III. MATERIALS Basic text, pictures of different Filipinos, map of the Philippines, sand table, materials for drawing and coloring, family pictures, chart IV.
METHODS
A.
Preparation 1. Present the song, “Ako ay Pilipino.” Sing it with feelings. Ako ay Pilipino
The Filipino people are identified by knowing who their parents are, by the way they look, and the place they live in. I.
Point on the map of the Philippines the places where the Filipino families live in Luzon, Visayas, and Mindanao Draw and color a Filipino child
The Filipinos, pages 3-6
GENERAL OBJECTIVE To appreciate and feel proud of being a Filipino living in a beautiful country, the Philippines
Psychomotor
Be proud of being a Filipino Show respect to other Filipino children by being friendly to them State with pride, “I am a Filipino” Show pride for being a member of the Filipino family
Ako ay Pilipino, ang dugo’y maharlika Likas sa aking puso, adhikaing kay ganda Sa Pilipinas na aking bayan Lantay na Perlas ng Silanganan Wari’y natipon ang kayamanan ng Maykapal Bigay sa aking talino sa mabuti lang laan Sa aki’y katutubo ang maging mapagmahal Ako ay Pilipino, ako ay Pilipino Isang bansa, isang diwa ang minimithi ko Sa bayan ko’t bandila, laan buhay ko’t diwa Ako ay Pilipino, Pilipinong totoo Ako ay Pilipino, ako ay Pilipino Taas noo kahit kanino Ang Pilipino ay ako.
2. Explain the song in English and ask the pupils what the song is all about.
2. From the same picture, let the pupils also point out the children who are not Filipinos. 3. Have the pupils describe the physical features of the Filipino children they pointed out. Compare them with children who are not Filipinos. 4. Have the pupils introduce themselves using the format below.
3. Present the map of the Philippines and have the pupils identify Luzon, Visayas, and Mindanao. Tell them that Filipino families live in these places. Encourage them to say that that there are Filipino families living in Luzon, Visayas, and Mindanao. Guide them to say where they are living in these places.
B.
Development of the Lesson 1. Have the pupils analyze the pictures on page 4 and ask them to give their observations or comments. 2. Have them find out from page 4 the answers to the following questions: a. Where was John born? b. Where was Minda born? c. Are they Filipino children? 3. Have the pupils identify the places where John and Minda were born. 4. Have the pupils answer Check Yourself on page 6. 5. Tell the class that a child is not a Filipino if both parents are not Filipinos. Tell them that if both parents of a child are not Filipinos, that child is a foreigner or not a Filipino too. 6. Give examples of children who are not Filipinos. Show pictures of both parents who are foreigners then say that their children are not Filipinos. 7. Have the pupils get from magazines or newspapers pictures of families living in Luzon, Visayas, and Mindanao. Guide them in analyzing these pictures. 8. Ask the pupils if they know of any family living in places in Luzon, Visayas, and Mindanao. Guide the pupils in locating their places on the map.
C.
Application of Skills 1. From a group picture of children composed of Filipinos and foreigners, let the pupils point out who the Filipino children are.
My name is ______________________________________ I was born in ___________________ on _______________. I am a ___________________ . (Filipino) My father is ______________________________________. He is ___________________________________________. My mother is _____________________________________. She is __________________________________________.
5. Emphasize being a Filipino. Guide the pupils to say this, “I am a Filipino. We are Filipinos.” 6. Sing again, “Ako ay Pilipino.” V.
EVALUATION 1. Let the pupils answer Things I Learned on page 7. 2. Let the pupils read Things I Will Do on page 8 and guide them in doing the exercises. 3. Let the pupils read Things I Can Do on page 9. Have them do the activities at home and tell them to ask help from their parents. ANSWERS TO THE EXERCISES IN LESSON 1 ˛
Check Yourself, page 6 1. (✓) His mother is an American. His father is a Filipino. 2. (✓) Her father is Chinese. Her mother is a Filipino. 3. (✓) His parents are both Filipinos.
3
˛
˛
VI.
ENRICHMENT ACTIVITIES Prepare the pupils in doing the following activities. 1. Make research on children who are not Filipinos. 2. Ask parents about children who are Filipinos although one of the parents is not a Filipino. Give examples. 3. Give more examples on what pupils should remember on page 7.
Lesson 2
HOW FILIPINOS LOOK LIKE (15 days)
MAJOR CONCEPT The Filipinos can be identified by the way they look or by their physical features. I.
SPECIFIC OBJECTIVES
A.
Cognitive • • •
B.
Tell the physical features of the Filipino people Describe the common features of the greater number of Filipinos Describe one’s physical features
Affective • •
4
• •
Things I Learned, page 7 A. Answers may vary. Tell the pupils to ask help from their parents in answering this exercise. B. 1. T 4. F 2. F 5. T 3. T Things I Will Do, page 8 Answers may vary depending on the nationality of the child.
Be proud of the physical features of the Filipinos Show respect to fellow Filipino no matter what their physical feature is
C.
Psychomotor • • • •
II.
Accept and be proud of one’s physical features Show pride for the beautiful features of the Filipino people
Draw one’s physical feature Gather pictures of Filipinos with different physical features Draw the physical features of one of your relatives Sing action songs related to the lesson
TOPIC How Filipinos Look Like, pages 10-14
III. MATERIALS Basic text, pictures, chart, magazines, newspapers, dolls, tape recorder, CD of “Ako ay Pilipino” IV.
METHODS
A.
Preparation 1. Review the parts of the head/face and color of the skin. 2. Describe each part of the body. Examples are given in the following. a. hair — curly or straight; black or brown; short or long b. eyes — big or small; round or slanting/chinky; black or brown c. nose — high-bridged or not so high-bridged d. lips — thick or thin e. mouth — big or small f. ears — big, small, just right g. height — tall or short h. skin — fair, black, brown 3. Play the Look at Me game. Prepare a big mirror with a handle and a radio cassette.
4. Have the pupils form a circle and set the music. Say, “Pass on the mirror” as the music plays. When the music stops, the one holding the mirror will go to the center of the circle. She or he will look at the mirror and describe herself or himself – the eyes, nose, hair, lips, color of the skin, and height. 5. Guide the pupils to say the following that describe him or her:
5. On page 13, let the pupils observe how Filipino children are different from each other. Read what is said about them. 6. Guide the children to repeat the following concept: The same or different, we are all Filipinos. We are proud to be Filipinos. Our country is the Philippines.
“I am __________. (name)
7. Have the pupils answer Check Yourself on page 14.
I have _________ (curly or straight) hair. It is _________ (long or short).
C.
My eyes are _________ (round or slanting). They are __________ (black or brown).
1. Turn to page 15 of the basic text. Explain the concepts listed in Things To Remember.
My lips are __________ (thick or thin).
2. Repeat the Look at Me game. After describing oneself, let the pupils conclude by repeating the general concept stated in Things to Remember on page 15.
My skin is __________ (brown, black, or fair). I am _________ (tall or short; not so tall or not so short).
3. Guide the pupils in role-playing the different situations on how to show respect to each other even if they look differently from one another. (Give a situation and guide the pupils in doing the action.)
I have a _________ (high-bridged or not so flat) nose. I am a Filipino.” 6. Go on with the game until several pupils have described themselves while holding the mirror. 7. Play the CD of “Ako ay Pilipino.” Talk about this music.
B.
Development of the Lesson 1. Gather in front of the class some pupils who look different from each other. 2. Let the pupils observe how one is different from the other. Say that they may not look the same but they are all Filipinos. 3. Analyze the pictures on pages 10-11. Tell something about how differently the children look from each other. Describe their eyes, nose, lips, hair, skin, and height. Read how most Filipinos look. 4. Find out on page 12 the different eyes and skin the children have. They are all Filipinos no matter how different they look.
Application of Skills
V.
EVALUATION Answer with Yes or No. Put a ✓ on the proper column. Yes 1.
Is the skin of most Filipinos brown or kayumanggi?
2.
Are the eyes of the Filipinos mostly round and black?
3.
Are the Negritos who are black and have very curly hair, Filipinos?
4.
Is it good to laugh at the Negrito children?
No
5
5.
Do most Filipino children have fair skin?
6.
Are children with Filipino parents but have slanting eyes, Filipinos?
1.
No
6.
No
2.
Yes
7.
Yes
Should Filipinos have high-bridged noses?
3.
Yes
8.
No
4.
No
9.
No
5.
No
10.
No
7. 8.
Should we be proud that we are Filipinos?
9.
Must children play only with those who look like them?
10.
B.
˛
Things I Can Do, page 18 A.
Are you ashamed to be not so tall because you are a Filipino?
(Pupils will have their own answers.) Best answers are:
B.
1.
EARS
4.
NOSE
2.
EYES
5.
MOUTH
3.
EYELASHES
6.
HAIR
(Pupils may have their own drawing.)
ANSWERS TO THE EXERCISES IN LESSON 2 ˛
A.
B.
˛
VI.
Check Yourself, page 14 1.
nose
4.
skin
2.
hair
5.
height
3.
eyes
1.
a
4.
c
2.
a
5.
c
3.
c
B.
My toes, my knees, my shoulders, my head My toes, my knees, my shoulders, my head My toes, my knees, my shoulders, my head
N
4.
N
My toes, my knees,, my shoulders, my head
2.
N
5.
Y
My toes, my knees, my shoulders, my head
3.
Y
My toes, my knees, my shoulders, my head
1.
4.
2.
5.
Now I can guess what your name is.
Things I Will Do, pages 16-17 A.
My Toes, My Knees
1.
3. ˛
A. Lead the class in singing this song with action.
Now can you guess what my name is?
Things I Learned, page 15 A.
ENRICHMENT ACTIVITIES
1.
a
3.
c
2.
c
4.
b
B. Have the pupils draw and color Filipino children who look different from each other. They may have different eyes, nose, hair, or lips. Some maybe taller than others. They may also paste pictures. Say, “The same or different, they are all Filipinos.”
6
C.
C. Divide the class into three groups. Introduce choral reading. Guide each group in reading the poem on page 19 of the textbook. D. Have the pupils make research to know more about Lesson 2 by reading Things to Remember on page 15 of the basic text.
Lesson 3
THE PHILIPPINES: WHY IT IS BEAUTIFUL (15 days)
MAJOR CONCEPTS The beautiful and unique sceneries and places in our country make the Philippines beautiful and attractive to visitors. Keeping the scenic spots clean and green will preserve their beauty and will attract more tourists. I.
II.
Cognitive • • • • •
B.
Name the beautiful sceneries and places in the Philippines Describe some of the beautiful sceneries/places/parks in the Philippines Tell the ways of maintaining the beauty and cleanliness of these places Compare and contrast places and sceneries that make our country beautiful Identify the location of these beautiful sceneries and places in our country
•
Show pride for our country’s beautiful sceneries and places Show through words and actions one’s pride and appreciation for our country’s scenic places Cooperate and participate in preserving and maintaining the beauty, cleanliness, and orderliness of our beautiful tourist spots by: — following rules and regulations in every tourist spots; and — observing notices in parks and playgrounds
Point on the map of the Philippines the location of some beautiful sceneries and places
•
Draw one of the beautiful places and scenic spots of our country
•
Make an album out of clippings of beautiful sceneries and places in our country
•
Tell a simple story about any of the beautiful sceneries and places in our country
TOPICS
III. MATERIALS Basic text, pictures and posters, calendar with Philippine sceneries and historical places, slide projector, travel guide and pamphlets, Filipinism CD-ROM 1, pocket chart IV.
METHODS
A.
Preparation 1. Structure the room and bulletin board with pictures/posters of tourist spots in the Philippines. 2. Present cut-outs of a park or a place on a sand table. (These are the places where families love to go.)
Affective • •
•
Beautiful Places in the Philippines, pages 20-27; Caring for The Surroundings, pages 28-29
SPECIFIC OBJECTIVES
A.
Psychomotor
3. Encourage children to observe and analyze the pictures and the presentation on the sand table. Ask if they have similar park or beautiful sceneries on their places. 4. Present other multimedia materials of beautiful spots to create awareness of our beautiful country.
B.
Development of the Lesson 1. Tell the pupils that we have many beautiful scenic places in the Philippines. 7
2. Let the pupil locate beautiful places in Luzon. Point out on the map the province of Pangasinan where Hundred Islands can be found. Study the picture on page 21. Find out on this page the story about the beautiful Hundred Islands. Develop the concept of islands to appreciate this place. 3. Imitate the actions done by tourists like swimming, walking on white sands, and boat-riding. 4. Ask what other things can be done here. 5. Use the sand table and show pictures of the beautiful places as presented in the book. Present the beautiful places one at a time. 6. Give additional information about the beautiful places to create deeper appreciation of the place. Example: a. The Banaue Rice Terraces is considered by some as the Eighth Wonder of the World. It was made through hardwork, patience, industry, and self-reliance of our ancestors. b. Beautiful Mayon Volcano is famous for its almost perfect cone shape. 7. Discuss the beautiful places other than those taken up in the basic text. 8. Have the pupils share experiences about the beautiful places they have visited. Let them describe it. 9. Have the pupils draw the beautiful places as described in the basic text. Discuss the unique beauty of the sceneries and places that attract tourists. Examples of unique beautiful places: a. Mayon Volcano — the world’s almost perfect cone-shaped volcano b. Chocolate Hills — looks like drops of chocolate candies during summer c. Boracay Beach — famous for its fine white sand d. Maria Cristina Falls — can give electricity in Mindanao 8
10.
Construct a chart that will show the beautiful place, where it is located, and the unique characteristics of the place. Find out from the book what this place is all about.
Beautiful and Scenic Place
Location
Description
1. Hundred Islands, page 21
Pangasinan
• Made up of small islands
2. Banaue Rice Terraces, page 22
Banaue, Ifugao
• Like giant steps going to heaven
3. Pagsanjan Falls, page 22
Laguna
• Shooting the rapids is exciting
4. Mayon Volcano, page 23
Legazpi, Albay
• The world’s almost perfect cone-shaped volcano
5. Mt. Apo, page 26
Davao
• It is the highest mountain in the Philippines
6. Lake Sebu, page 26
South Cotabato
• Tourists can relax in guest houses around the lake
7. Chocolate Hills, page 24
Carmen, Bohol
• The hills look like drops of chocolate candies during summer
8. Boracay Island, page 24
Aklan
• Famous for its beaches with white fine sand
9. Sto. Niño Cold Spring, page 27
Camiguin
• People enjoy swimming and taking a bath in this spring
10. Maria Cristina Falls, page 26
Lanao del Norte
• Very strong waterfalls that can give electricity to Mindanao
11.
12. 13. 14.
15. 16.
17.
18. 19.
20. 21.
22.
23.
Continue analyzing the pictures and read the text about it. Do this one at a time. Discuss any additional beautiful scenery or place. Discuss the importance of each place. Compare and contrast the Pagsanjan Falls and Maria Cristina Falls, and then the Hundred Islands and Boracay Beach. Have the pupils show their appreciation by drawing the beautiful place they like best. Ask them why they like the place. Having learned about the country’s beautiful places, talk about ways on how to keep those beautiful places always clean. Encourage pupils to participate in clean and green projects. Ask what they can do as children. Ask how they can help maintain the cleanliness of our beautiful places. Have a Dream-a-Theme strategy. Ask the pupils to close their eyes as if dreaming of a beautiful place. Ask them what will happen if it is destroyed by people who do not care about our tourist spots. After five minutes, let the pupils open their eyes and call them to talk about their dream. Plan for a field trip to a nearby place. Find out if it is clean or dirty. Ask the pupils: What can you do or how can you help to make a dirty place clean? What can people do to make a place green with plants and beautiful with colorful flowers? Ask: How can you show appreciation for a clean and beautiful community? Have them draw a clean and green community. Ask them to show in the drawing how children can help keep the surroundings clean. Example: Throwing garbage in a garbage can/bin and watering the plants. Make the children understand that we need to take care of our beautiful places because they also give our identity as Filipinos. After presenting the beautiful places, have the children read page 28. Let the pupils answer the questions in Check Yourself, page 29. On page 34, follow the instructions for Naming Game. Play this game.
C.
Application of Skills 1. Guide the pupils to play Travelogue. In this game, the pupil will travel in a train. To do this, they will form a line. The pupil at the back will put his or her hand on the shoulder of the one in front. They will imitate the train as they move forward with the tiny steps slowly at first, then going faster as they move on. a. Before playing the game, arrange the room by designating different places as tourist spots or beautiful places. Two or three tourist spots may be assigned in the room. Put up big pictures or drawings of the tourist spots so that the pupils can describe it well during the travelogue. Example: Banaue Rice Terraces b. At the end of the travelogue, have the pupils describe the places they visited. Let them end the story by chanting, “The Philippines is a beautiful country. I love the Philippines. I am proud of my beautiful country. I am happy to live in my beautiful country!” 2. Read by groups the concepts learned in this lesson. 3. Have the pupils answer Things I Will Do and Things I Can Do on pages 32-35.
V.
EVALUATION Have the pupils answer Things I Learned on page 15 of the basic text. ANSWERS TO THE EXERCISES IN LESSON 3 ˛
Check Yourself, page 23 1.
˛
c
2.
a
3. b
Check Yourself, page 25 1. 2.
a c
3. 4.
c a
9
VI. ˛
˛
Check Yourself, page 27 1. b 2. c Check Yourself, page 29 A. 1. b B.
˛
˛
˛
2.
1. 2.
b d
C. 1. 2. 3.
c b c
3. 3. 4.
3. 4.
d a
b
✗ ✗
Things I Learned, pages 30-32 A. 1. True 6. 2. False 7. 3. True 8. 4. True 9. 5. True 10. B.
˛
1. 2.
3. 4.
b
✓ ✗
False True True False False e c
5.
a
ENRICHMENT ACTIVITIES 1. Ask the pupils to cut out from magazines and newspapers beautiful sceneries and places in Luzon, Visayas, and Mindanao. Make an album out of them. 2. Have the pupils view the Filipinism CD-ROM 1. Guide the pupils in doing the following using this CD-ROM. a. View the slideshow on the different tourist spots in Luzon. b. Watch the video on Chocolate Hills in Bohol. c. Color a tourist spot in the Arts section. 3. Join Lakbay-aral or tour of nearby beautiful places. 4. Have pupils read Things to Remember on page 30. Have them find out other beautiful places found in Luzon, Visayas, and Mindanao. Tell the pupils to ask help from their parents on taking care of beautiful places in the country.
Lesson 4 MAJOR CONCEPTS
4. 5.
b c
Things I Will Do, page 32 Children may have their own answer, but the possible best answers are: 1. Yes 5. No 2. No 6. Yes 3. Yes 7. Yes 4. Yes 8. No Things I Can Do, pages 33-35 A. The picture pupils should color is picture 1. B-C.Read the instruction of the game. Teacher may help explain the game and try it out first before finally playing it. Things to Learn on My Computer, page 35 Do the activities 1–6.
The Philippines is rich on natural resources. These are our landforms and bodies of water. This is where we get our basic needs like food, water, clothing, and shelter. We have different landforms. I.
SPECIFIC OBJECTIVES
A.
Cognitive • • •
B.
Identify the plants that grow in our soil Name the food that we get from these plants Describe each of these landforms
Affective • • • •
10
THE PHILIPPINES: ITS LANDFORMS (10 days)
Appreciate our rich natural resources Give importance to our land by planting fruits and vegetable that are good for our health Use with care our natural resources like planting our soil with vegetables and root crops Take care of our natural resources by using them properly
C.
Psychomotor • •
II.
Draw the food we get from our land resources Sing with action, “Bahay Kubo” and “Magtanim ay Di Biro”
TOPICS Different landforms, pages 37-42; Caring for the landforms, pages 42-44
III. MATERIALS Basic text, pictures, posters, magazines, colorful calendars, sand table, improvised TV set (made out of a box) IV.
METHODS
A.
Preparation 1. Talk about the food they have at home. Ask where they get the food they eat everyday. 2. Show pictures or posters of fruits and vegetables we gather from the plants that grow in our fertile soil. 3. Have children play a guessing game on where we get the food we eat. 4. Show dolls dressed in different ways and a little playhouse. 5. Say that the clothes we wear and the house we live in also come from plants and trees. From big trees we get wood for our shelter. From pineapple leaves, abaca, and ramie plants we get fibers which are woven into cloth.
B.
Development of the Lesson 1. Show on a sand table examples of different landforms. Say that there are plants that grow best in these landforms. 2. Present an improvised television set (made out of a box) and show pictures of different landforms. Explain that we find plants growing in different landforms. For instance, palay, corn, vegetables, peanuts, tobacco are grown better in plains.
3. Describe a plain. How does it look like? Find this on page 38. 4. Name the food that we get from a plain. 5. Say that there are other landforms other than a plain. Show these in pictures or in an improvised television set. 6. Analyze and read about landforms on pages 38-41. Present a model of a valley on a sand table. 7. Go over pages 39-40. Differentiate between a hill and a mountain. Show them on a sand table. 8. Talk about the things we find in a mountain. 9. Compare and contrast a plain and a plateau. Present these on a sand table and describe each. See page 38 and page 40. 10. Examine the pictures on page 41. Tell the story about a mountain range and a volcano. Take up Mayon Volcano and its recent eruption. Make pupils understand that while Mayon volcano is a beautiful mountain, it can also be dangerous. 11. Have the pupils play this game on different landforms. Form a big circle inside the room. Pull all chairs and desks to the side to have a wider space at the center. The teacher will call out a landform and the pupils will do the following actions: a. Plain — Lie down flat on the floor. b. Hill — Raise the body a little higher. c. Mountain — Raise the body very, very high. d. Valley — Three children will do this. One will lie flat between two pupils who will raise their bodies like mountains. e. Mountain range — Several pupils will raise their bodies like mountains and connect themselves to look like a chain of mountains. 12. Guide the class in planning for a Clean and Green project around the school and community. Discuss the activities for this project. Encourage the pupils to join the project and remind them that a clean community is a nice place to live in. 11
13.
Have the children copy the chart below in their notebooks.
Landform •
Plain
Description land is flat or level
Products rice, fruits, vegetables, cotton
•
Valley
a flat land found between mountains
rice, corn, pineapple, vegetables, tobacco
•
Hill
lower than a mountain and has rounded top
vegetables, root crops, and animals that feed on the grass that grows on the hill
•
Plateau
land that is the level part on a high place like a mountain
p a l a y, p i n e a p p l e , vegetables, fruits
•
Mountain
a very high land; higher than a hill
forest products like wood and logs, minerals like gold and copper
•
Mountain range
mountains that are connected with one another
forest and mine products
•
Volcano
a mountain with a crater on top
has fertile soil good for plants
14.
C.
V.
EVALUATION The teacher may prepare test questions other than those given on exercises on pages 44-47. However, additional tests may focus on the different kinds of landforms and how they provide the people with their basic needs as given on Things to Remember on page 45.
ANSWERS TO THE EXERCISES IN LESSON 4 ˛
Check Yourself, page 44 A. 1. Yes 2. Yes 3. No 4. No 5. Yes B.
To know more about the different landforms, go to this website: http://www.mcwdn.org/MAPS%26GLOBES/ Volcanos.html.
Application of Skills 1. Read the concepts learned on pages 38-42. 2. Prepare a guessing game on landforms. Example: Who am I? I am a landform with opening or crater at the top. I throw out hot rocks and mud when I erupt. Who am I?
12
3. Have pupils give more examples of landforms. 4. Read pages 42-44. Ask: How else can we take care of our landforms? Why is it important to take care of our natural resources?
˛
6. 7. 8. 9. 10.
No Yes No Yes Yes
Pupils may draw their own answer.
Things I Learned — pages 45-47 A. 1. a 2. a 3. b 4. b
5. 6. 7. 8.
a b a b
B.
1. 2. 3. 4. 5.
L L J J L
6. 7. 8. 9. 10.
J J J L J
C.
1. 2. 3.
e f b
4. 5. 6.
g c a
I. ˛
Things I Will Do, pages 47-48 A. Answers may vary. Pupils will give their own answer. B. Pupils may answer the way they feel. But the best answer could be the following: 1. 2. 3.
˛
VI.
J L J
4. 5.
SPECIFIC OBJECTIVES
A.
• • •
J J
B.
•
ENRICHMENT
•
1. Pupils may ask their parents to help them on the best thing they can do to keep their place clean and beautiful. 2. Pupils may also ask their parents to prepare a garden plot where they can plant easy-to-grow vegetables like pechay, tomatoes, eggplant, and okra to make their soil productive. 3. Children may learn this poem: Fruits and Vegetable Plant fruits and vegetables They are so good to eat They make you very big Eat fruits and vegetables And drink lots of milk
C.
MAJOR CONCEPTS The Philippines is rich in natural resources. We have land and water resources where we get our basic needs like food, clothing, and shelter. We have different bodies of water.
Draw the things we get from our water resources Prepare notices of rules that tell proper care and use of our water resources
TOPICS Different Bodies of Water, pages 51-56; Caring for the Bodies of Water, pages 57-59
III. MATERIALS Basic text, pictures, magazines, colorful calendars, sand table, improvised television set (made out of a box)
Then little boys and girls like you will not get sick.
THE PHILIPPINES: ITS BODIES OF WATER (10 days)
Appreciate our rich natural resources Give importance to the things we get from our land and water resources, the God-given gifts to our country Show willingness to participate in projects that have something to do with our wise or intelligent use of natural resources and on saving the environment Take care of our natural resources by keeping our waters and surroundings clean
Psychomotor • •
II.
Name the food we get from our water resources Identify the bodies of water we have in the Philippines Describe each of these bodies of water
Affective • •
Things I Can Do, page 49 Children are entitled to draw what they think is a beautiful spot in their place and how to keep it beautiful. Then evaluate the pupils’ story about their drawing.
Lesson 5
Cognitive
IV.
METHODS
A.
Preparation 1. Ask about the food they eat at home. 2. Show pictures of seafood that we get from our bodies of water. Example: fish, crabs, squid, shrimps, seaweeds like arosep, etc. 13
3. To know more about the bodies of water, read again pages 51-56. 4. Show by action the things that we do in our bodies of water. Example: swimming or catching fish with a net in a lake; taking a bath; and washing clothes in a river or spring 5. Group the children into four groups — A, B, C, D. Ask each group to research or ask their parents on the importance of the following: a. Group A — ocean, sea b. Group B — gulf, bay c. Group C — lake, waterfall d. Group D — river, stream, spring
3. Explain to the children with accompanying picture the sources of the food we eat, the clothes we wear, and the wood we use for our shelter. Then play a guessing game with the different sources of our basic needs. Example: a. We get food from our bodies of water. We get food from plants like vegetables and fruits. We get wood from trees for our shelter. We also get bamboo plants for our shelter, too. b. We get our clothes from plants like pineapple leaves, cotton trees, abaca, and ramie plants. From these plants and trees, we get fiber which are woven into cloth. c. Make a guess of the things we can get from bodies of water, plants and vegetables, trees, and bamboo plants.
B.
Development of the Lesson 1. Present pictures of different bodies of water. Compare them with those in the basic text on pages 52-56. Find out the characteristics or describe each one of them. 2. Show the sizes of bodies of water by doing this activity. a. Ask 20 children to form a circle. Say this is an ocean. It is the largest body of water. b. Take out five children from the circle. Say this is the sea. It is smaller than an ocean. c. There are now 15 children left in the circle. Take out five more children. Now there are ten left in the circle. Say this is now the lake. A lake is smaller than a sea. d. Show a river by having children form four rows. Let them put their hands on the shoulder of the one in front of them. Make these four rows close to each other. Let them move in tiny steps as if flowing like a river. Then have the first row separate from the river and form a stream flowing to a different direction. Say a stream is smaller than a river. e. Show a picture of small balls falling from a high part of a slide. Let the pupils imagine that the balls are like the water falling in a waterfall.
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Discuss how these resources provide for our needs. Let the pupils show appreciation of our natural resources by giving ways on how to use them properly and productively. Ask: What will happen if we waste or destroy our natural resources? 6. Guide the class in planning for a Clean Water project in school and community. Discuss ways in keeping the water clean or free from pollution. Encourage children to join the project by telling them that a clean community is a nice place to live in. 7. Have the children copy the chart below in their notebook. ASk them what other things do man get from these bodies of water. Let them add their answers in the third column. Water Resources
Description
Products
•
Ocean
the largest body of water where big boats/ships sail
big fish, pearls
•
Sea
smaller than an ocean
seafoods, pearls, shells
•
Lake
smaller than a sea
fish, squid, crabs, shrimps, shells
•
River
a body of wat that flows to the sea
freshwater fish, shrimp, crabs
• •
Stream Spring
C.
smaller than a river and shallow
fish, shells, water is used in the rice fields
water that comes out from the ground
source of drinking water
Application of Skills 1. Read the concepts learned on pages 52-56. 2. Prepare a guessing game on different bodies of water. Example: Who am I? I am the largest body of water. Big ships sail on me. Who am I?
˛
Check Yourself, page 58 1. No 3. 2. Yes 4.
˛
Check Yourself, page 59 Answers may vary.
˛
Things I Learned, pages 60-61 A. 1. a. __✓__ b. __✓__ c. _____ d. _____ e. __✓__
Have the pupils give more examples of other bodies of water. 3. Read pages 57-59. Ask: How else can we save water at home? How can we save water in school? Why is it important to take care of our water resources? V.
EVALUATION 1. Teacher-made test can be prepared other than those given in exercises on pages 30-32. Things to Remember on page 30 could be a basis in the preparation of tests, especially in taking care of beautiful places in one’s community. 2. Take an interactive quin on Philipppine tourist spots in the Filipinism CD-ROM 1.
B.
˛
ANSWERS TO EXERCISES IN LESSON 5 ˛
Check Yourself, page 56 1. ✓ 2. ✓ 3. ✗ 4. ✓
5. 6. 7.
✓ ✓ ✗
Yes Yes
2.
a. b. c. d. e.
__✓__ _____ __✓__ _____ __✓__
3.
a. b. c. d. e.
_____ __✓__ _____ __✓__ __✓__
1. 2. 3.
a b a
5. Yes
4.
a. b. c. d. e.
__✓__ __✓__ _____ __✓__ _____
5.
a. b. c. d. e.
__✓__ __✓__ __✓__ __✓__ __✓__
4. 5.
b c
4. 5.
J L
5.
c
Things I Will Do, page 62 A.
1. 2. 3.
B.
J L J
1-4. b
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˛
˛
Things I Can Do, page 63 Pupils are expected to color picture number 1. Color the pictures that show how we can take care of our water resources Summary, pages 64-65 B. 1. b 3. 2. c 4. C. 1.
2.
VI.
a b
2. Guide the pupils in singing the song Pearly Shell and dance the hula while singing. They may do this with the teacher. Pearly Shell Pearly shell from the ocean Shining in the sand, covering the shore When I see them, my heart tells me that I love you
5. a
__✓__ __✓__ _____ __✓__ __✓__
3.
___ __ __✓__ ______ ______ __✓___
4.
Water Resources
__✓__ ______ ______ ______ __✓__ __✓__ ___ __ __✓__ __✓__ ____ __
Description
Products
gulf bay water fall
UNIT TEST I.
IDENTIFICATION Write the letter of the answer in each number. Choose from the words in the box.
ENRICHMENT 1. Guide the pupils in singing this song. Sing this song with action. My Bonnie Lies Over The Ocean My Bonnie lies over the ocean My Bonnie lies over the sea
a. b. c. d. e.
Filipino Philippines kayumanggi Boracay Mount Apo
f. g. h. i. j.
hill ocean lake bay spring
My Bonnie lies over the ocean, Oh bring back my Bonnie to me Bring back, bring back Oh bring back my Bonnie to me, to me Bring back, bring back Oh bring back my Bonnie to me.
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_____ c _____ b _____ f _____ d _____ e _____ a
1. 2. 3. 4. 5. 6.
Color of skin of most Filipinos The country of the Filipino people A landform smaller than a mountain A beautiful beach with fine white sand The highest mountain in the Philippines The child whose father and mother are Filipinos
_____ g 7. _____ j 8. _____ h 9. _____ i 10. II.
The largest body of water A body of water which comes out from the ground A body of water surrounded by land A curve in the seashore partly surrounded by land
_____ b 6. A good place for ships to dock _____ 7. Where the Sto. Ni単o d Cold Spring is located _____ 8. A flat land between i mountains _____ 9. A very strong waterfall f in Mindanao that can generate electricity _____ j 10. Largest river in the Philippines
TRUE OR FALSE Write T if the statement is true and F if the statement is false. _____ T 1. A boy whose parents are both Filipinos is a Filipino. _____ F 2. A girl whose parents are both Chinese is a Filipino. _____ T 3. The Philippines is a beautiful country. _____ T 4. Maria Cristina Falls is a great help to the people of Mindanao. _____ F 5. Leave the fire in the forest after camping. _____ T 6. We get seafoods in our big bodies of water. _____ F 7. Baguio City is located in a valley. _____ T 8. Animals that feed on grass on the hills are healthy. _____ T 9. Farmers plant palay and vegetables on plains. _____ T 10. Children can help keep our surroundings clean and beautiful.
III. FIND THE PARTNER Match the descriptions in column A with the landforms and bodies of water in column B. Write the letter of the correct answer. A _____ 1. A row of mountains e _____ h 2. A level of flat land on a high place _____ 3. Rice terraces built on g a hillside _____ a 4. Turns brown during sunny days _____ c 5. Where Hundred Islands can be found
B a. Chocolate Hills b. bay c.
Lingayen Gulf
d. Camiguin e.
mountain range
f.
Maria Cristina Falls
IV.
g. Iyusan Rice Terraces h. plateau i.
valley
j.
Cagayan River
k. Ifugao Rice Terraces l.
Botongan Underground River
EVALUATION What is the best thing to do in the following situations? Circle the letter of your answer. 1. Your cousin makes fun of your brown skin. a. I am a Filipino. Filipinos have brown skin.* b. I will tell my mother to shout at my cousin. c. I will cry to make my cousin stop making fun of me. 2. Your classmates are teasing you because you are a Negrito. What will you do? a. I will fight them. b. I will run away from them. c. I will tell them that Negritos are also Filipinos.* 3. How can you help make the surroundings clean? a. I will avoid throwing sticks and peelings into the river.* b. I will throw pieces of paper in the garbage can. c. I will ask the janitor to sweep the ground. 4. How can you help save water at home? a. I will throw a pail of water for every plant. b. I will use a can with just enough water for the plant.* c. I will open the faucet to let the water flow freely onto the ground. 17