UNIT
II
C.
THE BEAUTIFUL SPOTS IN THE PHILIPPINES
•
There are four lessons in this unit. Lesson 5 Landforms in the Philippines Lesson 6 Bodies of Water in the Philippines Lesson 7 The Natural Resources of the Philippines Lesson 8 The Historical Places in the Philippines GENERAL OBJECTIVES
• • II.
LANDFORMS IN THE PHILIPPINES (15 days)
I.
Basic text; sand table; modeling clay; crayon; pictures of other landforms; posters; slide; video tape; and Filipinism CD-ROM 2 IV.
METHODS
A.
Cognitive • • • •
B.
Identify the different landforms that make the country beautiful Discuss the characteristics of the different landforms Compare and contrast the different landforms Describe the different landforms
Affective • •
Show appreciation for the beautiful spots of the country Feel proud for having many beautiful places in the country
Preparations 1. Bring the class out of the room. Let them observe the surroundings. Let them take note of the plants and the trees. Let them identify the landform. Let them list other things found around the barangay, the town, or the region. 2. Discuss these things observed outside the classroom.
SPECIFIC OBJECTIVES
A.
14
TOPICS
III. MATERIALS
MAJOR CONCEPT Filipinos should be proud for having a beautiful country. The Philippines is blessed with natural gifts such as landforms. These are the mountains, hills, plains, coasts, mountain ranges, islands, and plateaus. These landforms make our country beautiful. Let us be proud of our beautiful country.
Draw a landform and show its features Examples: Plain — an opened and wide level or flat land Valley — a lowland area located between mountains or hills Form shapes of landforms using a modeling clay Make different landforms on a sand table
Landforms in the Philippines: Plateau, page 67; Mountain, page 69; Mountain Range, page 70; Volcano, page 71; Hill, page 72; Plain, page 73; Valley, page 74; Island, page 75
To show appreciation for the beauty of the Philippines as seen from the different landforms, bodies of water, natural resources, and historical places.
Lesson 5
Psychomotor
B.
Development of the Lesson 1. Show the pictures on page 67. Let the students give their ideas about the pictures. 2. Show other pictures of beautiful spots in the country like Baguio and Tagaytay. 3. Guide the class in order to come up with the observation that Baguio is located in a high place (show the zigzag road). Its climate is cool and mild. It is a favorite vacation place during summer.
4. Identify the type of landform of Baguio. Baguio is on a plateau. A plateau is a level land on top of a mountain. 5. Motivate the pupils to cite other beautiful spots in the country. An example is Tagaytay. Tagaytay is also on a plateau. Like Baguio, its climate is mild and cool. 6. Give other examples of plateau such as the airport of Cagayan de Oro in Mindanao. A plateau is suited for an airport. 7. Continue the discussion. Describe the plateau as a level land on top of a mountain.
14.
15.
16.
Give other examples of mountains. Locate Quezon province on the map. Tell the class that there is also a famous mountain in Quezon. The enchanted Mt. Banahaw is visited by healers during Holy Week. Locate Davao del Sur and North Cotabato on the map. Inform the class that Mt. Apo, the highest mountain in the country, is located there. Draw a mountain on the board. Write a short description.
8. Ask the pupils to draw a plateau on the board. Write a short description of the landform. A mountain is a high land.
A plateau is a level land on top of a mountain.
17.
Draw mountains that are connected to each other. Tell the class that this is a mountain range. Example: label the mountain range
9. Instruct the class to read page 68 then do Check Yourself found in the same page. 10.
Show the picture of Mt. Makiling. Narrate a story about Mt. Makiling. The mountain has beautiful surroundings. There are beaches and resorts because water coming down from Mt. Makiling is warm. Los Ba単os and Pansol Hot Springs are located at the foot of the mountain. These places attract visitors.
11.
Narrate the story of Maria Makiling, the maiden living in the mountain.
12.
Inform the class that the origin of the name Mt. Makiling came from Maria, the mountain maiden.
13.
Show a picture of a mountain. Let the class describe the mountain. It is the highest landform. Let them read page 69.
A mountain range is a landform consisting of several mountains connected to each other. 18. 19.
Study page 70 of the book for the features of mountain range. Do Check Yourself on page 70. Show the picture of the Mayon Volcano. Study the features of the volcano on page 71. Ask: Why should you be proud of the Mayon Volcano? Discuss the characteristics of a volcano. A volcano is a mountain which has a crater at its top. Discuss the eruption of the Mayon Volcano last Febuary 24, 2000. 15
C.
Application of Skills 1.
2. 3.
V.
˛
EVALUATION 1. Let the pupils answer Things I Learned on pages 76-77. 2. Let the pupils work on Things I Will Do on pages 78-79. 3. Let the pupils work on Things I Can Do on pages 80-81.
ANSWERS TO THE EXERCISES ON LESSON 5 ˛ ˛ ˛
˛
16
B.
Using clay, let the pupils shape the different landforms. Make a short description of what each landform can do for the people. Let the pupils put the molded landform on a 1/4 illustration board. Label each landform and display it in class. Let the pupils do Things to Learn on My Computer on page 81.
VI.
1.
e
6.
d
2.
b
7.
g
3.
h
8.
c
4.
a
9.
i
5.
j
10.
l
6.
a
Things I Will Do, pages 78-79 1.
b
2.
c
7.
b
3.
b
8.
b
4.
c
9.
b
5.
a
10.
b
ENRICHMENT ACTIVITIES
Check Yourself, page 68 1. c
2.
b
Check Yourself, page 70 1. c
1. Find out the landforms in your community. Find out how they make our country beautiful.
2.
a
2. Aside from mountain, mountain range and volcano, draw other landforms like plateaus, hills, coasts, islands, and plains on a cardboard. Include all the things found on these landforms.
Check Yourself, page 72 Refer to pages 69, 70, and 72 of the textbook in checking the pupils’ illustrations. Check Yourself, page 73 1. c 2.
a
˛
Check Yourself, page 75 Answer: c
˛
Things I Learned, pages 76-77 A. 1. ✓ 2. ✗ 3. ✓ 4. ✓ 5. ✗
3.
3. Let the students draw the landform they like best. Let them tell a simple story about it.
b
Lesson 6 6. 7. 8. 9. 10.
✓ ✓ ✗ ✗ ✓
BODIES OF WATER IN THE PHILIPPINES (15 days)
MAJOR CONCEPT If there are landforms, there are also bodies of water in the country. There are bodies of water which make the country beautiful and attractive. One example is the Pagsanjan Falls in Laguna. Beautiful spots in the form of bodies of water are enjoyable and refreshing to look at.
I.
SPECIFIC OBJECTIVES
A.
Cognitive • •
B.
• • •
•
Appreciate how the natural wonders of the bodies of water make the country beautiful and attractive Feel proud for having these bodies of water in the country Express one’s feeling of pride (without being boastful) for our well-known bodies of water Motivate other children to see beautiful bodies of water in their community Draw the different bodies of water Make models of bodies of water in a sand table Share one’s knowledge of bodies of water found in one’s community View a slideshow of the different bodies of water in the Philippines
TOPICS Ocean, page 83; Sea, page 83; Gulf, page 84; Bay, page 85; Lake, page 85; River, page 86; Waterfall, page 87
III. MATERIALS Basic text; cardboard; shoe box; sand table; pictures of other bodies of water in the Philippines; posters; chart and map of the Philippines; Filipinism CD-ROM 2 IV.
METHODS
A.
Landforms
Characteristics
Location
Preparation 1. Review/recall landforms which make the country beautiful. Where are they found or located?
Chocolate hills
Lower than a mountain
Bohol
Mayon Volcano
Mountain with a crater at its top
Albay, Bicol
Valley
Level land located between mountains or hills
Cagayan and Marikina
4. Add more examples of landforms. 5. Ask a pupil to narrate the story of Maria Makiling.
Psychomotor • • •
II.
Describe the features of some bodies of water like seas, rivers, lakes, and bays in the country Compare and contrast the features of each body of water
Affective •
C.
2. Correlate the scenic spots produced by the landforms to that of the beautiful sceneries produced by different bodies of water. 3. Give examples of landforms and their location
B.
Development of the Lesson 1. Like mountains, some bodies of water have stories about their origins. View the slideshow of the different bodies of water in the Philippines. Use the Filipinism CD-ROM 2. Check the topic water forms. 2. Read the text on page 82. Study the pictures on the same page. 3. Enumerate some of the bodies of water seen on the CD-ROM 2. 4. Read the text on page 83 about an ocean and a sea. Differentiate a sea from an ocean. Give the characteristics of both bodies of water. Name and locate on the map the oceans and seas that surround the Philippines. Identify the inland seas in the country. Enumerate the marine animals that live in the ocean and seas. 5. Study the map of the Philippines and show the location of the Sulu Sea, South China Sea, and Celebes Sea on the map. On the east point, point to the Pacific Ocean. Describe the Pacific Ocean. 17
6. Divide the class into two. One group will pretend to be a sea and the other group, an ocean. Note the difference between the two. 7. Read the text on page 84 about a gulf and a strait. Identify some examples of gulf and strait. 8. Read page 85 of the basic text for the difference between a bay and a lake. Show the difference between a bay and a lake by using a drawing. 9. Name the famous bays and lakes in the country. 10. Show a picture of the sunset at the Manila Bay. Tell why tourists are attracted to this bay. 11. Locate on the map of the Philippines the famous bays and lakes in the country. 12. Study the features of a river on page 86. How does St. Paul Underground River contribute to the beauty of our country? 13. Introduce Pasig River in Manila. How can we make Pasig River a clean and useful river again? 14. Enumerate some more rivers found in the country. What is the most important characteristics of Cagayan River? Give more specific examples of rivers in the Philippines. 15. Do Check Yourself on page 86 16. Let the pupils analyze the pictures of Pagsanjan Falls on page 87. Give the features of a waterfall. Give other examples of waterfalls found in the country. One of these is the Bato Spring Resort in Dolores, San Pablo City. Draw the waterfalls on the board. Ask the pupils to draw the waterfalls which they saw in books, magazines, or calendars. 17. Let the pupils do Check Yourself on pages 87-88. 18. Let the pupils read Things to Remember on page 89. Let the pupils explain the definitions of the bodies of water using their own words. 19. Explain how the bodies of water make the country beautiful and attractive to visitors. 20. Discuss what should we do in order to maintain the beauty and cleanliness of our bodies of water and attract more tourists to visit our rivers, waterfalls, bays, and lakes. 18
21.
C.
Locate on the map of the Philippines more bodies of water.
Application of Skills 1. Conduct a group work. Let the pupils write slogans on how to take care good care of the bodies of water in the Philippines. 2. Draw a water form which you would like to visit. Indicate the activities that you plan to do. 3. Ask the pupils to do Things to Learn on My Computer on page 93. 4. Let the pupils work on Things I Can Do on pages 91-93.
V.
EVALUATION 1. Have the pupils read altogether Things to Remember on page 89. 2. Conduct a content on the characteristic of different bodies of water 3. Let the pupils answer Things I Learned on pages 89-90 4. Let them work on Things I Will Do on pages 90-91. Follow the directions.
ANSWERS TO THE EXERCISES IN LESSON 6 ˛
˛ ˛
Check Yourself, page 86 1. ✓ 2. ✗ 3. ✗ Check Yourself, page 87 1. a 2. Check Yourself, page 88 A. a. strait b. lake c. waterfall
4. 5.
b
✓ ✗
3. d. e.
river bay
a
B.
˛
VI.
1. 2. 3.
Manila Laguna Pangasinan
Things I Learned, pages 89-90 1. c 2. a 3. c 4. c 5. a
4. 5.
Mindanao Visayas
I.
SPECIFIC OBJECTIVES
A.
Cognitive •
6. 7. 8. 9. 10.
b a c c b
•
ENRICHMENT ACTIVITIES
B.
1. Allow the pupils to interview other teachers or people in the community if they know other bodies of water in nearby areas. 2. Let the pupils narrate experiences such as holding a picnic or swimming in any scenic spot in the country. 3. Let the pupils prepare a list of bodies of water which you have researched or read in reference materials. 4. Guide the pupils in surfing the Internet about some bodies of water in the Philippines. 5. Let the pupils practice the song, “Anak ng Pasig” by Ryan Cayabyab and have a choral presentation.
Affective •
•
C.
THE NATURAL RESOURCES OF THE PHILIPPINES (15 days)
MAJOR CONCEPT The Philippines is rich in natural resources. We have four kinds of natural resources. They are land resources, water resources, forest resources, and mineral resources. They are the sources of food and other necessities. Some resources are replaceable like trees and plants. Replace the old tress that were cut down by planting new ones. There are resources which should be conserved and utilized properly. Oil is an example of resource which is irreplaceable. Let us instill in our pupils the habit of proper utilization and conservation of our land, water, forest, and mineral resources.
II.
Show appreciation for these natural resources by means of the following: — Thanking God for the beautiful gifts He has given us — Developing proper values and attitudes in conserving our natural resources Encourage others to observe rules on proper ultilization and follow the provisions of the laws for the protection of our resources
Psychomotor •
Lesson 7
Explain the importance of wise utilization and proper conservation of our resources — Identify the different natural resources of the country — Recognize the things we get from our natural resources — Realize the importance of the laws which protect, preserve, and conserve our natural resources Enumerate the laws which conserve and protect our natural resources
Carry out the wise utilization and proper conservation of our natural resources through the following: — Participating actively in the campaign against improper use of our forests — Conserving energy and other fuels. You can walk instead of riding a jeep or tricycle to reach a place nearby — Planting trees on vacant lots — Reusing water for other household activities
TOPICS Land Resources, page 95; Water Resources, page 97; Forest Resources, page 100 19
III. MATERIALS Basic text; sand table; pictures of different natural resources of the Philippines; posters and chart; Filipinism CD-ROM 2 IV.
METHODS
A.
Preparation 1. Let the class play the “Give Me.” Divide the class into two groups — A and B. The teacher will say, “Give me a… .” (name of the object to be given). The first group to give the object asked for will be given a star. The star will be posted on the calendar of the group. The group with the most number of stars is the winner. 2. Classify the objects into the following categories: objects from land such as a plant, a flower, objects from water such as shells, a picture of a fish, and other water resources; other objects such as rattan, objects made of bamboo, or an orchid; the other category is a gold ring, bracelet, spoon, stones, sand, etc. (Note to the teacher: See to it that these objects are found inside the classroom. These objects must be classified into four kinds of natural resources — land, water, forest, and mineral).
B.
Development of the Lesson 1. Let the pupils recognize all the objects as belonging to land, water, forest, and mineral resources. Place the objects in their proper group, say A for land, B for water, and so on. 2. Identify the groups. All objects in Group A are land resources, those in Group B are water resources, those in Group C are forest resources and objects in Group D are mineral resources. 3. Give the definition of resources. Consult the worktext on page 94. 4. Explain the meaning of natural resources. Open the book on pages 95 and 97 and identify the products from land and water. These are called land and water resources.
20
5. Compare the products from the land as read in the book with that of the products from Group B. Tell the class that these are land resources. 6. Develop the understanding of the concept of water resources. Like land resources, the Philippines is also rich in water resources. 7. Take note of the pictures on page 103. Tell the class that mineral resources are similar to the objects given in Group D and forest resources are the objects/products coming from the forest similar to the objects found in Group C. Minerals are found below the surface of the earth. Mountains are good sources of minerals. There are many uses of minerals. Tell the class that this lesson will give them more facts about forest and mineral resources. 8. Review the lesson on land resources. Play a Guessing Game. Let the students guess the products that we get from the land. Inform them that there are more resources coming from the land. More information on land resources are found on pages 95-96. 9. Show a picture of a fiber which is made into cloth which, in turn, could be made into dresses, curtains, blankets, etc. Give examples of plants which are made into fibers. 10. Show a picture or bring samples of medicinal plants in class. Tell them that these plants can cure coughs and colds. 11. Let the class recite the poem, “The Plant.” The Plant Come let us plant many trees today Soon they’ll have shade for us to play. Some trees will bear fruit for you and me, Fruits that will make us strong and healthy.
12. 13.
If there are trees in school, allow the pupils to play under the trees. Let them experience the cool air given off by the trees. Present a role-play. Pretend that a student is a herbolaryo or a quack doctor who can cure coughs or colds with the use of herbs or medicinal plants.
14.
Study the poem, “Our Land.”
26.
Our Land From plant we get a lot of things
27.
the food we eat and medicines. Fiber from plants comes the clothes
Planting Rice is Never Fun
we wear and the house we live in
Planting rice is never fun Bent from morn till the set of sun Cannot stand, cannot sit Cannot rest for a little bit Planting rice is no fun Bent from morn till the set of sun Cannot stand, Cannot sit Cannot rest for a little bit
from woods and timber. On land we find houses of pets like cattles, horses, dogs and goat. Land is important Let’s take care of it.
And thank the Lord for these wonderful gifts. 15. 16. 17.
18.
19. 20. 21. 22. 23. 24. 25.
Discuss the stanzas and explain how important land is to our life. Analyze the pictures on page 96. Discuss how one takes good care of some expensive things at home. How does one take good care of oneself? Correlate this with how we are supposed to take good care of our land resources. Read page 96 of the book. Show the proper conservation of land on the sand table. Explain the proper ways of conserving land as shown on page 96. Formulate the conclusion that the proper conservation of land is through wise and proper utilization. Understand the concept of water resources. Refer to page 97 of the textbook. Draw the sea turtle and sea cow. Label each. Study page 98 for the proper conservation of water resources. Draw the uses of water. Present a role play on how to conserve water. Share with the class any project of the barangay on how they were able to maintain the cleanliness of the bodies of water such as rivers, creeks, rivulets, springs, and lakes.
Know the proper way of fishing. Why should we maintain the cleanliness of our water? What will happen to the fish if the water is polluted? Guide the class in singing the song, “Planting Rice is Never Fun.”
28. 29.
30.
31.
Do the Check Yourself on page 99 Evaluate the objects found in Group D. Show a picture of a forest. Tell the class what things come from our forests. Take note of the importance of trees. They prevent floods. Some trees, when cut down, can be made into furniture and used for building houses. Because of the importance of trees in our lives, there is a need to protect and conserve them. Forests are the home of rare animals. Many rare animals can be found only in the Philippines. Name some of the rare animals in the country. Look at the pictures on p. 101 Learn more of how to conserve our forests on page 102. Examine the pictures on the page. Cite more ways on how to conserve our forests. Go over the objects found in Group C in the game “Give Me.” After a thorough analysis, tell the class that the objects are made from minerals. Study the mineral resources on page 44. Analyze the pictures. Give more examples of mineral resources. Show examples of objects which are classified as metallic minerals. Do the same for the non-metallic minerals. Learn more about mineral resources on page 103. Enumerate the uses of metallic minerals. 21
32. 33.
34.
C.
V.
Draw a picture of an object that is made from non-metallic minerals. Discuss the topic, Conservation of Mineral Resources. Present a dramatization showing how to conserve and utilize metallic and non-metallic minerals wisely. Read and examine the pictures found on pages 103-104. Do Check Yourself on page 104.
1.
✗
3.
✗
2.
✓
4.
✓
Things I Learned, pages 105-106. b
6.
d
Application of Skills
2.
b
7.
a
1. Divide the class into four groups. Group A — Land Resources Group B — Water Resources Group C — Forest Resources Group D — Mineral Resources Each group will make a slogan about the proper use and conservation of the resources given. 2. Encourage the pupils to segregate garbage properly at home, in school, and in the community. 3. Let the pupils work on Things I Can Do on page 107. Instruct them to follow the directions.
3.
c
8.
b
4.
b
9.
b
5.
b
10.
c
ANSWERS TO THE EXERCISES IN LESSON 6
22
˛
Check Yourself, page 104.
1.
EVALUATION 1. Let the students read altogether Things to Remember on page 105. 2. Answer the exercises in Things I Learned on pages 105-106 and Things I Will Do, page 106.
˛
˛
Check Yourself, page 99 1. ✗ 2. ✓ 3. ✗ 4. ✗ 5. ✓
6. 7. 8. 9. 10.
✓ ✓ ✓ ✓ ✓
˛
VI.
Things I Will Do, page 106 1.
✓
6.
✓
2.
✗
7.
✓
3.
✓
8.
✓
4.
✓
9.
✗
5.
✗
10.
✓
ENRICHMENT ACTIVITIES 1. Ask your pupils to watch a video on the proper ways of caring for our natural resources using the Filipinism CD-ROM 2. 2. Take an interactive quiz on the proper ways of caring for the enviroment. Click the quiz icon under Philippines and then answer the topic, Caring for Our Environment. 3. Let the pupuls recite the poem, “Tree”. 4. Encourage the pupils to join community projects like tree planting. Assign your pupils to learn step-by-step the procedures in tree planting activity. Click http://www.kidsrgreen.org/lets do it/Grow%20a%20tree.html. Your pupils will have fun on learning ways to save water and the environment by playing interactive games. Ask them to access this link: http://www2.seattle.gov/ util/waterbusters/.
Lesson 8
THE HISTORICAL PLACES IN THE PHILIPPINES (13 days)
•
Demonstrate important events which took place in historical places
MAJOR CONCEPT
•
There are many historical events that took place in our communities which remind us of the heroism of our heroes and national symbols which stand for the good traits of the Filipinos and our country.
Look for poems about historical places and recite them in class
•
Conduct an interview with the teachers or other community people about historical places in other provinces or regions of the country
I.
SPECIFIC OBJECTIVES
A.
Cognitive • • • • •
B.
TOPICS Historical Places in Luzon, pages 109-111; Historical Places in Visayas, pages 112-114; Historical Places in Mindanao, pages 115-116
III. MATERIALS Basic text; pictures of hereos and historical places; pamphlet; magazines and newspapers; calendar and other references; and Filipinism CD-ROM 2 IV.
METHODS
A.
Affective •
•
•
C.
Identify the historical places in our country Decribe the important events that took place in some historical places or in one’s community Explain how certain places become historical Discuss any historical event that took place in one’s community Draw inferences on why historical places are respected and being preserved.
II.
Show examples of how to respect and preserve the historical places like: — Observing signs to preserve the place — Participating actively in maintaining/keeping our historical places clean, orderly, and beautiful Take greater iniative to join any activities in historical places Examples: activities in monuments Express one’s approval or contradiction to the activities lined up for the preservation of our historical places
Psychomotor • •
Narrate more stories about historical places Sing with feeling the song, “Ako’y Pilipino”
Preparation Undertake a field trip to a historical place in a community. If this is not possible, the teacher can show pictures of historical places in the country. Let the students examine the pictures. Say, “These are some of the historical places in the country.” Explain why these places became historical.
B.
Development of the Lesson 1. Motivate the pupils to express their ideas on why places like the ones in the pictures are historical. List down all the answers given by the pupils like the following: a. Filipino and Japanese soldiers fought here b. The place was the birthplace of a famous hero Take note of all the answers. These will be used again in the latter part of the lesson. 23
2. List down all the historical places to be discussed. Refer to the book on pages 109-111 (Luzon); pages 112-114 (Visayas); and pages 115-116 (Mindanao). You can suggest additional references for the pupils to consult or use. For example: Group 1 Historical Places in Luzon a. Rizal Park b. Intramuros c. The Aguinaldo Shrine d. Malacañang Palace e. Epifanio de los Santos Avenue Group 2 Historical Places in the Visayas a. Magellan’s Cross b. Mactan Island c. Tagbiliran, Bohol d. Balangiga, Samar e. Leyte Landing Memorial Group 3 Historical Places in Mindanao a. Dapitan Shrine b. Fort Pilar 3. Advice the pupils to refer to their book to look for the answers. They may also use other references or interview their parents or their teachers about the place. 4. In locating information, help the pupils organize ideas with the use of chart as shown below. Give the class two days to complete the information in the chart. Historical Places Rizal Park
24
Significant Events/s That Took Place Jose Rizal was shot because he wrote novels and essays about the abuses of the Spaniards
5. After all the information were gathered, help the pupils present the information by means of different strategies. a. Group A — Dramatization showing the sequence of events b. Groups B — Interview. Choose any member of the group to be interviewed. Plan questions to be asked in order to gather useful facts and information c.
6. After the report, give the pupils time to discuss and process the information given. Emphasize in the discussion significant events and persons involved, etc. You can also show the information by means of a retrieval chart. 7. Continue the activities until all groups have presented. After the group presentation, ask the class to work on the Check Yourself on pages 114 and 116. 8. Present the retrieval chart. Interpret the data in the chart. Form general statements based on the date in the chart. 9. Go back to the statements given by the pupils at the beginning of the lesson. The pupils will select the statements which support the topics discussed. Example: There are many historical places in the Philippines. These places have a significant part in our history. It is in these places that our heroes fought and died for our independence. 10.
Exchange ideas on how the pupils can help preserve the historical places in their own little way.
11.
Allow the pupils to express their ideas freely, for them to suggest ways by which they can preserve and maintain the cleanliness of our historical places to the best of their abilities.
Place Where it happened Luneta Manila
Group C — Buzz session. The groups will discuss and exchange ideas about any information gathered.
Examples: Observe signs about preservation of historical places
12. 13.
Let the class sing, “Pilipinas Kong Mahal” on page 119.
14.
Infer from a given situation. If you are given a special talent by God, how will you use it? What laws are you going to make to protect our historical places?
15.
Share the information about historical places gathered from research.
16.
Have the class read altogether Things to Remember on page 117.
17.
C.
Inform the class that a good Filipino loves and respects the historical places of the country.
˛
˛
3. Let the pupils conduct a group work. Make a collage of the historical places in the Philippines. EVALUATION 1. Let the pupils answer Things I Learned on pages 117-118 2. Let the pupils work on Things I Will Do on page 118 and follow the directions on the same page VI. ANSWERS TO THE EXERCISES IN LESSON 8 ˛ ˛
C.
1. 2. 3. 4. 5.
D.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Application of Skills
2. Ask the pupils to write a simple journal of historical places they have visited.
Check Yourself, page 114 1. a Check Yourself, page 116 Answer: c
2.
c
4. 5.
b c
6. 7. 8. 9.
True True False True
Summary, page 120 B. 1. c 2. b 3. c
Let the pupils do the activity on page 119 – C.
1. Let the pupils do the role-play in Things I Can Do-A on pages 118-119.
V.
Things I Learned, pages 117-118 1. b 2. b 3. c
True True True True False ✓ ✓ ✗ ✓ ✓ ✓ ✗ ✓ ✗ ✓
11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
✓ ✓ ✗ ✓ ✓ ✗ ✗ ✓ ✗ ✓
ENRICHMENT ACTIVITIES 1. Let the class read altogether Summary A on page 120 2. Let the pupils do Things to Learn on My Computer on page 119. 3. Let the pupils surf in the internet about the historical places in the Philippines. Let them give a report about these places. 4. Ask the pupils to group themselves by eight. Let each group dramatize a historical event 5. Conduct an educational field-trip to historical places. 25
UNIT TEST I.
II.
DECISION-MAKING Match the events in column A with the historical places in column B. Write the letter of the correct answer on the space provided for.
_____ 1. f _____ 2. i
_____ a 3. _____ 4. j
_____ b 5. _____ h 6.
_____ d 7.
_____ g 8.
_____ c 9.
_____ e 10.
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A It was known before as Bagumbayan and Luneta The official residence of the President of the Philippines Also known as the walled city The place where President Aguinaldo declared Philippine independence The place where Magellan’s Cross was planted The site of the first heroic and successful battle of Filipinos against foreigners The place where the blood compact between Legaspi and Sikatuna was held The place where the bloody battle beween the Filipinos and the Americans It served as the military headquarters of the foreigners who invaded the Philippines The place where Jose Rizal was exiled by the Spaniards
A a. Intramuros b. Cebu c.
Fort Pilar, Zamboanga
d. Tagbilaran, Bohol e. f.
Dapitan Shrine, Zamboanga Rizal Park
g. Balangiga, Samar h. Mactan Island i.
MalacaĂąang Palace
j.
Aguinaldo Shrine
MULTIPLE CHOICE Circle the letter of the correct answer. 1. Which of the following is a product of a metallic mineral? a. knife* b. book c. chair 2. Which one is a wild animal? a. tamaraw* b. dog c. bird 3. What product is made out of gold? a. ring* b. bridge c. frying 4. Where is Leyte Landing Memorial located? a. Luzon b. Visayas c. Mindanao* 5. What is the highest mountain in the Philippines? a. Mount Arayat b. Mount Makiling c. Mount Apo* 6. Which material is used for building bridges? a. clay b. steel* c. guano 7. What body of water flows out to the sea? a. sea b. river* c. ocean
8. In what body of water are the Hundred Islands located? a. sea b. lake c. gulf*
IV.
Match the things found in column A with the bodies of water and landforms in column B. A c _____ 1. flowers, vegetable businesses i _____ 2. whales, dolphins, sharks a _____ 3. a landform good for climbing adventure b _____ 4. fine harbors h _____ 5. 100 islands, islets f _____ 6. majestic mountain that cures illnesses j. _____ 7. palay, vegetables, fruits e _____ 8. big cave g _____ 9. bancas, fast moving water d 10. maranaos live in this _____ area
9. Which is the best way to conserve the land resources? a. replace old trees that were cut down with new ones b. practice crop rotation in farming c. all of the above* 10.
What do you call the fertilizer from the manure of bats and seabirds? a. feeds b. guano* c. marble
III. TRUE OR FALSE Write T if the sentence is true, Write F if it is false _____ 1. Baguio and Tagaytay are favorite vacation places because T of their cool climate. _____ 2. The hills in Bohol are called Chocolate Hills because they F turn brown even during rainy seasons. _____ 3. The Cagayan Valley is a fertile land protected by tall F trees. _____ 4. A gulf often lies at the opening or mouth of the sea. T _____ 5. The Cagayan River is the longest river in the PhilipT pines. _____ 6. Animal manure is the best fertilizer to use in farming. T _____ 7. A strait is a narrow body of water that separates two big F bodies of water. _____ 8. The tarsier is the smallest monkey in the world. F _____ 9. The Mactan Island is a historical place in the Visayas. T _____ T 10. Dr. Jose Rizal stayed in Daptian, Zamboange when he was exiled by the Spaniards in 1892.
MATCHING TYPE
V.
B a. Mount Apo b. Manila Bay c.
Baguio City
d. Lanao Lake e.
St. Paul’s Undergound River
f.
Mount Banahaw
g. Pagsanjan Falls h. Hundred Islands i.
Pacific Ocean
j.
Central Plain of Luzon
ESSAY Let the pupils write a short essay on how they can help protect our historical places, natural resources, and the beautiful spots of the Philippines. (One sentence for each will do).
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