UNIT
III
•
HELPING ONE ANOTHER IN THE COMMUNITY
•
There are three lessons in this unit. Lesson 9 The Family’s Needs: How They are Met Lesson 10 People Need a Clean, Healthy, and Peaceful Community Lesson 11 Religion and the Filipinos
C.
To believe and have faith in the power of God in bringing about unity and cooperation between and among the Filipinos and in meeting family and community needs towards a happy and peaceful life
Lesson 9
II.
MAJOR CONCEPT
I.
Cognitive • • • • • •
B.
Affective •
28
Enumerate basic needs Discuss how basic needs of the family can be met Explain the role of each of the family members in helping meet their basic needs Identify one’s responsibility or role in meeting basic needs Identify the help that other people give in meeting the basic needs of the family Compare and contrast families with enough and those in want of basic needs
Cooperate wholeheartedly in activities that are geared towards meeting basic needs
TOPICS
III. MATERIALS Basic text, pictures, charts, sand table, cut outs, realia, posters, flashcards
SPECIFIC OBJECTIVES
A.
Choose proper food and clothing for one’s health Draw and color basic needs like food, clothing, and shelter Perform one’s duty/responsibility for helping meet one’s family needs
The Basic Needs of the Family, pages 108-111; Meeting the Family Needs, page 112; Children Helping to Meet the Family Needs, pages 113-115; People Who Help Meet the Family Needs, pages 116-120; Family Size and Family Needs, pages 121-123
THE FAMILYʼS NEEDS: HOW THEY ARE MET (10 days)
Unity and cooperation between and among the members of the family are very important in meeting the basic needs.
Psychomotor • • •
GENERAL OBJECTIVE
Show respect and appreciation for the things done by concerned people to help meet basic needs of the family like the doctor, teacher, and barangay official Show care and proper use of materials and things instrumental for meeting family’s basic needs
IV.
METHODS
A.
Preparation 1. Review the past lesson on the Filipino family, different communities, and population. Relate these concepts to the present lesson on family needs and how to meet them. 2. Structure the bulletin board or set on a sand table pictures and toys of different family needs – both basic and important and those that are not necessary. Examples: food; appliances; clothing for everyday wear; mechanical toys; shelter or house; cars; computer; electric fan; shoes; towel; jacket; water; cage; tricycle; cabinet 3. Have the pupils mill around the sand table or bulletin board and observe the cut outs displayed.
4. Pupils may identify the pictures. 5. Prepare two pocket charts, each with picture of a family.
B.
Development of the Lesson 1. Present to the class a stuffed toy and a box of bread. Show a picture of a malnourished child. Say, “If this child would choose something he or she needs, what do you think it would be? Why?” 2. Present another similar type of choices: one in a priority need and the other could be dispensed with. Example: a television set and a bed with pillow, blanket, and mosquito net Differentiate between what we need and what we want. 3. Invite pupils to analyze pictures set up on the sand table or on display in the bulletin board. Find out the things that the family needs most and those that we simply want to have but not priority needs. 4. Discuss the things that the family needs. Pick these pictures out from the sand table/bulletin board. Group them together in the chart with picture of a family with the caption: Things We Need. 5. Group together pictures that the family may want to have but not so important compared to the basic needs. Put them in the pocket chart which says: Things We Want. 6. Have the pupils compare and contrast things we need and things we want. 7. Make pupils understand that the family must have priority needs first such as food, clothing, and shelter before having other things that they want. 8. Find out on pages 108-111 the kind of food the family needs. Find out how important food, water, clothing, and shelter. On page 112, guide the pupils on learning how important it is for parents to work to earn money for buying food and other things the family needs.
9. On pages 113-115, they will learn how children who are big enough can help meet family needs. Ask: What do they do? What would you do if you, too, are big enough to help earn money? Give examples. 10. Role-play ways and means to help earn money for buying food, clothing, and other needs. 11. Group the class into three. a. Group I — The Family Needs Water, page 109 • This group will show by role-playing how the family makes good use of water in their activities at home. Find this out on page 109. b. Group II — The Family Needs Clothes, page 110 • Pupils in this group will gather old newspapers and other materials which could be used for designing and sewing paper clothes. Use paste, papers, scraps of cloth, and crepe paper. Tear the paper instead of cutting it to make short and long skirts, blouse, pants, T-shirts, and shawl. Group paper clothes according to use. Design and draw clothes good for rainy or sunny days, uniform for school, and clothes for going to church, party, or work. c. Group III — The Family Needs Shelter, page 111 • The children in this group will transform the classroom into a shelter where the family stays. They will show parts of a house — the kitchen where we cook our food; the living room where we entertain visitors; the bedroom where we sleep and rest; the bathroom where we take a bath; and the dining room where we eat our meals. • Ask the children to bring pictures, toys, or real objects of the things we find in the different parts of the house. Example: bed, plates, glass, table and chair, rice cooker, frying pan, pail, soap, sofa, TV, karaokes Place these materials in the room of the house where they are used. 29
•
12. 13.
14.
15.
16. 17.
18.
30
Children may act out or do pantomimes of the activity done in each room. Example: sleeping in the bedroom • Present a simulation game on how to help clean the house. Show how the family stays together inside the house during bad weather. Show a happy family in their home. Learn more about clothes on page 110. Say, “Family members help one another but they cannot meet all their needs.” On pages 116-120, introduce to the class other people who help meet family needs. Help locate in the book what these people do for the family: a. farmers g. policemen b. fishermen h. teachers c. market vendors i. bakers d. tailors/dressmakers j. doctors/dentists e. priests/ministers/ imam/pastors f. carpenters, plumbers, electricians Write on the flashcards the name of the people who help meet the family needs. Example: farmers, fishermen, baker On another set of cards, write what they do or their work. Example: Sew men’s clothes and make or repair shoes Call out a group of 17 boys and 17 girls. Have a pair off game to form partners. a. Boys will hold cards of names of people who help meet the family needs. b. Girls will hold cards for the work description of these people. c. Form a circle. The pupils will march/dance around with the music. When the music stops, children will look for the partner of their cards. Pupils may act out/pantomime how other people in the community help meet the family needs.
19.
20. 21. 22. 23. 24. 25.
C.
Let the pupils study the pictures on pages 116-120. A boy and a girl will hold hands as partners. Each partner may draw the community helpers they have in the card. Paste their drawing on a manila paper. Let the pupils study the family pictures on pages 121 and 122. Compare and contrast the small family size on page 121 against a big family size on page 122. Which family size do you think can easily meet their family needs? Why? Which family size wil need to earn a little more to meet their needs? Why? Pupils may try to dramatize how different family size can meet their needs. Ask: What are the important needs of the family? Guide the pupils to this conclusion: Food, clothing, and shelter are the most important things the family needs.
Application of Skills 1. Review pages 116-120. Have a guessing game activity. Let the pupils guess the work of a person who help meet the family needs. 2. Show on the sand table a big family and a small family. Ask: What family would need more food? Why? What community will not be so crowded? Who would need more help from the community? Why? 3. Go over Things to Remember on page 124. Find out what the pupils understand about the concepts given. 4. Guide the pupils in doing the activities in Things I Can Do on pages 126-127.
V.
EVALUATION 1. Let the pupils answer all Check Yourself on pages 109, 111, 115, 120, 122-123. 2. Let the pupils answer questions on Things I Learned on page 124. 3. Pupils will give their own answer on Things I Will Do on page 125. 4. Guide the pupils in taking the interactive quiz featured in this website: http://www/hud.gov/kids/job3.hmtl.
ANSWER TO THE EXERCISES IN LESSON 9 ˛
Check Yourself, page 109 1. ✓ 2. ✗ 3. ✗ 4. ✓ 5. ✓
6. 7. 8. 9. 10.
2. Interview some community helpers that you have in your own barangay. What do they do to help meet family needs? 3. Draw other things the family needs other than food, clothing, and shelter.
˛
Check Yourself, page 115 a, b, c, d, h
˛
Check Yourself, page 120 1. makes footwear — c. shoemaker 2. sews clothes — a. tailor 3. installs water pipes — e. plumber 4. sells different things on the street — b. vendor 5. treats sick people — d. doctor
B.
1. 2.
Dela Cruz family Castro family
2.
c. very big family
3. 4.
Dela Cruz family Dela Cruz family
˛
Things I Learned, page 124 Pupils are expected to check the pictures of food, clothing, and shelter.
˛
Things I Will Do, page 125 Answers may vary. Expected answers are smileys on numbers 1,2, 3, 6, 8, 9, and 10.
˛
Things I Can Do, page 126 A. Pupils are expected to color drawings 1, 2, 3, and 6. B.
Ask the pupils to do the following activities with the help of their parents. 1. Observe how people cooperate in community projects. Find out how your family can help.
Check Yourself, page 111 The answer is letter a.
Check Yourself, page 122 A. 1. c. clothes
ENRICHMENT ACTIVITIES
✗ ✓ ✓ ✓ ✗
˛
˛
VI.
Food — market vendor, farmer, fisherman Clothes/shoes — shoemaker, dressmaker, tailor Shelter — carpenter, electrician, plumber
C. Evaluate the drawing of the pupils.
Lesson 10 PEOPLE NEED A CLEAN, HEALTHY, AND PEACEFUL COMMUNITY (10-15 days) MAJOR CONCEPT Cooperation is important at home, in school, and in the community. Both men and women can help one another in meeting important needs. I.
SPECIFIC OBJECTIVES
A.
Cognitive •
Identify the role of the home, school, and community in cooperative endeavor
•
State the importance of partnership and cooperation of men and women in whatever work they can share together
•
Explain the importance of helping one another at home, in school, and in the community
•
Describe the role of the house, in school, and community
•
Analyze problems arising at home, in school and in the community
•
Decide on the best thing to do to solve problems at home, in school, and in the community 31
B.
Affective • •
C.
II.
Show wholeheartedly one’s role as a member of the family/ school/community Appreciate worthwhile projects in meeting the needs at home/school/community like a clean, green, and peaceful community
Psychomotor •
Voluntarily perform one’s role in keeping cleanliness and orderliness at home, in school, and in the community
•
Maintain cleanliness and orderliness in any related work or activities at home, in school, and in the community
•
Complete a creative project like a collage and cut-out pictures for TV box that will show their role at home, in school, and in the community
•
Show how men and women can work cooperatively
TOPICS Needs of a Community, page 129; Population Size and Community Needs, page 134; Helping in the Community, page 136
B.
Development of the Lesson 1. Group the class into three. Each group will elect a leader. Each group will conduct a brainstorming session on the following topics. a. Group I — Talk about what children can do to help in household chores. Read page 136. b. Group II — Talk about what children can do to help in school activities. Read page 137. c. Group III — Talk about how children, men and women, and families help in the community or barangay projects. Read pages 129-133. 2. Guide the pupils in discussing their roles or responsibilities in keeping their home, school, and community clean, beautiful, and peaceful. Suggest ways of reporting to the class. Example: role-playing, games, conversations, cut-outs, etc. a. Prepare a situation, picture or questions on a bond paper. Then cut it in two or three pieces. Give the cut out parts to the pupils. Then let them look for their partners to complete the situation. b. Have them discuss what is written on their puzzle. Here is an example of a situation in school.
III. MATERIALS
2 1 You see children throwing pieces of paper and plastic bottles in the playground. What will you do? 3
Basic text, pictures, sand table, cut-outs, flashcards/pocket chart, posters, newspaper IV.
METHODS
A.
Preparation 1. Have the pupils tell a story or share what they have been doing in helping at home, in school, and in the community. 2. Show pictures of children, men and women working together. You can also use the Filipinism CD-ROM 1 to show on the types of communities in the Philippines. Let the pupils infer where they are working and what they are doing as shown in the pictures. Explain what unity means.
32
c.
The three children who completed the situation will together answer the question. 3. Each group will take turns reporting. 4. Find out on page 128 how men and women help one another. Give examples of the works or activities at home, in school, and in the community where both of them can join and cooperate.
5. Pupils can also role-play what men and women can do together in keeping the community clean and beautiful. Role-play what father and mother can do or help at home. Give examples of the things mother and father, or sister and brother can both do such as cooking, washing clothes, repairing broken fence and other simple things, taking care of the baby, gardening, painting around the house, joint venture in cottage industry. Other examples are given on pages 130-133. Study the pictures on these pages. 6. Guide pupils in stating the Major Concept. It is important for men and women, boys and girls to help one another in promoting home, school, and community projects on peace, cleanliness, and beautification. (Pupils may state this in simple terms in their own words.) Example: Brother and sister help clean the house. 7. Prepare two pocket charts — Community A and Community B. A Community with Smal Population
B Community with Big Population
d. Pupils will examine if the cards are properly places. If all are correct, mark five points to the group. No points should be given if the cards are misplaced. e.
C.
Continue the game until all groups are called. The group with the most points is the winner.
Application of Skills 1. Read through pages 136-138. Let the pupils tell a story about the pictures. 2. On a sand table, compare and contrast a clean and dirty community against an orderly and disorderly community. 3. Ask how children can help keep their community clean and orderly. Ask them how can they keep their surroundings beautiful and what can they do to have flowers around. 4. Put cut out that distinguishes between a peaceful and a non-peaceful barangay. Ask which community do pupils prefer to live in and why. Ask: If you see bad people in your place, where would you go to ask for help? 4. Go over Things To Remember on page 140. Discuss with the pupils why it is important to help or join community projects in keeping their community clean, peaceful, and beautiful. Discuss also how to show love for God.
a. Distribute cards to other pupils with labels like anything that Community A and Community B most likely would need. Example: more schools, smaller market, more houses, more stores, bigger hospitals, fewer policemen, smaller houses, more teacher b. See to it that each pupil will have a card. Group the pupils into four — 1, 2, 3, and 4. c. Teacher will explain that they first listen to the music. When the music stops, the teacher will call out a group who will put their cards in the proper chart.
5. Say that things are better done when there is unity. Give this example: Get one stick from a broomstick. Show if it could sweep the floor fast and clean. Then show several sticks bound together to make one broomstick. Show how fast it can sweep and clean the floor. Tell the class that when there is unity, things can be done fast and easy. 6. Guide the pupils in stating the generalization in Things to Remember on page 140. 7. Do what is asked for in Things I Can Do on pages 142-143. 33
V.
EVALUATION A. Put a check mark (✓) on the things children can do to keep their community clean and peaceful. Put a cross mark (✗) on things they should not do.
˛
1.
Yes
8.
No
2.
Yes
9.
No
3.
Yes
10.
Yes
4.
No
11.
Yes
_____ ✗ 4. Throw fruit peelings and plastic wrappers around.
5.
Yes
12.
Yes
_____ ✓ 5. Tell the barangay chairman that you saw bad people near the school.
6.
No
13.
Yes
7.
Yes
_____ ✓ 1. Water the plants in the park. _____ ✗ 2. Write on the walls and benches. _____ ✓ 3. Use the garbage can and cover it.
_____ ✗ 6. Fly paper airplanes and let them stay on the ground.
˛
1.
Yes
6.
Yes
_____ ✗ 8. Let the goat eat the leaves of the plants along the street.
2.
No
7.
No
3.
Yes
8.
Yes
_____ ✗ 9. Shout very loud while playing with your neighbors.
4.
No
9.
No
_____ ✓ 10. Tell the policeman about the snatcher near the church.
5.
No
10.
Yes
˛
Check Yourself, page 133 1.
✓
4.
✓
2.
✓
5.
✓
3.
✓
Check Yourself, page 137 Answers may vary. Pupils are expected to check all the pictures.
34
Things I Will Do, page 141 Answers may vary. Expected answers from the pupils are:
ANSWERS TO EXERCISES IN LESSON 10
˛
Things I Learned, page 140
_____ ✗ 7. Take care of your farm animals under the trees in the park.
B. Take the interactive quiz about the types of communities in the Philippines in Filipinism CD-ROM 1.
˛
Check Yourself, page 139
˛
1.
Agree
6.
Disagree
2.
Agree
7.
Agree
3.
Agree
8.
Disagree
4.
Agree
9.
Disagree
5.
Agree
10.
Agree
Things I Can Do, page 142 A.
Pupils are expected to color drawings 1,4, and 6.
B.
Guide the pupils in performing the activity.
VI.
C.
ENRICHMENT ACTIVITIES Ask the pupils to do the following activities with the help of their parents.
Psychomotor •
Dramatize ways of showing love for God
•
Role-play respect for places of worship and respect for the way people of other religion worship God, and respect for church leaders
•
Draw pictures about people doing a good turn to others and the way people pray in their own church
1. Observe other barangays. Find out if they are clean and beautiful. Compare and contrast them. 2. Interview the school janitor and ask how children can help him keep the school clean. 3. Interview a policeman or barangay tanod. Find out how he helps keep the barangay safe.
Lesson 11
Filipinos may belong to different religions but they all believe, praise, and pray to only one God. Filipino Muslims pray to their God called Allah. Most Filipino Christians believe that, “The family that prays together, stays together.” SPECIFIC OBJECTIVES
A.
III. MATERIALS Basic text, flashcards, pocket chart, big charts for children’s lessons on religion, pictures of different churches, religious leaders, ways of praying to God, Holy Bible, Koran IV.
METHODS
A.
Enumerate the different religions of the Filipinos Identify one’s religion State that the Filipinos believe in only one God Tell the lessons that each religion teaches
2. Show a picture of a family praying together. Ask the pupils what their prayers are.
Affective • • • •
Show love and respect for the Lord in words and in deeds Show respect for places of worship such as church, temple, mosque, and respect for church leaders Show how thankful we are to the Lord by doing good turns to others Sing with feelings and respect religious songs
Preparation 1. Have a game of Passing the Ball where the pupils are standing in a circle. One child will start passing the ball while the music plays on. When the music stops, the one holding the ball will tell his or her religion; on what day do they go to church; who is their religious leader; and what lessons their religion teaches them. Repeat the game.
Cognitive • • • •
B.
TOPICS Christianity, pages 145-147; Islam, page 148; Practicing One’s Religion, pages 149-150; Belief and Faith in God, pages 152-155
RELIGION AND THE FILIPINOS (10-13 days)
MAJOR CONCEPTS
I.
II.
B.
Development of the Lesson 1. Say that the Filipinos can choose the religion that they like or believe in. They can worship God the way their religion teaches them to. We have to respect the religious practices of others. 35
2. Find out some of the religious groups of the Filipinos on pages 145-148. Let them analyze the pictures on these pages. Ask the pupils if they belong to any of these religions. If they don’t, then they may describe or tell something about their own religion. 3. Ask: If you are to pray to God, what would your prayers be? What would you thank God for? 4. Say that other religions have many religious songs. Ask the pupils to try to learn some of these songs and sing them with the class. 5. Turn to page 162. Sing the song, “Pananagutan.” 6. Ask the children the good things that their religion teaches them. Give examples. 7. Prepare a simple dramatization that shows how we help and love our parents, brother and sisters, and neighbors. 8. Ask: In what ways can we help flood and fire victims? Say that helping others is one of the good lessons we learn from our religion. 9. Ask: What other ways people can do to show the lessons they learned from their religion? The teachers may give situations that will show the good things that a religion teaches people. Then have the children analyze the pictures on pages 149-150. Other examples are: a. We must love and take care of our pets and plants. God gave them to us. b. We must obey our parents. God gave them to us. Our parents know what are good for us. c. God wants us to love our neighbors. We must respect them. We must help them when they need us. We must show we care for them. We must share our food with them. 10. Ask these questions to the class, “In what ways can we show respect for the religious groups of other people? How do you behave in places of worship? Is it proper to play inside the church/chapel/mosque?” 36
11.
Explain each of the concepts listed in Things to Remember on page 156. Give as many religious groups as the Filipinos have. Say we are free to choose our own religion. Among the good things that our religion teaches us are the following: a. Respect and love our parents, our brothers and sisters, friends and neighbors. Find this out on pages 149-150. b. Behave inside places of worship. Do not play, shout, or cry. c. Help those who are victims of flood, fire, and earthquakes. Give them food, clothes, medicine, blankets, and clean water to drink. Ask: Which picture on page 151 shows helping fire victims? d. Show love and care for the disabled people by carrying the books or bag of a lame child and helping the blind people find their way. e. Avoid laughing at the way other people worship God in their church, chapel, or mosque. f. Sing with feelings religious songs like “Our Father” and “May Pananagutan.” g. Pray and thank God for His blessings and graces that we enjoy everyday. h. Take care and use wisely God’s gifts to us like land, water, plants and trees, and our environment because these are ways of thanking Him.
C.
Application of Skills 1. Do the activities of Things I Can Do on pages 160-162. 2. Explain the song “Pananagutan” on page 162. 3. Ask these questions to the class: How will you pray to God for the people who help us meet our needs? How will you thank God for the farmers, fishermen, dressmakers, bakers, carpenters, teachers, and doctors?
4. Encourage the children to show their love for God by dramatizing love for one’s neighbor, talking and playing with disabled children, helping the victims of natural calamities, etc. V.
B.
1.
i
6.
k
2.
c
7.
h
EVALUATION
3.
f
8.
g
1. Let the pupils answer Check Yourself on pages 146-148, 150-151, and 155. 2. Let the pupils answer Things I Learned on pages 156-158. 3. Let the pupils answer Summary on pages 163-165.
4.
e
9.
a
5.
b
10.
j
1.
Catholics — a, b, and d
2.
Aglipayans — b, c, d, and e
3.
Iglesia ni Cristo — c, d, and e
4.
Jehovah’s Witness — a, c, d, and e
C.
ANSWERS TO THE EXERCISES IN LESSON 11 ˛ ˛ ˛
Check Yourself, page 147 1. b Check Yourself, page 148 1. b Check Yourself, pages 150-51 A. 1. No 2. Yes 3. Yes B.
˛
˛
• 2.
2.
4. 5. 6.
Expected answers are:
c
c
Yes Yes Yes
˛
Pupils are expected to color pictures 1, 2, and 4.
Check Yourself, pages 155 1. Yes 2. Yes 3. Yes
4. 5. 6.
No Yes No
Things I Learned, pages 156-158 A. 1. Yes 6. 2. No 7. 3. Yes 8. 4. Yes 9. 5. Yes 10.
No No No Yes Yes
Things I Will Do, page 159
1.
disagree
6.
agree
2.
agree
7.
agree
3.
disagree
8.
agree
4.
disagree
9.
agree
5.
agree
10.
agree
Things I Can Do, pages 160-162 A. The pupils are expected to color drawings 1-4.
VI.
ENRICHMENT ACTIVITIES 1. Ask religious leaders about the good lessons the church teaches young boys and girls. 2. Interview the school principal on their rules and regulations in keeping the school surroundings clean and beautiful. 3. Ask parents on how they cooperate with the barangay tanod in keeping peace and order in their barangay. 4. Find out how else can children show love for God’s creations. 37
UNIT TEST I.
III. EVALUATION
FILL IN THE BOX Copy on your answer sheer the boxes below. Write the letter of the things we need in the box where they belong. The first one is done for you. Food
1.
Clothing
a, d, g, h
a. b. c. d. e. II.
Shelter
2.
rice blouse bungalow house fruits jacket
3. (b, e, i)
(c, f, j)
f. g. h. i. j.
bamboo house fish bread shirt nipa hut
TRUE OR FALSE Write True if the statement is true and False if the statement is false. True _________ 1. The Filipinos are united no matter what their religions are. True _________ 2. Helping another person is important in meeting our needs. True _________ 3. It is important to respect the religion of other people. False _________ 4. Household chores are done by women only. True _________ 5. A clean community is the effort of clean families. False _________ 6. It does not matter if we wear any kind of clothes on different weather or occasion. True _________ 7. Cooperation makes the work light. True _________ 8. Health is important for our progress. False _________ 9. Only the head of the family should work. True 10. It is also good for boys to learn how to wash and _________ iron clothes.
38
What is the best thing to do in the following situation? Write the letter of your answer in the answer sheet. 1. Your classmates are already praying when you arrived. a. Get inside the room quietly and join the prayer. * b. Hide behind the door. c. Call the attention of your classmate. 2. Your father and mother are so tired coming from work. a. Go on playing. b. Help with the household chores. * c. Tell them the things you need in school right away. 3. You saw that the faucet in your house is leaking. a. Don’t get close so you won’t get wet. b. Let somebody else see for themselves. c. Report to father the leaking faucet. * 4. You saw your teacher heavily loaded with books. a. Help her. * b. Greet her. c. Don’t look at her. 5. Your barangay has a Clean and Green Project. a. Watch the people working. b. Join and help in the project. * c. Ask your father to join too but let them ask for payment. 6. One of your classmates is a Muslim. He has to pray during your recess time. a. I will watch him pray. b. I will ask our other classmates to keep silent so he can do his prayers.* c. I will talk to him during recess time. 7. Who among the group does not help the family meet its basic needs? a. farmers b. fisherman c. beggars*
8. What makes the priests, ministers, pastors, and imams alike? a. They all help meet the basic needs of the family. b. They all help the family members become close to God.* c. They all preach in the streets.
B. Write C if each number describes a Christian or M if a Muslim. 1. They call their church leader a priest. (C) 2. They call their God Allah. (M) 3. They belong to the Philippine Independent Church. (C) 4. They believe in Christ and the teachings in the Bible. (C)
9. Why is it important to keep the community clean? a. To be safe from burglars b. To win the Cleanest Barangay Award c. To prevent contagious diseases*
5. They pray five times a day. (M) 6. Their holy book is called Qur’an. (M) 7. The celebration of mass is regularly held every Sunday. (C) 8. Their priests can marry and have a family. (C)
10.
IV.
What makes a community orderly? a. People throwing their garbage in the riverside. b. People cooperating with the programs of the barangay.* c. People not following the rules of the barangay.
IDENTIFICATION A. Write in the answer sheet the letter of the answer in each number. Pick out the word in the box. _______ 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 _______ d, f, h 6-8. Three groups that help meet our needs. _______ 9. Teaches the words of God and good deeds. e _______ 10. What the Muslims call their God. i a. b. c. d. e.
Islam Pastor Koran School Religion
f. g. h. i. j.
Community Bible Family Allah Roman Catholic
9. Their place of worship is called a mosque. (M) 10. V.
Their minister is helped by the deacons and deaconesses. (C)
FIND THE PARTNER Match column A with column B. Write the letter of the correct answer in your answer sheet. B A a. electrician _____ c 1. Builds the house b. teacher _____ g 2. Bakes bread c. carpenter _____ a 3. Fixes the electric wires _____ d. farmer d 4. Plants palay, vegetables and trees e. dressmaker _____ 5. Assists the doctor in f f. nurse treating the patient g. baker _____ h 6. Protects us from bad h. policeman people i. plumber _____ b 7. Teaches the children to j. tailor read, write, and count _____ e 8. Sews girls’ dresses _____ 9. Sews boys’ clothes j _____ i 10. Fixes leaking water pipes 39