The Joy's of MAPEH 4 - Teachers Manual Book

K-12 The Joys of MAPEH 4
i
Worktext in
Music, Art, Physical Education and Health
The Joys of MAPEH 3

First Edition
Copyright © 2017 by EPHESIANS Publishing Inc.,

Andrea Luz B. Ylan, MT1, Rizalina V. Castro, MT2, Jinabelle V.
Prieto, MT1, Dr. Felix P. Ellano, Donnel P. Placer, MT1 JT2
All rights reserved. No part of this book may be reproduced in

any form or by any means without the written permission of the
author and the publisher.
Philippine Educational
Publishers Association
Member
Published by EPHESIANS Publishing Inc.

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otice:
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distribution. Errors (typographical, misprints, etc.), if any, are removed
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For any concerns regarding the work text, please inform us immediately.
EPI is always ready to be of assistance.
ii
HOW TO USE THE CD
The most important skill in using the CD is the
LISTENING skill. Remind the class to be still and quiet as the
CD is being played.
1. Enlarge the lyrics of the song on a chart or the board.
2. Before singing, the singer reads the song rhythmically.
(To the teacher, prior to the lesson, learn the rhythmical
reading of the song to save time. They can read the song
along with the singer.)
3. Learning the song
Play the song 3 times.
 1st – class listens well.
 2nd –class sings along softly.
 3rd – class sings with the accompaniment.
4. If the song has a familiar and easy melody, the class can
sing along with the singer. Remind the class to always
sing softly.
INTRODUCTION FOR THE CD

The education in the classroom has gone from the
traditional to the modern system. Our educational system aims
to improve its quality through the use of modern technologies to
make our pupils at par in learning.
With the belief that the right brain of the child should be
culturally and aesthetically rich and developed, we have come up
with the CD to make the learning experiences truly worthwhile
and inspiring for the children.
The CD comprises songs in Music, Art, P.E and Health.
Selected and well-suited songs for every grade level are shown
with slides that will inspire and encourage pupils to enjoy while
learning.
TO THE TEACHERS:
Enthusiasm begets enthusiasm.
Must be prepared and have learned the songs and
activities before playing the CD to the class.
iii
TABLE OF CONTENTS
MUSIC
Unit 1 RHYTYM
Lesson 1 What Makes Music? ............................... 2
Lesson 2 The Musical Beats .................................. 4
Lesson 3 Enjoying Rhythmic Patterns ................. 8
Lesson 4 Enjoying Ostinato ................................... 10

Unit 2 MELODY
Lesson 1 Pitch Names or Letter Names ............... 13
Lesson 2 The C Major Scale ................................... 16
Lesson 3 Tone Intervals .......................................... 18
Lesson 4 Melodic Contours ................................... 21

Unit 3 FORM AND TIMBRE
Lesson 1 The Antecedent and Consequent
Phrase .......................................................
24
Lesson 2 Let’s Hear the Orchestra ......................... 26
Lesson 3 The Human Voices .................................. 28
Lesson 4 The Beauty of Sounds ............................. 30
Unit 4 TEMPO, TEXTURE AND HARMONY

Lesson 1 Speed of Music ........................................ 33
Lesson 2 The Three-Part Song .............................. 35
Lesson 3 The Song Takes a Partner ...................... 38
Lesson 4 Singing in Two Voices ............................ 40
Unit Tests
Unit 1 .......................................................................... 44
Unit 2 .......................................................................... 46
Unit 3 .......................................................................... 47
Unit 4 .......................................................................... 49
iv
ART
Unit 1 LINES, COLORS AND SHAPES

Lesson 1 Knowing Ivatans
(Organic and Inorganic Lines) .............. 52
Lesson 2 The Art of the Manobos
(Principles of Art) ................................... 53
Lesson 3 The Mangyans of Mindoro
(Etching) ..................................................
55
Lesson 4 Colorful Yakans (Crayon Resist) .......... 56
Unit 2 SPACE AND PROPORTION

Lesson 1 Space in Art .............................................. 59
Lesson 2 Overlapping Technique .......................... 60
Lesson 3 It’s More Fun in the Philippines! ........... 62
Lesson 4 Mural Painting ......................................... 63

Unit 3 CONTRAST AND HARMONY
Lesson 1 Ethnic Motifs ........................................... 66
Lesson 2 Stenciling .................................................. 67
Lesson 3 Relief Print ............................................... 69
Lesson 4 Art from Things Found .......................... 70
Unit 4 VALUE AND TONE

Lesson 1 Traditional Textiles ................................. 72
Lesson 2 Mat-Weaving in the Philippines ............ 73
Lesson 3 Let’s Weave! .............................................. 75
Lesson 4 Tie-Dye Designs ...................................... 77
Unit Tests
Unit 1 .......................................................................... 80
Unit 2 .......................................................................... 82
Unit 3 .......................................................................... 84
Unit 4 .......................................................................... 86
v
PHYSICAL EDUCATION
Unit 1 TARGET GAMES

Lesson 1 The Human Pyramid ................................. 90
Lesson 2 Our Native Games ..................................... 92
Lesson 3 Hit the Ball! ................................................ 93
Lesson 4 Kick that Ball! ............................................. 95

Unit 2 ASSESSMENT OF PHYSICAL ACTIVITIES AND
PHYSICAL FITNESS
Lesson 1 Health-Related Physical Fitness ............... 97
Lesson 2 How Strong is Your Heart? ....................... 99
Lesson 3 Push Up/Basic Plank ................................. 101
Lesson 4 40-Meter Sprint, Stick Drop Test ............. 102

Unit 3 STUNTS AND INVASION GAMES
Lesson 1 Hexagon Agility and Juggling .................. 105
Lesson 2 Stork Balance and Standing Long Jump.. 107
Lesson 3 Stunts and Tumbling ................................. 109
Lesson 4 Invasion Games .......................................... 111

Unit 4 INDIGENOUS, ETHNIC, TRADITIONAL AND
CREATIVE DANCES
Lesson 1 Basic Dance Steps in and

Time Signatures .......................................... 113
Lesson 2 Social Dance Mixer .................................... 115
Lesson 3 Dancing Ba-Ingles ..................................... 117
Lesson 4 Creative Dance ............................................ 119
Unit Tests
Unit 1 ........................................................................
122
Unit 2 ........................................................................
123
Unit 3 ........................................................................
126
Unit 4 ........................................................................
128
vi
HEALTH
Unit 1 NUTRITION
Lesson 1 Getting to Know the Foods ...................... 132
Lesson 2 What is in a Food Label? .......................... 134
Lesson 3 Safe Foods for a Healthier and Safer You. 136
Lesson 4 Food-Borne Diseases: Am I at Risk? ...... 137
Unit 2 PREVENTION AND CONTROL OF DISEASES

AND DISORDERS
Lesson 1 What are Communicable Diseases? ........ 140
Lesson 2 Agents and Transmission of
Communicable Diseases ........................... 142
Lesson 3 Common Communicable Diseases ......... 143
Lesson 4 Prevention and Control of Common
Communicable Diseases ........................... 145

Unit 3 SUBSTANCE USE AND ABUSE
Lesson 1 Uses and Types of Medicines .................... 148
Lesson 2 Medicine Misuse and Abuse .................... 149
Lesson 3 Misuse and Abuse of Medicines ............... 151
Lesson 4 Medicines on the Go .................................. 152

Unit 4 INJURY PREVENTION, SAFETY AND FIRST
AID
Lesson 1 Disasters! ..................................................... 154
Lesson 2 Be Ready and Be Alert! ............................. 157
Lesson 3 Emergency! ................................................. 159
Lesson 4 Safe Celebrations ....................................... 161
Unit Tests
Unit 1 ......................................................................... 164
Unit 2 ......................................................................... 165
Unit 3 ......................................................................... 168
Unit 4 ......................................................................... 170
vii
viii
1
MUSIC
UNIT 1 - Rhythm
Lesson 1: What Makes Music?
I. OBJECTIVES:
1. Understand the concepts of musical symbols
2. Identify the different kinds of notes and rests
3. Sing with correct melody
II. SUBJECT MATTER:

TOPIC: What Makes Music?, pp. 3-8
CONCEPT: Music makes us feel different emotions.
KEY SONG: Welcome - B -  - MI, p. 3
Reference: Music Time, Upper Primary
MATERIALS: CD and player
III. PROCEDURES:
1. Opening Activity
Let's start our lesson by singing a folk song.
Sing Leron, Leron Sinta - G -  - SO
Show the pulse of the song by clapping
continuously.
2. Starting Point, p. 3.
Ask a child to read the paragraph.
Are all music nice to hear? What kind of music
makes you smile when you hear it? What kind of
music makes you sad when you hear it?
What do we do when a visitor comes to our
homes?
Present the song.
Read the lyrics rhythmically first.
2
Below are the steps in using the CD.
1st time − Listen quietly.
2nd time − Sing to yourself softly.
3rd time − Sing along with the accompaniment.
Note: If the song has an easy or familiar melody, the
class can sing along to it after listening to the
singer sing it a few times.
Aesthetic discussion:
How do we welcome visitors to our home?
3. On the Move, pp. 4-5.
✓ How is a song composed?
What are the symbols used?
✓ Present the notes on a chart.
For better understanding, present the notes
and rests individually on cards.
✓ Take a look at the family of notes and rests.
✓ Identify how the different kinds of notes move.
The stops and rests.
The walks and stops.
The walks slowly and continuously.
The runs.
ERRATA - p. 5: Do guide the class in making
corrections to their books.
The quarter note walks slowly and continuously.
The half note walks and stops.
4. Work More, p. 6.
Practice writing the notes and rests.
5. Connection, p. 6.
Integrate the lesson with the different symbols
that we see around us.
What are the importance of symbols?
3
IV. EVALUATION:
Do Show You Can, pp. 6-8.
V. WRAP-UP:
Read Keep in Mind, p. 8.
Music makes us feel different emotions.
Closing Activity
Sing Chua-ay.
VI. KEYs TO CORRECTION:

SHOW YOU CAN, p. 6-8.
A. 1. A. B. C. D.
2. A. B. C. D.
3. A. B. C. D.
4. A. B. C. D.
5. A. B. C. D.
B. 1. 4. rests
2. 8 5.
3. notes
C. Rubrics
Lesson 2: The Musical Beats
Note: Lesson 2 can be done in two days because of the 3 songs to be

learned. Study the 3rd song on the 2nd day.
I. OBJECTIVES:
1. Understand that pulse is the regular beat of every
song
2. Use a barline to indicate groupings of beats
3. Sing in 2s, 3s and 4s.
II. SUBJECT MATTER:

TOPIC: The Musical Beats, pp. 9-15
4
CONCEPT: Pulse is the regular beat of every song.
KEY SONGS: All Together - C -  - MI, p. 9
Atin Cu Pung Singsing - F -  - MI,
p. 10
Welcome All - C -  - SO, p. 12
Reference: Musika at Sining,
Batayang Aklat IV
III. PROCEDURES:
1. Opening Activity
Sing Welcome - B -  - MI, p. 3.
Let us clap softly and continuously until the end
of the song.
What does this song show about us Filipinos?
What did we do when we sang Welcome a while
ago?
We clapped softly.
How did we clap? (Continuously.)
The clapping that we did is called pulse.
Pulse is the regular beat of every song.
It is like our heartbeat - regular and continuous.
Some beats are grouped in 2s, 3s and 4s.
2s, 3s and 4s are kinds of beats. The beats guide
us on the tempo of every song.
✓ Present the 1st song.

Listen to the singer quietly.
Sing along with the accompaniment.
What is the beat of the song?
2s are also written as .
5
✓ Present the 2nd song.
Read the words of the song rhythmically and
correctly first.
Listen quietly to the song.
Sing along with the accompaniment.
Do the activity on page 11.
✓ Present the 3rd song.
Follow the steps as in the first and second
song.
4. Work More, p. 13.
What are the beats of the following songs? Write
the answers.
1st Song -
2nd Song -
3rd Song -
These are the rhythmic patterns from our songs.
> >
1. | | |
1 2 1 2
> >
2. | | |
1 2 3 1 2 3
> >
3. | | |
1 2 3 4 1 2 3 4
Every group of notes is divided by a barline → |

The barline divides the groups of notes into
measures.
Note that the first note on every measure has a
mark → > .
This mark > is called an accent.
We count louder on the accented note.
6
Count the rhythmic patterns.
The meters and the notes work together to make
up a beautiful song.
Integrate the lesson with Filipino families who
work together. What happens when a family work
together?
IV. EVALUATION:
V. WRAP-UP:
Pulse is the regular beat of every song.
Closing Activity
Sing Atin Cu Pung Singsing while tapping the
pulse on the palm of your left hand with your
right hand.

SHOW YOU CAN, pp. 13-14.
> > >
A. 1. | | | |
> > >
2. | | | |
> > >
3. | | | |
B. 1. singing or dancing 4. accent

2. knock on the door 5. beats
3. sad
7
Lesson 3: Enjoying Rhythmic Patterns
I. OBJECTIVES:
1. Demonstrate an understanding of rhythmic patterns
by clapping the time signatures
2. Enjoy performing the rhythmic patterns by doing
different movements
3. Identify each rhythmic patterns using the different
time signatures
II. SUBJECT MATTER:

TOPIC: Enjoying Rhythmic Patterns, pp. 16-19
CONCEPT: Rhythmic patterns combines notes and
rests grouped in measures in a given time
signature.
KEY SONG: Playground Day - C -  - SO, p. 16
III. PROCEDURES:
1. Opening Activity
Sing All Together, p. 9.
Feel the pulse of the song by tapping the desk (for
the girls) and snapping the fingers (for the boys).
Count louder on the accented notes.
> > >
| | | |
1 2 1 2 1 2
> >
| | |
What separates the groups of notes to create a
rhythmic pattern?
8
✓ Present the key song:
What does the title mean?
✓ Read the words of the song rhythmically first.
Follow the steps in learning a song with the aid
of a CD.
What does the song say?
What happens on the playground?
How can we be safe in the playground?
✓ Every measure has 4 beats or counts.
What is the time signature of the song?
What kinds of notes are in the song?
Do the activities on page 17.
Read the syllables quickly.
4. Work More, pp. 17-18.
Every note has a short tone. It also moves quickly.
A. Do the exercises.
B. Follow the directions well.
C. Think well before completing answering the
blanks.
Integrate the lesson with the different patterns we
find on fences, gates, windows, etc.
IV. EVALUATION:
Show You Can, pp. 18-19.
V. WRAP-UP:
What is a rhythmic pattern?

Rhythmic patterns combines notes and rests grouped in
measures in a given time signature.
Closing Activity
Sing Playground Day again.
9
VI. KEYS TO CORRECTION:
WORK MORE, p. 18.
1.
___ ___
2.
___ ___
3.
___ ___
A. 1. B 4. B
2. A 5. C
3. B
B. Self evaluation
Lesson 4: Enjoying Ostinato
I. OBJECTIVES:
1. Understand what ostinatos are
2. Play the ostinatos as accompaniments to a song
3. Use simple materials as musical instruments
II. SUBJECT MATTER:

TOPIC: Enjoying Ostinato, pp. 20-23
CONCEPT: Accompaniments add beauty to a song.
KEY SONG: Old MacDonald - G -  - DO, p. 20
Reference: This is Music 3
MATERIALS: sticks or chopsticks, tambourines, a pair
of casserole lids.
ERRATUM: p. 20.
Put a # on the fifth or top line of every staff.
10
III. PROCEDURES:
1. Opening Activity
Sing Playground Day, p. 16.
Tap the rhythms of these notes softly and
continuously as you sing.

What did we do as we sang Playground Day?
How did you do it?
What you did is called accompaniment.
3. On the Move, p. 21.
✓ You tapped an ostinato for accompaniment.
An ostinato is a rhythmic pattern played
repeatedly.
Let us do it with our new song.
✓ Present the key song.
Read the words of the song rhythmically first.
Listen quietly to the song. Sing along to the
song with the accompaniment.
What kinds of animals can be found in
farms?
Who owns the farm?
✓ Besides clapping and tapping, we can use simple
things as musical instruments to do our ostinatos.
Present the materials.
Rehearse the suggested ostinatos for each
instrument.

Follow the directions and let the class have fun
while singing the song.
11
Ask a child to read the paragraph then ask
questions about it.
IV. EVALUATION:
Show You Can, p. 22-23.
A. Lead the class to create simple rhythmic patterns to
do the ostinatos with.
B. Check the correct answer.
C. Rubrics
V. WRAP-UP:
What are ostinatos?
Accompaniments add beauty to a song.
Closing Activity
Sing the new song with ostinato.

B. 1. B
2. B
3. B
4. C
5. C
VII. ASSIGNMENT:
Prepare for a Unit Test.
12
UNIT 2 - Melody
Lesson 1: Pitch Names or Letter Names
I. OBJECTIVES:
1. Identify the pitch names of each line and space of the
G-clef staff
2. Form words from the letter names of the staff
3. Enjoy singing using letter names
II. SUBJECT MATTER:

TOPIC: Pitch or Letter Names, pp. 25-30
CONCEPT: Pitch names are the first seven letters of the
alphabets used to name the lines and spaces
of the staff.
KEY SONG: Spring Flowers - C -  - DO, p. 25
MATERIALS: ▶ CD and player, enlarged ladder with
so-fa syllables written on it
▶ enlarged staff with space and line
names
III. PROCEDURES:
1. Opening Activity
Sing Old MacDonald, p. 20.
Play this ostinato by striking two sticks or ballpens
together.
|
Do a quick review.
What is an ostinato?
13
Here is an interesting song.
Listen quietly to the song. Sing along to the song
with the accompaniment.
What made the song interesting?
✓ Present the ladder with the so-fa syllables.
Sing the so-fa syllables.
✓ Sing the scale using the letter names.
What are letter names? What is another term for
letter names?
Activity 1
✓ Introduce the staff. Teacher can draw a big
one on the board or white board.
✓ Present the letter names or pitch names.
✓ Present the space letters.
✓ Present the line letters.
Activity 2
Answer the activity.
Integrate the lesson with the English alphabet.
IV. EVALUATION:
V. WRAP-UP:
Pitch names are the first seven letters of the alphabets
used to name the lines and spaces of the staff.
Closing Activity
Sing Spring Flowers again.
14
WORK MORE, p. 28.
Activity 2
A.
B E E E G G D E A F
B. The words are — C A F E − A D D — B A G

A. 1.

C A B C A G E

2.

B E E F E E D
3.
D A D
B.
4. A B A C A
15
C A B B A G E
ERRATUM - p. 29.
The notes and letters are mismatched.
Present this on the board.
C. Evaluate yourself.
Lesson 2: The C Major Scale
I. OBJECTIVES:
1. Identify the so-fa syllables of a major scale
2. Sing the ascending and descending tones of a scale
3. Appreciate singing a song based on the major scale
II. SUBJECT MATTER:

TOPIC: The C Major Scale, pp. 31-36
CONCEPT: A scale is composed of 8 tones that go up
and down in succeeding tones.
KEY SONG: My Little Song - C -  - MI, p. 31
MATERIALS: enlarged copy of the ascending and
descending scale
III. PROCEDURES:
1. Opening Activity
Sing Spring Flowers, p. 25.
What are the pitch names of the staff?
Give the other term for pitch names.
16
We have learned that a melody can be high or low.
Do you still remember the highness and lowness
of tones? (Yes. It is called pitch.)
Today, we will learn how the tones go up and
down.
✓ Look at our new song today.
Let's read the words of the song rhythmically
first.
Follow the steps in learning a song with the
aid of a CD.
✓ Aesthetic discussion:
What do you feel when you sing?
What is the beat of our song?
Do the little explanation on Page 32.
✓ Present the C major scale.
• Ascending scale -
DO RE MI FA SO LA TI DO
• Descending scale -
DO TI LA SO FA MI RE DO
• Remind the pupils that the C major scale has
NO sharps (#) or flats ( ).
These are called so-fa syllables. They are used to sing the
musical scale.

Let's have fun with the C Major Scale.
Do Activities 1, 2, 3.
Integrate the lesson with safety precautions when
going up and down the stairs.
17
IV. EVALUATION:
V. WRAP-UP:
A scale is composed of 8 tones that go up and down in
succeeding tones.
Closing Activity
Sing the new song again.

A. 1. A. B. C.
2. A. B. C.
3. A. B. C.
4. A. B. C.
5. A. B. C.
B. Self- assessment
Lesson 3: Tone Intervals
I. OBJECTIVES:
1. Identify the tone intervals in a song
2. Sing the simple intervals of a melody accurately
3. Find enjoyment in singing songs using one's
imagination
II. SUBJECT MATTER:

TOPIC: Tone Intervals, pp. 37-41
CONCEPT: Interval is the distance between two notes.
KEY SONG: The Happy Wanderer - C -  - SO,
p. 37
18
MATERIALS: ▶ CD and player
▶ "strips" (cartolinas) with the intervals
on a staff written on it
iii. PROCEDURES:
1. Opening Activity
Sing My Little Song, p. 31.
Clap the pulse as you sing.
Remember: The pulse is a regular and continuous
action.
Do a short review
Sing the C Major Scale
How does a scale start and end?
✓ What makes a melody interesting? There are
tones that go up, down or just stay in the same
places. Here is a nice song that will lead you to
use your imaginations.
Unlock - Wanderer
✓ Present the song
Read the words rhythmically first. Follow the
steps in learning a song with the aid of a CD.
✓ Aesthetic discussion:
What does this wanderer love to see?
Answer the question at the end of the song.
3. On the Move, pp.38-39.
This song has different tone intervals.
Explain what an interval is.
Do some actual intervals on the board.
interval of one, same place or primes -

interval of two or seconds -
interval of three or thirds -
interval of four or fourths -
19
A. Here are some examples of intervals. Be sure to
count from the first note to the next by counting
every line and space of the staff.
B. Let's find out if you can count properly.
Supply the missing note for the intervals.
Integrate the lesson with people who are far away
from their loved ones. What do they do to connect
with their loved ones?
IV. EVALUATION:
V. WRAP-UP:
Interval is the distance between two notes.
Closing Activity
Sing the key song again.

WORK MORE, pp. 39-40.
A. Which interval stays on the same place? __A__
These tones have an interval of one.
Which has an interval of two? __B__
Which has an interval of three? __C__
Which has an interval of four? __D__
B. 1. 2.

3.

20
SHOW YOU CAN, pp. 40-41
A. 1. A. ✓
B. C.
2. A. ✓ B. C.
3. A. B. C.
4. A. ✓ B. C.
5. A. ✓ B. C.
B. Self-assessment
Lesson 4: Melodic Contours
I. OBJECTIVES:
1. Understand the concept of melodic contour
2. Identify the contour of a melodic phrase
3. Sing for enjoyment and appreciation
II. SUBJECT MATTER:

TOPIC: Melodic Contours, pp. 42-45
CONCEPT: Melodies have shapes or contours.
KEY SONG: Lullaby - C - - MI, p. 42
Ili - Ili Tulog Anay - Am - - TI, p. 44
III. PROCEDURES:
1. Opening Activities
Sing The Happy Wanderer, p. 37.
What did you learn in this lesson?
Give the meaning of interval.

In art, there are different shapes that can be
drawn. Can you name them?
Do you know that melodies, too, have shapes?
Another word for shape is contour.
21
✓ From our songs today, we will discover what melodic
contours are.
Our songs for today are lullabies. Lullabies are sung
by mothers when they put their babies to sleep.
✓ Present the first song.
Read the words of the song rhythmically first. Follow
the steps in learning a song with the aid of a CD.
Do the activities on page 43.
The directions of the melodies give them their shapes
or contours.

A. • Ascending stepwise
• Descending stepwise
These directions move like a person climbing up
and down the stairs. The notes go up or down step by
step. Observe the notes.
B. • Ascending skipwise
• Descending skipwise
The directions of the notes skips or misses a
step.
Look at the notes. One note is missing
in-between the two notes that are written.
C. • Repeated tones
The notes stay on the same place.
✓ Present the second lullaby.
Listen to the recording.
Listen how the melodies move.
22
Answer the activities on page 44.
yellow for the repeated tones
green for the ascending tones
blue for the descending tones
Integrate the lesson with shapes.
IV. EVALUATION:
Do Show You Can, p. 45.
V. WRAP-UP:
Melodies have shapes or contours.
Closing Activity
Sing Ili-Ili Tulog Anay.

ON THE MOVE, p. 43.
Which has repeated tones? _B_
Which moves upward? _A_
Which moves downward? _C_
SHOW YOU CAN, p. 45.
A. 1. stepwise
2. repeated
3. skipwise
B. 4. going up going down
VII. ASSIGNMENT:
23
UNIT 3 - Form and Timbre
Lesson 1: The Antecedent and
Consequent Phrase
I. OBJECTIVES:
1. Identify the antecedent and consequent phrases in a
musical piece
2. Sing and appreciate the antecedent and consequent
parts of a piece
3. Create original lyrics for the antecedent and
consequent parts
II. SUBJECT MATTER:
TOPIC: The Antecedent and Consequent Phrase,
pp. 47-49
CONCEPT: Everything around us is made up of forms.
KEY SONG: Neneng at Nonoy - B -  - MI, p. 47
III. PROCEDURES:
1. Opening Activity
Sing Lullaby, p. 42.
How do the melodies move?
Everything is made up of forms. Lead and
encourage the class to give their opinions about this.
Even music has forms.
Present the song. Follow the steps in learning a
song with the aid of a CD.
Answer the song analysis.
This song has a "question and answer" form.
24
Activity 1
Antecedent is the question part.
Consequent is the answer part.
Identify the antecedent in our song.
What is the consequent? Sing it.
Activity 2
Create your own lines of a question and answer
song.
Sing your own compositions.
Explain the paragraph.
IV. EVALUATION:
V. WRAP-UP:
Read Keep in Mind, p.49.
Everything around us is made up of forms.
Closing Activity

Think and write about the things you have learned.
1. question and answer song
2. question
3. answer
4. (answers vary )
5. There's a little drama.
25
Lesson 2: Let's Hear the Orchestra
I. OBJECTIVES:
1. Identify the instruments of the orchestra
2. Classify the musical instruments into groups
3. Enjoy singing a song about instruments
II. SUBJECT MATTER:
TOPIC: Let's Hear the Orchestra, pp. 50-57
CONCEPT: An orchestra is made up of a group of
musicians playing different instruments.
KEY SONG: The Tuba - C -  - DO, p. 51
My Trumpet - C -  - SO, pp. 51-52
▶ enlarged picture of an orchestra,
pictures of different instruments,
video or recording of Johan Strauss
Waltz - (Vienna Philharmonic
Orchestra)
▶ video of the Philippine Philharmonic
Orchestra playing the Eraserheads
Medley.
III. PROCEDURES:
1. Opening Activity
Sing Neneng at Nonoy, p. 47.
What have you learned about this song ?
What is an antecedent? A consequent?
Rhythmic Drill
Do this rhythmic pattern by:
A. tapping the desk softly
26
B. clapping the hands or snapping the fingers
| | |
Show a short video of an orchestra playing.
What instruments can you identify?
Show the picture of an orchestra on stage.
Here are two songs about instruments.
✓ Present the first song.
Follow the steps in learning a song with
the aid of a CD.
✓ Present the second song.
✓ Which do you prefer between the two
instruments?
Describe the sound of the tuba. Describe
the sound of the trumpet.
✓ Explain these musical symbols:
- Dal Segno
D.C. or Da Capo
Fine (pronounced as "FEE-NEE".)
Get to know the groups of the orchestra:
• The String Instruments Present the instruments by
• The Woodwinds showing a video of each
• The Percussions groups of instrumens.
Listen to the sounds of
each groups of instruments.
5. Connection, p. 54
Talk about the Philippine Philharmonic

Orchestra.
Play a short video of the orchestra playing an
Eraserheads Medley.
27
IV. EVALUATION:
V. WRAP-UP:
An orchestra is made up of a group of musicians playing
different instruments.
Closing Activity
Sing My Trumpet again.

A. 1. brush 4. percussion
2. string 5. percussion
3. woodwind
B. String Brass
1. violin 1. French horn
2. cello 2. trumpet
3. viola 3. trombone
4. bass 4. tuba
Woodwinds Percussions
1. flute 1. cymbals
2. bassoon 2. drums
3. oboe 3. triangle
4. clarinet 4. piano
Lesson 3: The Human VoiceS
I. OBJECTIVES:
1. Classify the singing voice as a solo, a duet, a trio, or
an ensemble
2. Appreciate listening to a choir recording
28
II. SUBJECT MATTER:
TOPIC: The Human Voice, pp. 58-61
CONCEPT: The human voice is the oldest instrument
of all.
▶ any recording of the Philippine
Madrigal Singers
▶ recording of a solo, duet, and trio
singers
III. PROCEDURES:
1. Opening Activity
Sing My Trumpet, p. 51.
Do a quick review of the groups of instruments of
an orchestra.
Discuss the statements herein.
✓ Present any video of the Philippine Madrigal
Singers singing.
Cite their major achievements.
Do their voices blend together?
✓ How are the songs sung? Explain each one:
• by a soloist
• by a duet
• by a trio
If possible, look for samples of a recording on
two of each of these singers in these classifications.

Listen to these compositions. Teacher can present
her own samples.
Discuss the paragraph.
29
IV. EVALUATION:

V. WRAP-UP:
Read the statements in Keep in Mind, p. 61.
The human voice is the oldest instrument of all.
Closing Activity
Sing the Tuba.

WORK MORE, p. 60.
1. Solo 4. Choir
2. Choir 5. Duet
3. Solo

A. 1. True 4. True
2. True 5. True
3. False
B. Rubrics
Lesson 4: The Beauty of Sounds
I. OBJECTIVES:
1. Recognize the musical concepts pertaining to volume
in music
2. Apply the dynamics in singing a song
3. Use appropriate symbols to indicate simple dynamics
II. SUBJECT MATTER:

TOPIC: The Beauty of Sounds, pp. 62-65
CONCEPT: Songs become beautiful through the use of
dynamics.
30
KEY SONG: Lullaby - G -  - DO, p. 62
Let Us Go Walking - E -  - MI, p. 63
III. PROCEDURES:
1. Opening Activity
Sing The Happy Wanderer, p. 37.
What did you learn in this song?
What have we learned in our past lessons?
Tell something about the following:
• pitch names
• rhythm
• form
✓ We have two songs to learn today.
The first is another version of a lullaby.
Let's listen to the singer.
✓ How was it sung? A symbol in the song tells us
how it should be sung.
✓ The second song is the opposite of the first song.
Find out how.
Listen to the song quietly.
How was it sung?
Find the symbol that tells how it should be sung.
✓ What makes the song the opposite of the first
one?
✓ Present the dynamics symbols and their
meanings.
✓ Explain what dynamics is.
Let us learn this song. What makes it the opposite
of the song Lullaby?
31
What soft sounds are nice to hear?
What loud sounds are irritating to hear?
IV. EVALUATION:
V. WRAP-UP:
Songs become beautiful through the use of dynamics.
Closing Activity
Sing the new song again.

A. 1. softness 4.
2. life/beauty 5. Lullabies
3. forte

B. 1. No
2. No
3. Yes
VII. ASSIGNMENT:
32
UNIT 4 - Tempo, Texture and Harmony
Lesson 1: Speed of Music
I. OBJECTIVES:
1. Understand the concept of speed in music
2. Relate appropriate body movements to the tempo of
songs
3. Appreciate moving to the tempo of a song
II. SUBJECT MATTER:

TOPIC: Speed of Music, pp. 67-70
CONCEPT: Music makes us want to move.
KEY SONG: The River - G -  - DO, p. 67
Children Running - C -  - DO, p. 68
▶ pictures of things, toys, animals, or
persons in action
III. PROCEDURES:
1. Opening Activity
Sing Let Us Go Walking, p. 63.
What is the dynamics symbol of this song?
What is the opposite of this symbol?
Show video of hip-hop dancers dancing and a
ballerina dancing.
Who moves faster? Slower?
What things around us show fast movements?
Slow movements?
Music is like people. It can move slow or fast.
33
We have two songs today.
As you listen to each song, do the appropriate
movements for each one.
✓ Song 1. The River
Read the words rhythmically first.
Do the appropriate actions as you listen
to the singer.
Learn the song.
✓ Song 2. Children Running
This is an easy song. Do the appropriate
actions while listening.
Sing along with the singer.
✓ How many movements did you do?
Which did you like best? Why?
✓ Identify the movements of music.
1. Slow
2. Fast
Your movements show tempo.
Tempo is the speed in music.
Tempi is the plural of tempo.
Find out if you can show the correct tempo. Be
sure to follow the directions.
A. Activity 1
Enjoy reading with the correct tempo.
B. Read correctly.
C. Recall the songs we have learned.
Identify whether the following is a slow or
fast song:
• Ili - Ili Tulog Anay
• My Little Song
• Old MacDonald
34
5. 0Connection, p. 69.
Get the children's comments about the daily
activities they do. Ask their observations on nature.
What slow movements do they enjoy doing?
What about fast movements?

IV. EVALUATION:
Think well before you answer.
V. WRAP-UP:
Music makes us want to move.
Closing Activity
Vi. KEY TO CORRECTION:

A. Think well before you answer.
1. slowly 6. fast
2. slowly 7. slowly
3. fast 8. slowly
4. fast 9. fast
5. slowly 10. slowly
B. Self - evaluation
Lesson 2: The Three - Part Song

I. OBJECTIVES:
1. Identify aurally and visually the texture of a song
2. Sing a three-part round correctly
3. Appreciate singing a round song
35
II. SUBJECT MATTER:
TOPIC: The Three-Part Song, pp. 71-74
CONCEPT: A song can go in circles.
KEY SONG: The Donkey - F -  - DO, p. 71
▶ picture of a donkey
III. PROCEDURES:
1. Opening Activity
Sing The River, p. 67.
Demonstrate how the river moves as you sing.
What did we learn in this lesson?
Music is very interesting. Like people, music
moves. It runs, walks, and takes a rest. It can move
fast or slow.
Do you know that music can also move in circles?
✓ Our song today is about a donkey.
Look at the picture of the donkey and say
something about it.
✓ Present the song. Read the words rhythmically
first.
Listen to the recording quietly.
✓ Did you hear how the song went in circles?
Let us follow the steps in learning a song.
✓ Master the song well before grouping the class into
three.
✓ Follow the steps in singing a round song.
Answer the questions on page 72.
36
You just sang a round song!
Remember:
A round song is sung in groups.
It has a thick texture.
Sing the song again.
Tell something about music.
What makes it a universal language?
IV. EVALUATION:
V. WRAP-UP:
A song can go in circles.
Closing Activity
Vi. KEYs TO CORRECTION:

A. Read and follow the directions well.
1. A round song has thin textures. thick
2. A round song is sung in unison. groups
3. The last to finish in a round song
is the first singer. last
4. Master the song well before singing
in trios. groups
5. "The Donkey" is a two-part round. three
6. Music gives problems. happiness
B. Rubrics
37
Lesson 3: The Song Takes a Partner
I. OBJECTIVES:
1. Understand what texture means in music
2. Sing a partner song correctly
3. Identify the similarities between partner songs
II. SUBJECT MATTER:

TOPIC: The Song Takes a Partner, pp. 75-80
CONCEPT: There are a lot of things that come in pairs.
KEY SONG: Pamulinawen - C - - SO, p. 75
Inday Kalachuchi - C - - SO, p. 76
Reference: Musika at Sining
Batayang Aklat 4
▶ enlarged copies of the songs
III. PROCEDURES:
1. Opening Activity
Sing The Donkey, p. 71.
How should we sing the song?
How do you call this song?
What does a round song show?
Discover how a song takes a partner.
✓ Present the enlarged songs simultaneously.
What kind of songs are they? Give the places
of origin of each song.
✓ Read the words of each song rhythmically first.
Follow the steps in learning a song.
Learn each one well.
38
✓ Answer the question on page 77.
These are partner songs.
Partner song have the same key, same time
signatures and the same tempo.
4. Work More, p. 77-79.
Activity 1
Pretend to be a partner with the CD singer.
The class will sing Pamulinawen as the singer
sings Inday Kalachuchi.
Remember this:
Partner songs produce harmony.
Partner songs have thick textures.
Activity 2
Let us try singing it.
How many groups shall we have?
Activity 3
What are the similarities between partner songs?
1. same keys
2. same time signatures
3. same number of measures
IV. EVALUATION:
V. WRAP-UP:
Read Keep in Mind, p. 80
There are a lot of things that come in pairs.

Closing Activity
Sing the partner songs again.
39
ON THE MOVE, p. 77.
1. Key of C 3. 
2. Key of C 4. 16 measures each

A. 1. same keys
2. same time signatures
3. same number of measures
4. Ilocos
5. Visayas
B. 1. fork 6. star
2. ball 7. train
3. cup 8. teacher
4. brother 9. princess
5. chair 10. queen
Lesson 4: Singing in Two Voices
I. OBJECTIVEs:
1. Demonstrate understanding of harmonic intervals
2. Identify harmonic intervals in a musical example
3. Perform examples of harmonic intervals
II. SUBJECT MATTER:

TOPIC: Singing in Two Voices, pp. 81-83
CONCEPT: When there are two different voices singing
together, it is called a duet.
KEY SONG: Bahay Kubo - C - - SO, p. 81
Grades
▶ enlarged copy of the song
40
III. PROCEDURES:
1. Opening Activity
Sing our partner songs.
Give the titles of the songs. What do you
remember about partner songs?
✓ Recall the nice characteristics of the Filipinos
through the Bahay Kubo song.
How is the industriousness of the Filipinos
shown through this song?
✓ Show the enlarged copy of the song.
Sing the song with the accompaniment.
What do you notice in our piece?
✓ Yes, there are two notes.
The upper note is the melody.
Let us sing the melody of the song.
The lower notes gives harmony and beauty to
the melody.
The position of these two notes create a
harmonic interval.
Harmonic interval results when two notes
arranged vertically are played together.
A. Now, let's listen quietly to the recording of the
second tone of the song.
Sing along with the singer when Teacher plays it
again.
Master singing the second tones before singing it
with the first tones or the melody.
Now, as the CD singer sings the melody, sing the
second tones with her.
41
Did you hear the harmony?
When there are two different voices singing
together, it is called a duet.
B. The class will be divided into two groups.
Group 1 will sing the first notes or melody.
Group 2 will sing the second notes or harmony.
C. Things to remember:
Singing in two voices produces harmony.
It also produces a thick texture.
IV. EVALUATION:
V. WRAP-UP:
When there are two different voices singing together, it
is called a duet.
Closing Activity
Sing Bahay Kubo again with the singer while
singing the second tones.

What have you learned about singing in two voices?
1. True 4. True
2. True 5. True
3. True
VII. ASSIGNMENT:
42
43
UNIT
TESTS
Unit 1
I. Match the words to their note equivalents with a line.
1. quarter note A.
2. whole note B.
3. quarter rest C.
4. eight note D.
5. half note E.
II. Circle the letters of the correct answers.

1. It is the slowest among the note.
A. whole note B. half note
C. eight note
2. It is a running note.
A. B. C.
3. It is used to mark the strong beat.
A. > B. C.
4. It is a repeated rhythmic pattern.
A. measure B. ostinato C. accent
5. It is used to group the notes into measures.
A. line B. accent C. barline
III. Complete the statements by choosing the correct words

from the box.
pulse 1. ____ makes us happy.
notes 2. There are ____ counts in a () time
Music signature.
rest 3. The ____ are musical symbols with sounds.
two 4. The ____ signifies silence.
5. The regular beat of every song is called
____.
44
IV. Use a barline to group the notes into measures.
A. Look at the time signatures carefully.
1. 
2. 
3. 
B. Give two animals from MacDonald's farm.
1. _________
2. _________
Unit test KEYs TO CORRECTION

UNIT 1
I. 1. quarter note A.
2. whole note B.
3. quarter rest C.
4. eight note D.
5. half note E.
II. 1. A B C 4. A B C
2. A B C 5. A B C
3. A B C
III.
1. Music 4. rest
2. two 5. pulse
3. notes

IV. A. 1. B. 1. duck
2. chick
2. 
pig
3. 
45
Unit 2
I. Write the answers on the spaces provided.
_______ 1. How do you call a person who loves to
go and visit different places?
( visitor wanderer walker )
_______ 2. What alphabet letters are used in music?
(first 7 letters last 7 letters first 8 letters)
_______ 3. What songs do mothers sing to put their
babies to sleep?
( modern lullabies folk songs)
_______ 4. What is the first and last note on the
scale?
( Do Mi So )
_______ 5. How many tones are there in a scale?
( 7 6 8)
II. Yes or No?

_______ 1. The C Major scale has a sharp.
_______ 2. Ascending tones go up.
_______ 3. A scale has seven tones.
_______ 4. Interval is the distance between two
notes.
_______ 5. The primes stay on different places.
III. Think well before you answer.

1. How many lines does a staff have? _______
2. What is the 5th note on the scale? _______
3. Where does the descending scale go? _______
4. What song does Mother sing to Baby? _______
5. What syllables are used to sing the musical scale?
_______
IV. Write the so-fa syllables of the musical scale. (5 pts.)
46
UNIT 2
I. 1. wanderer II. 1. No III. 1. five - 5
2. first 7 letters 2. Yes 2. so
3. lullabies 3. No 3. up
4. do 4. Yes 4. lullaby
5. 8 5. No 5. so-fa
IV. DO RE MI FA SO LA TI DO
Unit 3
I. Answer briefly.
1. This is the part of the song that is also known as
"question."
2. Where is form found?
3. It is a group of musicians playing different kinds of
instruments.
4. It is the oldest instrument.
5. It is a combination of two voices singing together.
II. Underline the correct answers.
1. It has the highest sound among the string
instruments.
( viola violin cello )
2. These instruments are struck to produce sounds.
( woodwinds strings percussions )
3. It is a combination of three voices singing in parts
and together.
( trio solo duet )
4. It is an example of a percussion instrument.

( tuba flute cymbals )
5. It is the distance between two notes.
( rhythm intervals stepwise )
47
III. Write the missing answers.
1. Do Re Mi _____ So La Ti Do
2. The tones of the ascending scale go ________.
3. ________ means distances.
4. Consequent is also otherwise known as the
________ part of the song.
5. Filipinos are internationally known to be good
________.
IV. Identify these musical symbols.

1. P
2. F
3 G
4. H
5. FINE

UNIT 3
I. 1. antecedent III. 1. Fa
2. everything 2. up
3. orchestra 3. Intervals
4. human voice 4. answer
5. duet 5. singers/musicians
II. 1. violin IV. 1. piano/soft

2. percussions 2. forte/loud
3. trio 3. sharp
4. cymbals 4. flat
5. intervals 5. end/end of the song
48
Unit 4
I. Circle the letters of the correct answers.
1. It is the speed of music.
A. rhythm B. tempo C. texture
2. This song is a three-part song.
A. The Donkey B. The River C. Lullaby
3. What is produced by a three-part song?
A. harmony B. texture C. both
4. It is sung in groups.
A. solo B. round song C. duet
5. It is a universal language.
A. French B. Italian C. Music
II. Give the following ones its pair:

1. girl -
2. rainy -
3. pencil -
4. shoes -
5. curtain -
III. Identify the following.

1. An animal similar to a horse -
2. It is an Ilocano folk song -
3. It is a combination of two different voices singing
together -
4. It is a folk song showing how industrious the
Filipinos are -
5. It is how a river moves -
49
IV. If you agree with the statement, write I do on the
space and I don't if you don't agree.
_______1. Hip-hop dancers move slowly.
_______2. Tempi are part of our everyday life.
_______3. In a round song, the groups start
together.
_______4. Partner songs have thick textures.
_______5. A partner song has the same keys, time
signatures and number of measures.
Unit test KEYS TO CORRECTION

UNIT 4
I. 1. A B C II. 1. donkey
2. A B C 2. Pamulinawen
3. A B C 3. duet
4. A B C 4. Bahay Kubo
5. A B C 5. slow
II. 1. girl - boy IV. 1. I don't.
2. rainy - sunny 2. I do.
3. pencil - paper 3. I don't.
4. shoes - socks 4. I do.
5. curtain - window 5. I do.
50
51
UNIT 1 - Lines, Colors and Shapes
Lesson 1: knowing ivatans

(Organic and inorganic lines)
I. OBJECTIVES:
1. Identify our cultural communities and their
characteristics
2. Appreciate the artistic culture of the Ivatans
3. Differentiate organic from inorganic lines
II. SUBJECT MATTER:

TOPIC: Knowing Ivatans (Organic and Inorganic
Lines), pp. 86-90
CONCEPT: Organic and inorganic lines can be found
all around us.
MATERIALS: ▶ pictures of sceneries with organic and
inorganic lines
▶ pictures of the Ivatan, indigenous
people
▶ a video clip of Batanes
III. PROCEDURES:
Present some pictures featuring Batanes: the
sceneries, the people and their arts.
Who are the Ivatans? Select a few pupils to read
some important facts about them.
Identify the organic and inorganic lines.
Art Activity: Drawing
Ask some pupils to talk about their works.
52
Explain: Art is in everything around us.
IV. EVALUATION:
V. WRAP-UP:
Organic and inorganic lines can be found all around us.

A. Answers to be circled.
1. B
2. C
3. A
4. Organic - means it is in nature.
5. Inorganic - means it is artificial or man-made.
B. Self-evaluation
Lesson 2: the art of the manobos

(principles of art)
I. OBJECTIVES:
characteristics
2. Appreciate the artistic culture of the Manobos
3. Show the principles of art in an artwork
II. SUBJECT MATTER:

TOPIC: The Art of the Manobos (Principles of
Art), pp. 91-94
53
CONCEPT: The principles of art are always present in
the artworks of our tribes.
MATERIALS: a video clip featuring the Manobos and
their artworks
III. PROCEDURES:
Watch the video clip featuring the Manobos.
• Where are they from?
• What is Kaamulan Festival?
Discuss the following:
✓ A tattooed elderly
✓ The Kudlung instrument
✓ The traditional clothes
Identify these principles of art:
✓ The colors (primary, secondary and tertiary)
✓ The lines (straight, curved)
✓ repetitions/alternations
✓ balance, rhythm
Art Activity: Draw or recreate a costume, accessory, or
figure showing the principles of art.
Read and motivate the class to comment or give
their reactions.
IV. EVALUATION:
V. WRAP-UP:
Read Keep in Mind, p.94.
The principles of art are always present in the artworks
of our tribes.
54
1. Kaamulan Festival 4. Organic
2. pineapple 5. art
3. tatoos
Lesson 3: the MANGYANS OF MINDorO (ETCHING)
I. OBJECTIVES:
characteristics
2. Appreciate the artistic culture of the Mangyans
3. Show etching in an artwork
II. SUBJECT MATTER:
TOPIC: The Mangyans of Mindoro (Etching),
pp. 95-99
CONCEPT: Etching means carving art designs from
hard materials.
MATERIALS: a video clip featuring the Mangyans and
their etched artworks
III. PROCEDURES:
Watch video clips of the Mangyans and a
Mangyan doing an etching.
Read the paragraph.
Cite a humorous fact about the Mangyans.
How did they preserve their alphabet?

Look at these etched pictures carved out of:
stone soap
wood sand
55
What other materials can be used as etching
materials?
ice plastic
glass
Art Activity: Crayon Etching
Read and explain the procedures well. Do a
supervised art activity. Let the children talk about
their finished artworks.
Explain how our ancestors did their art.
IV. EVALUATION:
V. WRAP-UP
Etching means carving designs from hard materials.

A. 1. Mangyan 4. design
2. alibata 5. tattoos
3. carving
B. Performance evaluation.
Lesson 4: COLORFUL YAKANS (CRAYON RESIST)
I. OBJECTIVES:
characteristics
2. Appreciate the artistic culture of the Yakans
3. Create an artwork showing crayon resist
56
II. SUBJECT MATTER:
TOPIC: Colorful Yakans (Crayon Resist),
pp. 100-103
CONCEPT: In art, resist means to repel or reject the
color added on to the original color.
MATERIALS: video clip featuring the Yakans and their
samples of crayon resist works of art
III. PROCEDURES:
Watch a video clip featuring the Yakans.
Where do they get their colors?
2. On the Move, pp. 100-101.
Talk about the following:
✓ a Yakan maiden ✓ a Yakan family
✓ Yakan weavers ✓ samples of their
designs
3. Work More, pp. 101-102.
Art Activity: Crayon Resist
Read and explain the procedures.
Crayon resists works by the added color, resisting
the original color.
Call on some pupils to talk about their works.
Integrate the lesson with working with a group.
What are the traits when working in a group?
IV. EVALUATION:
V. WRAP-UP
In art, resist means to reject or repel the color added on
to the original color.
57
A. Y A K A N M L O X
B T X O L O Q D F
V F P A S T E L S
A C T I V I T Y R
J E C W U F S G N
T Y U I D M H Z M
G T L O S R D O P
A V M R E S I S T
B. Self-assessment.
VII. ASSIGNMENT:
58
UNIT 2 -Space and Proportion
Lesson 1: space in art
I. OBJECTIVES:
1. Appreciate the importance of tribal communities
and their cultures
2. Understand that each group have different practices
or ways of doing things
3. Learn the importance of space in an artwork
II. SUBJECT MATTER:

TOPIC: Space in Art, pp. 105-108
CONCEPT: Space in artworks can be positive or
negative.
MATERIALS: ▶ pictures of objects showing the
foreground, middleground and
background
▶ enlarged pictures of images found on
p. 105
III. PROCEDURES:
Show the enlarged images.
Get the children's reactions and comments.
What images do you see on pictures 2 and 3?
Do you see the positive and negative spaces?
2. On the Move, pp. 105-106.
Every artwork shows spaces.

Explain the following:
Foreground
Middleground
Background
59
3. Work More, pp. 106-107.
Art Activity: Recreating a Landscape
Explain the procedures.
Do a supervised activity.
Evaluate the children's works.
Read and explain.
ERRATUM: page 108.

#5. Should be background, not middleground.
foregroung - foreground
IV. EVALUATION:
V. WRAP-UP
Space in artworks can be positive or negative.

A. 1. C 4. A
2. C 5. C
3. A
Lesson 2: overlapping technique
I. OBJECTIVES:
1. Understand the overlapping technique in art
2. Show the overlapping technique in an artwork
3. Appreciate one's work
60
II. SUBJECT MATTER:
TOPIC: Overlapping Technique, pp. 109-112
CONCEPT: Overlapping in art is the positioning of
objects over one another to create the
illusion of depth.
MATERIALS: pictures of objects showing overlapping
III. PROCEDURES:
Who are the T'bolis?
What is t'nalak?
2. On the Move, pp. 109-110.
Show some pictures of objects that shows
overlapping techniques.
What happens when things are overlapped?
✓ Some objects are partly hidden.
✓ Some objects are half hidden.
✓ Some objects are in full view.
3. Work More, p. 110-111.
Art Activity: Overlapping Technique
Evaluate the children's works.
Display the finished works for viewing.
Read and explain.
IV. EVALUATION:
V. WRAP-UP:
Overlapping in art is the positioning of objects over one
another to create the illusion of depth.
61
1. CREATE 4. DESIGN
2. COLORFUL 5. IMAGINATION
3. ARTIST
Lesson 3: It's more fun in the philippines!
I. OBJECTIVES:
1. Identify our country's various celebrations
2. Appreciate how festivals are celebrated
3. Enjoy making some symbols of our various festivals
II. SUBJECT MATTER:

TOPIC: It's More Fun in the Philippines!,
pp. 113-116
CONCEPT: Filipinos are a happy people who love
celebrating occassions.
MATERIALS: pictures and video clips featuring various
Philippine celebrations
III. PROCEDURES:
Show video clips of some Philippine festivals.
What do these festivals have in common?
What do these festivals show about us Filipinos?
2. On the Move, pp. 113-114.
Identify the places and the festivals they celebrate.
3. Work More, pp. 114-115.
Art Activity
1. Banner-making
2. Mask-making
62
Evaluate and display the children's works.
What do these celebrations show about the
Filipinos?
IV. EVALUATION:
V. WRAP-UP:
It's more fun in the Philippines!
Filipinos are a happy people who love celebrating
occassions.
A. 1. Panagbenga 6. Kadayawan
2. Masskara 7. Bangus Festival
3. Pahiyas 8. Kaamulan
4. Ati-Atihan 9. Sinulog
5. Parada ng Lechon 10. Dinagyang
B. Self-evaluation.
Lesson 4: mural painting
I. OBJECTIVES:
1. Identify some of our Filipino muralists
2. Develope environmental awareness through mural
painting
3. Appreciate the messages of murals
II. SUBJECT MATTER:

TOPIC: Mural Painting, pp. 117-123
63
CONCEPT: A mural is a painting on large, hard,
flat surfaces conveying messages and
informations.
MATERIALS: pictures of some Filipino muralists
III. PROCEDURES:
Do you ever notice the large paintings on the
walls of schools, hospitals and buildings you visit or
go to?
How does it differ from a framed painting?
2. On the Move, pp. 117-118.
Murals are paintings on walls and other big, hard,
flat surfaces conveying messages.
3. Work More, pp. 118-121.
Let's get to know a well-known muralist and some
of his works. A muralist is a painter who does murals.
Carlos "Botong" Francisco.
Discuss some informations about him.
Do a research of other muralists and their works.
Art Activity: Painting a Mural
Theme: "Let's Save our Environment"
✓ Read and discuss the procedures.
✓ Everyone must work as a group.
✓ Talk about the finished work.
✓ Display the artworks on the walls of the
classroom.
How do murals become mediums of information?
IV. EVALUATION:
64
V. WRAP-UP
A mural is a painting on large, hard, flat surfaces
conveying messages and informations.

A. 1. A mural is a big painting that conveys messages.
2. Angono, Rizal is the the Arts Capital of the
Philippines.
3. A mural conveys messages to the viewer.
4. Carlos "Botong" Francisco was a National Visual
Artist in 1973.
5. The Katipunan mural is displayed at the
Bulwagang Katipunan of the Manila City Hall.
B. Rubrics on a performance by a group.
65
UNIT 3 - Contrast and Harmony
Lesson 1: Ethnic motifs
I. OBJECTIVES:
1. Understand the principle of repetition and contrast
through printmaking
2. Appreciate the patterns done by some of our tribes
3. Create designs using ethnic motifs
II. SUBJECT MATTER:

TOPIC: Ethnic Motifs, pp. 125-127
CONCEPT: Our tribes show the principles of art in
their artworks.
MATERIALS: video clips of rhythmic patterns done by
our tribes
III. PROCEDURES:
If possible, show a tribe in action via a video clip
of them wearing their traditional clothes, creating
pieces of jewelry and weaving their clothing.
What can you say about their works?
Identify the principles of repetitions, alternations,
and radial arrangements in their designs.
Show more examples.
3. Work More, pp. 126.
Art Activity: Making Ethnic Motifs
Materials: pastel colors, colored pens
Set standards for working.
Evaluate the finished works.
66
Integrate the lesson to the rhythmic patterns that
are around us.
IV. EVALUATION:
V. WRAP-UP
Everything in our environment has a motif or design.
Our tribes show the principles of art in their artworks.
1. They got their colors from different leaves, flowers,
and roots.
2. They boiled or pounded the leaves, roots, and flowers.
3. repetition, alternation, radial
Lesson 2: stenciling
I. OBJECTIVES:
1. Understand the principles of repetition and contrast
through printmaking or stenciling
2. Analyze how designs are repeated and alternated
3. Create a repeated design through stenciling
II. SUBJECT MATTER:

TOPIC: Stenciling, pp. 128-131
CONCEPT: Stenciling is the art of printing designs
through patterned holes with ink or paint.
MATERIALS: ▶ cardboard ▶ cutter

▶ watercolors
III. PROCEDURES:
Show some samples of stenciled art.
67
These designs came from patterned holes.
Stenciling is the are of making designs from
patterned holes.
Describe the designs. What principles of art do
you see?
3. Work More, pp. 129-130.
Art Activity: Stenciling
Explain the procedures well.
Set standards for working.
Do an evaluation of the finished works.
Read and explain.
IV. EVALUATION:
V. WRAP-UP
Stenciling is the art of printing designs through
patterned holes with ink or paint.
4
A. _______ Fill in the holes with your preferred colors.
1
_______ Sketch the motif on the folder or cardboard.
5
_______ Wait until you have colored it completely
before removing the stencil carefully.
2
_______ Cut along the center for a smooth cut to
the hole.
3
_______ Lay the newspaper on the desk and put the
oslo paper on top.
B. Self-evaluation
68
Lesson 3: relief print
I. OBJECTIVES:
1. Understand how relief prints are produced
2. Create a relief mold using a household material
3. Appreciate one's work of art
II. SUBJECT MATTER:

TOPIC: Relief Print, pp. 132-134
CONCEPT: Printing connects everyone around the
world.
MATERIALS: samples of Manuel Rodriguez's prints
III. PROCEDURES:
How are magazines, books, and newspapers
produced?
The world today is able to print things easily
because of copying machines. How are these
machines called?
Meet Manuel Rodriguez, Sr.
Give important information about him.
Let's look at his prints. What did he use?
Art Activity: Printing using a Potato
Do a supervised art activity.
Do an evaluation of the finished works.

Let the class talk about their designs.
Read to understand the importance of printing.
69
IV. EVALUATION:
V. WRAP-UP:
Printing connects everyone around the world.
A. 1. Manuel Rodriguez, Sr.
2. photocopy machines
3. Draw the figure on the surface.
Cut away the areas and lines you don't want to
print.
B. Self-evaluation.
Lesson 4: art FROM things found
I. OBJECTIVES:
1. Understand that art is found all around us
2. Help in saving the environment through reusing
materials
3. Express one's artistry and creative imaginations
II. SUBJECT MATTER:
TOPIC: Art From Things Found, pp. 135-139
CONCEPT: Art is all around us.
MATERIALS: some household materials and things we
have around us
ERRATUM: page 135.
Title: Art On Things Found, omit the word ON,
replace it to FROM
III. PROCEDURES:
Save Mother Earth! How do we save her?
Let them cite more ways.
70
2. On the Move, pp. 135-136.
With the aid of a video clip, show beautiful works
of arts made from household materials and things we
have around us.
All it takes is our creative imagination and
artistry.
Art is waiting to be discovered all around us.
Art Activity: Creating art from things found.
A Flower Garden
Read and explain.
ERRATUM: page 137.
Procedure: OMIT "Put them in a box"
IV. EVALUATION:
V. WRAP-UP:
Art can be found everywhere.

SHOW YOU CAN, pp. 138-139
A. 1. Reduce. Reuse. Recycle.
2. Save Mother Earth!
3. One can see the top, sides and bottom.
4. It will be clean.
5. Everywhere/All around us.
B. Evaluate yourself.
Vii. ASSIGNMENT:
71
UNIT 4 - Value and Tone
Lesson 1: Traditional textiles
I. OBJECTIVES:
1. Differentiate textile traditions different countries
have
2. Appreciate the beauty and quality of some traditional
textiles
II. SUBJECT MATTER:

TOPIC: Traditional Textiles, pp. 141-144
CONCEPT: Clothes are a basic need of humans.
MATERIALS: pictures or samples of textiles from China,
India, Indonesia, Japan, Philippines
III. PROCEDURES:
Show pictures of women wearing traditional
costumes or clothes from the given countries.
Which of the costumes attract you most? Why?
2. On the Move, p.p 141-143.
Identify and differentiate textiles from:
A. China D. India
B. Indonesia E. Philippines
C. Japan
Give the characteristics of each textile.
Answer the questions.
Cite the importance of clothes.
72
IV. EVALUATION:
V. WRAP-UP:
Clothes are a basic need of humans.

WORK MORE, p. 143.
A. 1. The Chinese cultures silkworms for their clothing
materials.
2. The T'bolis take months to finish the t'nalak.
B. by using silkworm.
C. To make the T'nalak fiber strong.
A. 1. Indonesia 4. India
2. China 5. Japan
3. Philippines
B. Write the correct words.
1. Indonesians — China
2. T'bolis — Indians
3. T'nalak — Batik
4. Japanese — T'bolis
5. Chinese — Japanese
Lesson 2: Mat-weaving in the Philippines
I. OBJECTIVES:
1. Appreciate traditional skills in mat-weaving in our

country
2. Identify the intricate designs of mat-weaving in the
Philippines
73
II. SUBJECT MATTER:
TOPIC: Mat-Weaving in the Philippines,
pp. 145-148
CONCEPT: Mat-weaving shows the artistry and
ingenuity of the Filipinos.
MATERIALS: ▶ samples or video clips of mat weaving
in our country
▶ sample of a small banig
III. PROCEDURES:
Present a small banig. Who among you has this
at home?
Ask some pupils to read the paragraph.
Discover facts about the banig:
✓ Material for sleeping
✓ A source of income for many Filipinos
✓ Shows the art and the artistry of the maker
✓ Shows the excellent craftmanship of Filipinos
3. Work More, pp. 146-147.
Appreciating banig-making in:
A. Basey, Samar
B. Badjao and Samal
C. Romblon
Explain what makes weaving an art.
IV. EVALUATION:
74
V. WRAP-UP:
Mat-weaving shows the artistry and ingenuity of the
Filipinos.

A. P W B A M B A N A
A W U I J A M O R
R E R T Y S U P T
A A I P T E R A I
G V X Z E Y V N S
L I L A P H B D T
A N D F O P C A R
R G D E S I G N Y
A F Z T I K O G
B. 1. paraglara 4. tikog
2. tepo 5. bamban reed
3. Romblon
Lesson 3: let's weave!
I. OBJECTIVES:
1. Replicate traditional skills in weaving
2. Create a simple woven paper placemat
3. Appreciate the weaving skills of Filipinos
II. SUBJECT MATTER:

TOPIC: Let's Weave!, pp. 149-152
CONCEPT: Beautiful pieces of art can be created out of
paper.
75
MATERIALS: pages of colored magazines, construction
papers, scissors, glue
II. PROCEDURES:
Hold a piece of paper. What can we do with this
piece of paper?
(Fold it to make an airplane.) Look!
(Fold another piece of paper to make a ball or
boat.)
Who among you can make an object out of paper?
Paper is the cheapest material for making art with.
Reuse newspapers and old magazines.
This is one way of helping save Mother Earth.
Reusing materials will prevent them from going
in to landfills.
3. Work More, pp. 149-151.
Art Activity: Paper placemat
Supervise the children as they work.
Do an evaluation of the children's works.
Remember:
Lines are prominent in weaving.
4. Connection, p. 151
Read the paragraph.
Materials around us are waiting to be found and
be transformed into beautiful pieces of art.
IV. EVALUATION:
Do Show You Can, p. 151-152.
V. WRAP-UP:
Hands create the most beautiful works of art.
Beautiful pieces of art can be created out of paper.
76
A. 1. False 4. True
2. True 5. False
3. True
B. Self-evaluation.
Lesson 4: Tie-dye designs
I. OBJECTIVES:
1. Understand how tie-dyed works are produced
2. Appreciate the craft of tie-dying
3. Create an original tie-dyed design
II. SUBJECT MATTER:

TOPIC: Tie-Dye Designs, pp. 153-157
CONCEPT: Tie-dye is a method of producing textile
patterns by tying the desired materials
strategically.
MATERIALS: samples of tie dyed shirts
III. PROCEDURES:
Talk about the tie-dye art.
Ask the class for comments and observations.
2. On the Move, pp. 153-154.
Let's discover some facts about tie-dyes.
• Origin
• Processes
• Different patterns
mandala, spiral, peace
77
3. Work More, pp. 154-156.
Art Activity: Tie-Dye Designs
This activity takes two days. Bring the finished
material to school for evaluation and display.
What did you discover about tie-dying?
IV. EVALUATION:
V. WRAP-UP
Children are little artists.
Tie-dye is a method of producing textile patterns by
tying the desired materials strategically.

A. 1. hippies
2. Vietnam
3. mandala
4. tie-dye
5. mandala, spiral and peace
6. India, Japan, Africa
B. Self- evaluation
Vii. ASSIGNMENT:
78
79
UNIT
TEST
Unit 1
I. Write the letters of the correct answers.
____ 1. This headdress is A. Manobo instrument
known as a ____. B. Carving
____ 2. Del Monte C. Vakul
Plantation is D. Bukidnon
in ____. E. Mangyan Alphabet
____ 3. Alibata is
the ____.
____ 4. Etching also
means ____.
____ 5. Kudlung is the ____.
II. Modified True or False. Write True if the statement

is correct. Write the correct answer if the underlined
word is False.
_________ 1. To etch means to reject.
_________ 2. Body designs are called tattoos.
_________ 3. Ivatans are indigenous people from
Mindoro.
_________ 4. Organic lines are found in nature.
_________ 5. The alibata was etched on bamboos.
III. Multiple Choice. Put a box around the letters of the

correct answers.
1. The Kaamulan Festival is celebrated by the ____.
A. Mangyans C. Manobos
B. Yakans D. Ivatans
2. They are famous for their beautiful traditional
costumes.
A. Yakans C. Ivatans
B. Tausug D. Mangyans
80
3. It has inorganic lines in it.
A. mountains C. leaves
B. houses D. lakes
4. This material can be used for etching.
A. soap C. stone
B. bamboo D. all of these
5. It is a principle of art.
A. repetition C. carving
B. drawing D. painting
IV. Identify the following:

_________ 1. It is a peaceful place loved by tourists.
_________ 2. It is a complicated art.
_________ 3. This plantation is found in Bukidnon.
_________ 4. It is the second largest island of the
Philippines.
_________ 5. It is made up of man-made lines.
Unit test KEY TO CORRECTION

I. 1. C 3. E 5. A
2. D 4. B
II. 1. resist 3. Batanes 5. True

2. True 4. True
III. 1. C 3. B 5. A
2. A 4. D
IV. 1. Batanes
2. etching
3. pineapple plantation
4. Mindanao
5. Inorganic lines
81
Unit 2
I. Check the letters of the correct answers.
1. It is the bottom section of a painting.
A. middle ground C. background
B. foreground D. space
2. This tribe is found in the province of South
Cotabato.
A. T'boli C. Mangyans
B. Manobo D. Ivatans
3. This trait is displayed by Filipinos during festivals.
A. honesty C. happiness
B. obedience D. industrious
4. It is an important aspect of a mural.
A. message C. repetition
B. balance and proportion D. overlapping
5. This gives the illusion of depth.
A. proportion C. crayon resist
B. overlapping technique D. etching
II. What is celebrated in these places?

1. Quezon Province — _____________
2. Cebu — _____________
3. San Juan, Batangas — _____________
4. Baguio City — _____________
5. Bacolod City — _____________

_________ 1. It is the Arts Capital of the
Philippines.
_________ 2. It is an important props of the
Bacolod festival.
_________ 3. It is the space that refers to the main
focus of the picture.
82
_________ 4. It refers to the area between the
foreground and background.
_________ 5. This art technique creates the illusion
of depth.
IV. If the answer is YES, leave the space blank.
If the answer is NO, cross out the number.
_________ 1. A space can be positive or negative.
_________ 2. Celebrations make us sad.
_________ 3. The Yakans are famous for their
beautiful costumes.
_________ 4. The ancient Filipinos get colors from
the leaves, flowers, and barks of
trees.
_________ 5. Our ancestors did not like tattoos.

I. Letters to be checked.
1. B 3. C 5. B
2. A 4. A
II. 1. Pahiyas 4. Panagbenga

2. Sinulog 5. Masskara
3. Parada ng Lechon
III. 1. Angono 4. middle ground

2. mask 5. overlapping technique
3. positive space
IV. 1. 4.
2.
7 75.
3.
83
Unit 3
I. Cross out the letter of the correct answers.
1. This word means design.
A. harmony C. stencil
B. motif D. print
2. This connects everyone around the world.
A. television C. printing
B. book D. art
3. It is the process of printing designs through
patterned holes.
A. stencil C. cutting
B. relief D. xerox
4. Where can art be found?
A. colors C. books
B. everywhere D. studios
5. It is the surface quality of an object.
A. texture C. line
B. rhythm D. shape
II. Identify the following.

_________ 1. He is the Father of Printmaking in
the Philippines.
_________ 2. It is the battlecry of the
environmentalists.
_________ 3. It can make hundreds of prints in
minutes.
_________ 4. Art material that one can get from
the garden.
_________ 5. This refers to the fact that the top,
sides, and bottom parts of an object
is visible from all angles.
84
III. Put a check on the space provided if the statement
is correct. Leave the space blank if the statement is
wrong.
_________ 1. We children can help save Mother
Earth.
_________ 2. Printed materials don't connect
everyone around the world.
_________ 3. Stenciling is printing.
_________ 4. Our ethnic tribes lack in art.
_________ 5. The world is full of motifs and
patterns.
IV. Rearrange these jumbled letters.

_________ 1. LIEFER — it is a kind of print.
_________ 2. OMFIT — this also means design.
_________ 3. WERLOF — it is used by the tribes
for making colors with.
_________ 4. SHOEL — this help make designs in
stenciling.
_________ 5. TONES — art material that can be
found in gardens.

I. Letters to be crossed.
1. B 3. A 5. A
2. C 4. B
II. 1. Manuel Rodriguez, Sr.

2. Save Mother Earth!
3. photocopy machine
4. (answers vary) stone, stick, leaves, etc.
5. 3-D
85
III. 1. ✓ 4.
2. 5. ✓
3. ✓
IV. 1. RELIEF 4. HOLES

2. MOTIF 5. STONE
3. FLOWER
Unit 4
I. Write the letters of the correct answers inside the box.
1. They use a specific kind of worm to produce
silk materials.
A. Japan C. India
B. China D. Korea
2. They weave the T'nalak.
A. Tausug C. T'bolis
B. Mangyan D. Ivatan
3. This clothing is India's traditional dress.
A. ikat C. kimono
B. batik D. sari
4. Basey weavers use this in making their
"banig."
A. tikog C. buri
B. bamban D. plastic
5. It is the process of tying parts of the fabric to
produce designs.
A. batik C. sari
B. tie-dye D. weaving
86
II. Answer with True or False.
_________ 1. Flower people were known as
"hippies."
_________ 2. We can use plastic straws to weave
with.
_________ 3. Mats with lace-like edges were made
in Romblon.
_________ 4. The tie-dye originated from
Vietnam.
_________ 5. The spiral is a tie-dye design.

1. What kind of leaves do silkworm eat?
2. How do you call Japan's traditional dress?
3. Which country is known for the batik?
4. Which of our tribes pray before weaving?
5. What element of art is prominent in weaving?
IV. The underlined word is wrongly used. Write the

correct one on the space.
_________ 1. The Japanese is known for their
T'nalak.
_________ 2. Pandan leaves are used to make
clothes.
_________ 3. Clothes are a basic need of animals.
_________ 4. Folding, pleating and twisting are
used in weaving.
_________ 5. The peace design is a symbol against
the Korean war.
87
I. 1. B 4. A
2. C 5. B
3. D
II. 1. True 4. False

2. True 5. True
3. True
III. 1. mulberry leaves 4. T'bolis

2. Kimono 5. lines
3. Indonesia
IV. 1. T'bolis 4. Tie-dye

2. banigs/mats 5. Vietnam
3. men
88
89
UNIT 1 - Target Games
Lesson 1: The Human Pyramid
I. OBJECTIVES:
1. Understand the nature of a pyramid
2. Describe the human pyramid
3. Create a simple pyramid
II. SUBJECT MATTER:

TOPIC: The Human Pyramid, pp. 160-163
CONCEPT: Pyramids demonstrates power, strength,
and endurance.
MATERIALS: ▶ show a picture of the Egyptian
pyramid and one of a human pyramid,
▶ whistle
III. PROCEDURES:
1. Warm Up Activities
Use the whistle for attention.
Form a line for the girls and another one for the
boys. Make a circle. Place the right shoulders for
distances.
Do the following non-locomotor movements:
A. Bend forward and backward ------------ 16cts.
B. Hands akimbo (on waist),
bend to the left and to the right -------- 16cts.
Present the picture of an Egyptian pyramid. It is
one of the new wonders of the world.
Explain why it shows strength, power, and
endurance.
90
3. On the Move, pp. 160-161.
Present a picture of a human pyramid.
How is it similar to the Egyptian pyramid?
Present the pictures of the true and modified
pyramids.
4. Work More, pp. 161-163.
What do pyramids develop? Read them.
Activity 1
Pyramid for Three
Read the steps and procedures.
Activity 2
Do a pyramid for five. Always follow safety rules.
Discuss the values and joys of working together.
IV. EVALUATION:
V. WRAP-UP:
Discuss Keep in Mind, p. 163.
Pyramids demonstrates power, strength, and
endurance.

1. Yes 4. Yes
2. Yes 5. No
3. Yes
91
Lesson 2: Our Native Games
I. OBJECTIVES:
1. Understand that our native games reflect our culture
2. Enjoy playing some of our native games
3. Observe safety precautions at all times
II. SUBJECT MATTER:

TOPIC: Our Native Games, pp. 164-170
CONCEPT: Native games are part of our Filipino
culture.
III. PROCEDURES:
1. March in place -------------------------- 16 cts.
2. Walk forward, backward --------------- 16 cts.
3. Step with the right foot forward,
close with the left foot ----------------- 8 cts.
4. Step with the left foot backward,
close with the right foot ---------------- 8 cts.
5. Step with the right foot sideward,
close with the left foot ------------------ 8 cts.
6. Step with the left foot sideward,
close with the right foot ---------------- 8 cts.
3. On the Move, pp. 164-165.
Identify the games on page 164.
4. Work More, pp. 165-168.
Let us play two of our native games.
Activity 1: Luksong Lubid
Read the important facts about the game.
Follow the procedures well.
92
Activity 2: Kadang - Kadang
Read the facts about the game.
Follow the procedures.
ERRATUM - page 167.

The picture on the right is “tiyakad.” It is played using
bamboo poles.
Games are a part of children’s lives and childhood
experience.
Discuss this clearly.
IV. EVALUATION:
V. WRAP-UP:
Native games are a part of our Filipino culture.

1. patintero 4. tumbang-preso
2. luksong-tinik 5. sack race
3. tiyakad
Lesson 3: Hit the Ball!
I. OBJECTIVES:
1. Describe the skills involved in the game

2. Know the proper ways of hitting the ball
93
II. SUBJECT MATTER:
TOPIC: Hit the Ball, pp. 171-174
CONCEPT: Hitting works by applying force to the bat.
MATERIALS: ▶ ball ▶ whistle
▶ bat
III. PROCEDURES:
Jog in place -------------------------------- 16 cts.
Bend the head forward and backward --- 16 cts.
Stretch the arms upward and downward -16 cts.
Stretch the legs to the right and to
the left ------------------------------------- 16 cts.
3. On the Move, pp. 171-172.
• Practice batting the ball and base running.
Playing ball games is an enjoyable activity
for children. Hitting the ball depends on the force
of the batter, be he or she is left-handed or right-
handed.
• Discuss the rules of hitting the ball.
4. Work More, p.173.
Activity 1
When the ball is hit, it should be caught by a
pupil on the field. He or she throws it back to the
catcher and takes his or her turn to be the batter.
Activity 2
The pitcher throws the ball to the batter. If he or
she fails to hit after three tries, he or she becomes
the next pitcher.
94
IV. EVALUATION:
V. WRAP-UP:
Hitting works by applying force to the bat.

1. True 4. True
2. True 5. False
3. True
Lesson 4: Kick that Ball!
I. OBJECTIVES:
1. Recognize the value of participation in doing physical
activities
2. Describe the skills involved in the games
II. SUBJECT MATTER:

TOPIC: Kick that Ball!, pp. 175-180
CONCEPT: Kicking is a skill in some ball games.
MATERIALS: ▶ football
▶ whistle
III. PROCEDURES:
Use the whistle.
Do the drills on page 176.
95
What is kicking? What kinds of games do we use
it at?
Talk about the picture on page 175.
Tell something about the Azkals.
Discuss the rules in kicking.
4. Work More, pp. 176-178.
Activity 1: Roll and Kick
Activity 2: Ball Kick
Follow the procedures well for each activity.
IV. EVALUATION:
V. WRAP-UP:
Kicking is a skill in some ball games.

1. No 4. Yes
2. No 5 No
3. No
Vii. ASSIGNMENT:
96
UNIT 2 - Assessment of Physical Activities and
Physical Fitness
Lesson 1: Health-Related Physical Fitness
I. OBJECTIVES:
1. Understand what Body Mass Index (BMI) means
2. Achieve health and fitness through proper nutrition,
rest, and doing exercises
3. Appreciate having a healthy well-being
II. SUBJECT MATTER:

TOPIC: Health-Related Physical Fitness,
pp. 182-187
CONCEPT: A physically-fit person can do anything.
III. PROCEDURES:
Make 4 lines. Play a  music or beat the drum.
March forward and backward ----------- 16 cts.
March sideward to the left and
to the right -------------------------------- 16 cts.
Who is the healthy person?
How can we be healthy and fit?
Learn about: Health-related fitness

Skills-related fitness
Discuss these clearly.
97
4. Work More, pp. 182-186.
What is BMI or Body Mass Index?
It is important to know our weight and height so
our bodies can adjust doing the appropriate physical
activities.
Our weight and height also matter in relation to
having a fit and healthy body.
Activity 1 - Discuss the BMI:
• weight
• height
Activity 2
Do actual performances to get the weight,
height and flexibility.
Integrate the lesson with having proper nutrition,
proper rest and doing exercises.
IV. EVALUATION:
V. WRAP-UP:
What is BMI?
A physically-fit person can do anything.

SHOW YOU CAN, p. 187
A. Individual computation of their BMIs
B. 1. True 4. True
2. False 5. True
3. True
98
Lesson 2: How Strong is Your Heart?
( Health - Related Physical Fitness )
I. OBJECTIVES:
1. Develop an awareness on the importance of doing
physical exercises
2. Perform exercises for cardiovascular endurance
3. Show the flexibility of the lower back and extremities
through exercises
II. SUBJECT MATTER:

TOPIC: How Strong is Your Heart?
(Health-Related Physical Fitness),
pp. 188-193
CONCEPT: The heart is the center of our life.
III. PROCEDURES:
Make 5 lines. Put the hands forward for distances.
Do a long-sitting position.
Hands upward, bend to touch toes - 16 cts.
Why do we need to exercise?
What parts of our bodies are developed when we
exercise regularly?
3. On the Move, pp. 188-189.
Let’s help our heart to be strong.
Our heart is the center of our life so we should
help keep it healthy at all times.

We should also help our bodies to be flexible to
be able to move around well without tiring easily.
When we feel tired, the heart feels the same
thing, too.
99
4. Work More, pp. 189-192.
Let’s Start!
Activity 1
A. 3-minute Step Test - for cardiovascular
endurance.
B. Sit and Reach - for flexibility.
These activities must be explained well.
Follow the procedures and safety precautions at
all times.
Activity 2
Do these properly.
Teacher’s supervision is needed all the time.
Read and explain the statement well.
IV. EVALUATION:
V. WRAP-UP:
Read Keep in Mind, 193.
The heart is the center of our life.

Remember what you just learned.
1. _ _ E _ _ B _ L _ _ Y
2. _ _ _ U _ A _ _ E
3. S _ _ and R _ _ C _
4. _ T _ _ P _ A _ C _
5. _ A _ E _ E _ S _ R _
100
Lesson 3: Push Up / Basic Plank
I. OBJECTIVES:
1. Understand health-related fitness components
2. Perform exercises for upper extremity strength
3. Recognize the values of doing exercises
II. SUBJECT MATTER:

TOPIC: Push Up/Basic Plank, pp. 194-199
CONCEPT: A physically-fit person feels healthy at all
times.
III. PROCEDURES:
Whistle for attention.
Use a clapper.
Form two big circles.
Do 5 skips to the center and 5 skips back to places.
Repeat 5 times.
What is the importance of doing the Physical
Fitness Test?
Let us measure the strength of our upper extremities.
Activity 1 - Push Up
Activity 2 - Basic Plank
4. Work More, pp. 197-198.

Accept challenges.
Explain the procedures well so they can enjoy
doing the activities fully.
Rate yourself.
101
What precautions should we observe when doing
these activities?
IV. EVALUATION:
V. WRAP-UP:
What is PFT?
A physically-fit person feels healthy at all times.

Remember what you learned!
1. strength 4. mats
2. push-up 5. health - related components
3. basic plank
Lesson 4: 40-Meter Sprint, Stick Drop Test

(Skills-Related Physical Fitness)
I. OBJECTIVES:
1. Recognize the value of running as a skill
2. Demonstrate the values of joy, effort, and fair play in
doing physical activities
3. Exercises safety precautions at all times
II. SUBJECT MATTER:

TOPIC: 40-Meter Sprint, Stick Drop Test
(Skills-Related Physical Fitness),
pp. 200-206
CONCEPT: Running is a good form of exercise.
102
III. PROCEDURES:
Find your own space and do 5 non-locomotor
movements.
Write the movements you did on a ¼ sheet of
paper.
If possible, show a short video clip of Lydia de
Vega in action.
Show videos of other Filipino sprinters. Get as
examples the athletes who excelled in the Palarong
Pambansa.
Describe the picture.
Are all children interested in running? Why?
What kinds of games require this skill?
4. Work More, pp. 201-204.
Activity 1: 40-Meter Sprint
What is its purpose?
Explain speed.
Activity 2: Stick Drop Test
Explain reaction time.
Activity 3: Touch Ball
Explain Dodging.

103
IV. EVALUATION:
A. Match column A with column B.
B. Rubrics.
V. WRAP-UP:
Running is a good form of exercise.

Column A Column B
1. The equipment used A. 40-Meter Sprint
to measure the speed
in running. B. Speed
2. The equipment used
to test the reaction C. Stopwatch
time.
3. PF Test that measures D. Stick Drop Test
the speed.
4. PF Test that measures E. 24-inches ruler
the reaction time.
5. It is the ability to F. 3-Minute Step
perform a movement Test
in one direction in
the shortest period
of time.
104
UNIT 3 - Stunts and Invasion Games
Lesson 1: Hexagon Agility and Juggling
I. OBJECTIVES:
1. Recognize the value of participation when performing
physical activities
2. Develop the skills of agility and coordination when
doing physical activities
3. Demonstrate effort, respect and enjoyment when
working with others
II. SUBJECT MATTER:

TOPIC: Hexagon Agility and Juggling,
pp. 208-213
CONCEPT: Children enjoy doing balance and
coordination games.
III. PROCEDURES:
Let’s jog.
Form 4 lines.
Jog as you form 4 circles. ----------------- 16 cts.
Place the right shoulders for distances.
Do a long-sitting position.
Put your hands upward and
reach your toes. --------------------------- 16 cts.
Stand up and form 4 lines again. --------- 16 cts.

What do children like to do most? Do a short
discussion about this.
105
Describe the children’s activities.
These are skills-related physical fitness activities.
4. Work More, pp. 209-212.
A. Hexagon Agility Test
Explain what this is.
What is agility?
What skill is shown in the Hexagon Agility
activity?
B. Juggling
Get to know the equipment. Follow the
procedures.
C. Sack Race with Tingga or Washer
Get to know the skills of this game.
D. Kangaroo and Juggling Relay
Get to know the skills of this game.
Discuss this paragraph.
IV. EVALUATION:
V. WRAP-UP:
Children enjoy doing balance and coordination games.
106
E B O A G I L I T Y J
T C P P E V N C O T U
O H E X A G O N B I G
R Z E N M U R A N C G
A T D E D F G Z U X L
D R C G H U O A I W I
H W A S H E R O B C N
F I G X E R Z A H O G
A C E D B A L A N C E
S T O P W A T C H C B
O S T R E N G T H O E
Lesson 2: Stork Balance and Standing Long

Jump ( Skills-related Fitness )
I. OBJECTIVES:
1. Execute the skills well involved in doing the activity
2. Participate well in doing any physical activity
II. SUBJECT MATTER:

TOPIC: Stork Balance and Standing Long Jump
(Skills-Related Fitness), pp. 214-218
CONCEPT: Skills-related components help one perform
well.
III. PROCEDURES:
Form 5 stations. Assign a leader for each station.
Plan your moves.
Perform 3 hand exercises in 16 counts each.

Present your work after 5 minutes.
107
3. On the Move, pp. 214-215.
A. Stork Balance
State the skills and purpose of this activity.
B. Standing Long Jump
4. Work More, pp. 216-217.
Here are some more skills-related fitness activities:
A. Dribbling Relay
B. Jump and Stork Relay
IV. EVALUATION:
V. WRAP-UP;
Skills-related components help one perform well.
VI. KEYs to correction:

A. Identify the following.
1. tape measure 4. standing long jump
2. balance 5. stopwatch
3. stork balance test
B. Self- assessment.
108
Lesson 3: Stunts and Tumbling
I. OBJECTIVES:
1. Participate actively in the physical activities
2. Follow the procedures well
II. SUBJECT MATTER:

TOPIC: Stunts and Tumbling, pp. 219-224
CONCEPT: Stunts are activities in the form of play.
MATERIALS: pictures or videos of people doing stunt
performances
III. PROCEDURES:
Form 4 lines.
Gallop to the right and to the left -------- 16 cts.
Skip forward and backward -------------- 16 cts.
Show the pictures or videos of people doing stunt
performances.
Do a short discussion about these.
3. On the Move, pp. 219-220.
What are stunts?
Classifications of stunts:
- individual
- dual
- group
Show pictures for each group.
What are the values of stunts and tumbling?
109
4. Work More, pp. 220-223.
Safety Precautions
Activities
A. Individual stunts - p. 221.
B. Partner stunts
C. Group stunts
Explain the procedures well.
D. Tumbling
Only those who are able to do this should perform
this activity.
IV. EVALUATION:
V. WRAP-UP:
What are the classifications of stunts?
Stunts are activities in the form of play.

A. 1. individual
2. group
3. partner or dual
4. dual or partner
B. Self - evaluation
110
Lesson 4: Invasion Games
I. OBJECTIVES:
1. Understand what invasion games are
2. Participate actively in doing any activity
3. Demonstrate the values of joy, effort, and cooperation
in playing a group game
II. SUBJECT MATTER:

TOPIC: Invasion Games, pp. 225-229
CONCEPT: Games are a big part of children's lives.
III. PROCEDURES:
Form 4 lines.
✓ Walk ------------------------ 4 counts then stop.
Bend forward, sideward to the left,
sideward to the right forward -------- 4 counts
Repeat 2 more times.
✓ Do this again but this time, walk backward.
Why do children love to play?
What group games did you just play?
Which do you like best? Why?
Group games are called invasion games.
Invasion games are games that invade the
opponent's territory.
What are the purposes of invasion games?
• To win goals
• Plan strategies
• Cooperate with one another
111
4. Work More, pp. 225-228.
Activity 1: Ins and Outs
Activity 2: The Cats, the Hen, and the Chicks
Activity 3: Agawan ng Panyo
Which invasion game is the most interesting to
play? Why? Did you follow the rules well?
Integrate the lesson with the values of cooperation,
fair play and respect.
IV. EVALUATION:
V. WRAP-UP:
What are invasion games?
Games are a big part of children’s lives.

A. Think if you do the following.
1. True 4. False
2. True 5. True
3. True
B. Rubrics
Vii. ASSIGNMENT:
112
UNIT 4 - Indigenous, Ethnic, Traditional and
Creative Dances
Lesson 1: Basic Dance Steps in and Time

Signatures
I. OBJECTIVES:
1. Participate actively in doing any physical activity
2. Move correctly in and time
3. Demonstrate the values of effort, joy, and participation
in performing an activity
II. SUBJECT MATTER:

TOPIC: Basic Dance Steps in and time,
pp. 231-235
CONCEPT: Dancing is an enjoyable activity.
MATERIALS: music in and time
III. PROCEDURES:
Find your own space.
Do the Hexagon Agility in 8 counts.
Discuss the paragraph. Present a short video clip
of the Bayanihan Dance Company or Ramon Obusan
Group.
3. On the Move, pp. 231-232.

Review the arm positions you've learned.
1. 4.
113
2. 5.
3.
Feet positions:
1. 4.
2. 5.
3.
4. Work More, pp. 232-233.

A. Study these steps in time.
Do these steps in time. (p. 233).
• Teach the whole class by counting while
doing the steps first.
• When the steps have been learned with
counts, do the steps with any music.
• Do the same procedures with the steps again
but in time.
B. Group the class in two.
Group 1 will perform the steps.
Group 2 will perform the steps.
114
IV. EVALUATION:
V. WRAP-UP:
Dancing is an enjoyable activity.

A. Rubrics on performances.
B. Match column A with column B.
1. F 4. G
2. D 5. C
3. A
Lesson 2: Social Dance Mixer
I. OBJECTIVES:
1. Understand the nature of the dance
2. Execute the steps correctly
3. Demonstrate the values of effort and enjoyment in
doing a group performance
II. SUBJECT MATTER:

TOPIC: Social Dance Mixer, pp. 236-240
CONCEPT: Social dance mixers "break the ice" for the
groups to get to know each other well.
MATERIALS: Music - No te Vayas or Zamboanga
III. PROCEDURES:
Form 4 lines and take a partner.
1. March in place --------------------- 16 counts
115
2. Girls: hands hold the skirts
Boys: hands on waist
Do the bleking steps --------------- 16 counts
3. Partners hold hands with their free hands.
Girls’ outside hands on skirts,
Boys’ outside hands on waist.
Do the change steps ---------------- 16 counts
What are social dances?
3. On the Move, pp. 236-237.
Introduce Alahoy.
Talk about some informations about the dance.
Do the rhythm in Activity 1.
Activity 2 - Dance steps
Heel and Toe
Change Steps
A. Alahoy
Follow the procedures of the dance.
B. Apat - Apat
Follow the procedures of the dance.
5. Connection, pp. 238-239.
How do we respond to music?
IV. EVALUATION:
V. WRAP-UP:
What are social mixers?
Social dance mixers “break the ice” for the groups to
get to know each other well.
116
1. to be an ice-breaker of the groups/to get to know each
other well
2. No limit to number of participants
3. Change step
4. No te Vayas/Zamboanga
5. It makes me happy
Lesson 3: Dancing Ba-Ingles
I. OBJECTIVES:
1. Understand the origin of the dance
2. Demonstrate the values of effort, joy, and participation
in performing a group activity
3. Execute the dance steps correctly
II. SUBJECT MATTER:

TOPIC: Dancing Ba-Ingles, pp. 241-246
CONCEPT: Dancing makes us happy.
III. PROCEDURES:
Rhythmic activities
Group 1: use sticks -
1 2 1 2 1 2
Group 2: clap softly -

Repeat. 1 & 2 1 & 2 1 & 2

117
3. On the Move, pp. 241-242.
Get to know some facts about the dance.
Activity 1
Teacher demonstrates the basic steps.
4. Work More, pp. 242-245.
Learning the dance.
Learn the dance by counting while doing the
steps.
This lesson can take two days.
Read and discuss the paragraph.
IV. EVALUATION:
Additional Activity for Show You Can, p. 246.
Answer with True or False.
_______ 1. Dancing is a way of life.
_______ 2. We dance Ba-Ingles in time.
_______ 3. Ba-Ingles comes from Batangas.
_______ 4. Kumintang is a movement of the arms.
_______ 5. Dancing needs discipline and cooperation.

V. WRAP-UP:
Dancing makes us happy.

A. 1. True 4. True
2. True 5. True
3. False
B. Self-evaluation
118
Lesson 4: Creative Dance
I. OBJECTIVES:
1. Develop originality in creating a dance
2. Recognize the value of participation in performing
an activity
3. Enjoy creating and making original movements with
music
II. SUBJECT MATTER:

TOPIC: Creative Dance, pp. 247-250
CONCEPT: Dancing develops our creative abilities.
MATERIALS: preferred music

III. PROCEDURES:
Form 4 circles.
Place the right shoulders for distances.
Have the leader be in the middle.
Do 5 non-locomotor movements in your own
spaces.
Do a “Follow the Leader” activity.
Motivate the class to create their own dance
moves.
The music can be whatever preference they desire.

4. Work More, pp. 248-249.
For inspiration, talk about your favorite dancers
or group dancers.
119
Activity 2: Form your group.
Activity 3: Plan the schedule and rehearsals.
Activity 4: Do the presentation.
Post the evaluation on the board.

IV. EVALUATION:
V. WRAP-UP:
Dancing develops our creative abilities.

1. C 4. C
2. C 5. W
3. W
120
UNIT
121
TESTs
Unit 1
I. Answer with True or False.
_______ 1. The pyramid is connected with Europe.
_______ 2. We children, can build a pyramid.
_______ 3. Native games are a part of a country's
culture.
_______ 4. Do we use rope with palo sebo?
_______ 5. Luksong-baka makes our legs strong.
II. Multiple choice. Circle the letters of your answer.

1. It is a skill in playing softball.
A. shooting B. skipping C. running
2. It is the fundamental tool when playing softball.
A. net B. bat C. basket
3. Kicking is its main skill.
A. baseball B. volleyball C. football
4. It is played by walking with pairs of coconut shells.
A. tiyakad C. patintero
B. kadang-kadang
5. These are developed in group games.
A. sportmanship C. both
B. cooperation
6. This game is played with a taya.
A. taguan C. tumbang-preso
B. luksong-tinik
7. In a human pyramid, where is the smallest player
positioned?
A. on top B. at the bottom C. anywhere
8. This country is known for its pyramids.
A. Spain B. France C. Egypt
9. What is best shown when doing a human pyramid?
A. balance B. kindness C. silence
122
10. They are a group of football players.
A. Philippine Azkals C. Red Lions
B. Gilas Pilipinas
III. Rearrange the jumbled letters to reveal the answers.

__________1. INGICKK − It is a soccer skill.
__________2. ATGUNA − The players hide
everywhere they can
hide in.
__________3. THINGTI − It is a softball skill.
__________4. REPPILS − It is a tool for playing
tumbang-preso with.
__________5. CHERPIT − He or she throws the
ball in softball.

UNIT 1
I. 1. False II. 1. C 6. B III.
1. KICKING
2. True 2. B 7. A 2. TAGUAN
3. True 3. C 8. C 3. HITTING
4. False 4. B 9. A 4. SLIPPER
5. True 5. C 10. A 5. PITCHER
Unit 2
I. Identify the following.
1. Asia's Fastest Woman in the 80's
2. BMI
3. Equipment to test speed

4. The center of our life
5. PFT
123
II. Get the answers from the box.
1. The heaviness and lightness
of a person. 3-Minute Step Test
2. This is done to test the
Weight
shoulder's flexibility.
3. This is done to test the Stick Drop Test
cardiovascular endurance. Zipper Test
4. This is done to measure
Push Ups
the strength of the upper
extremities.
5. This is done to test the reaction time.
III. Multiple Choice:

Box the letters of the correct answers.
1. What is achieved through proper nutrition and
exercises?
A. a beautiful body
B. a fit and healthy body
C. a weak body
2. Which of these is a health-related physical fitness
test?
A. 3-Minute Step Test
B. Stick Drop Test
C. 40-Meter Sprint
3. Which part of the body is measured by the Zipper
Test?
A. back B. shoulders C. hands
4. What does Sit and Reach measure?
A. endurance B. speed C. flexibility
5. It measures the strength of the core muscles.
A. Jumping Rope
B. Sit and Reach
C. Basic Plank
124
6. It is a good form of exercise.
A. skipping B. running C. jumping
7. It is the ability to perform a movement in one
direction in the shortest period of time.
A. speed B. reaction C. dodging
8. What test is the 24 inches ruler used?
A. 40-Meter Sprint
B. Stick Drop Test
C. Relay
9. It is an essential equipment in the 40-Meter Sprint.
A. shoes
B. stop watch
C. tape measure
10. It determines the level of an individual’s fitness.
A. Physical Fitness Test
B. Stick Drop Test
C. Basic Plank Test

UNIT 2
I. 1. Lydia de Vega 4. Heart
2. Body Mass Index 5. Physical Fitness Test
3. Stop Watch
II. 1. Weight 4. Push Ups

2. Zipper Test 5. Stick Drop Test
3. 3-Minute Step Test
III. 1. B 6. B
2. A 7. A
3. B 8. B
4. C 9. B
5. C 10. A
125
Unit 3
I. Multiple Choice. Circle the letters of the correct
answers.
1. It is the ability to move in different directions
quickly.
A. jumping C. balance
B. agility D. sprint
2. What do children love to do a lot?
A. playing C. eating
B. reading D. sleeping
3. It measures the coordination of the eye and the
hands.
A. skipping C. tumbling
B. jumping D. juggling
4. Which of these shows equilibrium?
A. stork balance C. dribbling
B. stunts D. walking
5. What does Standing Long Jump improve?
A. the body C. the feet
B. the leg power D. the back
6. It is a stunt that requires a partner.
A. trio C. dual
B. individual D. group
7. Which of these is a dual stunt?
A. siamese twins C. wheelbarrow
B. walking chair D. all of them
8. What do invasion games develop?
A. cooperation C. win goals
B. planning D. all of them
126
9. It is used to measure the time of a performed
activity.
A. tape measure C. ruler
B. stopwatch D. clock
10. It is the ability to balance on one foot.
A. standing long jump C. wheelbarrow
B. stork balance D. walking chair
II. Answer Right or Wrong.

1. A group has two or more members.
2. In the lighthouse stunt, one of the girls stands on
the shoulders of her partner.
3. The stork balance test is a skills-related activity.
4. Patintero is an invasion game.
5. An individual stunt is performed by partners.
6. Safety precautions must always be observed in
every game.
7. We must respect our playmates.
8. Invasion games are played in one’s personal place.
9. Agawan ng Panyo is played by two players.
10. We use a ball in juggling.

UNIT 3
I. 1. B 6. C II. 1. Right 6. Right

2. A 7. D 2. Right 7. Right
3. D 8. D 3. Right 8. Wrong
4. A 9. B 4. Right 9. Wrong
5. B 10. B 5. Wrong 10. Wrong
127
Unit 4
I. Write the letters of the positions being identified on
the space.
A. B. C.
D. E.
1. Fifth position ________

2. Second position ________
3. First position ________
4. Fourth position ________
5. Third position ________
II. Identify the steps. Match column A with column B.

A. B.
1. Bleking A. Heel place, toe point,
2. Mincing step, close, step.
3. Waltz B. Touch, close.
4. Touch C. Heel place, close.
5. Polka D. Step, step, step.
E. Step, close, step.
III. Multiple Choice. Check the letters of the correct

answers.
1. Which of these is a social dance mixer?
A. Alahoy C. Cariñosa
B. Ba-Ingles D. Hip-Hop
2. It is the music for Alahoy.
A. Leron, Leron, Sinta C. Bahay Kubo
B. Zamboanga D. Pamulinawen
128
3. Where is Ba-Ingles from?
A. Pampanga C. Ilocos Sur
B. Mindoro D. Batangas
4. What is Kumintang?
A. nodding of the head
B. body bending
C. movement of the feet
D. movement of the wrists
5. It is the best form of a social mixer.
A. dancing C. talking
B. drinking D. eating
6. Which of these patterns is in time signature?
A. one, two, rest
B. one, two, one, two
C. one, two, three
D. one, two, three, four
7. Which of these is the best music for Apat-Apat?
A. Zamboanga
B. Bahay Kubo
C. Magtanim ay di Biro
D. Atin Cu Pung Singsing
8. What is the best idea for creating your own dance?
A. copying C. talking
B. video-watching D. originality
9. Which is a good form of exercise?
A. walking C. bending
B. dancing D. all of them
10. What is observed in dancing?

A. rhythm C. smiles
B. counting D. cooperation
129
UNIT 4
I. 1. A 4. E
2. D 5. C
3. B
II. 1. A.
2. B.
3. C.
4. D.
5. E.
F.
III. Letters to be checked.

1. A 6. B
2. B 7. C
3. C 8. D
4. D 9. D
5. A 10. A
130
131
UNIT 1 - Nutrition
Lesson 1: getting to Know the Foods
I. OBJECTIVES:
1. Understand the importance of reading food labels
2. Identify the information provided on the food labels
3. Explain the importance of reading the food labels
ii. SUBJECT MATTER:

TOPIC: Getting to Know the Foods, pp. 253-256
CONCEPT: Knowing the contents of what we eat is
important.
MATERIALS: actual samples of foods in different
containers
iii. PROCEDURES:
2. On the Move, pp. 253-254.
Present samples of different containers:
Boxes, cartons, plastics, tin cans, etc.
Let us look at the important informations on the
packages.
• nutritional facts
• expiration
• storage and handling
• ingredients
Answer the activity on p. 254.
3. Work More, pp. 254-255.
Let’s find out how you can help Mother when she
does her groceries.
132
Discuss the paragraph well.
iv. EVALUATION:
v. WRAP-UP:
Knowing the contents of what we eat is important.
vi. KEYS TO CORRECTION:

ON THE MOVE, p. 254.
1. Nutritional 3. Handle
2. Fresh 4. Ingredients
WORK MORE, p. 254-255.

✓ consume before Aug. 16, 2015
1. ______
✓ has chocolates for ingredients
2. ______
✓ not to be stored below 30°C
3. ______
✓ not good for people who are allergic to soybean
4. ______
SHOW YOU CAN, p. 255 .
Popularity
Healthier Proper
Choice Nutrients
Reading
Food
Labels
Healthier Illness
Body
Well-informed
Consumer
133
Lesson 2: What is in a Food Label?
I. OBJECTIVES:
1. Interpret the informations provided on the food
labels well
2. Compare the nutritional values of different food
products
3. Cite the importance of reading food labels
ii. SUBJECT MATTER:

TOPIC: What is in a Food Label?, pp. 257-260
CONCEPT: Food products we buy should be beneficial
to our health.
MATERIALS: samples of actual food labels
iii. PROCEDURES:
Why do we read labels on products?
Are these food labels important? Why?
2. On the Move, pp. 257-258.
On reading the food labels, look for the following:
✓ Name & description of food
✓ Nutrition facts
✓ Advisory & Warning statements
✓ Directions for use/Storage
✓ Expiration Date
Discuss this well.
Find out if you are a well-informed consumer.
Discuss the paragraph. Get the children’s thoughts
and insights about this.
134
iv. EVALUATION:
v. WRAP-UP:
Food products we buy should be beneficial to our
health.
vi. KEYs TO CORRECTION:

WORK MORE, p. 259.
1.
EXPIRATION DATE
NAME OF FOOD
2. ARWYN
PEANUT JAM
DIRECTIONS FOR
USE AND STORAGE
3. This product is not suitable for
pregnant women.
4. Do not shake. Store at NUTRITION FACTS

temperatures not exceeding
300˚C. Avoid exposure to
sunlight.
ADVISORY AND
5. Best Before: 5 June 2018
WARNING STATEMENTS

1. correct
2. incorrect
3. correct
4. correct
5. incorrect
135
Lesson 3: Safe Foods for a Healthier
and Safer You
i. OBJECTIVES:
1. Understand the importance of keeping foods clean
and safe to avoid diseases
2. Discuss the ways of keeping foods clean and safe
3. Know the proper ways of handling foods
ii. SUBJECT MATTER:

TOPIC: Safe Food for a Heathier and Safer You,
pp. 261-265
CONCEPT: Foods that we eat should be clean and safe.
iii. PROCEDURES:
Are foods important?
Give your reasons why it is so.
How do we keep our foods safe and clean?
Get some answers from the children before doing
the short activity.
Present more pictures that show how to keep
foods clean and safe.
Why should we keep our foods clean?
IV. EVALUATION:
Always be aware to eat good, clean foods to avoid
health problems.
Which foods are likely to be contaminated?
136
V. WRAP-UP:
Remember: Cleanliness is the key to living a healthy life.
Foods that we eat should be clean and safe.

6. Wash the hands properly and thoroughly.
5. Separate the raw from the cooked foods.
4. Cook foods thoroughly.
3. Store foods safely away.
2. Use clean and safe water when washing the foods.
1. Protect the foods from flies and pests by covering it.
WORK MORE, p. 263.

Correct letters
SAFE

A. 1. raw meat B. 1. T
2. unwanted 2. T
3. unpasteurized milk 3. T
4. shellfish 4. T
5. street food 5. T
Lesson 4: Food-Borne Diseases: Am I at Risk?
i. OBJECTIVES:
1. Understand the nature and prevention of food-borne
diseases
2. Identify common food-borne diseases
3. Practice daily food safety habits to prevent contracting
food-borne diseases
137
ii. SUBJECT MATTER:
TOPIC: Food-Borne Diseases - Am I at Risk?,
pp. 266-270
CONCEPT: Eating contaminated foods results in
contracting food-borne diseases or in food
poisoning.
iii. PROCEDURES:
Show pictures of street food vendors and
restaurants with an unhygienic eating environment.
Foods here are cheap. Are they safe to eat?
Why?
2. On the Move, pp. 266-267.
What diseases were identified by the doctor?
Act out the radio conversation with the correct
expressions.
Here are the diseases and the accompanying
symptoms.
Prepare the diseases and the accompanying
symptoms on a chart.
All of us are responsible for our own health.
Elaborate about this topic a bit more.
iv. EVALUATION:
V. WRAP-UP
Eating contaminated foods results in contracting food-
borne diseases or in food poisoning.
138
WORK MORE, p. 268.
fatigue, nausea and vomiting,

AMOEBIASIS jaundice, abdominal pain,
dark urine
CHOLERA severe, watery diarrhea and

vomiting
HEPATITIS A
diarrhea, fever, abdominal
pain and feeling of
incomplete defecation
DIARRHEA
persistent high fever, severe
headache, nausea and
TYPHOID FEVER diarrhea
feeling sick in the stomach,

loose and watery stool,
DYSENTERY nausea and vomiting

A. The answers are:
Animal and human waste
Poor hygiene
Contaminated foods and cooking utensils
B. 1. B 4. C
2. A 5. A
3. C
Vii. ASSIGNMENT:
139
UNIT 2 - Prevention and Control of Diseases and Disorders
Lesson 1: What are Communicable Diseases?
i. OBJECTIVES:
1. Identify the various disease agents of communicable
diseases
2. Know the characteristics of communicable diseases
3. Practice the corrective measures to control some
common communicable diseases
ii. SUBJECT MATTER:

TOPIC: What are Communicable Diseases?,
pp. 272-275
CONCEPT: Communicable diseases put people's health
at risk.
iii. PROCEDURES:
Identify the common characteristics of
communicable diseases:
✓ very common
✓ cause of death and disability
✓ cause of epidemics
✓ affect infants and adults
✓ preventable when treated early
How are communicable diseases transmitted?
Discuss these elements well.
Disease agents Reservoir
Portal of exit Portal of entry
Mode of transmission Susceptible host
140
How are people put at risk by communicable
diseases?
IV. EVALUATION:
Show You Can, pp. 274.
A. This activity is on a time limit.
Scan the letters well to find these words.
Reservoir Portal of entry
Portal of exit Susceptible host
Mode of transmission
V, WRAP-UP:
Keep in Mind, p. 275.
Communicable diseases put people's health at risk.

A.
X A D I S E A S E A G E N T S W Q R B
S G H J O I T R N P R E S E R V O I R
P O R T A L O F E X I T A G Y H K P Q
M O D E O F T R A N S M I S S I O N I
C V N P O R T A L O F E N T R Y L P O
G B S U S C E P T I B L E H O S T K G
B. 1. 8 4. ✓
2. ✓ 5. ✓
3. 8
141
Lesson 2: Agents and Transmission of
Communicable Diseases
i. OBJECTIVES:
1. Learn how communicable diseases can be transmitted
2. Identify these agents that cause diseases
3. Practice healthy living at all times to prevent sickness
ii. SUBJECT MATTER:

TOPIC: Agents and Transmission of
Communicable Diseases, pp. 276-279
CONCEPT: Living healthy prevents the contraction of
communicable diseases.
iii. PROCEDURES:
1. Starting Point, pp. 276-277.
Discuss the part very well.
Differentiate bacteria, virus, fungi, and protozoa.
A video presentation on these agents will be
helpful.
What disease agents cause these problems?
How diseases are transmitted:
Direct and Indirect Transmission
Explain this topic with the use of pictures, videos,
and actual situations from news clips and children’s
experiences.
Integrate the lesson with cleanliness and living
healthily.
142
iv. EVALUATION:
V. WRAP-UP:
Live a clean and healthy lifestyle.
Living healthily prevents the contraction of
communicable diseases.
vi, KEYs TO CORRECTION:

1. Protozoa 3. Bacteria
2. Fungi 4. Virus
1. I 6. D
2. I 7. I
3. D 8. D
4. I 9. I
5. I 10. I
Lesson 3: Common Communicable Diseases
i. OBJECTIVES:
1. Identify some common communicable diseases
2. Practice healthy living to avoid contracting diseases
3. Develop an awareness that everyone is responsible
for a clean and healthy surroundings
ii. SUBJECT MATTER:

TOPIC: Common Communicable Diseases,
pp. 280-282
CONCEPT: Cleanliness prevents the spread of diseases.
143
iii. PROCEDURES:
The spread of different diseases in a community
can create problems.
How can this be prevented?
Discuss this well. Encourage the class to
participate in the discussion.
Identify the disease agents that cause the common
diseases.
What do they bring?
• Viruses
• Bacterias
• Fungi
• Parasites
Having pictures of some common diseases will
help to make the lesson clear.
Let’s group the diseases with the disease agents.
What can we do to prevent these diseases?
Explain this clearly.
iv. EVALUATION:
v. WRAP-UP:
Cleanliness prevents the spread of diseases.
Health is wealth.
144
WORK MORE, p. 281.
Fungi Bacteria
Athlete’s foot Tuberculosis
Ringworm Sty
Tinea flara Boil
Virus Parasite
Dengue Hookworm
Common Colds Ringworm
Influenza Tapeworm
Pediculosis
SHOW YOU CAN, p. 282
V
1
B
2 3
P
I P A R A S
5
I T E
R C D
U T R I N G W O R M
6
4
D I S E A S E C
E R U
N I L
G A O
F U N G I
7 8
S T Y
E I
S
Lesson 4: Prevention and Control of Common

Communicable Diseases
i. OBJECTIVES:
1. Practice personal and environmental measures to

prevent contracting diseases
2. Identify ways to prevent and control spreading and
contracting common diseases
3. Develop cleanliness awareness at all times
145
ii. SUBJECT MATTER:
TOPIC: Prevention and Control of Common
Communicable Diseases, pp. 283-286
CONCEPT: The spread and contraction of
communicable diseases can be prevented.
iii. PROCEDURES:
Read the acrostics and discuss the lines.
What can you do to help your surroundings and
make it disease–free?
These can be done by groups.
Suggested activities are:
• Essay writing / reporting
• Art Expression – drawing / painting
• Volunteer works
Answer: My Disease-Free Habit List
3. Work More, pp. 284-285.
Think well before answering the activity.
Integrate the lesson with regular hand washing
and other hygienic practices.
iv. EVALUATION:
v. WRAP-UP:
Communicable diseases can be prevented.
146
1. ✓ 4. 8
2. 8 5. 8
3. ✓

A. 1. clean - sick
2. dirty - clean
3. environment - hygiene
4. play - rest
5. cleanliness - immunization
Hand washing is one of the easiest

B. (Hdwahinasng) _____________
and most effective ways to protect us from getting
hands
infections. Wash (hdans)____________ thoroughly
foods
before preparing or eating (sofdo)__________, after
sneezing
coughing or (szneeing)________________, and after
toilet
using the (tleoit)____________.
vaccines
Many (vneaccis)______________ are available
for children to help prevent them from contracting
illnesses.
Medicines
(Minedices)________________ are drugs that
give a short-term protection from particular germs.
147
UNIT 3 - Substance Use and Abuse
Lesson 1: Uses and Types of Medicines
I. OBJECTIVES:
1. Understand the proper use of medicines to prevent
harm and misuse to the body
2. Differentiate prescription from non-prescription
medicines
3. Practice the proper use of medicines
ii. SUBJECT MATTER:

TOPIC: Uses and Types of Medicines, pp. 288-290
CONCEPT: Medicines are drugs used to treat and
prevent diseases.
MATERIALS: actual samples of medicines such as pills,
syrups
iii. PROCEDURES:
Show the samples of medicines.
How important are these to people?
Habits showing the misuse and abuse of medicines:
• Self–medication • Dependence
• Improper use • Addiction
Each habit should be discussed and explained well.
Do the activity.

148
iv. EVALUATION:
v. WRAP-UP:
Keep in Mind, p. 290.
Understand every statement.
Medicines are drugs used to treat and prevent diseases.

WORK MORE, p. 289.
Identify whether it is a PM or OTC.
1 OTC 4. OTC
2. PM 5. OTC
3. PM
1. Yes 4. No
2. Yes 5. Yes
3. Yes
Lesson 2: Medicine Misuse and Abuse
i. OBJECTIVES:
1. Understand the dangers associated with the misuse
and abuse of medicine
2. Describe ways how medicines are misused and
abused
ii. SUBJECT MATTER:

TOPIC: Medicine Misuse and Abuse, pp. 291-294
CONCEPT: Medicines should be taken with the doctor's
approval and directions.
149
iii. PROCEDURES:
Discuss this part well.
Explain the difference between misused and
abused medicines.
2. On the Move, pp. 291-292.
Discuss this part well.
Explain the difference between misused and
abused medicines.
3. Work More, pp. 292-293.
How well do you understand the following?
A. Self-medication C. Dependence
B. Addiction D. Improper use
iv. EVALUATION:
v. WRAP-UP:
Medicines should be taken with the doctor's approval
and directions.
vi, KEYs TO CORRECTION:

1. abuse 3. abuse
2. abuse 4. misuse

1. 4.
2. 5.
3.
150
Lesson 3: Misuse and Abuse of Medicines
i. OBJECTIVES:
1. Describe the proper use of medicines
2. Take extra care about the dangers associated with the
misuse and abuse of medicines
ii. SUBJECT MATTER:

TOPIC: Misuse and Abuse of Medicines,
pp. 295-296
CONCEPT: The misuse and abuse of medicines happen
all around the world.
iii. PROCEDURES:
Cite examples and situations.
2. On the Move, pp. 295.
Why are Aspirin and Ibuprofen the most abused
and misused medicines?
Why do people take these medicines?
Cite the bad effects of misusing and abusing
these medicines.
Many negative reactions result in the misuse and
abuse of medicines.
Arrange the jumbled letters.

iv. EVALUATION:
151
v. WRAP-UP:
The misuse and abuse of medicines happen all around
the world.

WORK MORE, p. 296.
1. deafness 3. allergy
2. headache
1. T 4. T
2. F 5. T
3. T
Lesson 4: Medicines on the Go
i. OBJECTIVES:
1. Practice taking and using medicines properly
2. Realize the importance of reading drug informations
and labels
ii. SUBJECT MATTER:

TOPIC: Medicines on the Go, pp. 297-300
CONCEPT: Medicines are our friends that help us have
better health.
iii. PROCEDURES:
In your opinion, why was medicine invented?
Here is an interesting way about how medicine is
a good friend when needed.
Read the acronym for medicine and let the class
make their own explanations for every line.
152
How should medicines be properly used?
Read and discuss the paragraph well.
iv. EVALUATION:
Complete the medicinal booklet.
Add some more.
v. WRAP-UP:
Be responsible with medicines.
Medicines are our friends that help us have better health.

WORK MORE, p.299.
Abusing the intake Reading medicine labels Sharing medicines

of drugs with others
PROPER USE OF
MEDICINES
Asking a doctor’s advice Buying medicines from

a trusted drug store

1. sicknesses/diseases/illnesses
2. date
3. others
4. doctor/physician
5. drug store
153
UNIT 4 - Injury Prevention, Safety and First Aid
Lesson 1: Disasters!
I. OBJECTIVES:
1. Understand and follows safety guidelines when
disasters occur
2. Identify the damages caused by disasters
3. Develop safety awareness when in dangerous
situations
ii. SUBJECT MATTER:

TOPIC: Disasters!, pp. 302-306
CONCEPT: Disasters are dangerous occurrences that
are caused by humans or by nature.
MATERIALS: pictures of typhoons, earthquakes,
tsunamis and other calamities
iii. PROCEDURES:
Discuss the paragraph with emphasis on the
National Disaster Consciousness Month.
Why is it done in July?
Nature can be dangerous.
Here are examples of dangers that are caused by
nature:
• Tsunamis • Landslides
• Typhoons • Volcanic Eruptions
• Floods • Storm Surges
• Earthquakes
154
Take up what happened during:
✓ Typhoons Ondoy and Yolanda
✓ The earthquakes in Bohol, Dagupan, Baguio
✓ The landslide in Baguio
✓ The Mt. Pinatubo, Mayon Volcano Eruptions
✓ The storm surge in Tacloban
3. Work More, pp. 304-305.
Do the Word Clue Activity.
How can we be safe during these disasters?
What does the government do during these
calamities?
Can these disasters be prevented? How?
Encourage the class to give their opinions and
suggestions.
Integrate the lesson with caring properly for our
environment.
iv. EVALUATION:
v. WRAP-UP:
Disasters are dangerous occurrences that are caused by
humans or by nature.
155
vi. KEY TO CORRECTION:
TSUNAMI
LAND SLIDE
TYPHOON
VOLCANIC ERUPTION
FLOOD
STORM SURGE
EARTHQUAKE

1. Volcanic eruption 3. Typhoon
2. Earthquake 4. Tsunami
1. C 4. B
2. D 5. A
3. E
156
Lesson 2: Be Ready and Be Alert!
i. OBJECTIVES:
1. Show preparedness and alertness in times of
emergencies
2. Recognize emergency situations
3. Practice and follows safety measures that can help
others
ii. SUBJECT MATTER:

TOPIC: Be Ready and Be Alert!, pp. 307-310
CONCEPT: Being prepared saves lives and properties.
MATERIALS: pictures of emergency situations,
calamities, accidents
iii. PROCEDURES:
Show pictures of people in need of help such as:
• accident victims • calamity victims
• fire victims • typhoon victims
Show pictures of people:

• distributing goods • giving first aid
• saving people
When do we help? How can we help others?
2. On the Move, pp. 307-308.
How prepared are we?
Do the activity.
3. Work More, pp. 308-309.

How responsible are we in times of danger?
Do the activity.
Elaborate a bit more. Always be ready and alert!

157
iv. EVALUATION:
V, WRAP-UP:
Never panic. Stay calm at all times.
Being prepared saves lives and properties.

ON THE MOVE, pp. 307-308.
1. ✓ 3. ✓ 5. 8
2. ✓ 4. 8
FLOOD
TYPHOON
TSUNAMI
EARTHQUAKE

Answers vary.
158
Lesson 3: Emergency!
i. OBJECTIVES:
1. Understand and demonstrate safety guidelines in
times of emergencies
2. Display preparedness when the situation calls for it
3. Avoid doing risky behaviors during celebrations
ii. SUBJECT MATTER:

TOPIC: Emergency!, pp. 311-313
CONCEPT: Emergencies alert everyone that danger is
present.
MATERIALS: pictures of an ambulance, firetruck
iii. PROCEDURES:
Present a video clip of an ambulance or a firetruck
in action.
What does it mean?
How do people react when they see and hear the
alarm of the ambulance or firetruck?
Filipinos love to celebrate fiestas, birthdays, New
Years, Christmases, reunions, etc.
What probable emergency situations could
happen from the following?
• Lighting firecrackers without adult supervision
• Heated arguments
• Irresponsible drinking
• Playing in the streets without minding the
surroundings
How can these be avoided?
Look at the pictures on p. 312.
Which of these are risky?
159
Are firecrackers safe? Why?
Integrate the lesson with art activities.
iv. EVALUATION:
V. WRAP-UP:
Be alert at all times.
Emergencies alert everyone that danger is present.
vi. KEY TO CORRECTION:

WORK MORE, p. 312.

1. Cause fire
2. Bring death and injuries
3. Pollutes the air
4. Destroys the ozone layer
160
1. 4.
2. 5.
3.
Lesson 4: Safe Celebrations
I. OBJECTIVES:
1. Observe safety measures during celebrations
2. Advocate doing safe and wholesome activities during
celebrations
II. SUBJECT MATTER:

TOPIC: Safe Celebrations, pp. 314-316
CONCEPT: Celebrations are meant to be happy and
safe occassions.
MATERIALS: pictures of different celebrations
III. PROCEDURES:
Filipinos are a happy people.
Elaborate on this statement.
What kinds of occassions do we celebrate?
Cite the various celebrations around the
Philippines.
How can we make our celebrations safe?
Answer the exercises.
Write the effects.
161
Do the activity.
Integrate the lesson with Philippine culture.
iv. EVALUATION:
v. WRAP-UP:
Celebrations are meant to be happy and safe occassions.

1. He or she can injure himself or herself or others.
2. Accidents might happen.
3. It brings enjoyment and happiness.
4. Everybody feels safe.
WORK MORE, p. 315.

1. T
2. F
3. F
4. T
5. T

Answers vary.
Vii. ASSIGNMENT:
162
UNIT
163
TESTS
Unit 1
I. Write Yes if the statement is true and No if the
statement is false.
______ 1. Reading food labels is not important.
______ 2. Cleanliness leads to a healthy life.
______ 3. Separate the raw foods from the cooked
foods.
______ 4. Washing hands is not important.
______ 5. Kids can be responsible consumers.
II. Put a check (✓) on the spaces provided if the following
is true of a responsible consumer.
______ 1. Buys the cheap foods only
______ 2. Checks the expiration date
______ 3. Reads food labels thoroughly
______ 4. Follows the directions for storage
______ 5. Reads the ingredients
______ 6. Buys foods in safe packaging
III.
Arrange the jumbled words to complete the
statements.
______ 1. SAHWING - this is important for the
hands.
______ 2. RATEPSEA - this is done with the raw
and the cooked foods.
______ 3. DOOF–EOBRN - the disease comes
from foods that are
contaminated.
______ 4. IENHYGE - this means cleanliness.
______ 5. THLAEH - is wealth.
IV. How can you help Mother do her groceries?
Write the ways. (5 pts)
1.
2.
3.
164
UNIT 1
I. 1. False II. 1. 4. ✓
2. True 2. ✓ 5. ✓
3. True 3. ✓ 6. ✓
4. False
5. True
III. 1. Washing
2. Separate
3. Food-borne
4. Hygiene
5. Health
IV. Answers vary.
Unit 2
I. Multiple Choice. Cross the letters of the correct
answers.
1. What is the biggest problem in a community?
A. cleanliness C. both
B. garbage
2. Where do germs live and multiply?
A. reservoir C. portal of entry
B. portal of exit
3. It is the key to fight infections and diseases.
A. having good nutrition C. both
B. living healthy
4. What is the most basic way to help prevent the

spread of germs?
A. taking a bath
B. washing the hands
C. getting vaccinated
165
5. It causes common cold.
A. virus C. parasites
B. fungi
6. What can we contract through direct transmission?
A. malaria C. cancer
B. scabies
7. It is found everywhere.
A. insect C. germs
B. mumps
8. It is an itchy skin disease caused by fungi.
A. ringworm C. sty
B. tinea flara
9. They are caused by different agents.
A. vaccines C. infections
B. diseases
10. The most common thing to do when sneezing is to
_______.
A. drink water C. cover your mouth
B. move away
11. Which of these is a disinfectant?
A. alcohol C. medicines
B. water
12. They are given to children to prevent illness.
A. spray lotions C. cough syrups
B. vaccines
13. It is a communicable world-wide disease.
A. colds C. tuberculosis
B. Ebola
14. They are pathogens that cause illnesses.
A. dirty places C. disease agents
B. viruses
166
15. It is our natural defense against communicable
diseases.
A. immune system C. hand washing
B. happiness
16. What illness is caused by a mosquito bite?
A. measles C. mumps
B. dengue
17.
Which of these animals is the cause of
leptospirosis?
A. rats C. dogs
B. cats
18. It is an infection of the eyelids.
A. sty C. boil
B. chicken pox
19. It helps us to stay fit, strong, and healthy.
A. medicines C. bending
B. proper diet
20. It is a disease caused by hair lice.
A. pediculosis C. influenza
B. tuberculosis

UNIT 2
To cross-out:
1. C 6. B 11. A 16. B
2. A 7. C 12. B 17. A
3. C 8. A 13. B 18. A
4. B 9. B 14. C 19. B
5. A 10. C 15. A 20. A
167
Unit 3
I. Multiple Choice. Check the letters of the correct
answers.
1. Medicines bought over the counter are ______.
A. self-prescribed.
B. prescribed by a doctor.
C. cheap medicines.
D. safe and always reliable.
2. Which of these medicines are prescribed by a
physician?
A. antibiotics
B. blood thinners
C. eye and ear drops
D. all of the above
3. Juan has been using illegal drugs for years. He has
stopped going to school and has lost a lot of weight.
What does he show?
A. self-medication C. dependence
B. addiction D. improper use
4. If symptoms persist, always consult a _______.
A. nurse C. physician
B. mother D. improper use
5. It is one of the most abused and misused medicine.
A. eye drop C. antibiotics
B. cough syrup D. aspirin
II. Finish the statements.

1. Our health is our _______________.
2. Always check the expiration _______________.
3. Let us always __________ the medicine labels.
4. Medicines are used to cure ___________ people.
5. It is not _____________ to use other people’s
medicines.
168
III. Answer with Right or Wrong.
_______ 1. Cough syrups can be bought without a
prescription.
_______ 2. Medicines can harm people.
_______ 3. Medicines can always cure people.
_______ 4. Always read the information on the
medicine box or bottle.
_______ 5. Medicines can be kept for a long time.
_______ 6. Children can self-medicate.
_______ 7. Medicines can be misused and abused.
_______ 8. Illegal drugs is a big problem around the
world.
_______ 9. Over-medicating on medicine is not
dangerous.
_______ 10. Medicines are our friends to have better
health.

UNIT 3
✓
I. 1. A B C D II. 1. wealth
✓
2. A B C D 2. date
3. A B ✓ C D 3. read
✓
4. A B C D 4. sick
✓
5. A B C D 5. right/correct
III.
1. Right 6. Right
2. Right 7. Right
3. Wrong 8. Right
4. Right 9. Wrong
5. Wrong 10. Right
169
Unit 4
I. Underline the letters of the correct answers.
1. Which month is known as National Disaster
Consciousness Month?
A. June C. August
B. July D. September
2. Which place was destroyed by the typhoon
Yolanda?
A. Tacloban C. Cebu
B. Bohol D. Manila
3. The flow of boiling mud and stones during an
earthquake is known as a ______.
A. tsunami C. lava
D. landslide B. storm surge
4. When people leave their homes to go to safer
places, it is called this:
A. field trip C. Cebu
B. evacuation D. Manila
5. The best thing to do during an earthquake is to
_______.
A. run outside C. cry for help
B. duck, cover, and hold D. roll over
6. The worst typhoon to hit the Philippines is ______.
A. Pablo C. Ondoy
B. Yolanda D. Auring
7. This disaster destroyed the churches of Bohol.
A. flood C. landslide
B. typhoon D. earthquake
8. It causes floods and landslides.
A. illegal logging C. digging
B. farming D. subdivisions
170
9. This is the volcano that erupted in Zambales.
A. Mt. Mayon C. Mt. Pinatubo
B. Mt. Apo D. Mt. Kanlaon
10. This is what one should do during a typhoon:
A. Swim in the flood.
B. Listen to and follow safety guidelines.
C. Don’t leave the house.
D. Cry for help.
II. Answer with Right or Wrong.

_______ 1. Continue playing outside your home if
a typhoon is coming.
_______ 2. Being prepared is the best course of
action during disasters.
_______ 3. Children cannot help during disasters.
_______ 4. Tsunamis are caused by an earthquake
under the sea.
_______ 5. It is safe to play in evacuation places.
_______ 6. Filipinos hate celebrations.
_______ 7. Firecrackers help the environment.
_______ 8. It is best to use paper horns or “Torotots”
during New Year celebrations.
_______
9. The sound of an ambulance adds
enjoyment to a party.
_______ 10. The wailing siren of a firetruck signals a
warning.
171
Unit 4
I. 1. A B C D 6. A B C D
2. A B C D 7. A B C D
3. A B C D 8. A B C D
4. A B C D 9. A B C D
5. A B C D 10. A B C D
II. 1. Wrong 6. Wrong

2. Right 7. Wrong
3. Wrong 8. Right
4. Right 9. Wrong
5. Wrong 10.
Right
172

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K-12 The Joys of MAPEH 4

The Joys of MAPEH 3

Copyright © 2017 by EPHESIANS Publishing Inc.,

All rights reserved. No part of this book may be reproduced in

Published by EPHESIANS Publishing Inc.

This work text was subjected to a thorough examination before

INTRODUCTION FOR THE CD

Unit 4 TEMPO, TEXTURE AND HARMONY

Unit 1 LINES, COLORS AND SHAPES

Unit 2 SPACE AND PROPORTION

Unit 4 VALUE AND TONE

Unit 1 TARGET GAMES

Lesson 1 Basic Dance Steps in and

Unit 2 PREVENTION AND CONTROL OF DISEASES

II. SUBJECT MATTER:

VI. KEYs TO CORRECTION:

Lesson 2: The Musical Beats

Note: Lesson 2 can be done in two days because of the 3 songs to be

II. SUBJECT MATTER:

Read the lyrics rhythmically first.

Every group of notes is divided by a barline → |

VI. KEYs TO CORRECTION:

B. 1. singing or dancing 4. accent

II. SUBJECT MATTER:

What is a rhythmic pattern?

Lesson 4: Enjoying Ostinato

II. SUBJECT MATTER:

2. Starting Point, p. 20.

4. Work More, p. 21.

VI. KEYs TO CORRECTION:

Lesson 1: Pitch Names or Letter Names

II. SUBJECT MATTER:

B. The words are — C A F E − A D D — B A G

SHOW YOU CAN, pp. 29-30.

Lesson 2: The C Major Scale

II. SUBJECT MATTER:

4. Work More, pp. 33-34.

VI. KEYs TO CORRECTION:

Lesson 3: Tone Intervals

II. SUBJECT MATTER:

interval of one, same place or primes -

VI. KEYs TO CORRECTION:

Lesson 4: Melodic Contours

II. SUBJECT MATTER:

2. Starting Point, p. 42.

4. Work More, pp. 43-44.

VI. KEYs TO CORRECTION:

Prepare for a Unit Test.

VI. KEYs TO CORRECTION:

5. There's a little drama.

Talk about the Philippine Philharmonic

VI. KEYs TO CORRECTION:

Lesson 3: The Human VoiceS

4. Work More, p. 60.

VI. KEYs TO CORRECTION:

SHOW YOU CAN, pp. 60-61.

Lesson 4: The Beauty of Sounds

II. SUBJECT MATTER:

VI. KEYs TO CORRECTION:

Lesson 1: Speed of Music