OCOP 3 FM_UBD - Vibal Publishing

Transcription

VCIVICS and CULTURE
FOURTH EDITION
3
An Instructional Plan
Based on UbD
One COUNTRY
One PEOPLE
Frederick N. Castillo
Evelina M. Viloria, Ed.D.
Editor
Grace Estela C. Mateo, Ph.D.
Consultant
i
This Teacher's Manual is intended only for teachers who use a Vibal CTLP.
© Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE.
V CIVICS AND CULTURE SERIES
One Country, One People 3
An Instructional Plan Based on UBD
Fourth Edition 2010
ISBN 978-971-07-2689-9
Copyright © 2010 by Vibal Publishing House, Inc. and Frederick N. Castillo.
All rights reserved. No part of this book may be reproduced or transmitted
in any form or by any means, electronic or mechanical, including photocopying,
recording or any information storage and retrieval system without permission in
writing from the publisher and authors.
Published and printed by Vibal Publishing House, Inc.
Main Office:
1253 Gregorio Araneta Avenue, Quezon City, Philippines
Regional Offices:
Unit 202 Cebu Holdings Center, Cebu Business Park, Cardinal Rosales Ave.
Cebu City
Kalamansi St. cor. 1st Avenue, Juna Subdivision, Matina, Davao City
Unit 6 144 M. H. del Pilar St., Molo, Iloilo City
Bldg. A Unit 4, Pride Rock Business Park, Gusa, Cagayan de Oro City
Member: Philippine Educational Publishers’ Association; Book Development
Association; Association of South East Asian Publishers; Graphic Arts
Technical Foundation
ii
Preface
Teaching Geography, History and Civics is no easy task. This subject
area aims to mold students into nationalist young citizens who value
our history and culture and possess a clear vision of their future role as
tomorrow’s leaders. It is therefore imperative that we teachers should be
armed with the necessary knowledge and skills so that we could equip
the students with the necessary learning.
essential questions serve as motivation for the students to think and seek
the essential understanding.
Assessment serves as proof and yardstick for the students’ learning.
This instructional plan, replete as it is with different kinds of traditional
assessment, is made even more relevant by the inclusion of different
authentic tasks that students should do to show proof of their understanding of the lessons. These authentic tasks are accompanied by rubrics (see Appendix) which indicate performance criteria and indicators.
Authentic assessment serves as a valuable tool for you to ensure that
your students achieve higher order thinking skills or HOTS. In adherence to UbD, this manual also takes into consideration the six facets of
understanding which measure and show evidence that the students have
acquired the essential knowledge.
In light of the above, we offer you, Geography, History and Civics
teachers, this Instructional Plan Based on UbD. This learning plan
is organized based on the teaching-learning framework known as
Understanding by Design (UbD) introduced by Grant Wiggins and
Jay McTighe.
This Instructional Plan Based on UbD is designed to help you
better to teach – and your students to better understand – the lessons
contained in Vibal Publishing House’s Social Studies textbook series
One Country, One People (OCOP). It is aligned with the three stages
in UbD, namely:
•
Stage I: Identifying Desired Results or Outcomes;
•
Stage II: Assessment; and
•
Stage III: Instructional Plan or Learning Plan.
This instructional plan is organized in accordance with the aims of
the 2010 Secondary Education Curriculum (2010 SEC) of the Department
of Education. Each lesson or series of related lessons has a corresponding instructional plan. Each plan aims to discover, firm up and deepen
the students’ knowledge and skills, after which these are applied in or
transferred to other contexts.
Aside from being in accordance with UbD, another essential feature
of this instructional plan is the use of the Filipinism/Makabayan CDROM and weblinks as teaching aids to make learning more enjoyable
for your students. This instructional plan identifies lessons contained in
the Filipinism/Makabayan CD-ROM which you could use to impart additional knowledge to your students. This instructional plan also identifies appropriate weblinks which your students could access through the
Internet for them to gain additional information about the lessons. It is
imperative that you provide the necessary guidance to your students as
they use these teaching aids.
The first two stages are subsumed under each unit’s instructional
plan. The four instructional plans in this manual correspond to the four
units of OCOP or the four grading periods. Meanwhile, the third stage
will serve as your guide in your day-to-day teaching so that your students
could realize the desired outcomes or results.
Identifying Desired Results or Outcomes is centered on identifying
knowledge (big ideas, concepts, principles and issues) and skills that the
students should acquire at the end of the unit. These content and performance standards are clearly spelled out in the first stage. This stage
also identifies the essential understanding or the enduring ideas that the
students should be able to learn. Such knowledge will be arrived at with
the help of the essential questions, also identified in this stage. These
To sum up, this instructional plan aims to identify essential knowledge
and skills which you should be able to effectively teach, and your students
should be able to have enduring understanding of. This will serve as our
foundation in molding nationalistic Filipino students.
iii
About the Filipinism CD-ROM
— located at the upper right-hand corner of the slide, this
icon opens to the additional relevant or trivia information in each slide
— these icons will show the enrichment
activities integrating Values, Music, Arts,
and P.E. (MAPE)
Sample main menu for
Filipinism CD-ROM 1
— this icon links to the video presentation of topics in
each unit
— this icon links to interactive quizzes and exercises
that provide fun while assessing the pupils’ level of
learning
4. Other navigation keys and control keys are readily accessible when
exploring specific features thus making the interactive CD-ROMs
user friendly.
Each CD-ROM is best used in the school computer laboratory
or through a personal computer (PC) at home. With teacher’s
assistance and/or parents’ guidance, the pupils can easily follow
the instructions under the Things to Learn on My Computer in
selected lessons in the textbook.
Some of the activities in the CD-ROMs are also published
online at www.vibalpublishing.com. Embedded supplementary
web links may also be conveniently accessed through this website.
The pupils can directly access the OCOP e-learning supplements
through i-learn.vibalpublishing.com. Guide your students in accessing the book support site for the OCOP textbook series at
i-learn.vibalpublishing.com.
The fourth edition of OCOP series has a complementary Filipinism Interactive CD-ROM for each level. This CD-ROM is designed as a
supplemental tool in the students’ mastery of the lessons in Geography,
History and Civics.
The CD-ROMs will automatically run on Windows 98 PC. Each
CD-ROM has the following features:
1. The content is presented in two languages – English and Filipino.
2. Unit titles comprise of topics which correspond to those in the
textbooks. By clicking the title, the user can directly go to the
presentations.
3. Units are presented in slide show and/or video format. Clickable icons
guide the user in switching from one slide or video to the next.
I-learn
— clicking this icon will lead to slide shows of the subtopics
under each unit
1. Log-on to i-learn.vibalpublishing.com and then click
SOCIAL STUDIES from
subject tabs.
— this icon will enable the user to view the slide presentation with audio
— this icon will enable the user to read the text of the slide
presentation
iv
Table of Contents
2. Choose the textbook.
3. Choose UNIT then click
LESSON.
I-teach
1. Teachers should log on
to i-teach.vibalpublishing.com for easy access
of the book sites.
3. Choose textbook.
2. Log-on to i-teach.vibalpublishing.com and then
click SOCIAL STUDIES
from subject tabs.
4. Choose UNIT then
click LESSON.
Access the PDF of the instructional plan/Teacher’s
Manual here.
The Author
v
Unit
I
PROUD TO BE FILIPINOS..................................................
2
Lesson
1 Filipinos Then and Now………………………………
5
Lesson
2 Filipino Traits …………………………………………
6
Lesson
3 Model Filipinos ………………………………………
8
Lesson
4 Young Filipino Achievers ……………………………
8
Unit
II
Lesson
5 The Philippine Archipelago …………………………
15
Lesson
6 Physical Characteristics of the Philippines ………
15
Lesson
7 Directions and Maps …………………………………
17
Lesson
8 The Climate of the Philippines ……………………
18
Lesson
9 Environment and Livelihood of Filipinos …………
19
Unit
III GOALS OF A PROGRESSIVE FILIPINO ................................ 23
Lesson
10 Goals in Life of Filipinos ……………………………
26
Lesson
11 Improving Oneselff ……………………………………
28
Lesson
12 Attitudes and Values at Work ………………………
30
Unit
IV FILIPINOS AND THEIR GOVERNMENT................................
T
34
Lesson
13 Services of the Government …………………………
36
Lesson
14 Funds of the Government ……………………………
36
Lesson
15 Laws that Promote Development …………………
39
Lesson
16 Responsibilities of Filipinos …………………………
41
Appendix ………………………………………………
43
THE PHILIPPINES: A SPECIAL COUNTRY...........................
Y
12
Scope and Sequence
Objectives/Skills
I.
NATIONAL IDENTITY
Proud of the physical characteristics of
the Philippines and the things that recognize the Filipinos
A. Students accept with satisfaction and
understanding the different features of
the Filipinos
1. Recognize the ancestors of the
Filipinos
2. Describe the physical features of the
Filipinos
3. Identify some events in the history
of our country that explain why the
Filipinos have different physical
features
4. States with satisfaction our being a
Filipino no matter what our physical features may be
B. Students analyze the Filipino traits
that help in the progress of one’s livelihood
1. Describe the natural desirable
traits of the early Filipinos
2. Identify the desirable traits learned
from the foreigners
3. Recognize the desirable traits
that recognize us for being
Filipinos
Lesson
Number
1
Page
in the Book
3-8
1
4-8
1
3-6
1
4-10
1
C. Students analyze the physical characteristics of our country and appreciate
the advantages they give to us
1. States that the Philippines is an
archipelago
1.1 Tell what an island is
1.2 Identify the islands that make
up the Philippines
1.3 Explain what an archipelago is
1.4 Describe an island and archipelago
2. Discuss the advantage of being an
archipelago
3. Give the advantages of the different
landforms
4. Give the advantages of the different
bodies of water
3-8
2
18-26
2
27-28
2
4. Explain how Filipino traits can be
favorable or hindrance to the progress of one’s livelihood and recognize
us for being Filipinos
5. Follow the example of people
who showed desirable traits and
attitude
D. Students describe our country through
the use of a map
1. Identify the primary and secondary
directions
2. Use the primary and secondary
directions in telling the location
of the big and small islands of our
country on the map
19-26
vi
2
19-26;
29-30
2,3,4
21-22;
39-47;
55-63
5
70-72
5
74-75
6
80-86
6
87-91
7
97
7
98-99
3. Compare and contrast the big
islands according to location or
direction, size and shape
7
99
4. Recognize the physical map of the
Philippines
7
101
4.1 Give the meaning of the symbols on the map that stand for
the different landforms and
bodies of water
7
101,104
4.2 Point on the map the important
landforms and bodies of water
of our country
7
4.3 Make a simple sketch of the
map of the community showing
the important landforms and
bodies of water
7
5. Identify the climate of our country
8
114-115
5.1 Compare and contrast the
climate of the different parts of
the country through the use of a
climate map
8
116
5.2 Explain the reason why there
are differences and similarities
of climate in the different parts
of our country
8
5.3 Identify the climate of one’s own
community
8
116-117
5.4 Enumerate the factors that
has something to do with
climate
8
117
6. Form a conclusion regarding the
climate of our country
8
114-118
1. Recognize the basic occupation of
the Filipinos
9
123-127
101
2. Relate the topic of basic occupation
to the physical characteristic of our
country
9
123-127
101-106
3. Explain how the people adapt themselves to the type of their environment
9
129-130
4. Tell the ways how to take care of the
source of our livelihood
9
131-132
5. Show how to value our environment
9
131-132
E. Have the students value or give the
importance on how the citizens adapt
their occupation to the physical characteristic of our country
5.1 Show by means of drawing/
painting and singing the ways
of taking care of our environment
116-117
5.2 Create design of things coming
from the environment
vii
•
collage of different texture
•
drawing designs through
the use of leaves/flowers
and other things in the
environment
II. NATIONAL UNITY
Joining any activity that has something
to do with a progressing livelihood
10
5. Give evidence that cooperation is
important to be able to realize the
dreams for the school and community
Example:
In school
• group work in creative art
• group art related to their
desire
144-150
A. Students will value or appreciate
the development of one’s potential
contributory to attaining the basic
needs which is the aim or desire of the
Filipinos
1. State that a progressive life is the
aim and desire of the Filipinos
10
1.1 Tell that the aim of the Filipinos
is to meet the basic needs
10
144-146;
147-150
In community
• Cooperation/voluntary group
work
• Program on “Clean and Green”
• Waste Management
• Keeping watch on environment
use
6. Participate actively in the different
activities based on one’s capability
to be able to achieve one’s objective
145-146
1.2 Discuss the things that can help
or hinder the attainment of the
Filipino people’s aim for a better
life such as
— big population
— attitude towards work
— custom and tradition of the
Filipinos
2. Recognize that the Filipinos have
rights and responsibilities to develop
one’s potential and the potentials of
others to help attain their aims and
desires
11
3. Use one’s talent towards a progressive way of life by having confidence
in one’s talent and capability
11
155-158
4. Discuss the opportunities in the community and country that will help
develop one’s potential
11
159-160
B. Student will give importance to the attitude and values for work that will help
attain one’s objective
1. Analyze the relationship of desirable attitude and values for work in
attaining one’s objective
2. Explain how desirable attitude and
values on whatever type of work
are directly related to a progressing
livelihood
3. Describe what might happen to one’s
livelihoood if work-related attitude
and values are not satisfactorily
shown or demonstrated
154-160
viii
11
157-160
11
157
11
157-160
12
164-169
12
164-169
12
164-169
4. Discuss ways and means that will
show how proper attitudes and values can help in the progress of one’s
livelihood
12
164-169
4. Explain the effect of a fast growing population in the government’s
efforts to provide even for just
enough public services
14
196-197
5. Show in one’s behavior and habits
the effect of desirable attitude and
values related to whatever type of
work the person is engaged in
12
164-169
5. Give importance to the services
people receive from the government
13,14
182-187;
197
6. Show pride for any noble and respectable type of work or job
12
1. Identify the laws that help in having
a progressive livelihood
15
201-205
2. Recognize the responsibilities of
the citizens to have a peaceful way
of life
16
210-218
3. Identify the responsibilities of the
citizens in taking care of the environment
16
213-214
4. Tell the responsibility of the citizen’s
in helping develop a progressive
livelihood
16
215-218
III. NATIONAL LOYALTY
Give importance to the rights and
responsibilities of each of the citizens to
develop a progressive livelihood
13
B. Student knows that the citizens have
responsibilities they should do to the
government to help in developing a
progressive livelihood
164-169
182-189
A. Student knows that he or she has the
right to receive government services that
should be valued
1. Recognize the services received from
the government
13
183-187
2. Identify the benefits from government services for one’s progress
in life
13
183-187
3. Explain how the government meet
the needs of the citizens
14
3.1 Explain that the tax paid by the
citizens is the primary source of
government income
14
193
5. Discuss what might happen if the
responsibility to obey laws will be
ignored
15
206
3.2 Tell the other source of government income needed to meet the
needs of the citizens
14
194-195
6. Demonstrate performing one’s
responsibility as a citizen
16
211-218
Example:
193-195
ix
•
Paying taxes
•
Developing personal potential
BUDGET OF WORK
Unit
Page in the
Book
Page in the
Teachers
Manual
PROUD TO BE FILIPINOS
2-69
2-
1
Filipinos Then and Now
3-17
5-6
15
2
Filipino Traits
18-37
6-8
12
3
Model Filipinos
38-53
8-9
15
4
Young Filipino Achievers
54-69
8-9
10
70-143
12
Lesson
I
II
Lesson Title
THE PHILIPPINES: A SPECIAL COUNTRY
Number
of Days
52
54
5
The Philippine Archipelago
71-79
15-17
8
6
Physical Characteristics of the Philippines
80-95
15-17
10
7
Directions and Maps
96-113
17-18
8
8
The Climate of the Philippines
114-121
18-19
14
9
Environment and Livelihood of Filipinos
122-143
19-20
14
GOALS OF A PROGRESSIVE FILIPINO
144-181
23
10
Goals in Life of Filipinos
145-153
26-28
13
11
Improving Oneself
154-163
28-29
13
12
Attitudes and Values at Work
164-181
30-31
13
FILIPINOS AND THEIR GOVERNMENT
182-225
34
13
Services of the Government
183-191
36-39
14
14
Funds of the Government
192-199
36-39
15
15
Laws that Promote Development
200-209
39-41
12
16
Responsibilities of Filipinos
210-225
41-42
15-18
III
IV
x
Total
39
56-59
PRETEST/POSTTEST
I.
8. Which trait is shown by praying before and after meals?
a. honesty
c. spirituality*
b. cooperation
d. resourcefulness
Multiple Choice. Choose and encircle the letter of the correct
answer.
9. Which of the following situations shows lack of discipline?
a. studying for a test
b. recycling old newspapers
c. being close to family members
d. ignoring a “keep off the grass” sign in the park*
10. Which is not an elevated landform?
a. hill
c. mountain
b. valley*
d. mountain ranges
1. What body of water lies west of the Philippines?
a. Celebes Sea
c. Pacific Ocean
b. Indian Ocean
d. South China Sea*
2. Which part of the country is frequently visited by typhoons?
a. eastern part*
c. northern part
b. western part
d. southern part
3. What is the biggest island in the Philippines?
a. Luzon*
c. Visayas
b. Palawan
d. Mindanao
4. Which province is not included in Southern Luzon?
a. Batangas
c. Laguna
b. Bataan*
d. Cavite
5. What kind of industry is commonly found in places near rivers,
lakes, and sea?
a. mining
c. farming
b. fishing*
d. weaving
6. Why do Negritos transfer from place to place?
a. They like to wander in the forests.
b. Their enemies drive them away.
c. They are looking for food to eat.*
d. They are natural wanderers.
7. Why should we not believe in superstitions?
a. because they are funny
b. because they are not true*
c. because they are very old
d. because they are prohibited by religion
xi
11.
What makes the Philippines an archipelago?
a. It is found in the tropics.
b. It has big bodies of water.
c. It is surrounded by water.
d. It is composed of several islands.*
12.
Why is it important to attract tourists in our country?
a. They are rich people.
b. They make our beaches beautiful.
c. They can provide income to most Filipinos.
d. They will harness the energy resources of our country.
13.
Which volcano is located within a lake?
a. Taal*
c. Hibok-hibok
b. Mayon
d. Mount Pinatubo
14.
Which is the longest mountain range in the Philippines?
a. Diwata
c. Cordillera
b. Caraballo
d. Sierra Madre*
15.
Which is the largest island in the Visayas?
a. Leyte
c. Negros
b. Panay
d. Samar*
II. Identification. Write the letter of the correct answer. Find the word in
the box.
a.
b.
c.
d.
e.
f.
g.
h.
Negritos
“po” and “opo”
Chinese
superstition
Peter Bellwood
Spaniards
TESDA
DOLE
i.
j.
k.
l.
m.
n.
o.
p.
_____ 13. The agency responsible for the protection of the rights
of the workers
_____
___ 14. The agency that trains Filipinos to develop technical
__
and vocational skills
_____
__ 15. The government agency that ensures peaceful and
orderly Philippines
Robert Fox
Islam
Tabon Man
Americans
DOH
Homo erectus philippinensis
NHA
DND
III. Matching Type. Choose from column B the kind of map being described
in column A. Write on the blank the letter of the correct answer.
A
_____
1. Shows the different lande
forms and bodies of water
_____
2. S h o w s t h e b o u n d a r i e s
b
between places like towns,
cities, or provinces
_____ 1. The scientist who explained the idea of Austronesian
migration
_____ 2. Direct proof that there were already people who lived
in the Philippines thousands of years ago
_____ 3. Introduced the public education system
_____ 4. Among the foreigners who first arrived in the Philippines
were traders known to be hardworkers, disciplined, and
honest
_____ 5. Leader of the team who discovered the remains of the
Tabon Man
_____ 6. The direct ancestors of Dumagats, Agtas, Aetas, and
Itas
_____ 7. Name given by archaeologists to prehistoric Filipinos
who they believed inhabited Cagayan Valley
_____
_j
8. The religion that the Muslim traders brought to the
Philippines
_____ 9. Words used to show respect
_____ 10. A belief that has no basis
_____ 11. Government agency that aims to solve the housing needs
of the Filipinos
_____ 12. Government agency that takes care of the health needs
of the Filipinos
a. ethnic map
b. political map
c.
economic map
_____
3. Guides the traveler to the
d
right direction
d. road map
_____
4. Shows where the different
a
groups of people in the
country live
e.
physical map
f.
climate map
_____
5. Shows the type of weather
f
in a particular place
g.
Mindanao
_____
6. Shows the different products
c
and industries in the different provinces or regions
h. Central Luzon
i.
compass
_____
7. Place where most of the
g
Muslims live
j.
thrift
_____
8. Introduces projects for the
k
youth
k. civic organization
_____
9. Used in pointing out the
i
direction
_____
j 10. Trait from the Chinese
towards livelihood
xii
B
II. Decision-making. Write T if the statement is true and F if it is false.
__T__ 1. Experts believe that the original people who lived in the
Philippines were the Negritos.
__T__ 2. Austronesians introduced pottery-making and metallurgy
to the early Filipinos.
__T__ 3. Because Austronesians were maritime travelers, they established their communities near the seas and rivers.
__T__ 4. Prehistoric people used stone to cut meat and chop wood.
__F__ 5. According to Robert Fox, Negritos used boats to travel across
oceans and seas.
__F__ 6. Filipinos started trading with the Chinese only after the
arrival of the Spaniards.
__T__ 7. The Negritos and the Austronesians are believed to be the
ancestors of the Filipinos.
__T__ 8. The Austronesian is the biggest family of language in the
world.
__T__ 9. Filipino mestizos resulted from the marriage of Filipinos
to foreigners who settled in the Philippines.
__F__ 10. Americans colonized the Philippines for 50 years after the
colonial rule of the Spaniards ended.
c. because it helps develop everyone
d. because it creates disorder in the community
4. How will you sing “Lupang Hinirang?”
a. laughing
c. respectfully*
b. standing
d. in a disorderly manner
5. What will you do to become a good citizen?
a. I will play everyday.
b. I will sleep everyday.
c. I will speak ill of my country.
d. I will make my assignments everyday.*
6. What trait did our Ifugao forefathers show when they made the
rice terraces?
a. respectful
b. being understanding
c. patience and industriousness*
d. knowing how to show gratitude
7. If you have natural talent in music, what organization will you
join in school?
a. a choral group*
c. a dance group
b. a drama club
d. an art club
V. Evaluation. Choose and encircle the correct answer.
1. How will you take care of yourself as a valuable resource of the
country?
a. I will not eat.
b. I will eat junk food.
c. I will drink plenty of softdrinks.
d. I will eat fresh fruits and vegetables.*
2. Why is education important?
a. It improves our lives.*
b. We lose hope in life because of this.
c. We become conceited because of this.
d. It adds more problems to the country.
3. Why is unity among the citizens important in a community?
a. because it unites the people*
b. because it makes the people sad
8. Which of the following shows the hospitality of Filipinos?
a. showing the skills of children
b. serving the food they do not like
c. asking the guest to help clean the house
d. making sure that guests are comfortable*
9. What trait is associated with the bayanihan spirit?
a. honesty
c. hardworking
b. cooperation*
d. resourcefulness
10. What trait is shown by using paper to make bags?
a. creativity*
c. spirituality
b. cooperation
d. hardworking
1
UNIT
I
B. Interpretation
PROUD TO BE FILIPINOS
1. Explain the meaning of stone tools found in some provinces
in the Philippines in relation to the ancestors of Filipinos.
Number of days: 52 days
I.
2. Give meaning to some images/pictures relating to the positive
and negative traits of Filipinos.
STAGE I : DESIRED RESULTS/OUTCOMES
Content Standard
Performance Standard
1. T h e p u p i l d e m o n s t r a t e s a n
understanding of who the Filipinos
are—their ancestors and traits
1. The pupil showcases the traits that
made Filipinos of different ages
successful in life through a photo
essay
Essential Understanding
Essential Questions
1. It is important to learn about the
ancestors of Filipinos to know their
origins, how they derived their
physical appearance, and how
their ancestors influenced their
lives.
2. Filipinos can improve their lives,
become successful, and inspire
other Filipinos by nurturing their
positive traits and eradicating the
negative ones.
1. Why is it important to learn about
the ancestors of Filipinos?
Make a checklist of the positive and negative traits of Filipinos
that the pupils possess.
D. Perspective
1. Give an opinion on the ancestors of Filipinos.
2. Give an opinion on the other traits that Filipinos must possess
to become successful in life
E. Empathy
1. Show appreciation to the efforts of experts to study about the
ancestors of Filipinos.
2. How can Filipinos improve their
lives and become successful?
2. Appreciate the positive traits of Filipinos and the achievements
of successful Filipinos.
F. Self-knowledge
1. Realize that information about the ancestors of Filipinos is
based on scientific findings.
2. Realize that anybody can become successful in life if he/she
possesses the correct and positive values.
II. STAGE II : ASSESSMENT
Evidence at the Level of Understanding
A. Explanation
1. Explain who are the ancestors of Filipinos.
2. Explain how Filipinos can use their positive traits and disregard their negative traits to improve their lives and the lives
of their fellow Filipinos.
3. Explain how successful Filipinos can become sources of
inspiration for other Filipinos.
2
C. Application
Evidence at the Level of Performance (Performance Task)
☛ Authentic Assessment
1. Present a photo essay that will showcase the traits that made
Filipinos of different ages successful in life.
2. Comic strip that will show the way of life of the ancestors
of Filipinos.
☛ Traditional Assessment
A. Knowledge and Comprehension. Identify whether the following
statements are influences of Indians, Chinese, Arabs, Spanish,
Americans, or Japanese.
1. Patience and thrift to earn small amount in business
2. Following the teachings of Allah
3. Studying in parochial school
4. Giving importance to physical education
5. Dancing to ask for a patron’s help in conceiving a child
6. Making high quality products
7. Using time wisely
8. Carving ornaments out of metal
9. Praying five times a day to strengthen one’s relationship
with God
10. Studying in Catholic Schools
6. The use of names Maria, Juan, Marcos and Jose came from
the ______.
c.
Japanese
b. Americans
d. Chinese
7. In attending meetings, festivities or parties, it is very important for the _____ to come on time.
a. Spaniards
c.
Americans
b. Arabs
d. Filipino
8. Believing in ______ hinders progress.
a. lending money
c.
praying
b. investment
d. superstition
9. The Filipinos belong to the ______ race.
10.
B. Multiple Choice. Choose the letter of the correct answer.
1. Colonial mentality is giving too much value to a thing
or idea ______.
a. our own
c. new
b. from foreigners
d. old
2. One who can create useful things from garbage is a person
who is ______.
a. creative
c. thoughtful
b. sensitive
d. helpful
3. The ______ used leaves and bark of trees as clothing.
a. Negrito
c. Malay
b. Indones
d. Indian
4. The Hindus came to the Philippines to ______.
a. put up schools
c. trade
b. build churches
d. attend fiesta
5. The Muslim missionaries introduced _____ to the country.
a. Buddhism
c. Hinduism
b. Catholicism
d. Islam
a. Spaniards
a. yellow
c.
white
b. brown
d. royal
The Gawad Kalinga Foundation is a big help to the _____.
a. poor people
c.
bayanihan group
b. Couples for Christ
d. volunteers
C. Analysis. Decide if each number is Right or Wrong and answer
accordingly. Write the answers on the blanks.
_______ 1. It is said that the first inhabitants of the Philippines
were the Tabon Men.
_______ 2. Negritos can be found only in Luzon.
_______ 3. The physical appearance of the present Filipinos is
similar to that of their ancestors.
_______ 4. The Filipinos traded with the Chinese and Arabs.
_______ 5. We learned to use porcelain from the Indians.
_______ 6. A fiesta is a jolly celebration that is still practiced up
to now.
_______ 7. Patience and industriousness are needed in any kind
of work.
3
3. The life of Julie Gandionco shows that a person who is industrious, patient and thrifty can succeed even if he or she is
_______.
a. sickly
c. old
b. poor
d. young
4. Using plastic tubes, Cecilio K. Pedro manufactured his own
brand of toothpaste called _______.
a. Colgate
c. Close-up
b. Hapee
d. Crest
5. Chosen as one of the TOWNS awardees in 2009 was ______.
a. Lolita Olalia Hizon
c. Haja Amina Appi
b. Julie Gandionco
d. Maria A. Ressa
_______ 8. The work will be more difficult and disorderly if
members will cooperate.
_______ 9. The trait ningas cogon is being industrious only at
the start.
_______ 10. One way of improving work is by giving and
accepting criticisms.
D. Synthesis. Tell what trait should be developed by a child being
described so that he will be emulated and admired. Choose from
the box and write the answer on the blank. Answers may appear
twice.
1. Berto is a hotheaded person. It seems he is carrying the
problem of the whole community. He must be __________.
2. Lisa does not fall in line while buying food in the canteen. She
must have __________.
3. Chris is fond of watching others in their work. Unfortunately,
he only watches and does not help. It would be better if Chris
will be __________.
4. Benedict is a class patroller. He promised to do his duty
excellently. But when his friends play, he joins them.
Benedict should be __________.
5. Lito’s sister is very busy studying for an exam. He found out
they have no more rice. It is her responsibility to buy their
food. Since she is busy studying, Lito must be __________.
E. Decision-making. Choose the letter of the correct answer.
1. The _______ can be considered a civic organization because it
aims to eliminate squatting problem.
a. TOWNS
c.
Couples for Christ
b. PLDT
d. Gawad Kalinga
2. A person should create something innovative. This is the rule
in the carving business of _______.
4
a. Amina Appi
c.
Edwardo Mutuc
b. Darhata Sawabi
d. Cecilio K. Pedro
ANSWERS TO THE TRADITIONAL ASSESSMENT
I.
Knowledge and Comprehension
1. Chinese
5. Indians
2. Arabs
6. Japanese
3. Spanish
7. Americans
4. Americans
II. Multiple Choice
1. b
5. d
2. a
6. a
3. a
7. c
4. c
III. Analysis
1. Right
5. Wrong
2. Wrong
6. Right
3. Right
7. Right
4. Wrong
IV. Synthesis
1. cheerful
4.
2. discipline
5.
3. helpful or cooperative
V. Decision-making
1. d
4.
2. c
5.
3. b
8. Chinese
9. Arabs
10. Spanish
8. d
9. b
10. a
8. Wrong
9. Right
10. Right
reliable
helpful or cooperative
b
d
III. STAGE III : INSTRUCTIONAL PLAN
Lesson 1 Filipinos Then and Now
✏ Activities and Strategies
A. Explore
1. Ask the pupils to bring pictures of their parents or grandparents. Let them analyze the pictures that they brought.
Ask them what physical characteristics of their parents or
grandparents they inherited.
2. Explain that most people inherit some of the physical characteristics of their parents or grandparents. This is also the same
with a group of people like Filipinos. Discuss that Filipinos
also inherited some of the physical characteristics and even
way of life of their ancestors.
3. Introduce the ancestors of Filipinos with the help of illustrations and/or pictures. Use pages 4-8 of the textbook for this
activity.
4. Ask the pupils: Is it important to learn about the ancestors of
Filipinos?
5. Afterwards, show pictures of different foreigners who came to
the country. Discuss their physical features and some of their
contributions to the way of life of ancient Filipinos.
B. Firm Up
1. Introduce to the pupils the concept of a group of people known
as the “Austronesians”. Show them some images/illustrations
of ideas or concepts related to the Austronesians. Find out if
they can recognize such images.
2. Guide the pupils in finding out about the prehistoric Filipinos and
their ancestors on pages 4-8 of the textbook. Discuss the following
topics:
a. Cagayan Man
b. Tabon Man
c.
Negritos
d. Austronesians
3. Ask the pupils: How did experts explain the existence of prehistoric Filipinos? What evidence did they present regarding
the existence of humans in the Philippines thousands of years
ago? Guide the pupils in explaining the importance of the
remains of the Tabon Man.
4. Go back to the images /illustrations of ideas related to the Austronesians. Discuss why scientists believe that the Negritos
and the Austronesians are the ancestors of Filipinos. Let the
pupils cite evidence that will help explain this idea.
5. Let the pupils read pages 9-10 of the textbook. Explain that
aside from the Austronesians, other groups of people arrived
and settled in the Philippines. Discuss how these groups influenced the physical appearance of Filipinos.
6. Ask the pupils: Aside from physical appearance, what do you
think are the other influences of these groups?
C. Deepen
1. Ask the pupils to run the Filipinism CD-ROM 3 on their home
computers. Ask them to view the slide shows on the Tabon
Man, the Negritos, and the Austronesians. Have them note the
important concepts and ideas presented in the slide show.
2. With the help of a Philippine map in the classroom, let the
pupils locate the place where the remains of the Tabon Man
was discovered. Explain how the remains of the Tabon Man
help us understand that there were already people living in
the Philippines thousands of years ago.
3. Explain that the Negritos and Austronesians are considered
as the ancestors of Filipinos. Ask: Why is it important to learn
about the ancestors of Filipinos? How could such information
help us today?
4. Let the pupils answer Check Yourself of page 8 of the
textbook.
5. Explain to the pupils that aside from the Negritos and Austronesians, other foreign groups also arrived and settled in the
Philippines. These resulted in the marriage of Filipinos with
these foreigners. Ask: What was the effect of such marriage
in terms of the physical characteristics of Filipinos today?
5
D. Transfer
1. Let the pupils sketch the physical characteristics of the Chinese, Spaniards, Americans, and Japanese.
2. Let the pupils make a comparison of the four foreigners who
greatly influenced the Filipinos.
3. Ask the pupils to write in their notebook some important
information about the sketches they made. Guide the pupils
in this activity by providing additional information not found
in the textbook. Use the chart below.
Topic
Spanish
Americans
Chinese
Physical features
Products for trade
E. Valuing
1. Let the pupils do the activity on Things I Will Do on page 15
of the textbook.
2. Ask this question: Are you proud of your different characteristics as a Filipino? Explain.
✏ Resources/Materials
Positive attitudes
Textbook, Filipinism CD-ROM 3, reference books and magazines,
newspapers, pictures, maps, posters
Superstitions
Lesson 2 Filipino Traits
Important
contributions
4. Find out four pupils who have a talent /skill in freehand
drawing. Divide the class into four groups. Let each of the four
pupils become the leader of each group.
a. Each group will make a two- to three-page comic book
that will show the way of life of the ancestors of Filipinos
— the Negritos and the Austronesians.
b. Using the concepts learned on pages 6 to 8 of the textbook,
the pupils will draw various situations that depict the
following ideas: their physical appearance, their sources
of livelihood, the things they used in gathering food, how
they travelled, and their dwelling.
c. Let the pupils use dialogues and narration to help them
develop and explain the concepts related to the ancestors
of Filipinos.
6
d. Let the pupils use bond papers, crayons, and pencils for
the activity.
e. Give the pupils time to first discuss what they will put in
the comic strip so that each pupil will be able to participate.
f. After the groups have completed the comic strips, display
them inside the classroom and let the pupils discuss the
output of the groups.
A. Explore
1. Assign your pupils to run Filipinism CD-ROM 3 on their home
computer for them to watch the videos about the influences
of the Americans, Chinese, Arabs, and Spaniards in Filipino
culture. The video on Chinese influences can also be accessed
on i-learn.vibalpublishing.com.
2. Have the pupils read flashcards where some positive Filipino
traits are written. Ask them to give their own explanation of
the trait and give their own example.
3. The pupils can also give other good Filipino traits that they
know.
B. Firm Up
1. Ask the pupils to analyze the pictures on page 18 of the textbook. Tell what traits these people are showing.
2. For the picture that shows people praying, have the pupils find
out on page 19 about being spiritual and religious as a good
trait.
3. Guide the pupils in finding out more about good Filipino traits
on pages 18-26 of the textbook.
4. Have the pupils discuss each trait. The following are guidelines
for discussion:
a. What is the trait highlighted in the text?
b. What makes the trait beneficial to Filipinos? Give examples of this trait to show that this is worth emulating.
c.
What did Filipinos do to the Pinatubo ashes to show their
creativity and resourcefulness? Pupils can bring to class
sample of materials made out of Pinatubo ashes and talk
about it.
d. Why is hardworking an important trait for businessmen
to become successful?
e.
What traits do overseas Filipino workers (OFWs) possess
that made them the “new heroes” of the Philippines? Cite
examples of notable OFWs that have been recognized for
their success?
f.
Who showed that honesty is a good trait of Filipinos? Give
other examples that show the honesty of Filipinos.
g.
What is bayanihan and in what ways can it be shown?
Cite some community projects that are examples of bayanihan.
h. Explain why Filipinos can still manage to smile in the face
of many problems. Give examples of situations that show
this remarkable trait of Filipinos.
i.
How do Filipinos show their hospitality in welcoming
visitors to their home?
j.
In what ways do Filipinos show that their family is very
important to them? Give some situations that show strong
family relations.
5. Divide the class into four groups. Each group will choose a
group leader. Ask the leaders to choose one trait for their group.
Each group will plan for a presentation of the trait assigned
to them. It could be a role-playing, short play, or storytelling
from a book or magazine, television news break, etc.
6. Have the pupils read through pages 27-28 of the textbook.
Find out the Filipino traits that were enriched by the Chinese,
Muslims from Southeast Asia, Spaniards, and Americans.
Discuss how the traits enriched by the foreigners contribute
towards making Filipinos productive.
C. Deepen
1. Prepare a game called “Challenge and Response”.
a. Prepare questions on situations depicting Filipino traits
as enriched by foreigners. (Example: How did Chinese
traders influence the Filipino traders?)
b. What will happen if Filipino merchants are not honest?
c. How did the devotion of Filipino Muslims to their faith
serve as an example to other Filipinos?
d. How did the Spaniards bring about the changes in the
lives of Filipinos?
e. What was the aim of the Americans in introducing the
public school system?
f. Do the activities as per instruction on page 37 of the textbook, using the Filipinism CD-ROM 3.
2. Divide the class into two groups.
a. Prepare questions based on the positive traits learned from
or enriched by foreigners. Address the questions (one at
a time) to the groups. The group that answers correctly
earns a star.
b. The group that earns the most star is the winner.
3. Have the pupils read pages 29-31 of the textbook to find out
the traits that are not helpful to Filipinos. These are negative
traits. Discuss these and give examples. Emphasize that these
traits should be eradicated.
7
4. Explain that it is important that Filipinos nurture their
positive traits and eradicate the negative ones.
D. Transfer
1. Explain and discuss the following statements:
a. The family that prays together stays together.
b. Discipline is necessary for the progress and development
of the country.
2. Ask the pupils to fill in the chart below. Let them explain
how they can nurture their positive traits and how they can
eradicate their negative traits.
Positive Traits that Should
Be Nurtured
Negative Traits that Should
Be Eradicated
3. Show pictures of successful Filipinos. Have the pupils give
their opinion on what made them successful. They may give
the good traits that these successful Filipinos possess.
E. Valuing
1. Let the pupils do the activities on Things I Will Do on pages
36-37 of the textbook.
2. Ask this question: Which among your negative traits would
you exert effort on to change or eradicate? Explain.
Textbook, Filipinism CD-ROM 3, reference books, pictures, posters,
magazines, newspapers, flashcards
8
Lesson 3 Model Filipinos
Lesson 4 Young Filipino Achievers
A. Explore
1. Before proceeding with the new lesson, ask the pupils this
question: What do you consider as your most important
achievements so far, in your academics and/or extra-curricular
activities? Can you share ideas about the traits that you possess that made these achievements possible?
2. Use the answers of the pupils as take-off points in explaining
that many successful Filipinos (young and adult) nurtured
their positive traits to succeed in life.
3. Place on the class bulletin board a sample of a photocopied
material; pictures of processed meats, bread, wood carving,
telephone, toothpaste; and pictures of a weaver from Jolo, a
Gawad Kalinga village, and young Filipino achievers.
4. Have the pupils examine the pictures and other items on the
bulletin board. Ask: Do you have any idea regarding the people
behind the said products? Tell the pupils that the people behind
the said products and items are regarded as successful and
model Filipinos.
5. Ask the pupils if any of them have participated in any competition in and out of the school. Find out who among them won.
Ask them to share with the other pupils the preparation that
they did before the competition.
6. Tell the pupils that the class will discuss about the achievements of young and adult Filipinos and how all of them are
considered model Filipinos.
B. Firm Up
1. Write on a cardboard or flashcard the following:
a. Successful entrepreneurs – Feliciano Juarez, Jr., Lolita
Olalia Hizon, and Julie Gandionco
b. 2004 Manlilikha ng Bayan awardees – Darhata Sawabi,
Haj Amina Appi, and Eduardo Mutuc
c.
Filipino achievers – Manuel V. Pangilinan, Cecilio K. Pedro,
Maria A. Ressa, and Antonio Meloto
d. Young Filipino achievers – Patricia Evangelista, Wesley
So, and Catherine Loria
2. Do the Word Puzzle strategy. Flash cards shall be cut into four
different shapes. Make sure that there are no two pieces that
have the same shape.
a. Distribute the mixed pieces of flashcard one by one to the
pupils. The pupils will then look for each piece until they
complete the puzzle.
b. Each group shall then discuss the model Filipinos that
they have formed.
c.
The teacher will guide the pupils in discussing the achievements of each model Filipino and the traits they have that
helped them succeed in life.
3. Let the pupils use the following questions to guide them in
their discussion:
a. Who are considered model Filipinos?
b. What are their achievements?
c.
What positive traits do they possess?
d. What do you think are the contributions to society of these
model Filipinos?
4. Encourage the pupils to use different methods (e.g., skit/role
playing, news reporting, story telling, etc.) in their discussion.
After each discussion, an open forum will be held wherein
the pupils will share what they have learned from the model
Filipinos.
5. The teacher will guide the pupils in the discussion by supplying
the needed or additional information that was not mentioned
or not part of the textbook.
C. Deepen
1. Ask the pupils the following questions: If given the opportunity,
would you follow the example(s) of the different model Filipinos
(young or adult)? What are the things that you can contribute
to society if you were in the situation of the different model
Filipinos?
2. Use the answers of the pupils to explain that the different
model Filipinos discussed used their talents and skills, worked
hard, and nurtured their positive traits to succeed in life.
Emphasize that they should be emulated and should serve
as inspiration to children like them to work hard in order to
achieve their goals in life.
D. Transfer
1. Discuss Things to Remember on page 48 and on page 64 of the
textbook.
2. Have each pupil make a photo essay that will showcase the
traits that made various Filipinos of different ages successful
in life. Each pupil will choose one particular model Filipino.
3. Let the pupils use cut out pictures from old newspapers and
magazines. The photo essay must contain various pictures
that will explain (using images rather than words) how the
different model Filipinos of different ages became successful
and how they inspired their fellow Filipinos. Include the following ideas: family/personal background, education, positive
traits, and achievements.
4. Use the given rubric to rate the performance of the pupils on
page 43 of the Appendix.
E. Valuing
51 and 66 of the textbook.
2. Ask this question: In your own way, how can you inspire other
Filipinos to do good things to their countrymen and to the
country, like what the different model Filipinos did?
Textbook, pictures related to the lesson, newspapers, magazines,
clippings of famous and successful Filipinos of different ages, posters
9
UNIT TEST
A. Multiple Choice. Choose the letter of the correct answer.
1. What do you call the scientist that studies the life and culture of
ancient or prehistoric people?
a. doctor
c. chemist
b. archaeologist
d. teacher
2. What do you call a human that has an erect body posture?
a. Homo habilis
c. Homo erectus
b. Homo sapiens
d. Homo sapiens sapiens
3. Where were the remains of the Tabon Man found?
a. Cagayan
c. Cebu
b. Batangas
d. Palawan
4. Which of the following activities shows creativity?
a. attending mass
c. recycling items
b. doing pagmamano
d. loving family members
5. Which of the following traits means criticizing the success
of others?
a. being superstitious
c. sensitivity
b. lacking in discipline
d. crab mentality
6. Which of the following traits is related to the bayanihan spirit?
a. spirituality
c. honesty
b. resourcefulness
d. cooperation
7. Who among the following Filipinos proved that a simple idea could
become a successful business?
a. Eduardo Mutuc
c. Antonio Meloto
b. Feliciano A. Juarez, Jr.
d. Maria A. Ressa
8. Who among the following Filipinos introduced changes to PLDT
that made the company more successful?
a. Manuel V. Pangilinan
c. Julie Gandionco
b. Cecilio K. Pedro
d. Lolita Olalia Hizon
9. Which of the following sports is associated with Wesley So?
a. basketball
c. swimming
b. figure skating
d. chess
10
10.
Who among the following became the first Filipino to win in the
International Public Speaking Competition?
a. Gian Karlo Dapul
c. Bianca Mae Malaluan
b. Patricia Evangelista
d. Sarah Jane Cua
B. Modified True or False. Write True if the statement is correct. If the
statement is not correct, change the underlined word or words to make
the statement correct.
1. The original people who lived in the Philippines were the
Negritos.
2. Austronesians used planes to travel in different places.
3. Filipinos traded with the Chinese and Arabs.
4. The most familiar physical traits of the Spaniards are their fair
skin, slender body built, and their chinky eyes.
5. The Spaniards colonized the Philippines for 50 years.
6. Patience and industriousness are needed in any kind of work.
7. Work will be organized and orderly if members of a group will
cooperate.
8. Antonio Meloto became the head of PLDT.
9. Ningas cogon refers to being industrious only at the start.
10. One way of improving work is by giving and accepting comments
or criticisms.
C. Identify which successful Filipino is being referred to in each number.
Choose from the names inside the box.
Julie Gandionco
Manuel V. Pangilinan
Cecilio K. Pedro
Antonio Meloto
Haja Amina Appi
1.
2.
3.
4.
Eduardo Mutuc
Feliciano A. Juarez, Jr.
Wesley So
Patricia Evangelista
Lolita Olalia Hizon
PLDT, businessman, worked in a bank
Gawad Kalinga, anti-poverty movement, bayanihan spirit
wood carving, sculptor, Gawad sa Manlilikha ng Bayan
chess, youngest Filipino grandmaster, disciplined
5. Pampanga’s Best, tocino, helped the victims of Mount Pinatubo
eruption
6. office equipment, photocopying machine, providing employment
to Filipinos
7. public speaking, newspaper columnist, “Blonde and Blue Eyes”
8. Sama, pandan leaves, weaving mats with colorful designs
9. toothpaste, employs people with hearing disabilities, faith
in God
10. bakeshop, 50 years old, bread
D. Choose the letter of the correct answer.
1. Why are overseas Filipinos workers (OFWs) considered
hardworking people?
a. They sacrifice and work in other countries to provide for their
families
b. They did not work in government offices
c. They always want to find work
d. The want to become successful in life and work
2. Which of the following is an example of the bayanihan spirit.
a. A pupil working on his own to finish his project
b. Pupils arguing with one another to finish a project
c. A pupil starting his project only when it is needed
d. Pupils having different tasks to finish a project early
3. Which of the following situations demonstrates Filipino
hospitality?
a. A visitor is told to wait outside while the family finishes
dinner
b. A visitor is told to come back in one hour so that the family
can finish having dinner
c. A visitor is invited to join the family over dinner
d. A visitor is given dinner but is told to eat outside
4. Which of the following people should be shown and given respect?
a. school principal
c. grandparents
b. school janitor
d. all of the above
5. Ezekiel always prays, attends mass, and do good things to other
people. Which of the following traits does Ezekiel have?
a. creative
c. hardworking
b. honest
d. religious
6. Which of the following is an example of a hardworking people?
a. overseas Filipino workers
b. those who sleep all day
c. people who always go to church
d. those who always play basketball
ANSWERS TO THE UNIT TEST (Unit I)
A.
1.
b
5.
d
8. a
2.
c
6.
d
9. d
3.
d
7.
b
10. b
4.
c
1.
True
5.
333 years
2.
boats
6.
True
9. True
3.
True
7.
True
10. True
4.
Chinese
1.
Manuel V. Pangilinan
6. Feliciano A. Juarez, Jr.
2.
Antonio Meloto
7. Patricia Evangelista
3.
Eduardo Mutuc
8. Haja Amina Appi
4.
Wesley So
5.
Lolita Olalia Dizon
1.
a
3.
c
5. d
2.
d
4.
d
6. a
B.
8. Manuel V. Pangilinan
C.
9. Cecilio K. Pedro
10. Julie Gandionco
D.
11
UNIT
II THE PHILIPPINES: A SPECIAL COUNTRY
I.
STAGE I: DESIRED RESULTS/OUTCOMES
Content Standard
1. The pupil understands the different
characteristics of the Philippines
that influence the way of life of
Filipinos.
2. The pupil realizes that knowledge
of maps and directions have practical use in life.
•
The pupil applies the concepts he/
she has learned about the physical
characteristics of the Philippines,
maps, and directions by making
a community map where the
school is located, indicating the
important places and landforms/
bodies of water (if any) in the
community
Essential Questions
1. How does the environment and
climate of the Philippines affect
the way of life of Filipinos?
1. The environment and climate of
the Philippines determine how
Filipinos build their communities
and where to find/establish their
source of livelihood.
2. People can use their knowledge
about directions and maps in
practical and everyday situations.
2. Why is it important to learn about
directions and how to use a
map?
II. STAGE II: ASSESSMENT
B. Interpretation
1. Identify the symbols used on the map
2. Explain the relationship of the location of a certain community
to its source of livelihood
C. Application
Make a simple map of your school, indicating the different
primary and secondary directions showing the different school
offices/buildings
D. Perspective
1. Give an opinion on whether the Philippines being an archipelago is advantageous or disadvantageous to Filipinos
2. Give an opinion whether or not Filipinos are sincere in taking
care of the environment
E. Empathy
1. Appreciate and be proud of the physical characteristics
of the Philippines
2. Appreciate the efforts of Filipinos to take care of the
environment
F. Self-knowledge
1. Realize that the Philippines is rich in various sources of livelihood for Filipinos
2. Realize that Filipinos should exert extra effort in taking care
of the environment
Evidence at the Level of Performance
A. Explanation
1. Explain the advantages of the Philippines being an
archipelago
12
2. Explain the factors that affect the climate of a certain place
3. Explain the effects of the environment and climate on the way
of life of Filipinos
A map of the community where the school is located, indicating
the important places and landforms/bodies of water (if any) in the
community
A. Decision-making. Answer each number with Right or Wrong.
Use as guide the underlined words or group of words.
________ 1. Big islands surround the Philippines.
________ 2. The Philippines can be reached by aircraft and sea
vessels.
________ 3. Taiwan is found south of the Philippines.
________ 4. There are different sizes and shapes that characterize the islands of the Philippines.
________ 5. Y’ami is the southernmost island of the country.
________ 6. Panay island is divided into five provinces.
________ 7. Lanao del Norte is part of Mindanao.
________ 8. There are advantages and disadvantages to the
Philippines being an archipelago.
________ 9. Diwata is the longest mountain range of the
Philippines.
________ 10. The climate of the Philippines, Indonesia, and
Thailand is similar.
B. Multiple Choice. Encircle the letter that will complete the
sentence.
1. An example of an underground river is the ___________.
a. Chico
c. St. Paul
b. Rio Grande
d. Marikina
2. If you are in Lanao del Norte, Bohol is in _________.
a. north
c. east
b. south
d. west
3. The Bicol Region is an example of a ________.
a. island
c. valley
b. peninsula
d. plain land
4. The temporary condition of the atmosphere in a particular
time is called ___________.
a. temperature
c. weather
b. climate
d. spring
5. The symbol ( ) represents a ___________.
a. mountain
c. mountain range
b. volcano
d. hill
6. Reading the contents of the map is made easy by looking for
the ___________.
a. markers
c. boundary
b. scale
d. island
7. The numerous islands in the Philippines proved it is an
________.
a. country
c. region
b. continent
d. archipelago
8. We can see on the ethnic map of the Philippines the places
where we can find the _________.
a. Chinese
c. Indian
b. American
d. Warays
9. Pictures of fish, sugar, animals and logs are symbols found in
the ___________ map.
a. physical
c. climate
b. economic
d. political
10. The Guimaras Strait separates the islands of ___________.
a. Negros and Panay
c. Leyte and Samar
b. Cebu and Bohol
d. Sulu and Basilan
11. The highest mountain in the Philippines is found in ______.
a. Mindanao
c. Samar
b. Luzon
d. Palawan
12. Among the islands of Samar, Palawan, Bohol and Panay, the
smallest is ___________.
a. Panay
c. Samar
b. Bohol
d. Palawan
13. The usual path of typhoons is the province of _______.
a. Aurora
c. Pampanga
b. Zamboanga del Norte
d. Sulu
14. Travelers on land will make good use of a ___________.
a. ethnic map
c. road map
b. physical map
d. vlimate map
13
C. Grouping. Analyze the list in each number. Put an ✗ which should
not be included in the list and write on the blank how the rest are
related to each other.
1. north, west, climate, east _______.
2. farming, fishing, mining, laborer _______.
3. gulf, valley, plateau, peninsula _______.
4. bronze, nickel, lime, iron ________.
5. doctor, architect, carpenter, engineer _______.
6. intercropping, logging, multicropping ________.
7. weaving mat, making shoes, teaching, cooking rice cakes
______.
8. sunshine, frequent rains, topography, occupation ________.
9. plain, lake, strait, bay _______.
10. Samar, Bulacan, Cebu, Catanduanes ________.
D. Explanation. Explain the following topics in three or more
sentences.
1. There is wealth in garbage or things that we throw away.
2. Care for the environment is care for one’s self.
3. A clean surroundings is a healthful place to live in.
4. A climate map is a helpful guide for one’s occupation.
5. Cottage industry is a profitable means of livelihood for families
where most members stay at home.
E. Enumeration. Listed below are the different landforms and bodies
of water found in the Philippines. Write at least three words to
describe the features and characteristics of each item.
1. volcano
•
•
•
•
•
14
active
spews lava
erupts
dormant
elevated/tall
2. mountain
• elevated
• forested
• green
• denuded
3. plateau
• tall
• plain
• elevated
• cool climate
4. plain
• flat
• wide
• fertile
• farming
5. sea
• salty
• vast
• deep
• fishing
• strong waves
6. lake
• freshwater
• green
• deep
7. river
• flowing
• freshwater
• underground
• fishing
• currents
8. waterfall
• steep
• elevated
• freshwater
• hydroelectric
9. bay
• extension
• shallower
• narrower
• salty
• harbor
10. valley
• lowland
• plain
• vast
• ricefields
• farmlands
F. Identification. Listed below are the examples that can describe
the livelihood of Filipinos. Identify which livelihood each group
is related to.
1. galunggong, tulingan, sapsap, blue marlin
2. gold, chromite, nickel, silver
3. coconut, banana, fertile soil
4. wood, paper, forests
5. moviehouses, restaurants, videoke bar, beauty center
6. organic fertilizer, pesticide, plantation
7.
8.
9.
10.
Sarangani Bay, Leyte Gulf, Laguna de Bay, Sulu Sea
dried fish, fish sauce, smoked fish
marle, cement, carbon, guano
buildings, malls, business establishments
G. Essay. In one to two paragraphs, let the students write a simple
description of their community based on the following:
a. type of landforms they live in
b. bodies of water near their community
c. type of climate they experience the whole year
D. Explanaton
Answers may vary depending on the pupils’ answers.
E.
Enumeration
Answers already indicated in page 34.
F.
Identification
1. fishing
2. mining
3. farming
4. logging
5. service sector
6.
7.
8.
9.
10.
farming
fishing
fishing
mining
service sector
A.
B.
Decision Making
1. Wrong
2. Right
3. Wrong
4. Right
5. Wrong
Multiple Choice
1. c
2. a
3. b
4. c
5. c
6.
7.
8.
9.
10.
6.
7.
8.
9.
10.
Wrong
Right
Right
Wrong
Right
a
d
d
b
a
C. Grouping
1. climate; primary direction
2. laborer; occupation
3. gulf; land forms
4. lime; metallic mineral
5. carpenter; professionals
6. logging; farming practices
7. teaching; home industries
8. occupation; factors affecting the climate
9. plain; bodies of water
10. Bulacan; islands
11.
12.
13.
14.
Lesson 5 The Philippine Archipelago
Lesson 6 Physical Characteristics of the Philippines
a
b
a
c
A. Explore
1. Show to class a Philippine map or an image of the Philippines
on a big poster.
2. Ask the pupils what they immediately observe regarding the
map of the Philippines. Differentiate the concept of an archipelago with that of an island. Ask: Is the Philippines considered
an archipelago? Why?
3. Ask the class if there’s any advantages (and disadvantages)
that the Philippines is an archipelago.
4. Using the computer of the class (if the class does not have
one, the computer in the instructional media center), run the
Filipinism CD-ROM 3. View the slide show on the advantages
and disadvantages of the Philippines being an archipelago.
The same activity may be accessed at i-learn.vibalpublishing.
com.
15
5. Emphasize to pupils that aside from being an archipelago,
there are other important characteristics of the Philippines
that they must learn. Let them read the following words written on a flashcard: plain, valley, plateau, volcano, ocean, river,
lake.
6. Introduce to pupils that the physical characteristics of the
Philippines include the different landforms and bodies of
water.
2. Ask the pupils: What can Filipinos do to overcome the disadvantages brought about by the Philippines being an archipelago?
B. Firm Up
1. Introduce the different landforms and bodies of water in the
Philippines with the help of different pictures and images. Ask
the pupils to describe these pictures and images.
2. Guide the pupils in using symbols on the map in identifying
the different landforms and bodies of water.
3. After identifying and describing the different landforms
and bodies of water, provide the pupils with examples of the
different landforms and bodies of water found in the country.
For this activity, the class will use a map of the Philippines.
This activity is also a continuation of the lesson regarding the
archipelagic nature of the country.
4. Form 3 Groups. Group I will identify Luzon and its islands.
The group will research and list down the 10 biggest islands
in Luzon. Identify also examples of different landforms and
bodies of water found in Luzon.
5. Group II will do the same thing that Group I did but will
identify the Visayas.
6. Group III will do the same thing that Group I did but will
identify Mindanao.
7. Guide the pupils during the activity and the discussion by
providing additional information that can help them further
understand the lesson.
4. Ask the pupils where the following garbage should be
disposed of.
a. paper
f. bottles
b. styrofoam
g. plastic container
c. animal waste
h. spoiled food
d. soiled diapers
i. cloth and rags
e. fruit and vegetable
j. metal
peelings
C. Deepen
1. Explain the ideas on Things to Remember on page 76 and on
page 92 of the textbook.
16
3. Emphasize that the different landforms and bodies of water in
the Philippines are the sources of livelihood like food, water,
and shelter of Filipinos. It is, therefore, important to realize
that they should take part in taking care of the different
landforms and bodies of water in the country.
D. Transfer
1. Facilitate the group activity presentation in Things I Can Do
on pages 78-79 of the textbook.
2. Study the landforms and bodies of water of the Philippines
with wikimapia.org. Satellite views are just as easy as a point
and click affair. Locate the Philippines on the map then point
and click at your own province, city, or town. Ask the pupils
to describe the landforms and bodies of water that they see.
3. Group the class into four. The pupils will use what they have
learned in the previous lessons on maps and directions as well
as the different landforms and bodies of water. Each group will
make a simple community map where the school is located.
a. With the help of the teacher and the librarian, the pupils
will be presented with the different important places that
can be found within the vicinity of the school. Information
will also be given if there are particular landforms or
bodies of water (usually rivers, streams, hills, etc.) that
can be found near the school.
b. With the information given, the four groups will then make
their own version of a community map, bearing in mind
what they have learned from the previous lessons.
c. The map should contain important elements (of a map)
such as directions, labels, symbols for landforms and bodies
of water, if any, etc.
4. The four groups will then present their output to the class.
5. Use the given rubric to evaluate the performance of the
pupils on page 43 of the Appendix.
E. Valuing
2. Ask these questions: As young Filipino, what practical and
simple things can you contribute, that adult Filipinos would
always be reminded of the importance of taking care of our
surroundings? Explain.
Textbook, Filipinism CD-ROM 3, Philippine map, globe, pictures,
newspaper and magazine clippings of the different landforms and
bodies of water in the Philippines
Lesson 7 Directions and Maps
A. Explore
1. Ask the pupils to compare the globe and the map. Help them
answer these questions: When does one use a globe and a map?
What other information does a globe or map provide?
2. Guide the pupils in analyzing the symbols found in the legend
map on pages 103-105 of the textbook.
3. Explain the importance of symbols on the map.
4. Show a compass to the class (or a picture of a compass if you
do not have one). Ask the pupils about the use of a compass.
B. Firm Up
1. Ask the pupils to open the textbook on page 101. Find in the
legend box the symbols representing the different landforms
and bodies of water. Find out also the place and direction where
they are found.
Example: Mayon Volcano is on the primary direction; Cagayan
Valley is on the secondary direction.
2. Find out the different types of map on pages 101-106 of
the textbook. Study these maps. Ask: What does each maps
provide? What can we learn from the different types of map?
3. Divide the class into six groups. Each group will be assigned
a type map for further study and research. Consider the following for the sharing of each group:
a. importance of the map
b. the information that the map gives
c. proof that the map and compass could help in locating a
place
4. All groups may use the textbook for the assigned type of map
they will study:
a. Group 1 – physical map on page 101
b. Group 2 – political map on page 102
c. Group 3 – economic map on page 103
d. Group 4 – climate map on page 104
e. Group 5 – ethnic map on page 105
f. Group 6 – road map on page 106
5. Encourage the pupils from the other groups to ask questions
or clarify the information presented by each group. Guide
the pupils during the sharing of information. Add or clarify
ideas that have been presented.
C. Deepen
1. Strengthen the pupils’ understanding of the lesson by reviewing the Things to Remember on page 108.
2. Guide the pupils in understanding that map reading skills and
knowing the primary and secondary directions are important
skills that one must learn.
17
3. Explain that aside from directions and location, there are
other ideas and information that can be generated from the
different types of map. For emphasis, let the pupils share what
they have learned from the different types of map that have
been discussed.
D. Transfer
1. Let the pupils do the different activities listed under Things
I Can Learn on My Computer on page 113 of the textbook.
2. Group the class into four. Let each group make a simple map
of the school, indicating the different primary and secondary
locations and the different school offices.
3. After the map-making activity, discuss how the pupils used
their knowledge of the primary and secondary directions and
the different types of map in making the simple school map.
E. Valuing
1. Let the pupils do the activities on Things I Will Do on page 111
of the textbook.
2. Ask these questions: Is there a practical value in learning a
particular skill like map reading? How can you make other
pupils like you to appreciate this skill? Explain.
Textbook, different types of map, globe, compass, pictures, flashcards, Filipino CD-ROM 3
Lesson 8 The Climate of the Philippines
A. Explore
1. Introduce the lesson by using guided imagery. Ask the pupils
to close their eyes. Tell them to imagine that they are inside
a big house. Suddenly, they hear the sound of heavy rain and
thunderstorm (can be recorded).
2. Ask them to share/explain what they feel in the guided
imagery.
18
3. Ask the pupils if they experience the same during the
rainy season. Ask: What do you experience during the hot
season? What other experiences do you have in relation to the
changing seasons of the country?
B. Firm Up
1. Explain the meaning of the concepts of climate and weather.
2. Describe the different weather conditions in the Philippines.
3. Group the class into three. Ask them to discuss the following
topics by means of reporting. After reporting, each group will
write the summary of their report on a manila paper.
a. typhoons in the Philippines – read about this on page 118
of the textbook
b. factors affecting climate – read about this on page 117 of
the textbook
c.
different weather conditions in the Philippines – read
about this on page 115 of the textbook
4. Compare the climate of the different parts of the Philippines
with the help of a climate map on page 116 of the textbook.
5. Explain the factors that cause differences and similarities of
climate in different parts of the country.
C. Deepen
1. Explain the ideas in Things to Remember on page 119 of the
textbook.
2. Emphasize that the differences in physical characteristics of
the different parts of the Philippines, is a need for the people
to adjust to the differences in climate.
3. Guide the pupils in discussing the benefits that Filipinos
derive from having a good climate in the different parts of the
country. Ask: What advantages do Filipinos gain with the good
climate that the country has?
4. Facilitate the class in doing the activities presented in Things
I Can Do on page 121 of the textbook.
D. Transfer
1. Using the climate map of the Philippines, ask the pupils to
point out the provinces that experience rainy season the whole
year and are frequently visited by typhoons.
2. Using the information derived from the climate map of the
country, sketch the possible way of life of the people living
in the different parts of the country that receive different
amounts of rainfall each year. After the activity, ask for
volunteers and let them explain what they have sketched.
3. Guide the pupils by reinforcing/adding information to the ideas
they have presented.
E. Valuing
of the textbook.
2. Ask this question: In your own little way as young Filipino,
how can you contribute in the efforts to address the issue of
climate change? You can start by giving examples in your
respective homes.
3. Lead them to the lesson proper by explaining that livelihood
in the Philippines (and any place for that matter) depends
upon its kind of environment and climate.
B. Firm Up
1. Ask the pupils to enumerate the different sources of livelihood
of Filipinos according to the physical features of the place
where they live.
2. Explain the relationship between the kind of occupation of the
people and the kind of environment where they live.
3. Explain how people adjust themselves and adapt their way of
life to the kind of environment they have.
4. Group the class into four. Assign each group to list down the
kind of livelihood of the people living in the places written
in the chart.
Central Luzon
South Cotabato
Palawan
Benguet
Textbook, climate map of the Philippines, pictures and illustrations
related to the lesson, weather reports from newspapers, calendar
Lesson 9 Environment and Livelihood of Filipinos
A. Explore
1. Show different pictures depicting the livelihood in the community like fishing, farming, logging, mining, etc.
2. Ask the pupils if they notice any relationship between the
nature of the livelihood activity and the place where the said
activity is held.
5. Ask the pupils about the kind of livelihood they know in the
National Capital Region (NCR) or in their own town or city.
Ask them to compare it to those living in the provinces.
C. Deepen
1. Emphasize the important points in the lesson by further
explaining the ideas in Things to Remember on page 135 of
the textbook.
19
2. Explain to pupils that it is important that people adapt their
economic and livelihood activities to the kind of environment
that where they live.
3. Emphasize that since the people depend on their environment
for their livelihood, it is important for them to take care of it.
D. Transfer
1. Ask the pupils to look for the following on a physical map:
a. provinces with vast farm lands
b. communities near the river or sea
c.
forest communities
d. communities on the mountains
e.
industrial communites
2. Discuss the economic activities and forms of livelihood of
people living in the said communities.
3. Explain the importance of wise use and proper care of the
country’s natural resources and the things that are harmful to
the environment. Reemphasize the concepts learned on pages
131-134 of the textbook.
4. Ask the pupils to do the activities listed in Things I Can Do
on page 141 of the textbook.
E. Valuing
of the textbook.
2. Ask this question: How do you show your appreciation to your
parents for working to raise your family?
Textbook, pictures related to the lessons, posters, newspapers and
magazines, physical and economic maps of the Philippines
20
UNIT TEST
A. Multiple Choice. Choose the letter of the correct answer.
1. Which of the following is a crack on the Earth’s surface and forms
like a mountain?
a. hill
c. volcano
b. mountain range
d. plateau
2. What do you call a group of islands that is completely surrounded
with water?
a. peninsula
c. reef
b. archipelago
d. atoll
3. Which of the following is the largest archipelagic country in the
world?
a. Indonesia
c. Philippines
b. Japan
d. United States
4. Which of the following is not an elevated landform?
a. peninsula
c. hill
b. volcano
d. mountain
5. Which of the following is called the “rice granary” of the
Philippines?
a. Northern Luzon
c. Central Luzon
b. Western Luzon
d. Southern Luzon
6. Which of the following economic activities is the most suitable on
plains?
a. mining
c. farming
b. logging
d. fishing
7. Which of the following contains the symbols used in a physical
map and their meaning?
a. staff box
c. grid
b. compass rose
d. legend box
8. Which of the following types of map shows the boundaries between
places?
a. economic map
c. political map
b. climate map
d. ethnic map
9. Which of the following is the temporary condition of the atmosphere over a short period of time?
a. climate
c. rain
b. wind
d. weather
10. Which of the following is the average condition of the atmosphere
over a long period of time?
a. climate
c. rain
b. wind
d. weather
B. Circle the word that does not belong to the group.
1. mountain
hill
plain
2. west
east
north
3. Luzon
Mindanao
Visayas
4. northeast
southwest
north
5. ocean
lake
sea
6. location
elevation
typhoon
7. garbage segregation
using nets with small holes
tree-planting activities
using organic fertilizers
8. Palawan
Panay
Mindoro
9. Apo
Cordillera
Halcon
10. hunting
mining
farming
volcano
northeast
Panay
northwest
river
drought
Masbate
Banahaw
fishing
C. Modified True or False. Write True if the statement is correct. If the
statement is not correct, change the underlined word or words to make
the statement correct.
1. Indonesia, Japan, and the Philippines are archipelagic countries.
2. The Philippine archipelago has small and big islands.
3. The Cordilleras is the longest mountain range in the Philippines.
4. The Philippines is the largest archipelagic country in the world.
5. A plateau is an area of land almost surrounded by water.
6. There are four secondary directions.
7. A political map shows the different landforms and bodies of water
in a place.
8. Monsoon winds are seasonal wind systems that affect the
Philippines.
9. Weather is the temporary condition of the atmosphere over a short
period of time.
10. Places that directly receive the sun’s rays are located near the
equator.
11. The biggest island in the Philippines is Mindanao.
12. An island is a land that is completely surrounded by water.
13. The Philippines is located in Southwest Asia.
14. A relative location is any place on the map that can be used to tell
the location of another place.
15. A road map shows the national highways, streets, and railroads.
ANSWERS TO THE UNIT TEST (Unit II)
A.
1.
2.
3.
4.
5.
c
b
a
a
c
6.
7.
8.
9.
10.
c
d
c
d
a
B.
1.
2.
3.
4.
5.
plain
northeast
Panay
north
lake
6.
7.
8.
9.
10.
drought
using nets with small holes
Panay
Cordillera
fishing
True
True
Sierra Madre
Indonesia
peninsula
True
physical map
True
9.
10.
11.
12.
13.
14.
15.
True
True
Luzon
True
Southeast Asia
reference point
True
C. 1.
2.
3.
4.
5.
6.
7.
8.
21
UNIT
III GOALS OF A PROGRESSIVE FILIPINO
I.
Content Standard
1. The pupil identifies the goals
in life of Filipinos
2. The pupil describes the attitudes
and values that Filipinos can use
to improve themselves and their
work
•
The pupil showcases the attitudes
and values needed to improve
themselves and their work through
a photo album (individual)
Essential Questions
1. Setting goals give direction in the
way Filipinos live
2. People should possess the right
attitudes and values to help them
realize their goals in life
1. Why is it important for Filipinos to
have goals in life?
2. Why should people must possess
the right attitudes and values in
life?
A. Explanation
1. Explain the different goals in life of Filipinos
2. Explain that possessing the right attitudes and values can
help Filipinos improve themselves and realize their goals
in life
B. Interpretation
Identify the different ways on how a person can improve his/
her talents and skills
22
C. Application
1. Make a simple sketch showing the goals in life of the pupils
and how they plan to achieve them
2. Make a checklist on how the pupils can improve their talents
and skills
D. Perspective
1. Give an opinion regarding some undesirable attitudes of
Filipinos regarding their work
2. Explain that Filipinos need to avoid their undesirable attitudes
regarding their work
E. Empathy
1. Appreciate the efforts of Filipinos that accomplish their goals
in life
2. Be proud of the positive attitudes and values of Filipinos
towards their work
F. Self-knowledge
1. Realize that people must set goals in order to have direction
in their lives
2. Realize that there are many things that people can do to
improve themselves
3. Realize that positive attitudes and values are needed to become
successful in work
Make a photo album (individual) that shows the attitudes and values that pupils must possess to improve themselves and their work
A. Decision-making. Write T if the statement is true and F if it is
False.
________ 1. Hard work among members of the family makes
it progressive.
________
2.
Problems and frustrations are challenges to one’s
abilities.
________
3.
________
8.
It is right to have one’s time record card be punched
in by a friend in the bundy clock.
________
9.
________
4.
Patience and industriousness are needed in any
kind of work.
________ 10.
________
5.
Work will be more difficult and disorganize if
members will cooperate.
________ 11.
________
6.
The trait ningas cogon is being industrious only at
the start.
________ 12.
________
7.
Work is easy for a person who sells prohibited
drugs.
________
8.
One way of improving one’s work is by giving and
accepting criticisms.
________
9.
Children who always depend on their parents learn
how to decide by themselves.
________ 10.
Being envy is more of a help than a hindrance
to the progress of the country.
B. Write P if the attitude is Positive or desirable and N if the attitude
is Negative or undesirable.
________ 1. Policemen should implement the law always.
________
2.
“Pwede na yan” mentality should be practiced by
factory workers.
________
3.
Showing off is good to let people know that you are
better than others
________
4.
Mañana habit will help you finish your work.
________
5.
Dignity of work is being proud of an honest way in
earning a living.
________
6.
Students who can’t afford to finish their studies
can both work and study at the same time.
________
7.
Talking with your neighbor is better than cooking
food for the family.
Listening to friends who know how to take care of
flowering plants will help in making your garden
bloom.
Finishing the work that you have started will give
you time to do another one.
It is easier and faster to copy the design of others
than making my own.
Attending seminars and workshops will improve
one’s skills.
Wasting time is an excuse for anyone who cannot
finish his/her project.
C. Identification. Tell what trait should be developed by a child being
described so that he will be emulated and admired. Choose from
the box and write the answer on the blank. Answers may appear
twice.
reliable
persevering
disciplined
patient
aggressive
resourceful
desirable
cheerful
creative
1. Berto is a hotheaded person. It seems he is carrying the
problem of the whole community. He must be _________.
2. Lisa does not fall in line while buying food in the canteen.
She must have self-________.
3. Chris is fond of watching others in their work. Unfortunately,
he only watches and does not help. It would be better if
Chris will be ______.
4. Benedict is a class patroller. He promised to do his duty excellently. But when his friends play, he joins them. Benedict
should be _________.
5. Lito’s sister is very busy studying for an exam. He found out
they have no more rice. It is her responsibility to buy their
food. Since she is busy studying, Lito must be _______.
23
6. Elmer is known for being good in drawing. But he cannot
draw without something to copy. To draw an original,
he must be _________.
7. Elvira always speaks ill of her cousins and other people.
Elvira needs to have _______ attitude in life.
8. Susan gets envious of the beautiful cross-stitch made by
her friend but she is easily bored by the process. She should
be ______.
9. Greg depends only on the allowance given to him by Peter.
Their pocket money comes from selling of newspaper.
Greg also has to learn how to be _______.
10.
Joselyn often puts her work off for tomorrow, which is why
she gets low grades. Her grades will improve if she will be
industrious and ______
D. Explain. Choose a topic below and make a short essay about the
chosen topic.
1. The Filipinos need self-discipline to make a fast progress for
the country.
9. Being creative means having the ability to make something
original.
10. Athletic club focuses on developing skills in academic
subjects.
11. Undesirable habits should be changed because they cause
trouble.
12. Children should practice more on the special talent that they
possess.
13. “Pwede na yan” mentality should be encouraged to be able to
earn more.
14. Both Christian and Muslim Filipinos can live peacefully in any
community through cooperation, understanding, and unity.
15. Values and good behavior are first learned in the family.
F. Identification. Answer the following questions. Choose the letter
of the word in the box.
a.
b.
c.
mañana habit
BEST
show off
d.
e.
f.
progress
dedication
DOST
2. “Daig ng maagap ang masipag.”
E. True or False. Write T if the statement is correct and F if the statement is incorrect.
1. Food is needed to satisfy hunger only.
2. A happy family is one with members helping one another.
3. Education is a very important goal of Filipinos.
4. There is progress only when all people are rich.
5. A Filipino family is contented to live in shanties.
6. Filipinos are by nature industrious and helpful.
7. Cooperation is shown in times of calamities.
8. Filipinos who cannot go to school do not have the right to
improve their skills.
24
1. What attitude shows that teachers work hard because they
love what they are doing?
2. What attitude is trying to show that they are better than
others?
3. What is the attitude of putting off a task that can be finished
right away for some other day?
4. What attitude means improvement in the way of life of the
people?
5. What popular institution gives basketball training?
G. Yes or No. Answer the question with Yes or No.
1. Should Filipinos be ashamed of lowly but honest work?
2. Are police officers expected to implement law and order at all
times?
3. Should undesirable habits of Filipinos be continued?
4. Can postponing work improve a person’s business?
5. Can working while studying help the student finish their
education?
6. Are teachers examples of dedication and hard work?
7. Are Filipino citizens expected to obey traffic rules?
8. Is wasting time helpful to mothers who are busy at work?
9. Should assignments be done before going to school?
10.
Is doing the right thing helpful in one’s work?
D. True or False
1. F
2. T
3. T
4. F
5. F
6. T
7. T
8. F
E.
A.
Decision Making
I. 1. T
2. T
3. F
4. T
5. F
II.
B.
1.
2.
3.
4.
5.
6.
P
N
N
N
P
P
Identification
1. cheerful
2. discipline
4. reliable
C. Explain
Answers may vary
6.
7.
8.
9.
10.
T
F
T
F
F
7.
8.
9.
10.
11.
12.
N
P
P
N
P
N
F.
Identification
1. e
2. c
3. a
Yes or No
1. No
2. Yes
3. No
4. No
5. Yes
9.
10.
11.
12.
13.
14.
15.
T
F
T
T
F
T
T
4.
5.
d
b
6.
7.
8.
9.
10.
Yes
Yes
No
Yes
Yes
Lesson 10 Goals in Life of Filipinos
6.
7.
8.
9.
10.
creative
desirable
patient
resourceful
persevering
A. Explore
1. Ask the pupils to read some traits of Filipinos written on
flashcards like creativity, perseverance, and helpfulness. Let
them explain in their own words how they understood the
said traits. Ask them which of those traits they possess and
let them give concrete examples.
25
2. As a review on the traits of Filipinos, ask the pupils to play
the game, “Give It Back to Me.”
a. Let each pupil get a partner.
b. Let the partners face each other.
c. The first pupil will ask his or her partner about the traits
of the Filipinos. The partner will answer by means of
acting or describing the trait.
3. Review some of the traits that made many Filipinos successful
in life.
26
B. Firm Up
1. Have the pupils conduct a brainstorming session.
2. Let the pupils read different sayings written on flashcards:
“Nasa Diyos ang awa, nasa tao ang gawa.”, “The early bird
catches the worm.”, etc.
3. The pupils may explain these sayings in their own words.
They may think of other sayings related to work traits either
in English or Filipino. Let them explain the meaning by giving
examples.
4. Connect the good traits of Filipinos that made famous
Filipino entrepreneurs and achievers to become successful.
5. Make the pupils understand that the good traits helped these
Filipinos to achieve their goals in life.
6. Relate these past lessons to the goal of the Filipinos to provide
for their basic needs. Meeting other needs like medicines,
education, and recreation activities will help the family live
comfortably and decently.
7. Discuss with the pupils how a happy family can contribute to
the goal of a progressive life. A healthy family can work and
earn to meet their needs.
2. Guide Group B to connect the good traits to the goal of all
Filipinos in achieving a progressive life. Let them review
Lessons 2 and 3 to guide the group in the discussion.
3. Guide Group C to discuss things that hinder one’s goals. Let
the group review traits that are not helpful to Filipinos. See
pages 29-31 of the textbook. Compare the good and the bad
attitudes. Discuss what bad attitudes should be avoided and
how should they be avoided.
4. Make plans with the groups on how to present their group
report. Consider the following:
a. Role playing/dramatization
b. Television program showing an interview portion
(Example: Interviewing a successful businessman and
how he/she became successful
c. News Report on Sports/Entertainment/OFW broadcasting
successful/model Filipinos
d. Open Forum – (Question and Answer)
The audience will ask questions and the members of
the group will answer on their assigned topic.
5. The teacher may help the leader of each group make a summary of their report and come up with a conclusion:
Example:
a. Group A — Family members helping one another in meeting their family needs make a happy family.
b. Group B — Good attitude and good work-related traits
and habits help Filipinos in achieving their goals in life.
c. Group C — Overcoming bad work habits, attitudes, and
traits can make progress possible.
6. Make the pupils realize that family members should help one
another to meet their goals in life.
C. Deepen
1. Divide the pupils into three groups. Let Group A discuss what
makes a happy family. Let them review how family members
help one another in meeting basic needs.
D. Transfer
1. Make a list of bad habits and attitudes towards work.
Opposite each, write what good work habits that you think
will overcome these bad habits and attitudes.
2. Discuss Things to Remember on page 151 of the textbook.
3. Let the pupils answer the Things I Learned on pages 151
to 152 of the textbook.
4. Ask the pupils to look for articles in magazines and newspapers
about Filipinos who succeeded or progressed in life. Ask them
to report in class about these Filipinos.
E. Valuing
1. Let the pupils do the activities on Things I Will Do on
2. Ask this question: In your own small way, how can you contribute
so that your family can achieve its goals in life? Explain.
Textbook, flashcards, pictures related to the lesson, newspapers,
magazines
Lesson 11 Improving Oneself
A. Explore
1. Run the Filipinism CD-ROM 3 in the school’s computer (multimedia room’s computer). Let the pupils view the slide show
on famous Filipino role models by clicking the icon on inspirational Filipinos. Let the pupils give their opinion regarding
the slideshow.
2. Ask the pupils to examine their abilities or talents in the different arts to discover their fields of interest. (Example: Skill
in singing and playing the guitar )
3. Discuss the statements in number 1 by means of the “Show
Time” strategy.
a. Pupils will demonstrate their special abilities by means
of a short play.
b. Ask them the importance of what they have shown.
Examine their special abilities.
B. Firm Up
Have the pupils examine the pictures on page 154 of the
textbook. Let them infer on how the children in the pictures
have developed their special talents and skills. Find this out on
page 155-159 of the textbook.
C. Deepen
1. On page 157 of the textbook, let the pupils explain how Ezekiel,
a member of the Boy Scout movement in his school, showed
his creativity. Have the pupils answer Check Yourself on this
page.
2. Read Jordan’s story on page 158 of the textbook. Have the
pupils give a similar story about a friendly competition.
(Example: Contest in singing, dancing, and drawing)
3. Read pages 159-160 of the textbook. Learn how different civic
organizations help young Filipinos in using their time, develop
their abilities, as well as good attitude toward work. Ask: If
given a chance to study in a skills training program offered by
the government, what will you take up? Why? How can this
help improve your life?
4. Find out on page 160 the institutions that give opportunities
to children to develop their skills and talents. Discuss the
programs of:
a. Museo Pambata that trains children on the different types
of visual arts;
b. Philippine High School for the Arts in Laguna that
gives training to students who have exceptional artistic
talent;
c. Department of Science and Technology (DOST) that gives
scholarship that will develop young scientists;
d. Basketball Efficiency and Scientific Training (BEST) that
gives basketball training and other related to sports;
e. Scouting Movement (Boy Scouts of the Philippines or BSP
and Girl Scouts of the Philippines or GSP) that gives training to boys and girls to become good citizens and discover
those who are potential leaders.
27
5. Print on flashcards the different organizations or institutions
such as the following:
a. BEST – Basketball Efficiency and Scientific Training
b. DOST – Department of Science and Technology
c.
Scouting Movement – Boy Scouts of the Philippines (BSP)
and Girl Scouts of the Philippines (GSP)
d. PHSA – Philippine High School for the Arts
e.
Museo Pambata and Ayala Museum
7. Group the class into five. Choose a leader. The leader of each
group will get a flashcard and discuss it with the group.
Tell how these organizations or institutions can develop their
skills and special talents.
8. Ask the group to make a research on the activities of each
organization that will help develop the child’s potential in
the arts.
9. Plan for a different strategies for group report or presentation.
a. The group that got the flashcard on scouting movement
may show a “Special Day Dress” strategy. Members of the
group may wear their boy and girl scout uniforms.
b. Role play the activities in the scouting movement that can
cultivate the leadership skills of a child as well as how to
become a good citizen.
c.
Show pictures of pupil’s work of art such as drawing or
painting or soap carving (sculpture).
d. Present a short cultural program that will show children’s
skill in singing, dancing, and acting.
10.
28
e.
The group that got the BEST flashcard may play basketball
to show their skill in this game.
f.
In all activities, children must show creativity, discipline,
and cooperation.
Give the children enough time to prepare for their group study,
research, and presentation.
D. Transfer
1. Explain Things to Remember on page 161 of the textbook.
Give examples.
2. Give an example that shows how constant practice can help
improve one’s skill in writing, drawing, teamwork in group
games, and in singing and dancing. Compare old work with
present ones after constant practice.
3. Let the pupils show their creativity and ability to express their
ideas using images. Each pupil will make a photo album that
will showcase the attitudes and values that they possess in
improving themselves and their work.
a. The pupils will use personal photos showing them engage
in or performing their favorite activity or demonstrating
a particular skill (could be playing a musical instrument,
singing, dancing, etc.).
b. They will arrange the photos in such a way that it will
show how they prepare for the said activity.
c. They have to label the photos to give a brief description.
d. The pupils can use different designs suitable to the theme
of the album that they will make.
e. Use the given rubric to rate the output of the pupils on
the Appendix, p. 44.
4. Let the pupils do the activities on Things I Can Do and the
third activity under Things I Can Learn on My Computer
on page 163 of the textbook.
5. Guide the pupils in answering the interactive quiz in the
Filipinism CD-ROM 3.
E. Valuing
1. Let the pupils do the activities on Things I Will Do on
2. Ask this question: How can having positive attitude help us
improve our skills and our talents?
Textbook, Filipinism CD-ROM 3, pictures related to the lesson,
publications, reference books, and magazines
Lesson 12 Attitudes and Values at Work
A. Explore
3. Compare and contrast the positive and negative attitudes and
values and decide which should be followed.
C. Deepen
1. Review past lessons on improving oneself and the effects of
the desirable and undesirable attitudes toward work.
2. Use the “Give-it-back-to-me” strategy for this review.
3. Conduct a “sharing” period on Filipinos they know of or
have heard or read about on how their traits, values, and
attitudes helped make them famous in the different fields of
endeavor.
Examples:
a. Manny Pacquiao, a boxing champion
b. Filipino achievers who have been given awards in recognition of their exemplary ability in the field of sports, creative
cultural arts, and other special skills or talents.
4. Group the pupils for more research on famous Filipinos and
let them report these to class during the sharing period.
5. Either as a homework or an AVR activity, get your class
to view the video on Philippine National Artists using the
Filipinism CD-ROM 3. The videos on Fernando Amorsolo,
Lucresia Urtula, and Levi Celerio can also be accessed at
4. Find out the effects of positive attitude towards work on
pages 165-169 of the textbook. Answer Check Yourself on
pages 165, 167, and 169. Role-play the effects of some positive
attitudes.
5. Find out the effects of negative or undesirable traits on pages
170-174 of the textbook. Answer Check Yourself questions on
pages 171 and 174.
6. Study the pictures on pages 165-169 that tell about positive attitudes towards work. Role-play some of them but use
different situations or examples.
7. Do the same things for the undesirable attitudes on pages
170-174 but in different situations.
8. Note down the difference between the effects of positive against
negative attitudes toward work. Make it as basis for choosing
the kind of attitude one must practice to ensure success in
work.
D. Transfer
1. Explain the ideas in Things to Remember on page 175 of the
textbook.
2. Let the pupils answer the questions on Things I Learned on
pages 175-177 of the textbook.
B. Firm Up
1. Analyze the attitude of successful Filipinos towards work.
Find out if these attitudes are also in line with their desirable
values.
2. Let the pupils identify some negative attitudes that are
detrimental to progress in one’s work. Discuss how negative
attitudes can be changed into a positive trait to improve
one’s work.
3. Have a “question and answer” contest about the lesson on
positive and negative attitudes.
a. Pupils may be divided into two groups (form a circle and
count off: 1, 2, …). All number 1s will be Group A and all
number 2s will be Group B.
b. Group A will ask the question and Group B will answer.
29
Mark with a star every question correctly answered. Group
A will go on asking questions until Group B has correctly
answered. Then, It is Group B’s turn to ask questions and
Group A will answer. Whichever group correctly answers
a question will earn a star.
d. The group with the most stars will be the winner.
4. Divide the class into two groups. Play the “Day and Night”
game. Assign “day” to the Positive Attitude group and “night”
to the Negative Attitude group.
7. Let the pupils make a list of the positive attitudes that they
show toward their studies and the effects of these in their
performance in class. They may use the chart below as guide.
Follow the example given.
c.
a. When Day turns out, the Positive Group will point out a
positive attitude and its effects.
Example: Always improve what you have done before.
Then the skill is to do better will be developed faster.
The Negative Attitude group will comment about a
negative trait that should be avoided.
Example: Never mind what you have done, go on make
another one. Result: You will find out whatever you
do will not be good enough to be appreciated.
b. If night turns out, the Negative Group will give a negative
attitude and its effect.
Example: “Pwede na yan” mentality.
Result: This practice will result in poor quality products.
The positive group will comment:
Always improve your work to have quality
products and to earn more.
c. The idea in this game is for the positive attitude to be
maintained by avoiding its negative counterpart. Whereas,
the negative attitude should be changed and make it positive by identifying the result.
5. Let the pupils answer the Things I Can Do and Things I
Can Learn on My Computer item 1 on pages 178-179 of the
textbook.
6. Let the pupils take the interactive quiz on the Filipinism
CD-ROM 3. The same quiz may also be taken up at i-learn.
vibalpublishing.com.
30
Positive Attitudes in Studying
Effects on Class Standing
1. Listening attentively during
class discussion
2.
3.
4.
5.
1. Gaining more knowledge and
information
2.
3.
4.
5.
8. Make a chart on how to transform negative attitudes to positive
or desirable attitudes. Use the chart below and the example
given as guide. Afterwards, let the pupils share what they have
written.
Negative Attitudes
1. “Bahala na” attitude
2.
3.
4.
5.
How to Transform to Positive Attitudes
1. Planning and preparing very well
before starting a project or activity
2.
3.
4.
5.
E. Valuing
177 to 178 of the textbook.
2. Ask this question: What would happen if we do not have positive attitudes and values at work? Explain your answer.
Textbooks, pictures, clippings from newspapers and magazines
related to the lesson
UNIT TEST
A. True or False. Write True if the statement is correct. If the statement
is not correct, write False.
1. Food, clothes, and shelter are the basic needs of people.
2. For Filipinos, is not important to succeed in life.
3. Filipinos also have goals for the country.
5. Being proud of our honest work is also showing dignity of work.
6. We should follow the example of hardworking students who study
and work at the same time.
7. We should respect others through words only.
8. We should be ashamed of our house if it is small.
9. Practicing your skills is a waste of time.
10.
It is better if we devote more time to talking to neighbors because
it is fun.
11.
We should let the government work for peace and unity.
12.
Sacrificing many things just to finish one’s studies is a trait of
Filipinos.
8. Filipinos first learn about values from their family.
13.
I should eat anything I want as long as it is delicious.
9. Peace and order are not important to the development of the
country.
14.
Practicing for a contest is a good way to improve the chances of
winning.
15.
It is better to imitate the work of others because it is easier.
4. Progress means no improvement in the way of life of people.
5. Progress can only be achieved if everyone is rich.
6. Organizations like Gawad Kalinga provide food for Filipinos.
7. Respect can only be shown through words.
10.
Food is needed to satisfy hunger only.
11.
Filipinos also have undesirable traits toward work.
12.
Filipinos do not have to join clubs or organizations to improve
their talents.
13.
Friendly competition is not a way of improving one’s talents.
14.
Doing the right thing at the right time is a sign of being disciplined.
15.
A country could prosper even without peace and unity.
B. Read and understand the following situations. Write P if the attitude
described is positive and N if the attitude described is negative or
undesirable.
1. People should never trust police officers.
C. Identify the trait that should be developed by a child being described
in each number so that he or she will emulated and admired. Choose
from the traits written in the box. Answers may be repeated.
reliable
aggressive
cheerful
persevering
resourceful
disciplined
desirable
creative
patient
1. Ezekiel easily gets angry.
2. It is acceptable if workers show a “pwede na ‘yan” mentality.
2. Patrick does not want to fall in line whether buying something or
riding a bus.
3. We should always show off so that people will know that we are
good.
3. Whenever there are class activities, Bendell only watches others
work and does not help in finishing the task.
4. If we want to finish our work, we should not practice mañana
habit.
4. Ben could not help playing even if there is a scheduled test the
following day.
31
5. It is the duty of Lando, the eldest brother in the family, to clean the
house today. However, he is studying for a test. Clara, his sister,
is already done studying.
ANSWERS TO THE UNIT TEST (Unit II)
A.
6. Mark wants to join an art contest. The contest would only accept
original drawings. What trait should Mark demonstrate?
7. Elvira always says bad things about her friends and relatives. She
needs to have ___________ attitude in life.
8. Merla wants to create beautiful handicrafts but she easily gets
bored trying to complete a project. She should learn how to be
___________.
9. Miguel depends on the baon given to him by his father. He sells
newspaper so he could have additional money for school needs.
What trait does Miguel show?
10.
D. Identify the concept or idea being described.
1. Needs that include food, clothes, and shelter
2. People who study and work at the same time
5. Having the ability to do something original instead of imitating
others
7. Training sessions given to students and professionals
8. The mentality of people who do not give their best
9. Putting off a work for another day
10.
32
9.
10.
11.
12.
13.
14.
15.
False
False
True
False
False
True
False
1.
2.
3.
4.
5.
6.
7.
8.
N
N
N
P
P
P
N
N
9.
10.
11.
12.
13.
14.
15.
N
N
N
P
N
P
N
1.
2.
3.
4.
5.
patient
disciplined
disciplined
6.
7.
8.
9.
10.
creative
desirable
persevering
resourceful
disciplined
1.
2.
3.
4.
5.
basic needs
working student
progress
discipline
being creative
6.
7.
8.
9.
10.
academic clubs
workshops
pwede na ‘yan mentality
mañana habit
boastfulness/being a show off
C.
4. It means doing the right thing at the right time
6. Organizations that focus on developing skills in academic
subjects
True
False
True
False
False
False
False
True
B.
Marissa always puts studying off for another day, which is why
she gets low grades. She should be industrious and ___________.
3. An improvement in the way of life of people
1.
2.
3.
4.
5.
6.
7.
8.
D.
Trying to show that one is better than others
UNIT
I.
IV
FILIPINOS AND THEIR GOVERNMENT
Number of days: 56-59 days
Content Standard
1. The pupil understands that the
government implements laws in
the country and provides services
to the people to promote development
2. The pupil understands that Filipinos have corresponding responsibilities for the rights they enjoy
•
The pupil showcases familiarity
and understanding of the different government projects in the
community (where the school is
located) through a scrapbook.
(Note: Include pictures of the project and other important information
about it.)
Essential Questions
1. The government provides leadership and services to the people
so that they can have peaceful,
orderly, and progressive lives.
2. Laws guide the people on how to
live their lives in the community.
3. Filipinos should know their responsibilities so that they can help build
a peaceful, orderly, and progressive community.
1. Why is government important in
the lives of the people and the
community?
2. How can laws help promote
development in a community or
country?
3. Why should Filipinos know their
responsibilities to others and the
community?
A. Explanation
1. Identify and explain the different services that the government
gives to Filipinos.
2. Explain that different laws help promote development in the
country.
3. Explain that the government have different sources of funds
to be able to provide for the needs of Filipinos.
4. Explain that aside from their rights, Filipinos also have their
responsibilities for the country.
B. Interpretation
1. Explain what would happen if Filipinos will not cooperate with
the government regarding the implementation of its projects
and services.
2. Identify the different responsibilities of Filipinos to the
country.
C. Application
1. Make a checklist of the different responsibilities of the pupils
to their family, the school, and community.
2. Practice the different responsibilities of Filipinos in everyday
situations at home, in school, and in the community.
D. Perspective
1. Give an opinion regarding the effectiveness (or lack of it) of
the different services of the government in the community of
the pupils.
2. Give insights that Filipinos need to fulfill their responsibilities
to the family, school, and the community.
E. Empathy
1. Appreciate the efforts of the government to serve the
Filipinos.
2. Be proud of Filipinos who can fulfill their responsibilities to
the family, the school, and the community.
F. Self-knowledge
1. Realize that Filipinos must also help and cooperate with the
government in providing services to the country.
2. Realize that aside from rights, Filipinos also have corresponding duties and responsibilities to the family, school, and community that they must fulfill.
33
________
3.
Make a scrapbook of the different government projects in the community where your school is located. Include pictures of the projects
and important information regarding the project.
________ 4.
________ 5.
A. Identification. Write on the blank which government agency that
gives the following services.
________ 1. Helps fishermen improve their livelihood.
________ 2. Lends money to its members to be able to build
their houses
________ 3. Protects the poor,orphans,mentally disabled,the lame,
blind, etc.
________ 4. Gives warning about the weather so that people
can prepare for a coming typhoon
________ 5. Gives information about volcanoes and movement
underneath the ground
________ 6. Fixes damaged roads and bridges
________ 7. Looks out for places which should be given immediate attention and assistance from the government
in times of calamity
________ 8. Gives free pamphlets or lectures about the correct
way of planting and farming
________ 9. Teaches the deaf to communicate through sign
language
________ 10. Ensures that the needs of the students in public
schools are met
B. Right or Wrong. Write R in the blank if the statement is right and W
if the statement is wrong.
________ 1. An employee receives protection from the
government.
________ 2. The environment has to be clean in order to have
more sick people to treat.
34
________
6.
________
7.
________
8.
________
9.
________ 10.
A leader is good if he or she thinks about his or
her own welfare before the welfare of his or her
subordinates.
The citizen has the right to receive the services
given by the government.
Teachers, doctors, engineers, architects, and dentists are considered professionals.
Working more than eight hours is called
“overtime.”
Residence tax comes from the income of a laborer
or employee.
The GSIS gives insurance and other benefits for
those working in private offices.
The Metro Rail Transit was built to speed up trading and transportation.
In crossing the street, look first if the color of
the traffic light is red before crossing to ensure
safety.
A.
Identification
1.
BFAR
2.
PAG-IBIG Fund, GSIS, SSS
3.
DSWD
4.
PAGASA
5.
PHIVOLCS
6.
DPWH
7.
NDCC
8.
Bureau of Plant Industry and Department of Agriculture
9.
Philippine School for the Deaf and Blind
10.
DepEd
B.
Right or Wrong
1.
R
6.
R
2.
W
7.
W
3.
W
8.
W
4.
R
9.
R
5.
R
10.
R
III. STAGE III: INSTRUCTIONAL PLAN
Lesson 13 Services of the Government
Lesson 14 Funds of the Government
A. Explore
1. Display pictures or posters of employees working in the
different government agencies doing their tasks inside their
offices. Ask the pupils what they think of these employees.
Let them know that these employees are part of the government giving services to the people.
2. Ask the pupils if they know how the government manages
to serve the people through its employees and the different
government projects.
3. Let the pupils know that it is the duty of the government to
provide different services to the people and that it has funds
so that they can give such services.
4. Ask the pupils what they think would happen if the government no longer has funds for its projects. Let them think
about their answers for a few minutes then proceed with the
lesson proper. Let them share their ideas during the discussion
proper.
B. Firm Up
1. Prepare situations that would need money/funding to complete
or finish certain projects. (Example: Any school/church/community project)
2. Give situations that will need funding for any government
project. Cite the source of funds to push through with this
project.
3. Have a discussion on the people who are taxpayers and the
things that are taxed.
Example:
a. The professionals – teachers, doctors, engineers
b. Businessmen – owners of factories
c. Entertainers – singers, movie and television personalities
d. Business establishments – income of employees, type of
business that is earning
e. Products such as oil, food, books, and appliances are also
taxed
f. People buying house and lot, car, cellphones, and those
eating in restaurants also pay taxes
g. Inheriting a property, travelling in and out of the country
are taxable
4. Explain that the taxes being paid by the people, taxes on
properties, goods and business establishment are for the funds
of the government for their programs and projects that will
benefit the people.
5. Expand and make research on collectible taxes as government’s
source of income.
6. Discuss other sources of government income. Find this out on
Talk about fees and fines. Give other examples where
people pay fees and fines.
7. Guide the pupils to analyze the picture on page 195 of the
textbook. Give similar examples.
Examples:
a. What fines do people in the community pay?
b. What fees do parents pay in school?
35
8. On page 197 of the textbook, find out the government’s programs that would need funding for the benefit of the people.
9. Discuss about government-owned and controlled corporations
as another source of government income.
10. Ask the pupils what government services they have received
coming from these government-owned corporations.
C. Deepen
1. Now that the pupils are familiar with the sources of government income, emphasize that such income are the one’s funding the different projects of the government.
2. Watch a video documentary showing the projects or programs
of the government giving services to the people.
3. Discuss what was shown in the video tape. Explain the services one by one.
4. Recall the assignment given before this lesson in government
services to the people through different agencies.
5. Divide the class into two groups – A and B for further research
of the following topics for group discussion on government
services (Note: This is a guided activity; the teacher and/or
librarian will guide the pupils on what to look for in the library;
give them time for this activity):
a. Group A – peace and order – Find out on pages 183-184
• DILG and LGUs
• DND and AFP
b. Group B – social services – Find out on pages 185-189
• Education
• DOLE
• DOH
• Housing – NHA, NHUDC, GSIS, SSS, and PAG-IBIG
Fund
• Disaster preparedness – NDCC, PAGASA, PHIVOLCS
6. Groups A and B will prepare a group report to class according
to plan for presentation.
36
7. For peace and order, consider the following activities:
a. Read a news article about how policemen and soldiers
maintain peace and order.
b. Discuss how policemen and soldiers help in maintaining
peace and order in the country.
c. Relate the lesson to the events happening in the country.
Example: If there are things that are happening at present
which threatens the peace and order of the country.
d. Ask the opinion of the pupils on how to penalize those who
disobey ordinances and laws.
e. Introduce the words “laws” and “ordinance”. Explain the
meaning of these words.
f. Ask the pupils to research on the ordinances in their own
communities. Ask them to report and discuss them in
class.
g. Ask the pupils why there is a need for ordinances and
laws.
8. Let the pupils answer Check Yourself on page 184 of the
textbook.
9. Show pictures of a poor family, people who are sick and
disabled. Ask the pupils what they feel upon seeing these
pictures.
10. Explain to pupils that there are people assigned by the government to take care of people’s health. These are the doctors,
nurses, medical technologists, and dentists. There are also
hospitals, clinics, health centers, and mobile clinics which give
medical services to the sick.
Discuss the services of the government for the people
mentioned on page 186 of the textbook.
11. Ask the pupils if they have prior knowledge about other
government and private agencies that help the poor. If yes,
let them mention these agencies.
a. Talk about the DepEd, DOLE, Golden Acres, School for the
Deaf and Blind, SSS, GSIS, PAG-IBIG Fund, and NHA.
Discuss how these agencies help the poor citizens.
12.
13.
14.
15.
16.
17.
18.
19.
b. Watch a video about the social problems of the Philippines.
Discuss these social problems in class.
c. Ask the pupils to find out more about the social services
of the government regarding education on page 185,
employment and health services on page 186, housing and
social welfare on page 187.
On livelihood, discuss to pupils about the help extended by the
government to the farmers, fishermens, factory workers, and
even those who work in their homes or those who have their
own cottage industries and farms.
Talk about the protection and benefits the government provides
for the workers.
Talk about the help given by government agencies like the
Land Bank of the Philippines, Bureau of Fisheries and
Aquatic Resources, Bureau of Plant Industry, GSIS, and POEA.
Have more research on these agencies.
The government addresses disasters, calamities and emergencies through different agencies. Find this out on pages 188-189
of the textbook.
Give pupils enough time to role-play some services of any of
the government agencies they have researched and discussed
in class.
Pupils may also role play how the people cooperate with the
government in order to achieve their common goal.
Let the pupils answer Check Yourself on pages 186,
and 189 of the textbook.
Let the pupils prepare for the activity prescribes in Things
I Can Do on page 191 of the textbook.
D. Transfer
1. Let the pupils answer these situations with Yes or No. Ask
them to explain their answer.
a. Is it good to get a receipt for the things you buy in a store?
Why?
b. Should you tell your father or driver to ask for a receipt
from the gasoline station after loading with gasoline?
Why?
c.
After eating from a restaurant, would you tell your mother
or father to get the receipt for the food you ate? Why?
2. Let the pupils answer these questions.
a. What project would you like the government to do in your
barangay after knowing that tax money is used to render
services to the people?
b. What livelihood program would you like the government
to carry out in your barangay using tax money?
c. What poster would be convincing for a tax awareness
campaign?
3. Present the following questions to the class as a simple quiz.
a. After the typhoon, the houses in Barangay Sampaguita
were all heavily damaged, leaving the people hopeless
and homeless. What agency can help the victims of this
calamity? (DOLE, DOH, NDCC)
b. You heard about bomb threats in Mindanao and Metro
Manila. Who do you think can help maintain peace and
order in these places? (DND, NHA, DSWD)
c. Parents want to own a house for their family. But their
savings is not enough. Where could they go if they want a
housing loan? (PAGASA, DILG, PAG-IBIG Fund)
d. Your brother wants to learn about basic electronics to
prepare him for a job abroad. What agency trains Filipinos to develop their technical skills? (TESDA, CHED,
DepEd)
e. Some of your playmates do not go to school. What ensures
them about free education? (1987 Constitution, GSIS,
LGUs)
4. Let the pupils showcase their understanding of the lesson
through a scrapbook-making activity (individual).
a. Let the pupils cut out pictures from old newspapers and
magazines that are related to the different government
projects in the school’s locality.
b. The pupils will use the cut-out pictures to make a scrapbook.
37
c. They may use other designs for the scrapbook.
d. Guide the pupils in the choices of photos as well as the
designs that they want to use for the scrapbook.
e. The output of the pupils can be used as references in future
discussions of the class.
f. Use the given rubric to rate the performance of the
pupils on page 44 of the Appendix.
3.
4.
E. Valuing
1. Let the pupils do the activities under Things I Will Do on pages
2. Ask this question: What do you think might happen if Filipinos
will not help the government in terms of serving the people?
Explain your answer.
Textbook, pictures, posters, newspapers, magazines, video
documentary, flyers, and handouts of programs from different
government agencies
Lesson 15 Laws that Promote Development
5.
A. Explore
1. Ask the pupils if they see reminders or warnings posted
or written in the community where they live.
2. Let them give their answers.
3. Ask them to write these in big pieces of paper and have them
posted on the board.
B. Firm Up
1. Ask the pupils to read aloud the posted warnings or reminders.
2. Make them understand that these are laws. Ask the pupils the
meaning of “law”. Let them explain further by citing examples.
The teacher will add some explanations to the pupils defini38
6.
7.
8.
tion in order for the pupils to better understand the purpose of
the law.
Make them understand that a country has different kinds of
laws.
Group the pupils into five – I, II, III, IV, V. Each group will
be assigned a topic about different kinds of laws. The teacher
will provide the needed reading materials for the pupils.
(Note: These reading materials should have already been
summarized in easy-to-read format so that Grade 3 pupils
will not find them difficult to understand.)
a. Group I will make a research on tax laws.
b. Group II will read and study labor laws.
c. Group III will read and make research on laws on
natural resources. This will include Clean Water Act of
2004; Philippine Clean Air Act 1999; Philippine Mining
Act of 1995 and Philippine Fisheries Code of 1998.
d. Group IV will report on Comprehensive Agrarian Reform
Law (CARL).
e. Group V will discuss on the effects of not following the law.
Give pupils guide questions to answer, like the following:
a. What are laws?
b. Why are laws important?
c. What are the concerns of these laws?
d. How does the law help the citizens?
Let the leader of each group make the report.
Discuss their reports.
Have a free discussion after each report.
C. Deepen
1. Review the past lesson on taxes as source of government funds,
Ask the pupils to bring receipts of purchases from a grocery
store or shopping mall.
2. Ask the pupils what is written on the receipts.
3. Tell the pupils that they are also paying taxes.
4. Give the kinds of taxes and choose pupils who will explain
each.
a. professional tax
f. income tax
b. service tax
g. real estate tax
c. property tax
h. inheritance tax
d. business or trade tax
i. travel tax
e. residence tax
5. Ask the pupils why there is a need for the people to pay
taxes.
6. Let the group make further research on taxes.
7. Write May 1 on the board. Ask the pupils why this date is
important to the people of the country.
8. Explain that May 1 is Labor Day.
9. Ask the pupils to read page 202-203 of the textbook.
10. Discuss the laws about the protection of laborers.
a. Eight-hour work day
b. Overtime pay
c. Minimum wage for daily wage earners.
11. Let them listen to the song, “Anak ng Pasig” by Smokey
Mountain. Talk about the message of the song. Afterwards,
let the class sing the song.
12. Discuss the law against water pollution. Read page 203 of the
textbook. Ask the pupils why there is a need to protect the
bodies of water. Let the pupils explain how the government
punishes people who disobey this law.
13. Take the pupils out of the classroom. Walk around the premises of the school.
14. Take them back to the classroom. Ask them what they can say
about the air they breathe while walking outside.
15. Introduce the law aiming to have a clean air in the environment, the Philippine Clean Air Act of 1999. Read page 203 of
the textbook.
16. Discuss the effects of not following the laws of the country.
Find this out on page 206 of the textbook. Then answer the
question below.
17.
18.
19.
20.
Ask the pupils who among their families have a vehicle.
Ask any of them to tell the class what should be done in
riding a car, especially if he or she is sitting in the front seat
of the vehicle.
Introduce the following:
a. Seat Belt Law and other laws concerning the safety of the
individuals
b. Traffic laws – discuss traffic lights and street signs like
the following:
• Yellow light – the driver should prepare to stop the
vehicle
• Red light – the driver should stop the vehicle
• Green light – the driver can proceed with driving
Discuss the effects of not following traffic rules. Give
examples.
Ask the pupils how safe are they if traffic rules are observed?
Give examples.
D. Transfer
1. Show a map of the Philippines. Ask the pupils to identify
bodies of water, forest, and mountains of the country. Read
articles or magazines and newspapers about preservation and
destruction of the natural resources of the country.Discussthe
articles. Discuss how the law promulgated by the government
protects our natural resources. Give importance of each one
plays in preserving and developing the natural resources.
2. Interview a Science teacher regarding laws on the environment
like the following:
a. Toxic Substances and Hazardous and Nuclear Act of
1990
b. National Integrated Protected Areas System
c. Imposition of Environment Hazard Fee
Ask how the said laws help in solving the problems
of the environment. Report your findings and discuss it
in class.
39
1. Display pictures showing the rights and duties of a Filipino
citizen.
2. Call some pupils who will choose a picture.Ask them to say
something about it.
3. View the Filipinism CD-ROM 3 for a slide show on selected
Filipino heroes. This activity should promote responsible
citizenship. The same enrichment can also be accessed at
6. Discuss the rights of the citizens one by one.
a. Freedom of speech and expression
b. Freedom to choose one’s religion
c. Equal protection of the law
d. Civic rights
e. Right to live in an orderly environment
f. Right to education
g. Right to grow strong and healthy
8. Ask the pupils why there is a need to enjoy one’s rights.
8. Show again the pictures showing the duties of a citizen.
9. Ask the pupils what they can say about the pictures being
shown.
10. Discuss the duties of a citizen.
a. Duties to oneself
b. Duties at hom
c. Duties in school
d. Duties to the community
e. Duties to fellowmen
11. Ask the pupils to give situations which show fulfillment of
duty to oneself, at home, in school, community, fellowmen,
and country.
12. Ask the pupils to role play the any duties mentioned in
number 11.
B. Firm Up
1. Ask the pupils to group the pictures. There should be two
groups, one showing the rights and the other showing the
duties.
2. Compare the two groups.
3. Discuss each picture showing their rights and tell them that
these pictures show their rights.
4. Explain the meaning of the word “right”.
5. Consult the 1987 Constitution. Find out the rights of the
citizens.
C. Deepen
1. Explain to the pupils that it is the right of the citizens to live
in a peaceful and orderly community, it is their duty to help
maintain peace and order in our country. Filipinos should obey
the different laws of the country. It is also the responsibility
of the Filipinos to prevent crime.
2. Let the pupils find out on pages 211-212 of the textbook about
maintaining peace and order.
3. Caring for the environment is an important responsibility of
the Filipinos. Study this on pages 213-214 of the textbook.
E. Valuing
1. Let the pupils do the activities under Things I Will Do on page
208 of the textbook.
2. Ask this question: What could happen if Filipinos do not follow
the laws of the country? Explain your answer.
Textbook, cassette recorder and cassette tape of the song
“Anak ng Pasig”, receipts of purchase in a grocery, copy of income tax
return form, copy of the 1987 Constitution, copy of some government
laws, reminders or warnings written in their community
Lesson 16 Responsibilities of Filipinos
A. Explore
40
4. Study the pictures on pages 215-217 of the textbook. Explain
how these ways contribute to development? Tell the pupils
that it is the responsibility of Filipinos to contribute to the
development of our country.
D. Transfer
1. Think about the ideas presented in Things to Remember
on page 219 of the textbook. Give examples or evidences on
how important are the responsibilities of the Filipinos in
contributing to the progress and development of our country.
2. Ask the pupils how they perform their responsibilities at home,
in school, and in the community? Use the chart below to guide
the pupils.
MY RESPONSIBILITIES…
At Home
In School
In the Community
3. Ask the pupils how they can help in the awareness campaign
on the proper use of of our natural resources? Give situations
about your responsibilities at home and in your community.
4. Discuss in class how you can improve yourself.
E. Valuing
1. Let the pupils do the activities under Things I Will Do on
2. Ask these questions: What would happen if Filipinos fail to do
their responsibilities in society? Should they still be allowed
to enjoy their rights? Explain your answer.
Textbook, poster, the Philippine Constitution, pictures related to
the lesson
UNIT TEST
A. Identification. Write the answer on the blank before each number.
1. The institution that provides leadership in a country
2. The government agency that supervises the different local government units in the country
3. The government agency tasked to implement educational programs
in the grade school and high school levels
4. The government agency responsible for the protection of rights of
workers
5. The government agency that provides social and humanitarian
services to Filipinos
6. This agency plans and implements programs that will lessen the
effects of natural calamities
7. This agency provides scientific and technical information about
volcanic eruptions and earthquakes
8. This is the primary government agency that takes care of the
health needs of Filipinos
9. This is the agency that is tasked to maintain a high standard of
education at the college level
10. This agency is tasked to enforce the laws of the land
B. True or False. Write True if the statement is correct. If the statement
is not correct, write False.
1. The government is the institution that provides leadership in a
country.
2. The government does not care about peace and order.
3. Social services refer to services that aim to improve the way of life
of the people.
4. The 1987 Constitution ensures that all Filipinos will have the
opportunity to acquire basic education.
5. The Armed Forces of the Philippines (AFP) should not defend the
country.
6. Taxes are not sources of government income.
7. Some people who violate laws gave to pay fines.
8. The National Statistics Office (NSO) is in charge of the health
needs of Filipinos.
41
APPENDIX
9. Population means the total number of people living in a certain
place.
10. A positive effect of a growing population is less opportunity for
many people to study and work.
C. Read the following services that the government gives to Filipinos.
Write P if it is related to peace and order, E if related to education, H
if related to health, or D if related to disaster management.
1. Construction of school buildings
2. Protecting the people from criminals
3. Medical and dental missions
4. Rescue-mission training
5. Hiring qualified teachers
6. Vaccination programs
7. Establishment of public hospitals
8. Defending the country against terrorists
9. Enforcing the different laws
10. Providing help to the victims of flooding and typhoons
ANSWERS TO THE UNIT TEST (Unit IV)
A.
1.
2.
3.
4.
government
DILG
DepEd
DOLE
5.
6.
7.
1.
2.
3.
4.
True
False
True
True
5.
6.
7.
False
True
True
8. False
9. True
10. False
1.
2.
3.
4.
C
P
H
D
5.
6.
7.
E
H
H
8. P
9. P
10. D
DSWD
NDCC
PHIVOLCS
8. DOH
9. CHED
10. PNP
Points
(Total – 10)
Criteria
A. Logical Development of Idea
4
4 – complete and well-organized presentation
of the given ideas
3 – well-organized but lacks one of the given
ideas
2 – lacks two of the given ideas
1 – only one of the given ideas was presented
0 – did not follow the instructions given
B. Appropriateness of Photos Used
3
3 – appropriate photos were used to represent
all of the given ideas
2 – 1 to 5 photos were inappropriate
0 – more than 10 photos were inappropriate for
the project
B.
C.
42
Rubric for the Photo Essay
C. Following Directions
3 – Completely followed the directions for the
project
2 – Some directions were missed out although
it did not affect the totality of the project
1 – Did not follow majority of the directions
0 – Disregarded the directions
3
Rubric for the Community Map
Rubric for the Scrapbook
Points
(Total – 10)
Criteria
A. Elements of the Map (directions, important
places, symbols of landforms and bodies of
water, if any; labels, etc.)
4
Points
(Total – 10)
Criteria
4
of the given ideas
4 – complete and well-organized
ideas
3 – complete but the presentation is not that
organized
2 – lacks one to two elements
1 – lacks more than two elements
0 – did not provide the elements needed
B. Accuracy of the Map
3
3
3 – the map accurately represents the community where the school is located
2 – one to two places were missed out
1 – more than two places were missed out
the projecj
0 – the map is an inaccurate representation of
the community where the school is located
3
project
project
3
43
Rubric for Comic Strip
Rubric for the Photo Album
Points
(Total – 10)
Criteria
A. Logical Development of Idea (Based on the
dialogue and narration)
5
Points
(Total – 10)
Criteria
4
of the given ideas
of the given ideas
ideas
4 – well organized but lacks one of the given
ideas
2 – lacks three of the given ideas
1 – only one of the given idea was presented
3
the project
0 – more than 10 photos were inappropriate
for the project
44
3
2
project
activity
1 – Some directions were missed out
3

OCOP 3 FM_UBD - Vibal Publishing

Transcription

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