4247-9 MAPEH Gr3

MAPEH
EDITION
3
Living with
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Music, Art,
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Physical Education,
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and Health
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Teacher's Guide
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Living with Music, Arts, Physical Education, and
Health (K12) Gr. 3
K to12 Curriculum
Teacher’s Guide
ISBN 978-971-07-4247-9
Copyright ©2018 by Vibal Group, Inc.
All rights reserved. No part of this book may be reproduced or transmitted in any form
or by any means—digital/electronic or mechanical, including photocopying, recording,
.
or any information storage and retrieval system—without permission in writing from the
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publisher and authors.
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Published and printed by Vibal Group, Inc.
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Table of Contents
MUSIC
UNIT I SOUND AND RHYTHM
Lesson 1 Sound and Silence.............................................................................. 1
Lesson 2
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Keep it Steady..................................................................................... 2
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Lesson 3 Count 2s, 3s, and 4s!........................................................................... 4
Lesson 4 Patterns Matter.................................................................................... 5
UNIT II PITCH AND MELODY
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Lesson 5 Go High, Go Low................................................................................. 7
Lesson 6 Melodic Lines....................................................................................... 9
UNIT
Lesson 7
Lesson 8 up
Musical Lines....................................................................................... 10
Start, End, Repeat............................................................................... 12
III SINGING, PLAYING INSTRUMENTS, AND DYNAMICS

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Lesson 9 Let Us Sing!......................................................................................... 14
Lesson 10 The Human Voice................................................................................ 16
Lesson 11 Different Sounds, Different Sources.................................................... 17

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Lesson 12 Sing Soft, Sing Loud............................................................................ 19
UNIT IV TEMPO AND TEXTURE

Lesson 13 The Speed of Music............................................................................. 21
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Lesson 14 Texture................................................................................................. 22
Lesson 15 Let Us Sing in Rounds......................................................................... 23

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ART
UNIT I ART AND ITS LANGUAGE
Lesson 1 Lines and What They Mean................................................................. 25
Lesson 2
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Learning to Show Space..................................................................... 26
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Lesson 3 Texture and Its Nature......................................................................... 27
Lesson 4 Emphasis and Contrast....................................................................... 29
Lesson 5 Artist Sketching.................................................................................... 30
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UNIT II CREATING MASTERPIECES
Lesson 6 Color and Its Properties....................................................................... 32
Lesson 7
Lesson 8
Lesson 9
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Shape and Form.................................................................................. 35
Perceiving Nature................................................................................ 37
Painting Masterpieces......................................................................... 40
III OTHER WAYS OF CREATIVE EXPRESSION

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UNIT
Lesson 10 Repetition and Emphasis..................................................................... 43

Lesson 11 Printmaking Ideas................................................................................ 44
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Lesson 12 Designing a Logo................................................................................. 46
Lesson 13 Making Catchy Posters........................................................................ 48
UNIT IV STIRRING YOUR CULTURAL AND ARTISTIC SENSES

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Lesson 14 Festivals: The Fillipino Way................................................................. 50

Lesson 15 Legends and Myths............................................................................. 52
Lesson 16 Designing and Creating Puppets......................................................... 53
Lesson 17 Telling a Story through Puppetry......................................................... 55

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PHYSICAL EDUCATION
UNIT I BODY AWARENESS
Lesson 1 Body Positions..................................................................................... 58
Lesson 2
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Symmetrical and Asymmetrical........................................................... 60
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Lesson 3 Conditioning and Flexibility.................................................................. 62
Lesson 4 Physical Activity................................................................................... 64
UNIT II SPACE AWARENESS
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Lesson 5 Locations and Directions..................................................................... 66
Lesson 6 Levels, Pathways, and Planes............................................................. 69
UNIT
Lesson 7
Lesson 8
III EFFORT
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Activities for Space Awareness........................................................... 71
More Activities for Space Awareness.................................................. 73
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Lesson 9 Time..................................................................................................... 76
Lesson 10 Force................................................................................................... 78
Lesson 11 Flow..................................................................................................... 80
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Lesson 12 Physical Activities with Time, Force, and Flow.................................... 82
UNIT IV RELATIONSHIPS
Lesson 13 Solo Activities...................................................................................... 85
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Lesson 14 Pair and Group Activites...................................................................... 87
Lesson 15 Manipulative Skills............................................................................... 88
Lesson 16 Folk Dance.......................................................................................... 91

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HEALTH
UNIT I YOU ARE HEALTHY AND STRONG
Lesson 1 Healthy and Happy.............................................................................. 93
Lesson 2 Effects of Malnutrition.......................................................................... 95
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Lesson 3 Healthy Living...................................................................................... 97
UNIT II KEEP AWAY FROM SICKNESS

Lesson 4 Sickness Makes You Sad.................................................................... 100
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Lesson 5 Risk Factors......................................................................................... 101
Lesson 6 Sickness Buster................................................................................... 103
UNIT III YOU CHOOSE AND BUY WISELY

Lesson
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7 Power to Choose................................................................................. 105
Lesson 8 The Wiser, The Better.......................................................................... 107
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Lesson 9 Know Your Rights................................................................................ 108
Lesson 10 Responsible Consumer....................................................................... 110
IV YOU ARE SAFE AND SECURE

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UNIT
Lesson 11 Road Safety Rules for Pedestrians..................................................... 113

Lesson 12 Road Safety Rules for Passengers..................................................... 115
Lesson 13 Hazards in the Community.................................................................. 117

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Lesson 14 Safety First.......................................................................................... 119
RUBRICS ............................................................................................................................... 121

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K to 12 BASIC EDUCATION CURRICULUM
GRADE 3
ELEMENTS OF MUSIC
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
FIRST QUARTER
I. RHYTHM demonstrates 1. performs simple 1. relates images with sound Pilot School MTB-
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understanding of the basic ostinato patterns/simple and silence within a rhythmic MLE
1. Sound and Silence concepts of rhythm rhythmic pattern
*Tunog, Tinig,
2. Steady Beats accompaniments on
Tugtog at Likhang
3. Simple Rhythmic classroom instruments
Sining 3. Nera, Fe
Pattern and other sound MU3RH-Ia-1
C. et al, 2000 pp.1-
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4. Ostinato sources to a given song 4
2. sings songs with correct *Musika at Sining 3.

rhythm Sunico, Raul M. et
al, 2000 pp.3-8
2. maintains a steady beat when Pilot School MTB-
MLE
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chanting, walking, tapping,
clapping, and playing musical MU3RH-Ib-h-2
instruments
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3. claps, taps, chants, walks, Pilot School MTB-
and plays musical instruments MLE
in response to sound with the
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correct rhythm
3.1 in measures of 2s, 3s, and MU3RH-Ia-c-3
4s
3.2 echo clapping
3.3 marching
3.4 dancing the waltz
4. claps the written stick Pilot School MTB-
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notation on the board MLE
representing the sound heard MU3RH-Id-4
5. plays simple ostinato patterns Pilot School MTB-

with classroom instruments MU3RH-Id-h-5 MLE
and other sound sources
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K to 12 Music Curriculum Guide May 2016 Page 24of 94
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
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STANDARDS MATERIALS
I. RHYTHM demonstrates 1. performs simple 6. creates simple ostinato Pilot School MTB-
understanding of the basic ostinato patterns/simple patterns in measures of 2s, MLE
1. Sound and Silence concepts of rhythm rhythmic 3s, and 4s through body
2. Steady Beats accompaniments on movements *Tunog, Tinig,
3. Simple Rhythmic classroom instruments Tugtog at Likhang
Sining 3. Nera, Fe
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Pattern and other sound
4. Ostinato sources to a given song C. et al, 2000 pp.6-
14
2. sings songs with MU3RH-Ie-6
*Musika at Sining 3.
correct rhythm Sunico, Raul M. et
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al, 2000 pp.14-25
*Umawit at
Gumuhit 3.
Valdecantos,
Emelita C. 1997.
pp.12-26
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7. creates ostinato patterns in Pilot School MTB-
different meters using MLE
combination of different MU3RH-If-7
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sound sources
Sunico, Raul M. et
al, 2000 pp.14-25
SECOND QUARTER
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II. MELODY demonstrates sings the melody of a song 1. identifies the pitch of a tone Pilot School MTB-
understanding of the basic with accurate pitch as: MLE
1. Pitch concepts of melody 1.1 high – higher
*Tunog, Tinig,
2. Melodic Lines 1.2 moderately high – higher
Tugtog at Likhang
3. Melodic Patterns 1.3 moderately low – lower
Sining 3. Nera, Fe
andContour 1.4 low – lower C. et al, 2000
up
MU3ME-IIa-1 pp.28-34
Sunico, Raul M. et
al, 2000 pp.52-56
*Umawit at
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Gumuhit 3.
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STANDARDS MATERIALS
II. MELODY demonstrates sings the melody of a song Valdecantos,
understanding of the basic with accurate pitch Emelita C. 1997.
1. Pitch concepts of melody pp.33-37
2. Melodic Lines 2. matches the correct pitch of Pilot School MTB-
tones MLE
3. Melodic Patterns
andContour 2.1 with the voice
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*Tunog, Tinig,
2.2 with an instrument
Tugtog at Likhang
Sining 3. Nera, Fe
MU3ME-IIa-2
C. et al, 2000
pp.30-31
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Sunico, Raul M. et
al, 2000 pp.58-59
3. relates movements with levels Pilot School MTB-
of pitch MLE
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MU3ME-IIb-3 *Tunog, Tinig,
Tugtog at Likhang
Sining 3. Nera, Fe
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C. et al, 2000 pp.31
4. matches the voice with the Pilot School MTB-
MU3ME-IIb-c-4 MLE
pitches of a melody
5. recreates simple patterns and Pilot School MTB-
MU3ME-IIb-5
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contour of a melody MLE
6. sings entire simple songs with Pilot School MTB-
accurate pitch MLE
6.1 Favorite Children’s Songs
6.1.1 “Do – Re – Mi”
6.1.2 “What Can We Do
Today”
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MU3ME-IIc-6
6.2 Folksongs
6.2.1 “Manang Biday”
6.2.2 “Paruparong Bukid”
6.2.3 “Atin Cu Pung
Singsing”
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STANDARDS MATERIALS
III. FORM demonstrates sings, plays, and performs 7. identifies the beginning, Pilot School MTB-
MU3FO-IId-1 MLE
understanding of the basic (through body movements) middle, and ending of a song
1. Musical Lines concepts of musical form a chosen song showing the 8. identifies musical lines as Pilot School MTB-
2. Musical Beginning, basic concepts of musical 8.1 similar MLE
Middle, and End lines, beginnings, endings 8.2 same
*Tunog, Tinig,
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3. Repeats in music and repeats 8.3 different through
Tugtog at Likhang
movements and geometric
Sining 3. Nera, Fe
shapes or objects MU3FO-IId-2
C. et al, 2000
pp.62-68
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Sunico, Raul M. et
al, 2000 pp.96-100
9. recognizes repetitions within a Pilot School MTB-
song MLE
*Tunog, Tinig,
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Tugtog at Likhang
Sining 3. Nera, Fe
MU3FO-IId-3
C. et al, 2000
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pp.64-68
Sunico, Raul M. et
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al, 2000 pp.102-103
10. sings repetitions of musical Pilot School MTB-
lines independently MLE
*Tunog, Tinig,
MU3FO-IIe-4
Tugtog at Likhang
Sining 3. Nera, Fe
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C. et al, 2000
pp.66-68
11. plays repetitions of musical Pilot School MTB-
MU3FO-IIf-5 MLE
lines
12. renders a song confidently, Pilot School MTB-
giving appropriate emphasis MU3FO-IIg-h-6 MLE
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on the beginning and on the

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STANDARDS MATERIALS
ending
THIRD QUARTER
IV. TIMBRE demonstrates applies vocal techniques in 1. recognizes differences in Pilot School MTB-
understanding of the basic singing to produce a sound quality coming from a MLE
1. Voice Production concepts of timbre pleasing vocal quality: variety of sound sources
MU3TB-IIIa-1 *Musika at Sining 3.
Techniques 1. using head tones
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Sunico, Raul M. et
2. Variation in Sound 2. employing proper
al, 2000 pp.129-
Quality breathing 134. Pp.135-140
2.1 Similar 3. using the diaphragm 2. responds to differences in Pilot School MTB-
2.2 Different sound quality with appropriate MLE
3. Introduction to Musical
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movement
Instruments *Tunog, Tinig,
Tugtog at Likhang
Sining 3. Nera, Fe
MU3TB-IIIa-2 C. et al, 2000
pp.58-79
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Sunico, Raul M. et
al, 2000 pp.129-
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134, pp.135-140
3. recognizes musical Pilot School MTB-
instruments through sound MLE
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*Tunog, Tinig,
Tugtog at Likhang
Sining 3. Nera, Fe
C. et al, 2000
MU3TB-IIIb-3 pp.74-79
Sunico, Raul M. et
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al, 2000 pp.129-
134, pp.135-140
4. identifies and compares the Pilot School MTB-

voices of: MLE
MU3TB-IIIb-4
4.1 classmates as they sing or
*Tunog, Tinig,
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STANDARDS MATERIALS
III. TIMBRE demonstrates applies vocal techniques in speak Tugtog at Likhang
understanding of the basic singing to produce a 4.2 selected popular singers in Sining 3. Nera, Fe
1. Voice Production concepts of timbre pleasing vocal quality: recordings C. et al, 2000
pp.72-73
Techniques 1. using head tones
2. Variation in Sound 2. employing proper
*Manwal ng Guro
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Quality breathing Umawit at Gumuhit
2.1 Similar 3. using the diaphragm 3. Valdecantos,
2.2 Different Emelita C. 1997.
3. Introduction to Musical pp.64-68
Instruments 5. compares the use of the voice Pilot School MTB-
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in speaking and in singing MLE
*Tunog, Tinig,
Tugtog at Likhang
Sining 3. Nera, Fe
C. et al, 2000
pp.70-72
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MU3TB-IIIb-5
Sunico, Raul M. et
al, 2000 pp.125-128
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*Manwal ng Guro
Umawit at Gumuhit
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3. Valdecantos,
Emelita C. 1997.
pp.64
6. uses the voice and other
sources of sound to produce a *Manwal ng Guro
variety of timbres Umawit at Gumuhit
MU3TB-IIIc-6 3. Valdecantos,
Emelita C. 1997.
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pp.64
IV. DYNAMICS demonstrates sings songs with proper 7. interprets the dynamics of a Pilot School MTB-
understanding of the basic dynamics following basic song through body movements MLE
1. Volume of Sound in concepts of dynamics in conducting gestures MU3DY-IIId-1
*Tunog, Tinig,
Music order to respond to 7.1 small movement – soft
Tugtog at Likhang
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2. Conducting and conducting gestures using 7.2 big movement – loud
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STANDARDS MATERIALS
Dynamics symbols indicating Sining 3. Nera, Fe
variances in dynamics C. et al, 2000.
pp.82-86
8. distinguishes “loud,” Pilot School MTB-
“medium,” and “soft” in music MLE
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*Tunog, Tinig,
MU3DY-IIId-2
Tugtog at Likhang
Sining 3. Nera, Fe
C. et al, 2000.
pp.82-86
9. relates dynamics to the Pilot School MTB-
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movements of animals MLE
e.g. MU3DY-IIId-3
9.1 elephant walking – loud
9.2 mice scurrying – soft
10. uses terms “loud,” “medium,” Pilot School MTB-
and “soft” (louder, softer) to MLE
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identify changes and
*Manwal ng Guro
variations in volume MU3DY-IIIe-4
Umawit at Gumuhit
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3. Valdecantos,
Emelita C. 1997.
pp.73
11. responds to conducting Pilot School MTB-
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gestures of the teacher for MLE
“loud” and “soft”
*Umawit at
E.g.
Gumuhit 3.
11.1 Teacher’s palm down MU3DY-IIIe-h-
Valdecantos,
means “soft” and palm up 5 Emelita C. 1997.
means “loud.” pp.73-75
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11.2 Hands moving farther from
each other mean sound
becomes louder.
12. uses varied dynamics to Pilot School MTB-
enhance poetry, chants, MU3DY-IIIf-h- MLE
drama, songs and musical 6
stories
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STANDARDS MATERIALS
FOURTH QUARTER
V. TEMPO demonstrates enhances performance of 1. mimics animal movements Pilot School MTB-
understanding of the poetry, chants, drama, according to speed MLE
1. Speed of Sound in concepts of tempo in order musical stories, and songs 1.1 horse – fast
Music to respond to conducting by using a variety of tempo 1.2 carabao – slow MU3TP-IVa-1
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1.1 Fast symbols indicating 1.3 turtle – slow
1.2 Slow variations in tempo 1.4 rabbit - fast
2. Conducting and Tempo 1.5 dog – fast
2. sings songs with proper Pilot School MTB-
tempo following basic MLE
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conducting gestures
*Tunog, Tinig,
Tugtog at Likhang
Sining 3. Nera, Fe
C. et al, 2000
MU3TP-IVa-2
pp.88-89
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*Umawit at
Gumuhit 3.
Valdecantos,
Emelita C. 1997.
xiv
pp.75-80
3. relates movement to changes Pilot School MTB-
and variations in tempo MLE
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*Tunog, Tinig,
MU3TP-IVb-3
Tugtog at Likhang
Sining 3. Nera, Fe
C. et al, 2000
pp.88-93
4. responds with movement to Pilot School MTB-
tempo changes MLE
up
4.1 (i.e. doing locomotor and
MU3TP-IVb-c-4 *Tunog, Tinig,
non-locomotor movements)
Tugtog at Likhang
to a variety of tempo in
Sining 3. Nera, Fe
recorded music C. et al, 2000 pp.90
5. distinguishes among fast, Pilot School MTB-
MU3TP-IVb-5 MLE
moderate, and slow in music
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STANDARDS MATERIALS
V. TEMPO demonstrates enhances performance of
understanding of the poetry, chants, drama, *Tunog, Tinig,
1. Speed of Sound in concepts of tempo in order musical stories, and songs Tugtog at Likhang
Sining 3. Nera, Fe
Music to respond to conducting by using a variety of tempo
C. et al, 2000
1.1 Fast symbols indicating
pp.88-93
1.2 Slow variations in tempo
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6. uses the terms: fast, Pilot School MTB-
2. Conducting and Tempo MLE
moderate, and slow, (faster,
slower etc.) to identify tempo
*Tunog, Tinig,
changes and variations
Tugtog at Likhang
Sining 3. Nera, Fe
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C. et al, 2000
pp.88-93
*Musika at Sining
MU3TP-IVb-6
3.Sunico, Raul M. et
al, 2000. pp.111-
123
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*Manwal ng Guro
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Umawit at Gumuhit
3. Valdecantos,
Emelita C. 1997.
pp.75
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7. sings songs with designated Pilot School MTB-
tempo MLE
E.g.
*Tunog, Tinig,
7.1 Lullaby – slow MU3TP-IVa-c-7
Tugtog at Likhang
7.2 Joyful songs – fast
Sining 3. Nera, Fe
C. et al, 2000
up
pp.88-93
VI. TEXTURE demonstrates sings 8. demonstrates the concept of Pilot School MTB-
understanding of the basic 1. “two-part rounds” texture by singing “two-part MLE
1. Single Melodic Line or concepts of texture 2. “partner songs” rounds”
MU3TX-IVd-f-1
Simultaneous E.g.
Occurrence of Multiple 8.1 “Are You Sleeping, Brother
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Melodic Lines John?”
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STANDARDS MATERIALS
2. Distinction Between 8.2 “Row, Row, Row Your Boat”
Thinness and 8.3 “Musika Ay Di Kukupas”
Thickness in Music 9. demonstrates the concept of Pilot School MTB-
texture by singing “partner MLE
songs
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E.g.
9.1 “Leron, Leron Sinta” MU3TX-IVd-f-2
9.2 “Pamulinawen”
9.3 “It’s A Small World”
9.4 “He’s Got the Whole World in
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His Hands
10. distinguishes between single Pilot School MTB-
musical line and multiple MLE
MU3TX-IVd-f-3
musical lines which occur
simultaneously
11. distinguishes between Pilot School MTB-
MU3TX-IVg-h-
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thinness and thickness of MLE
4
musical sound
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CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
3. texture proportion and balance (found materials, recycled, 8. molds an animal shape on Music, Art, Physical
through sculpture and local or manufactured) wire or bamboo armature Education and
A2PR-IVg
II. Principles: 3-dimensional crafts or framework, showing the Health 2. Ramilo,
4. proportion animal in action Ronaldo V. et al,
5. balance 2013. pp.274-279
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9. creates a clay human Music, Art, Physical
III. Process: figure that is balanced and Education and
6. SCULPTURE and 3-D CRAFTS can stand on its own Health 2. Ramilo,
6.1 box figure sculpture Ronaldo V. et al,
6.2 kites and boats 2013. pp.283-287
6.3 paper mache animals
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6.4 clay figures
A2PR-IVh
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GRADE 3
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GRADE 3- FIRST QUARTER

I. Elements: The learner... The learner… The learner… PILOT SCHOOL –
1. Lines MTB MLE Lesson 1
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1.1 lines can show demonstrates creates an artwork of people 1. distinguishes the size of A3EL-Ia
movement understanding of lines, in the province/region. persons in the drawing, to
2. texture is created by using texture, shapes and On-the-spot sketching of indicate its distance from
different lines depth, contrast (size, plants trees, or buildings and the viewer
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K to 12 Arts Curriculum Guide May 2016 Page 24of 102
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3. shape of natural objects texture) through geometric line designs 2. shows the illusion of space PILOT SCHOOL –
drawing shows a work of art based on in drawing the objects and A3EL-Ib MTB MLE Lesson 2
II. Principles: close observation of natural persons in different sizes
4. Depth objects in his/her surrounding 3. appreciates that artist PILOT SCHOOL –
4.1 balance of size noting its size, shape and create visual textures by A3PL-Ic MTB MLE Lesson 6
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5. Contrast texture using a variety of lines and
5.1 contrast of picture colors
4. tells that in a landscape, PILOT SCHOOL –
III. Process: the nearest object drawn is MTB MLE Lesson 4
6. DRAWING the foreground; the objects
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6.1 people in the behind the foreground are A3PL –Id
province/region the middle ground, while
on-the-spot sketching of the objects farthest away
plants, trees or building are the background, and
geometric line designs. by doing this there is
balance
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5. describes the way of life of PILOT SCHOOL –
people in the cultural MTB MLE Lesson 3
community
A3PL-Ie
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Sunico, Raul M. et
al, 2000. pp.224-
227
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6. create a geometric design PILOT SCHOOL –
by contrasting two kind of A3PR-If MTB MLE Lesson 6
creates an artwork of people lines in terms of type or
I. Elements: demonstrates in the province/region. size
1. Lines understanding of lines, On-the-spot sketching of 7. sketches on-the-spot PILOT SCHOOL –
1.1 lines can show texture, shapes and plants trees, or buildings and outside or near the school MTB MLE Lesson 5
movement depth, contrast (size, geometric line designs to draw a plant, flowers or
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2. texture is created by using texture) through shows a work of art based on A3PR-Ig
a tree showing the
different lines drawing close observation of natural different textures and
3. shape of natural objects objects in his/her surrounding shape of each part, using
noting its size, shape and only a pencil or black
II. Principles: texture crayon or ballpen
4. Depth 8. creates a pencil or pen A3PR-Ih PILOT SCHOOL –
4.1 balance of size
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drawing of scene in daily MTB MLE Lesson 3
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5. Contrast life, where people in the
5.1 contrast of picture province/region show their
occupation by the action
III. Process: they are doing
6. DRAWING 9. sketches and colors and PILOT SCHOOL –
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6.1 people in the view of the province/region MTB MLE Lesson
province/region with houses and buildings 3,4
on-the-spot sketching of indicating the foreground A3PR-Ii
plants, trees or building middle ground and
geometric line designs. background by the size of
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the objects
Grade 3- SECOND QUARTER
I. Elements: The learner... The learner... The learner... PILOT SCHOOL –
1. Color 1. sees that there is harmony MTB MLE Lesson 8
1.1 mix colors to create demonstrates creates an artwork of people in nature as seen in the A3EL-IIa
tints, shades and neutral understanding of lines, in the province/region on-the- color of landscapes at Music, Art, Physical
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color textures, shapes and spot sketching of plants, trees different times of the day Education and
2. Shape balance of size, contrast and building and geometric Ex: Health 2. Ramilo,
2.1 animals have shapes of texture through line designs 1.1 landscapes of Felix Ronaldo V. et al,
xix
2.2 adapted to their needs drawing Hidalgo, Fernando 2013. pp.190-192
3. Texture Amorsolo, Jonahmar
3.1 is created by variety of applies knowledge of planes Salvosa
lines in a landscape (foreground, 1.2 Still’s life of Araceli
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middle ground and Dans, Jorge Pineda,
II. Principles: background) in painting a Agustin Goy
4. Harmony landscape 2. appreciates that nature is Music, Art, Physical
4.1 colors, shapes and lines so rich for no two animals A3EL-IIb Education and
that complement each have the same shape, skin Health 2. Ramilo,
other create harmony and covering and color Ronaldo V. et al,
a mood of the painting 2013. pp.214-215
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3. perceives how harmony is PILOT SCHOOL –
III. Process:
created in an artwork A3PL-IIc MTB MLE Lesson 8
5. PAINTING
because of complementary
fruits and plants (still life)
colors and shapes
scene at the a time of day
wild animal (close-up)
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4. paints a still life by PILOT SCHOOL –
observing the different MTB MLE Lesson 7
shapes, color and texture A3PR-IId
of fruits, drawing them
overlapping and choosing
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the right colors for each
fruit
5. creates new tints and PILOT SCHOOL –

I. Elements: creates an artwork of people shades of colors by mixing A3PR-IIe MTB MLE Lesson 7
ba
1. Color in the province/region on-the- two or more colors
1.1 mix colors to create demonstrates spot sketching of plants, trees
tints, shades and neutral understanding of lines, and building and geometric 6. paints a landscape at a PILOT SCHOOL –
color textures, shapes and line designs particular time of the day A3PR-IIf MTB MLE Lesson 8
2. Shape balance of size, contrast and selects colors that
2.1 animals have shapes of texture through complement each other to
lG
2.2 adapted to their needs drawing applies knowledge of planes create a mood
3. Texture in a landscape (foreground,
3.1 is created by variety of middle ground and 7. observes the characteristics PILOT SCHOOL –
xx
lines background) in painting a of a wild animal by making MTB MLE Lesson 9
several pencil sketches and A3PR-IIg
landscape
II. Principles: painting it later, adding
4. Harmony
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texture of its skin covering
4.1 Colors, shapes and
8. appreciates the Filipino A3PR-IIh Music, Art, Physical
linesthat complement
artists painted landscapes Education and
each
in their own particular style Health 2. Ramilo,
other create harmony
and can identify what Ronaldo V. et al,
and a mood of the
makes each artist unique in 2013. pp.190-192
painting
his use of colors to create
up
harmony
III. Process:
5. PAINTING
fruits and plants (still life)
scene at the a time of day
wild animal (close-up)
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Grade 3- THIRD QUARTER

I. Elements: The learner... The learner... The learner… PILOT SCHOOL –
1. Shape MTB MLE Lesson 10
1.1 letter stencils demonstrates exhibits basic skills in making 1. tells that a print made A3EL-IIIa
1.2 logo designs understanding of a design for a print and from objects found in
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1.3 abstract shapes shapes, colors and producing several clean copies nature can be realistic or
2. Color principle repetition and of the prints abstract
2.1 Complementary colors emphasis through 2. appreciates the importance PILOT SCHOOL –
printmaking (stencils) manipulates a stencil with an and variety of materials A3PL-IIIb MTB MLE Lesson 10
II. Principles: adequate skill to produce a used for printing
ba
3. Repetition clean print for a message,
slogan or logo for a T-shirt, 3. observes that a print PILOT SCHOOL –
3.1 of letters and logos and
poster bag design may use repetition MTB MLE Lesson 12
shapes A3PL-IIIc
of shapes or lines and
4. Emphasis
produces at least 3 good emphasis on contrast of
4.1 of shapes by contrast
copies of print using shapes and lines
complementary colors and
lG
III. Process: 4. realizes that a print design PILOT SCHOOL –
contrasting shapes can be duplicated many MTB MLE Lesson 12
5. PRINTMAKING (stencils) A3PL-IIId
5.1 T-shirt/cloth pin times by hand or by
xxi
5.2 poster prints machine and can be
5.3 duffel bag print shared with others
5. explain the meaning of the A3PR-IIIe PILOT SCHOOL –
design created MTB MLE Lesson 12
ro
6. designs an attractive logo PILOT SCHOOL –
with slogan about the A3PR-IIIf MTB MLE Lesson 12
environment to be used for
printing
7. creates and cuts a stencil PILOT SCHOOL –
from paper or plastic MTB MLE Lesson 12
A3PR-IIIg
up
sheets to be used for
multiple prints on cloth or
hard paper
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I. Elements: 8. creates a print for a shirt, PILOT SCHOOL –
1. Shape bag or a poster using MTB MLE Lesson 12
1.1 letter stencils stencils with abstract A3PR-IIIh
1.2 logo designs designs that conveys a
1.3 abstract shapes message and can be
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2. Color replicated
demonstrates exhibits basic skills in making
2.1 Complementary colors 9. writes a slogan about the PILOT SCHOOL –
understanding of a design for a print and
environment that correlates MTB MLE Lesson 11
shapes, colors and producing several clean copies A3PR-IIIg
II. Principles: messages to be printed on
principle repetition and of the prints
3. Repetition T-shirts, posters, banners
ba
emphasis through
3.1 of letters and logos and manipulates a stencil with an or bags
printmaking (stencils)
shapes adequate skill to produce a 10. school/district exhibit and
4. Emphasis clean print for a message, culminating activity in
4.1 of shapes by contrast slogan or logo for a T-shirt, celebration of the National
poster bag Arts Month (February)
III. Process: A3PR-IIIh
lG
5. PRINTMAKING (stencils) produces at least 3 good
5.1 T-shirt/cloth pin copies of print using
5.2 poster prints complementary colors and
5.3 duffel bag print contrasting shapes
xxii
GRADE 3- FOURTH QUARTER
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I. Elements: The learner... The learner... The learner… PILOT SCHOOL –
1. SHAPES MTB MLE Lesson 13
1.1 human and animals demonstrates creates a single puppet based 1. identifies different styles of
understanding of on character in legends, A3EL-IVa
2. COLORS puppets made in the
2.1 primary shapes, colors, textures, myths or stories using Philippines (form Teatro
2.2 secondary and emphasis by recycled and hard material Mulat and Anino Theater
2.3 tertiary variation of shapes and creates a mask or headdress Group)
up
3. TEXTURES texture and contrast of that is imaginary in design 2. appreciates variations of PILOT SCHOOL –
3.1 visual and actual colors through sculpture using found and recycled puppets in terms of MTB MLE Lesson 13
and crafts materials A3PL-IVb
material, structure, shapes,
II. Principles: demonstrates basic skills in colors and intricacy of
4. Emphasis constructing a puppet made textural details
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4.1 by Variation of shapes from a hard and stick, which 3. creates a puppet designs PILOT SCHOOL –
and textures can be manipulated that would give a specific A3PR-IVc MTB MLE Lesson 13
5. CONTRASTof colors and unique character
4. applies designs of varied PILOT SCHOOL –
III. Process: shapes and colors on MTB MLE Lesson 13
A3PR-IVd
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6. SCULPTURE and CRAFTS puppets to show the
6.1 puppets on a stick unique character of the
6.2 hand puppet puppet
imaginary masks 5. constructs a simple puppet PILOT SCHOOL –
based on a character in a MTB MLE Lesson 13
A3PR-IVe
ba
legend, myth or story
using recyclable materials
and bamboo sticks or twigs
6. manipulates a puppet to PILOT SCHOOL –
act out a character in a A3PR-IVf MTB MLE Lesson 13
story together with the
lG
puppets
7. performs as puppeteer PILOT SCHOOL –
together with others, in a MTB MLE Lesson 13
puppet show to tell a story
xxiii
using the puppet he/she
created
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A3PR-IVg
up
I. Elements:
1. SHAPES creates a single puppet based
1.1 human and animals demonstrates on character in legends,
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2. COLORS understanding of myths or stories using 8. designs and creates mask A3PR-IVh PILOT SCHOOL –
2.1 primary shapes, colors, textures, recycled and hard material or headdress with the use MTB MLE Lesson 14
2.2 secondary and emphasis by creates a mask or headdress of recycled or natural
2.3 tertiary variation of shapes and that is imaginary in design objects inspired by best
3. TEXTURES texture and contrast of using found and recycled festivals
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3.1 visual and actual colors through sculpture materials 9. creates a mask or A3PR-IVi PILOT SCHOOL –
and crafts demonstrates basic skills in headdress that is MTB MLE Lesson 14
II. Principles: constructing a puppet made imaginary in design using
4. Emphasis from a hard and stick, which found and recycled
4.1 by Variation of shapes can be manipulated material, inspired by local
ba
and textures Festivals
5. CONTRASTof colors
III. Process:
6. SCULPTURE and CRAFTS
6.1 puppets on a stick
lG
6.2 hand puppet
6.3 imaginary masks
xxiv
GRADE 4

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GRADE 4- FIRST QUARTER

I. Elements: The learner… The learner… The learner… *Manwal ng Guro
1. LINES Musika at Sining 4.
1.1 organic and inorganic demonstrates practices variety of culture in 1. appreciates the rich Valdecantos,
up
2. COLORS understanding of lines, the community by way of variety of cultural Emelita C. 1999.
2.1 primary and secondary texture, and shapes; attire, body accessories, communities in the pp.113-114
3. SHAPES and balance of size and religious practices and Philippines and their A4EL-Ia
3.1 stylized based on nature repetition of lifestyle. uniqueness *Manwal ng Guro
motifs/patterns through 1.1 LUZON- Ivatan, Musika at Sining 3.
II. Principles: drawing creates a unique design of Ifugao, Kalkminga, Valdecantos,
4. REPETITION houses, and other household Bontok, Gaddang, Emelita C. 1997.
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GRADE 3
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Body Shapes The learner . . . The learner . . . The learner . . . Music, Art, Physical Education and
(Straight, curled, wide 1. describes body shapes Health 2.(Tagalog) DepEd.
and twisted) and demonstrates performs body shapes and actions PE3BM-Ia-b-1 Falculita, Rogelio F. et.al.2013.
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Body Actions understanding of body and actions properly. pp. 295-296
(Walking, standing, shapes and body actions 2. performs body shapes and Music, Art, Physical Education and
sitting) in preparation for various actions Health 2.(Tagalog) DepEd.
PE3BM-Ic-d-15
movement activities Falculita, Rogelio F. et.al.2013.
pp. 297-299
ba
3. creates body shapes and Music, Art, Physical Education and
actions Health 2.(Tagalog) DepEd.
PE3BM-Ie-f-2
Falculita, Rogelio F. et.al.2013. pp.
300-301
4. demonstrates momentary Music, Art, Physical Education and
stillness in symmetrical Health 2.(Tagalog) DepEd.
lG
and asymmetrical shapes Falculita, Rogelio F. et.al.2013. pp.
PE3BM-Ig-h-16
using body parts other 300-301
than both feet as a base
xxv
of support
5. demonstrates movement
skills in response to PE3MS-Ia-h-1
sounds and music
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6. identifies conditioning and Music, Art, Physical Education and
flexibility exercises that Health 2.(Tagalog) DepEd.
PE3PF-Ia-h-15
will improve posture Falculita, Rogelio F. et.al.2013. pp.
381-382
7. performs conditioning and Music, Art, Physical Education and
flexibility exercises that Health 2.(Tagalog) DepEd.
PE3PF-Ia-h-16
will improve body posture Falculita, Rogelio F. et.al.2013. pp.
up
381-382
8. engages in fun and Music, Art, Physical Education and
enjoyable physical activities Health 2.(Tagalog) DepEd.
PE3PF-Ia-h-2 Falculita, Rogelio F. et.al.2013.
Suggested learning activities pp. 303-305. 313-314
 movement skills activities
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K to 12 Physical Education Curriculum Guide May 2016 Page 21 of 67
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools
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CONTENT PERFORMANCE
STANDARDS STANDARDS
(locomotor, non-locomotor
Body Shapes The learner . . . The learner . . . and manipulative skills)
(Straight, curled, wide  folk dances (Tiklos/Kunday-
and twisted) and demonstrates performs body shapes kunday)
Body Actions understanding of body and actions properly.  rhythmic routines (ribbon,
(Walking, standing, shapes and body actions hoop, balls, and any available
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sitting) in preparation for various indigenous/improvised
movement activities materials)
 lead up, organized and
indigenous games
corrective exercises
ba
SECOND QUARTER/ SECOND GRADING
Locations The learner . . . The learner . . . The learner . . .
(Behind,in front, 9. describes movements in a
under, over, demonstrates performs movements location, direction, level, PE3BM-IIa-b-17
personal space, understanding of accurately involving pathway and plane
lG
general space) locations, directions, locations, directions,
Directions levels, pathways and levels, pathways and 10. moves in:
(linear-forward and planes planes.
backward, lateral-  personal and general
xxvi
sideward, and multi- space
directional)  forward, backward,
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Levels and sideward
(High, middle, low) directions PE3BM-IIc-h-18
Pathways  high, middle, and low
(Straight, curve, levels
zigzag)  straight, curve, and
and Planes zigzag pathways
(Diagonal, horizontal,  diagonal and
up
vertical, and horizontal planes
rotational) 11. demonstrates movement
skills in response to PE3MS-IIa-h-1 MISOSA 4 – module 1
sound
12. identifies conditioning
1. MISOSA 5 - module 1
and flexibility exercises PE3PF-IIa-h-15
2. MISOSA 5 - module 5. pp. 1-5
that will improve body
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CONTENT PERFORMANCE
STANDARDS STANDARDS
mechanics
Locations The learner . . . The learner . . .
13. performs conditioning
(Behind,in front,
and flexibility exercises MISOSA 6- Module 5. pp.1-6.
under, over, demonstrates performs movements PE3PF-IIa-h-16
personal space, understanding of accurately involving
mechanics
general space) locations, directions, locations, directions,
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14. engages in fun and
Directions levels, pathways and levels, pathways and
enjoyable physical
(linear-forward and planes planes.
activities
backward, lateral-
sideward, and multi-
Suggested learning activities
directional)
ba
(locomotor, non-locomotor
Levels
and manipulative skills)
(High, middle, low) Music, Art, Physical Education and
 folk dances (Tiklos/ Kunday-
Pathways Health 2.(Tagalog) DepEd.
kunday) PE3PF-IIa-h-2
(Straight, curve, Falculita, Rogelio F. et.al.2013. pp.
 rhythmic routines (ribbon,
zigzag) 345. 313-314
hoop, balls, and any available
and Planes
indigenous/improvised
lG
(Diagonal, horizontal,
materials)
vertical, and
rotational)
indigenous games
xxvii
THIRD QUARTER/ THIRD GRADING

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Time The learner . . . The learner . . . 15. describes movements in
PE3BM-IIIa-b- MISOSA 4 – module 1 pp.3-4
(slow, slower, a location, direction,
17
slowest/fast, faster, demonstrates performs movements level, pathway and plane
fastest ) understanding of accurately involving 16. moves:
Force movement in relation to time, force, and flow.
(light, lighter, time, force and flow  at slow, slower,
lightest/strong, slowest/fast, faster,
PE3BM-IIIc-h-
up
stronger, strongest) fastest pace
19
and Flow  using light, lighter,
(smoothness of lightest/strong,
movement) stronger, strongest
force with smoothness
17. demonstrates movement
PE3MS-IIIa-h-1
skills in response to
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CONTENT PERFORMANCE
STANDARDS STANDARDS
Time The learner . . . The learner . . . sound
(slow, slower,
18. engages in fun and
slowest/fast, faster, demonstrates performs movements
enjoyable physical PE3PF-IIIa-h-2
fastest ) understanding of accurately involving
activities
Force movement in relation to time, force, and flow.
(light, lighter, time, force and flow
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and flexibility exercises MISOSA 5 – module 1. pp.1-5
lightest/strong, PE3PF-IIIa-h-15
stronger, strongest)
mechanics
and Flow
(smoothness of 20. performs conditioning
movement) and flexibility exercises
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mechanics

locomotor, non-locomotor
lG
and manipulative skills
 folk dances (Tiklos/ Kunday- PE3PF-IIIa-h-16 MISOSA 5 – module 1.
kunday)
xxviii
materials)
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indigenous games
 corrective exercises
FOURTH QUARTER/ FOURTH GRADING

Person The learner . . . The learner . . . The learner . . .
(Invidual, pair, group) 21. participates in various MISOSA 4 – module 5. pp.3-5
up
PE3BM-IV-a-b-
Objects demonstrates performs movement movement activities
20
(ribbon, hoop, balls, understanding of activities involving involving person, objects,
and any available movement activities person, objects, music music and environment
indigenous/improvised relating to person, and environment 22. moves:
materials), objects, music and correctly PE3BM-IV-c-h-
Sound and environment  individually, with 21
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Environment partner, and with
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CONTENT PERFORMANCE
STANDARDS STANDARDS
(indoor and outdoor group
settings)  with ribbon, hoop,
balls, and any
Person The learner . . . The learner . . . available
(Invidual, pair, group) indigenous/improvised
Objects demonstrates performs movement materials
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(ribbon, hoop, balls, understanding of activities involving  with sound
and any available movement activities person, objects, music  in indoor and outdoor
indigenous/improvised relating to person, and environment settings
materials), objects, music and correctly 23. demonstrates movement
Sound and environment skills in response to PE3MS-IV-a-h-1
ba
Environment sounds and music
(indoor and outdoor 24. engages in fun and
settings) enjoyable physical PE3PF-IV-a-h-2
activities
PE3PF-IV-a-h-
and flexibility exercises
15
lG
that will improve posture
26. performs conditioning
and flexibility exercises
xxix
mechanics

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locomotor, non-locomotor
and manipulative skills PE3PF-IV-a-h-
 folk dances (Tiklos/Kunday- 16
kunday)
up
materials)
indigenous games
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GRADE 3

CONTENT LEARNING COMPETENCY CODE EQUIPMENT
Grade 3 – NUTRITION – 1ST QUARTER (H3N)

A. Good Nutrition and Health The learner… The learner… The learner… Music, Art, Physical Weighing Scale,
Vi
1. Concept of Malnutrition Education and Health bathroom-type
2. Forms of malnutrition demonstrates consistently 1. describes a healthy person 2. Oabel, Edna C., et.
H3N-Iab-11
(undernutrition and understanding of demonstrates al. DepED. 2013.
overnutrition) the importance good decision- pp.418-419
2.1. Protein-Energy of nutritional making skills in 2. explains the concept of
ba
Malnutrition (PEM) guidelines and making food malnutrition
2.2. Micronutriental balanced diet in choices H3N-Iab-12
Deficiencies good nutrition 3. identifies nutritional
2.2.1. Vitamin A – and health problems H3N-Icd-13
Night Blindness
2.2.2. Vitamin B – 4. describes the characteristics,
lG
Beri-beri signs and symptoms, effect H3N-Ief-14
2.2.3. Vitamin C – of the various forms of
Scurvy malnutrition
xxx
2.2.4. Votamin D –
Rickets 5. discusses ways of preventing
2.2.5. Iron – Anemia the various forms of
2.2.6. Iodine – Goiter malnutrition
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2.2.7. Calcium –
Rickets/
Osteoperosis
2.3. Overweight and obesity
H3N-Ief-15
up
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B. Nutritional Guidelines for 6. identifies the nutritional Science and Health

Filipinos (with emphasis on guidelines for Filipino Today 2. Teacher’s
items with *) The learner… The learner… Manual. Apolonario,
H3N-Igh-16
1. Eat variety of foods Nenita.1997 pp.33-
every day to get the demonstrates consistently 35.*
Vi
nutrients needed by the understanding of demonstrates
body* the importance good decision- 7. discusses the different Science and Health
2. Breastfeed infants of nutritional making skills in nutritional guidelines Today 2. Teacher’s
H3N-Ii-17
exclusively from birth up guidelines and making food Manual. Apolonario,
to 6 months then give balanced diet in choices Nenita.1997 pp.33-35*
ba
appropriate good nutrition 8. realizes the importance of Science and Health
complementary foods and health following nutritional Today 2. Teacher’s
while continuing guidelines H3N-Ij-18 Manual. Apolonario,
breastfeeding for 2 Nenita.1997 pp.33-35*
years and beyond for
optimum growth and 9. describes ways of Music, Art, Physical
development
lG
maintaining healthy lifestyle Education and Health
3. Eat more vegetables, H3N-Ij-19 2. Oabel, Edna C., et.
and fruits everyday to al. DepED. 2013.
get the essential pp.418-419
xxxi
vitamins, minerals and Music, Art, Physical
fiber for regulation of 10. evaluates one’s lifestyle Education and Health
body processes* 2. Oabel, Edna C., et.
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4. Consume fish, lean al. DepED. 2013.
meat, poultry, egg, dried pp.419-421
beans or nuts daily for H3N-Ij-20
growth and repair of
body tissues*
5. Consume milk, milk
products and other
up
calcium-rich foods, such ,I
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as small fish and

shellfish everyday for The learner… The learner… 11. adopts habits for a healthier H3N-Ij-21
healthy bones and lifestyle
teeth* demonstrates consistently
6. Consume safe foods and understanding of demonstrates
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water to prevent the importance good decision-
diarrhea and other food of nutritional making skills in
and water-borne guidelines and making food
diseases* balanced diet in choices
7. Use iodized salt to good nutrition
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prevent Iodine and health
Deficiency Disorders
8. Limit intake of salty,
fried, fatty and sugar-
rich foods to prevent
cardiovascular diseases*
lG
9. Attain normal body
weight through proper
diet and moderate
physical activity to
xxxii
maintain good health
and help prevent
obesity.
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10. Be physically active,
make healthy food
choices, manage stress,
avoid alcoholic
beverages and do not
smoke to help prevent
lifestyle-related non-
up
communicable
diseases.*
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Grade 3 – PERSONAL HEALTH / PREVENTION AND CONTROL OF DISEASES AND DISORDERS - 2ND QUARTER (H3PH/DD)
A. Concept of health and The learner… The learner… 1. Pilot School
wellness demonstrates an consistently MTB_MLE Health
understanding of practices healthy 3. Q2 W1&2
the nature of habits to prevent 2. Music, Art,
The learner…
Vi
and the and control H3PH-IIa-9 Physical
1. describes a healthy and
prevention of diseases Education and
an unhealthy person
diseases Health 2. Oabel,
Edna C., et. al.
The learner… DepED. 2013.
ba
The learner… consistently pp.418-419
B. Common Childhood Diseases demonstrates an practices healthy 1. Pilot School
1. Common diseases understanding of habits to prevent MTB_MLE Health
2. General risk factors the nature of and control 3. Q2 W1&2 ,
2.1. Heredity and the diseases W3&4, W5&6,
2.2. Environment prevention of W7&8, W9, W10
diseases
lG
2.3. Lifestyle 2. Music, Art,
3. Effects Physical
2. identifies common Education and
H3DD-IIbcd-1
childhood diseases Health 2. Oabel,
xxxiii
Edna C., et. al.
DepED. 2013.
pp.413-416
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3. Exploring Science
3. Alsim-
Madriaga,Lucita.
2000. pp.32-34.*
The learner… 1. Pilot School
consistently MTB_MLE Health
The learner… practices healthy 3. Q2 W1&2 ,
up
demonstrates an habits to prevent W3&4, W5&6,
understanding of and control 3. identifies risk factors for W7&8, W9, W10
H3DD-IIbcd-2
the nature of diseases diseases 2. Exploring Science
and the 3. Alsim-
prevention of Madriaga,Lucita.
diseases 2000. pp.32-34.*
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1. Pilot School
MTB_MLE Health
3. Q2 W1&2 ,
4. discusses the different risk W3&4, W5&6,
factors for diseases H3DD-IIbcd-3 W7&8, W9, W10
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3. Alsim-
Madriaga,Lucita.
2000. pp.32-34.*
1. Pilot School
ba
MTB_MLE Health
3. Q2 W1&2 ,
W3&4, W5&6,
5. gives an example of health W7&8, W9, W10
H3DD-IIbcd-4
condition under each risk factor 2. Exploring Science
3. Alsim-
lG
Madriaga,Lucita.
2000. pp.32-34.*
1. Pilot School
xxxiv
MTB_MLE Health
3. Q2 W1&2 ,
W3&4, W5&6,
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6. explains the effects of
H3DD-IIbcd-5 W7&8, W9, W10
common diseases
3. Alsim-
Madriaga,Lucita.
2000. pp.32-34.*
C. Preventive Measures for 1. Pilot School
up
Common Childhood Diseases MTB_MLE Health
1. Proper Hygiene 3. Q2 W1&2 ,
2. Environmental Sanitation W3&4, W5&6,
7. explains measures to prevent H3DD-IIefg-6
3. Building up one’s body W7&8, W9, W10
common diseases
resistance through 2. Exploring Science
healthy lifestyle 3. Alsim-
3.1. Proper Nutrition Madriaga,Lucita.
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3.2. Adequate Rest and 2000. pp.32-35.*
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Sleep 1. Pilot School

3.3. Regular Physical MTB_MLE Health
Activities 3. Q2 W1&2 ,
4. Specific protection W3&4, W5&6,
through immunization W7&8, W9, W10
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5. Regular health and dental 2. Exploring Science
check-up 3. Alsim-
8. explains the importance of Madriaga,Lucita.
H3DD-IIh-7
proper hygiene and building up 2000. pp.30-32.*
one's body resistance in the 3. Music, Art,
ba
prevention of diseases Physical
Education and
Health 2. DepED.
Oabel, Edna C.,
et. al. 2013.
pp.429-434
lG
9. demonstrates good 1. Pilot School
self-management and good- MTB_MLE Health
xxxv
decision making-skills to prevent 3. Q2 W1&2 ,
common diseases W3&4, W5&6,
W7&8, W9, W10
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2. Music, Art,
Physical
Education and
Health 2. Oabel,
H3DD-IIij-8
Edna C., et. al.
DepED. 2013.
pp.417-421
up
3. Alsim-
Madriaga,Lucita.
2000. pp.30-34.*
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Grade 3 - CONSUMER HEALTH – 3RD QUARTER (H3CH)

A. Introduction to consumer The learner… The learner… The learner… Pilot School
education and its 1. defines a consumer H3CH-IIIab-1 MTB_MLE Health
components (health demonstrates demonstrates 3. Q4 W4 pp.92
information, products and understanding of critical thinking
Vi
services) factors that skills as a wise 2. explain the components of
Pilot School
affect the choice consumer consumer health
MTB_MLE Health
of health
3. Q1-Q4, Lesson
information and H3CH-IIIab-2
Plan in Grade 3,
products
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Q4 W5, W6
B. Factors that influence the 3. identify different factors that Pilot School
choice of goods and services influence the choice of MTB_MLE Health
H3CH-IIIbc-3
1. Personal (interest, goods and services 3. Q4 W8, W7
preference)
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2. Economic (budget) 4. discusses the different
Pilot School
3. Psychological (emotion) factors that influence choice
MTB_MLE Health
4. Ethical (values) of goods and services
3. Q4 W7, W8 ,
5. Environmental/Social H3CH-IIIbc-4
W9,10
xxxvi
(family, peers, media,
trends)
C. Skills of a wise consumer H3CH-IIIde-5 1. Pilot School
ro
1. Budgeting MTB_MLE Health
2. Bargaining (negotiation) 3. Q4 W3 pp.90 ,
3. Data collection W4
5. describes the skills of a wise
(collecting data or 2. Buying Wisely.
consumer
learning more about the A&E. NFE
product through Accreditation and
literature, etc.) Equivalency
up
4. Comparison buying Learning Material.
5. Communication and DepED. 2001.
assertiveness (writing or pp.45-46
reporting a complaint
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nc
.

regarding a defective or 1. Pilot School

fraudulent good/service) MTB_MLE Health
The learner… The learner… 3. Q4 W4
2. Buying Wisely.
6. demonstrates consumer
demonstrates demonstrates A&E. NFE
skills for given simple
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understanding of critical thinking H3CH-IIIde-6 Accreditation and
situations
factors that skills as a wise Equivalency
affect the choice consumer Learning Material.
of health DepED. 2001.
information and pp.10-11
ba
products
D. Consumer Rights 7. identifies basic consumer H3CH-IIIfg-7
1. Right to basic needs rights Pilot School
2. Right to safety MTB_MLE Health
3. Right to information 3. Q4 W3, W4
4. Right to choose
5. Right to representation
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6. Right to redress 1. Pilot School
7. Right to consumer 8. practices basic consumer
MTB_MLE Health
education rights when buying H3CH-IIIfg-8
3. Q4 W3,W4
xxxvii
8. Right to a healthy
environment
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E. Consumer Responsibility
1. Critical awareness (ask
1. Pilot School
questions on the quality, 9. identify consumer
MTB_MLE Health
use and prices of goods responsibilities H3CH-IIIh-9
3. Q4 W1, W2,
and services) W3 , W4
2. Action (assertiveness)
3. Social concern
up
(awareness on the
impact of consumption Pilot School
on other citizens) 10. discusses consumer MTB_MLE Health
4. Environmental responsibilities H3CH-IIIi-10 3. Q4 W1,W2,
awareness (understand W3 , W4
environmental
consequences of
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.

consumption)
5. Solidarity-(organize
together as consumers
to develop strength and
influence to promote
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and protect interests)
F. Sources of reliable health
information
1. Government agencies
such as Department of
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Health, Department of
Education, Department
of Trade and Industry
2. Health Professionals Pilot School
such as licensed doctor, MTB_MLE Health
11. identifies reliable sources of
dentist, nurse, health, H3CH-IIIj-11 3. Q4 W5,W6
health information
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educator
3. Printed materials such
as health books,
pamphlets, brochures,
and magazines produced
xxxviii
by health professionals
or legitimate health
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institutions
Grade 3 – INJURY PREVENTION, SAFETY AND FIRST AID – 4TH QUARTER (H3IS)
A. Road safety The learner… The learner… The learner…
1. Road safety practices as
pedestrian demonstrates demonstrates 1. explains road safety H3IS-IVab-19 Pilot School
1.1. Cross safely using understanding of consistency in practices as a pedestrian MTB_MLE Health
up
the pedestrian lane risks to ensure following safety 3. Q3 W3
(with an road safety and rules to road
accompanying adult in the safety and in the
or cross in groups) community. community.
1.2. Follow road crossing
procedure: Stop,
,I
Look and Listen
nc
.

1.3. Obey traffic rules The learner… 2. demonstrates road safety

and road signs practices for pedestrian
1.4. Walk facing traffic demonstrates Pilot School
(best chance to see consistency in H3IS-IVab-20 MTB_MLE Health 3.
approaching following safety Q3 W3
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vehicles) rules to road
1.5. Walk on the safety and in the
3. explains basic road safety
sidewalk community.
practices as a passenger
1.6. Be aware of bikers H3IS-IVcd-21
and runners while
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walking.
2. Road safety as
passenger 4. demonstrates road safety
2.1. Choosing a safe spot practices as a passenger
to sit on H3IS-IVcd-22
2.2. Using the
designated loading
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and unloading zones 5. explains the meaning of Pilot School
2.3. Keep all body parts traffic signals and road H3IS-IVe-23 MTB_MLE Health
inside the vehicle signs 3. Q3 W1
xxxix
2.4. Line up properly
when entering 6. describes dangerous,
boarding vehicle and destructive, and disturbing Pilot School
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allow exiting road situations that need to MTB_MLE Health 3.
passengers to get H3IS-IVf-24
be reported to authorities Q3 W4
off first.
2.5. Step down only from
the vehicle when it The learner…
comes to a complete
stop demonstrates
up
2.6. Not running into the understanding of Pilot School
street risks to ensure 7. displays self-management
H3IS-IVg-25 MTB_MLE Health 3.
2.7. Do not distract the road safety and skills for road safety.
Q3 W5
driver in the
3. Road hazards and community.
accident prevention
3.1. Road hazards such
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nc
.

as open manhole,
slippery surface, The learner… The learner…
crowded sidewalk,
uneven surface, demonstrates demonstrates
poor lighting understanding of consistency in
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3.2. Self-management risks to ensure following safety
skills road safety and rules to road
in the safety and in the
community. community.
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B. Community safety 1. Pilot School
1. Hazards in the MTB_MLE Health
community 3. Q3 W6
1.1. Natural 2. Science and
8. identifies hazards in the
hazards(landslide, Health Today 2.
community H3IS-IVh-26
volcano, earthquake, Teacher’s Manual.
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typhoon, tsunami, Apolinario,Nenita.
etc.) 1997. pp.137-
1.2. Human-caused 139.*
xl
hazards (crime and
violent acts)
2. Safety guidelines Pilot School
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2.1. Participate in MTB_MLE Health
9. follows safety rules to avoid
family/community H3IS-IVi-27 3. Q3 W6, W7,
accidents in the community
disaster drills W8
2.2. Be vigilant (do not
talk to strangers; do
not invite a stranger 1. Pilot School
to the house; do not MTB_MLE Health
up
accept anything 3. Q3 W9,W10
from a stranger) 2. INTO THE
2.3. Report to a trusted 10. recommends preventive
H3IS-IVj-28 FUTURE: SCIENCE
adult or authority action for a safe community
AND HEALTH 2.
any suspicious Teacher’s Manual.
looking person or Estrella, Sonia,
suspicious actions et.al. 1997.
,I
nc
.

2.4. Use safe routes for pp.125-127.*

walking in the
community
2.5. Know places/people
to go when seeking
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help.
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xli
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up
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nc
.
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up
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.
MUSIC:
I
U N IT
Sound and Rhythm
Lesson 1 Sound and Silence
.
QUARTER 1st Quarter DURATION 1 day
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I. Objectives
At the end of the lesson, the pupils will be able to:
• relate images with sound and silence;
• relate everday experiences with sound and silence;
,I
• demonstrate sound and silence through musical games; and
• describe how sound is made.
II. Subject Matter

TOPIC: Sounds and Silence
SUBTOPICS: Vibration
A. Concepts/Ideas
up
All music contains sound and silence.
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B. Materials
Flash cards/photos (see https://www.flickr.com/photos/veryveryquiet/3984595506;
https://pixabay.com/en/audience-band-celebration-concert-1867754; https://www.flickr.
lG
com/photos/brenkee/32915452154; and http://maxpixel.freegreatpicture.com/Quiet-Val-

ley-Northern-Ireland-Mountains-1449088). For the activity Seeing Sound: clear plastic
cover, bowl, rubber band, salt/colored sand
C. References
Castro, Zuriel., et al. Living with MAPEH K to 12 Grade 3. Quezon City: Vibal Pub-
ba
lishing House, Inc. 2018.
III. Procedures
A. Motivation
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• Present different photos associated with sound and silence to the class. Let the pupils
identify which photo relates to sound and which photo relates to silence.
B. Presentation
1. After the activity, ask the question, “How do you identify what is sound and what is
1
silence?”
2. Based on the pupils answers, discuss the following essential questions:
• What is sound?
• What is vibration?
• What is silence?
3. Explain to the pupils the importance of learning these meanings in music.
C. Other Activities
• The pupils will be asked to do an “Sound It Out” activity. Ask the pupils to make
.
different sounds and let them guess it in front of the class.
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D. Application
Prepare the materials and tools that will be used in “Seeing Sound” activity on Level
Up, p.8.
• Clap and Rest
• Seeing sound
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IV. Evaluation
• Instruct the pupils to answer Time To Practice on p. 7.
V. Assignment up
• Write everything you have learned in Musical Notes. Have an advance reading of
the next lesson, Steady Beat.
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Lesson 2 Keep it Steady
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I. Objectives
• identify if the pictures or activities have a steady beat or not;
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• mark parts of a song/poem where the beats fall; and

• demonstrate steady beat through clapping and dance.
II. Subject Matter

TOPIC: Steady Beat
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SUBTOPICS:
A. Concepts/Ideas
Beat is the regular pattern of accents in music. Identifying a steady beat is one of the
basic things to know in making music.
B. Materials
photos of different food in food groups, visual aids pictures, cd with Tinikling music,
2
cd player/speaker
•
C. References
By Walking for Health Paul Glendell / Natural England (originally posted to Flickr as
WfH Epsom Aug 09_14) [CC BY-SA 2.0 (http://creativecommons.org/licenses/by-sa/2.0)],
via Wikimedia Commons
.
By RK.FO (RK.FO) [CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0) or
GFDL (http://www.gnu.org/copyleft/fdl.html)], via Wikimedia Commons)
nc
By Nevermind2 (Own work) [GFDL (http://www.gnu.org/copyleft/fdl.html) or CC-BY-
SA-3.0 (http://creativecommonsrg/licenses/by-sa/3.0/)], via Wikimedia Commons
III. Procedures
,I
A. Motivation
Present the photos about music beats and ask the pupils to tell whether the pictures
show a steady beat or not. Guide pictures can be seen on p. 11.
B. Presentation
up
1. After the activity, ask a question: How can you tell if a beat is steady or not?
2. Discuss the following questions:
• What is a beat?
• What is steady in music?
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• What is a pulse?
3. Explain to the pupils the importance of learning these meanings in music.
C. Other Activities
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Read the poem “Palay” by Idelfonso Santos on Time To Practice, p. 14 and ask the
class to listen carefully. Instruct them that while you’re reading, they will draw a heart
above the words where the beats fall.
D. Application
Play a Tinikling music and ask the pupils to identify which part has a steady beat
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and a pulse. Afterwards, play the music again and ask the pupils to clap to the beat.
IV. Evaluation
Divide the class into pairs (preferably boy and girl per pair) and explain/demon-
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strate how to do the Tinikling dance. Afterwards, ask the pupils to perform. Use the
prescribed rubrics for grading.
Criteria/Score No steady beat Makes some Perfect!
(5 pts.) mistakes (10 pts.) (15 pts.)
Steady beat in clappin
3
Steady beat in Tinikling
dance step
Total
V. Assignment
• Write what you have experienced in doing the Tinikling dance and everything you’ve
learned about beats in Musical Notes.
• Have an advance reading of the following lesson, Rhythm in 2s, 3s, and 4s.
.
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Lesson 3 Count 2s, 3s, 4s
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I. Objectives
• perform simple rhythmic accompaniments to a given song;
up
• identify if beat in music is grouped in twos, threes, or fours; and
• dance to the given music by following the beat.
II. Subject Matter

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TOPIC: Count in 2s, 3s, and 4s
SUBTOPICS:
A. Concepts/Ideas
The beat groups in music are also called time signatures.
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B. Materials
cd with songs/audio format of Magtanim ay ‘Di Biro (in 2s and 4s rhythm), Paruparong
Bukid, Naraniag a Bulan, Leron Leron Sinta, Sitsiritsit Alibangbang, Tinikling song,
Atin Cu Pung Singsing, Bahay Kubo, flash card, sticks
ba
C. References
_____Castro, Zuriel., et al. Living with MAPEH K to 12 Grade 3. Quezon City: Vibal
Publishing House, Inc. 2018.
III. Procedures
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A. Motivation
Play the song “Magtanim Ay Di Biro” (2s and 4s) and “Paruparong Bukid” and ask
the pupils to listen closely and observe the songs beat.
B. Presentation
1. Ask the pupils the following questions:
• What do you noticed in the songs beat?
4
• Did you observe any pattern from the arrangement of beat?
2. Based from the pupils answers, discuss the essential topics:
• beats in 2s, 3s, and 4s using the stick notations ( use the sticks as a visual aid)
• definition and functions of measure and bar line in a musical composition
C. Other Activities
Show a visual aid/photo of a musical sheet as a sample of measure and bar line the
pupils. Have a short drill about the meaning of bar lines, measure, bar, accent, and time
signature.
.
D. Application
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Let the class do the activity on Level Up. Teach the basic steps of Itik Itik to the class
using the basic beats.
IV. Evaluation
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A. Ask the pupils to answer the Listen and Feel the Beat! on p. 21 and play the following
songs:
1. Leron Leron Sinta (2/4 depending to the version of the song)
2. Sitsiritsit, Alibangbang (2/4 depending to the version of the song)
3. Tinikling song (3s)
4. Atin Cu Pung Singsing (3s)
5. Bahay Kubo (3s)
up
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V. Assignment
Write what you have learned in the lesson on the Musical Notes. Bring your own any mu-
sical instruments.
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Lesson 4 Patterns Matter

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I. Objectives
• play simple ostinato patterns with classroom instruments and other sound sources;
• create simple ostinato patterns in measures of twos, threes, and fours; and
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• creates ostinato patterns in different meters using combination of different sound sourc-
es.
II. Subject Matter

TOPIC: Patterns Matter
SUBTOPICS:
5
A. Concepts/Ideas
Ostinatos are used to accompany melodies or music.
B. Materials
cd player/speaker, cd/audio files, musical instruments
C. References
.
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III. Procedures
A. Motivation
Play a music and demonstrate to the class the Playing Patterns activity the class on
p. 25. Let the class reneact the said activity.
,I
B. Presentation
After the activity, discuss the following:
• What is ostinato?
• What is meter?
• What is time signature?
C. Other Activities
up
Provide more examples of ostinato through playing audio files/cd to the class.
ro
D. Application
Ask the pupils to do the Ostinato Layers activity on p. 29. Play a selected music con-
nected to the lesson and ask the pupils to create their own ostinato using the musical
instruments that they brought.
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IV. Evaluation
Criteria/Score Unstable beat/ Makes some Perfect!
Wrong rhythm mistakes (10 pts.) (15 pts.)
(5 pts.)
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Ostinato follows the

meter
Can maintain steady
beat
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Total
V. Assignment
Write everything that you have learned about ostinato in the Musical Notes section
and ask the pupils to have an advance reading on the following lesson, Go High, Go Low
and memorize at least 3 out of the 7 hand signs of pitch level.
6
II
Pitch and Melody
U N IT
Lesson 5 Go High, Go Low
.
QUARTER 2nd Quarter DURATION 1 day
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I. Objectives
• identify the pitch of a tone as high, higher, moderately high, moderately low, low, lower;
• match the correct pitch of tones with the voice, an instrument;
,I
• relate movements with levels of pitch; and
• match the voice with the pitches of a melody.
II. Subject Matter

TOPIC: Go
SUBTOPICS:
High, Go Low
A. Concepts/Ideas
up
The pitch refers to the highness and lowness of sound.
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B. Materials
piano/organ, musical instruments/ cd/speaker, audio files
C. References
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III. Procedures
A. Motivation
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Let the pupils do the activity Pitch Guessing Part 1 on p. 36.
B. Presentation
1. After the activity, ask the pupils, “How do you distinguish the high pitch and the low
pitch?”
Vi
2. Discuss the pitch and solmization to the class. Before moving to the hand signs, ask
each pupils to present the hand signs that they memorized and learned from their
previous assignment. Proceed to the discussion and teach the class the manual signs
of tone in key/hand signs that correspond to each pitch level.
C. Other Activities
Present to the class the following pictures of hand signs and let the pupils recite
7
orally the hand signs in front of the class.
D. Application
Let the class do the Pitch Guessing Part 2 on p. 39. Sing the song Do Re Mi from
the Sound of Music and ask the pupils to identify the pitches and do the corresponding
hand signs.
IV. Evaluation
Divide the class into five (5) groups and ask them to do the Guess the Song activity
.
on p. 40. Grade the pupils based from the rubric given below.
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Criteria/ Wrong rhythm/ Makes some Perfect!
Score pitch; song un- mistakes (10 pts.) (15 pts.)
recognizable
(5 pts.)
,I
Rhythm
Pitch
Total
V. Assignment up
Write on the Musical Notes about everything that you have learned. Bring a blank
music sheets.
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ba
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8
Lesson 6 Melodic Lines
I. Objectives
• recreate simple patterns and contour of a melody,
• sing entire simple songs with accurate pitch,
• identify ascending and descending melodic lines; and
.
• illustrate melodic lines through line graphs.
nc
II. Subject Matter
TOPIC: Musical Shapes
SUBTOPICS:
,I
A. Concepts/Ideas
Melodic lines are either ascending, descending, or a combination of both.
B. Materials
C. References
up
musical sheet, line graph, audio player, audio files/cd, piano/organ
ro
III. Procedures
A. Motivation
Let the pupils do the Draw the Melodic Line! activity on p. 43.
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B. Presentation
Discuss the following topics:
• melody
• contour
• melodic lines
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• ascending melody
• descending melody
C. Other Activities
Play notes in the keyboard and help the pupils deepened their understanding about
Vi
melody, ascending melody, and descending melody through listening the instrumental
music
9
D. Application
Demonstrate the Going Up or Down? A and B activity on p. 46 to the class and let
the class do the same activity afterwards.
IV. Evaluation
Ask the pupils to do the Draw the Song! activity on p. 47 and let them plot the whole
song in their music sheet.
V. Assignment
.
Write on Musical Notes about everything that you have learned for that day. Mem-
nc
orize the song Do-Re-Mi.
7 Musical Lines
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Lesson
I. Objectives
up
• sing entire simple songs with accurate pitch;
• identify melodic lines in a song; and
• identify musical lines as: similar, same, different
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II. Subject Matter
TOPIC: Musical Lines
SUBTOPICS:
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A. Concepts/Ideas
Musical lines or phrases may be same, similar, or different.
B. Materials
Cartolina, pentel pen, speaker/MP3 Player
ba
C. References
III. Procedures
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A. Motivation
• Post the lyrics of “Are You Sleeping” by Frère Jacques on the board, then divide the
class into two groups. Let the first group sing part A first. Instruct the second group
to sing part A once the first group reaches part B.
10
B. Presentation
1. After warming up, ask the following questions:
• What did you notice about the way you sang the song?
• How did the whole song sound to you?
2. Explain the meaning and the characteristics of musical phrases, similar phrase, and
contrasting phrase in the music.
C. Other Activities
Ask the pupils to sing another set of music and let them identify the similar phrase
.
and contrasting phrase in the music featured.
nc
D. Application
1. After warming up, ask the question, “How did the lesson extended your knowledge
when it comes to round song and partner song?
2. Instruct the pupils to answer Time To Practice on p. 53. They will identify the simi-
lar, same and different lines of the song. Call some volunteers to share their answers
,I
in front of the class.
IV. Evaluation
Score
up
Ask the pupils to look for a partner a perform a partner song by singing “Leron, Ler-
on Sinta” and “Pamulawen.” Grade their performance using this rubric:
Criteria/ Wrong pitch and
rhythm/ no in sync
With some
mistakes/ unsta-
Perfect/ in
sync
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(5 pts.) ble rhythm (15 pts.)
(10 pts.)
Pitch and
Rhythm
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Coherence
Total
V. Assignment
• Write down your new learnings about the lesson on Musical Notes. Have an advance
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reading for the next topic.

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11
Lesson 8 Start, End, Repeat
I. Objectives
• identify the beginning, middle, and ending of a song;
• carry out a song confidently, giving proper emphasis on the beginning and on the end-
ing; and
.
• spot repetitions within a song.
nc
II. Subject Matter
TOPIC: Musical Shapes
SUBTOPICS:
,I
A. Concepts/Ideas
What are melodic lines for?
B. Materials
C. References up
piano/organ, musical instruments/ cd/speaker, audio files
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III. Procedures
A. Motivation
Ask the pupils to play the said activity on Get Started on p. 57. Then ask them, “How
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were you able to tell which part of the lyrics refer to?”
B. Presentation
1. After the activity, proceed to discuss the following parts of a song namely:
• repetition
• repeat sign
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• introduction
• conclusion
C. Other Activities
Ask the class to do the Start and Stop A and B activity on p. 60.
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D. Application
Group the class into three and assign a song for each group. The songs are “Manang
Biday,” “Paruparong Bukid,” and “Atin Cu Pung Singsing.” The groups will be instructed
to learn and memorize the songs correct pitch and perform it in front of the class.
12
IV. Evaluation
Group the pupils to do the Level Up on p. 61.
V. Assignment
Write down your new learnings about the lesson on Musical Notes. Have an advance
reading for the next topic.
.
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up
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ba
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13
III
U N IT
Singing, Playing Instruments,
and Dynamics
Lesson 9 Let Us Sing
.
QUARTER 3rd Quarter DURATION 1 day
nc
I. Objectives
• demonstrate proper breathing and control in exercises;
• sing with engagement of the diaphragm; and
,I
• show respect for others’ feelings.
II. Subject Matter

TOPIC: Let
SUBTOPICS:
Us Sing
A. Concepts/Ideas
up
Proper posture, breathing, and the engagement of diaphragm are important in the
use of head tones.
ro
B. Materials
piano/organ, musical instruments/ cd/speaker, audio files, maze puzzles: puzzle 1
http://www.puzzle-sheets.com/maze_puzzle/maze-1a-09.htm; puzzle 2 http://www.puz-
lG
zle-sheets.com/maze_puzzle/maze-1a-09.htm; puzzle 3 https://www.dreamstime.com/

royalty-free-stock-photography-maze-home-puzzle-solution-house-key-shadow-im-
age7899747
C. References
ba
III. Procedures
A. Motivation
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Ask the pupils to do some breathing exercise. Follow the activity said on Get Started,
Breath In, Breath Out activity on p. 68.
B. Presentation
1. Ask the pupils about the following questions:
• Was the exercise difficult to follow?
14
• How does proper breathing help you sing?
2. Have an oral discussion about singing using head voice and diaphragm. Let the
pupils get familiarize on the terminologies used in this lesson.
C. Other Activities
Have the class practice using their diaphragm and head voice while singing. Encour-
age them to simply sing the vowel “U” from a low note up to the highest note. Let it show
D. Application
.
Play some music and ask the class to listen closely to the music being played and
nc
lead them to identify the repetitions in the songs being played.
IV. Evaluation
Ask the pupils to apply what they learned and ask them to perform the song “Ode
,I
to Joy.”
Ode To Joy
Performed by The Chapman College Choir
up Joyful, joyful
We adore Thee
God of glory
Lord of love
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Hearts unfold like flowers before Thee
Hail Thee to the sun above
Melt the clouds of sin and sadness
Drive the dark of doubt away
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Giver of immortal gladness

Fill us with the light of day
Mortals join the mighty chorus

Which the morning stars began
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Father love is reigning o’er us

Brother love binds man to man
Ever singing march we onward
Victors in the midst of strife
Joyful music lifts us Son ward
Vi
In the triumph song of life
Joyful, joyful
V. Assignment
• Write down your new learnings about the lesson on Musical Notes. Bring one musi-
cal instrument. Have an advance reading for the next topic.
15
Lesson 10 The Human Voice!
I. Objectives
• recognize differences in sound quality coming from a variety of sound sources; and
• identify and compare the voices of classmates as they sing or speak.
.
II. Subject Matter
nc
TOPIC: The Human Voice
SUBTOPICS:
A. Concepts/Ideas
Tone color or timbre is the quality of sound.
,I
B. Materials
cd/speaker, audio file of Ode to Joy song, visual aids
C. References
up
III. Procedures
ro
A. Motivation
(This is a modified version of the Hello Partner activity found in the textbook.)
Instead of by partner, divide the class into groups (group numbers and members may
vary depending on the class size). One member of the group will be blind folded and
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separated from the group. Each member of the group will say/shout another group
member’s name (the members are not allowed to say their real names) while the blind
folded member will be asked to locate the real name owner.
B. Presentation
1. After the activity, ask a question, “Despite the other members shouting a different
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name, how were you able identify the real one?”

2. Discuss the tone color/timbr.
3. Have the pupils understand the categories of voice described to female and male
voices.
Vi
C. Other Activities
Ask the pupils to bring out their musical instruments (assignment from the other
day) and ask the pupils to play it. The pupils should be able to analyze and recognize the
differences of sound quality coming from a variety of sound resources.
D. Application
16
Let the pupils answer Animal Timbres! A and B activities on p. 78.
IV. Evaluation
Divide the class into groups (group numbers and members may vary depending on
the class size) and assign one song for each group. The groups will do what is said on
Level Up on p. 79. Grade the groups according from the rubric below.
Criteria/ Song unrecog- Make some Correct pitch and
Score nizable and mistakes rhythm, and proper
improper tech- (10 pts.) technique
.
nique (5 pts.) (15 pts.)
nc
Pitch and
Rhythm
Technique
Total
,I
V. Assignment
Write everything that you’ve learned for that day on the Musical Notes and bring a
musical instrument.
up
11 Different Sounds, Different Sources
ro
Lesson
I. Objectives
lG

• recognize differences in sound quality coming from a variety of sound sources; and
• recognize musical instruments through sound.
II. Subject Matter

ba
TOPIC: Different Sounds, Different Sources

SUBTOPICS:
A. Concepts/Ideas
You can produce different timbres with different instruments: wind, string, brass,
and percussion.
Vi
B. Materials
musical instruments/ cd/speaker, audio files
C. References
17
III. Procedures
A. Motivation
Let the pupils listen to Benjamin Britten’s “The Young Person’s Guide to the Or-
chestra.” The pupils will listen carefully to the different timbres of each instrumental
section.
B. Presentation
1. Ask the following questions:
• Did you hear the different instruments?
.
• What is orchestra?
nc
2. Discuss the following:
• definition of woodwinds, strings, brass, percussion
• instruments that have different sound qualities
C. Other Activities
,I
Let the pupils watch some videos about orchestra and let them share their own re-
flection or observation on what they have watched.
D. Application
IV. Evaluation
up
Let the pupils do the activity on Time to Practice on p. 85.
Based from the Different Instruments, Different Colors! activity on p. 86, divide the
class into groups, and ask them to perform their own rendition of the song Bahay Kubo.
ro
Grade the groups according to the rubrics given below.
Criteria/ Song unrecog- Make some Correct pitch and

lG
Score nizable and no mistakes rhythm, and differ-

color change (5 (10 pts.) ence voice qualities
pts.) (15 pts.)
Pitch and
Rhythm
ba
Voice quality
Total
Vi
18
V. Assignment
Write everything that you’ve learned for that lesson on the Musical Notes and bring
a musical instrument for the next lesson.
Lesson 12 Sing Soft, Sing Loud!

.
I. Objectives
nc
• distinguish loud, medium, and soft in music;
• use terms loud, medium, and soft (louder, softer) to identify changes and variations in
volume;
,I
• respond to conducting gestures of the teacher for loud and soft; and
• use varied dynamics to enhance poetry, chants, drama, songs, and musical stories.
II. Subject Matter

TOPIC: Sing
SUBTOPICS:
Soft, Sing Loud!
A. Concepts/Ideas
up
Dynamics is the degree of loudness and softness in music.
ro
B. Materials
CD or MP3 player, speaker, photos of the lessons, dynamic musics
C. References
lG
III. Procedures
A. Motivation
ba
1. Let them hear the songs you prepared for them in the MP3 player with speakers.
• soft - ILYSB - LANY
• medium - That’s What I like - Bruno Mars
• loud - Crawling by Linkin Park
2. Ask them the following questions:
Vi
• What can you tell about the songs? Let them list number 1 to 3 according to the
songs you have played and then let them describe each songs in one word.
• Is the dynamics of each songs suited to their corresponding songs?
• Compare each answers in the class.
19
U3.
N ITLet them read Check the Meaning on p. 91 as the terms will be tackled in the lesson discussion.
B. Presentation
1. Discuss how to identify each songs you have played, whether it is soft, medium, or loud.
2. Explain what is dynamics and it’s importance in a song.
3. Teach them to respond to conducting gestures for loudness and softness in a song.
4. Have them get a partner and let them give examples of songs on soft, medium, and loud on poet-
ry, chants, drama, songs, and musical stories that they have chosen.
.
C. Other Activities
nc
Ask the class to give one example for soft, medium, and loud music and ask them to write a short
paragraph describing each songs if it suits their corresponding dynamics.
D. Application
Have them answer orally Time to Practice, A and B on p. 92.
,I
IV. Evaluation
Have them do the Level Up on p. 93.
V. Assignment
up
Write everything that you’ve learned for the lesson on the Musical Notes and review for the up-
coming unit test.
ro
lG
ba
Vi
20
IV
UNIT
Tempo and Texture
-
Lesson 13 The Speed of Music
.
QUARTER 4th Quarter DURATION 1 day
nc
t
I. Objectives
• mimic animal movements according to speed;
• sing songs with proper tempo following basic conducting gestures;
,I
• relate movement to changes and variations in tempo; and
• use the terms fast, moderate, and slow, to identify tempo changes and variations.
-
II. Subject Matter
TOPIC: The
SUBTOPICS:
Speed of Music
A. Concepts/Ideas
up
There are different tempos that can be used for different songs: slow, moderate, and
ro
fast.
B. Materials
Flashdrive with songs, MP3 Player, Speaker
lG
C. References
III. Procedures
ba
A. Motivation
Let the pupils do the Travelling Butterfly activity on p. 100. Ask them to follow the
instructions and adjust the speed of singing for the class.
B. Presentation
Vi
After the activity, discuss the following to the class:

• speed of music
• terms of fast, moderate and slow in music
• sample musics for fast, moderate and slow
21
C. Other Activities
Let the pupils listen to songs with a different tempo. Let them compare it to one
another and discuss it infront of the class.
D. Application
Ask the class to answer orally Time to Practice, A, B, and C on p. 104.
IV. Evaluation
Have them recite a song “Magtanim ay Di Biro” instructed on Level Up on p. 105.
.
nc
V. Assignment
Write everything that you’ve learned for that day on the Musical Notes and read the
following lesson.
,I
Lesson 14 Texture
I. Objectives up
• sing songs with designated tempo;
ro
• use the terms fast, moderate, and slow, (faster, slower, etc.); and
• identify tempo changes and variations.
II. Subject Matter

lG
TOPIC: Texture
SUBTOPICS:
A. Concepts/Ideas
Texture in music is determined by the number of parts to be sung by the performers.
B. Materials
ba
mp3 player and speaker, musics
C. References
Vi
III. Procedures
A. Motivation
Play two different songs to help the pupils familiarize with different levels of tempo.
Post the lyrics of the songs and ask them to join singing afterwards.
B. Presentation
22
After the activity, discuss the following:
• how to identify tempo changes and variation; and
• use the terms fast, moderate and slow.
C. Other Activities
1. Ask the pupils to reverse the tempo while singing Lullaby and Pen Pen de Sarapen.
2. Play a song in front of the pupils and ask the pupils to identify the change of tempo.
D. Application
1. Have an oral recitation and ask their own insights about the question, “How does
.
tempo affect the music?”
nc
2. Ask the class to answer orally Time to Practice on p. 111.
IV. Evaluation
Group the pupils into three (3) and have them perform Lullaby in three different
,I
tempos.
V. Assignment
Advance reading on Lesson 15.
Lesson 15
up
Let Us Sing in Rounds
ro
I. Objectives
lG
• demonstrate the concept of texture by singing two-part rounds;

• demonstrate the concept of texture by singing partner songs;
• distinguish between single musical line and multiple musical lines which occur simul-
taneously.
ba
II. Subject Matter

TOPIC: Let Us Sing in Rounds
SUBTOPICS:
A. Concepts/Ideas
Round songs and partner songs create texture and harmony.
Vi
B. Materials
mp3 player and speaker, musics
C. References
23
III. Procedures
A. Motivation
1. Divide the class into two (2) and let them sing the song, “Are You Sleeping” based on
Get Started, p. 115. Instruct them to sing the song vice versa.
B. Presentation
1. After the activity, ask the following:
• Were you able to follow the exercise?
• Do you think singing the song in two groups made it sound better? Why?
.
2. After hearing their own insights, discuss the following:
• round song
nc
• partner song
• harmony and texture
3. Explain to the pupils why it is important to learn about the concept of singing round
songs.
,I
C. Other Activities
The pupils will be asked to do the activity called Tongue Twister Lines. Let them try
saying each other twister lines alternate or together at the same time.
D. Application
up
Have the class answer Time to Practice orally on p. 118.
IV. Evaluation
ro
Ask the pupils to find their partner and learn the songs instructed on Level Up, p. 119.
Give it as exercise applying on what have they learned in the lesson.
V. Assignment
lG
Make a reflection on the lesson discussed. Write in your notebook.

ba
Vi
24
ART:
I
U N IT
Arts and It’s Language
Lesson 1 Lines and What They Mean
.
nc
I. Objectives
At the end of the lesson, the pupils are expected to:
• identify the ideas, moods and feelings that can be suggested by different lines;
• create an expressive artwork using straight and curved lines; and
,I
• appreciate line as an important element of art.
II. Subject Matter

TOPIC:
SUBTOPICS:
Lines and What They Mean
A. Concepts/Ideas
up
Lines are very important in creating art. Lines are used to represent different ob-
jects around us.
ro
B. Materials
powerpoint presentation, lectures, pictures about the lesson
C. References
lG
Castro, Zuriel., et al. Living with Music, Art, Physical Education, and Health 3, Que-
zon City: Vibal Group, Inc., 2018
III. Procedures
A. Motivation
ba
• Let the pupils answer a line-guessing game. Draw different kinds of lines such as
straight, squiggly, polka dot, zig zag, one by one, cloud, castle, and looped and have
them guess those to the class.
B. Presentation
Vi
• After the activity, ask a question, “Do lines really illustrate different types?” Allow
them to explain their own view about lines.
• Let the pupils talk about what is said on Get Started and Carry On, p. 126.
• Discuss the definition of a line. Give example pictures showing different types of
lines. Emphasize the following as you also discuss each topic:
- direction of lines in the pictures
25
- definition of different kinds of lines
• Help them to be familiarize to the words and meaning on Check the Meaning, p. 128.
C. Other Activities
• Have the pupils explain their own reflection about the importance of lines in arts.
Encourage them to appreciate the use of lines to form shapes, to show movements
and to express ideas.
D. Application
• Let the class do Time to Practice on p. 129.
.
nc
IV. Evaluation
• Do the Activity 1 & 2 on Level Up, pp. 130-131.
• Highlight the today’s lesson said on Keep In Mind, p. 132.
,I
V. Assignment
• Do the activity on p. 133, Art Pad. Have an advance reading for the next lesson.
Lesson 2 Learning to Show Space

QUARTER 1st Quarter
up DURATION 1 day
ro
I. Objectives
• define space;
• identify ways on how to create an illusion of space in art;
lG
• create an artwork that features an illusion of space; and

• appreciate space as an important element of art.
II. Subject Matter

TOPIC: Learning to Show Space
ba
SUBTOPICS:
A. Concepts/Ideas
Space can be found in almost every piece of art created. Space gives the viewer a basis in
identifying if the object is closer or far from us.
Vi
B. Materials
C. References
26
III. Procedures
A. Motivation
• Start the class by asking a question about the previous lesson. Have them talk about
the activity said on Get Started and Carry On, p. 134.
B. Presentation
• Facilitate discussion about the following:
- two-dimensional art
- definition of space
.
- ways in creating illusion of space
• Have them to talk about what is said on Think About It and Great Idea, p. 135.
nc
C. Other Activities
• Ask the pupils to show their talents if any of them know how to play one musical
instrument.
,I
D. Application
• Let the pupils draw their favorite place inside their house using illusions of space.
IV. Evaluation
up
• Let the class do Time to Practice on p.138.
• Ask the pupils to carry out what is said on Level Up, p.139.
• Highlight the today’s lesson said on Check the Meaning and Keep In Mind, p. 137 and p.
140.
ro
• Listen to what the class evaluation about today’s lesson on Look Back, p. 140.
V. Assignment
• Do the p. 141, Art Pad. Have an advance reading for the next lesson
lG
Lesson 3 Texture and Its Nature

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I. Objectives
• define texture;
Vi
• use different lines to create texture in art;

• create an artwork that features texture; and
• appreciate texture as an important element of art.
II. Subject Matter

TOPIC: Texture and Its Nature
SUBTOPICS:
27
A. Concepts/Ideas
Texture is associated with the way an object looks or appears. Texture can be of two types:
the actual texture and the visual texture.
B. Materials
C. References
zon City: Vibal Group, Inc., 2018.
.
nc
III. Procedures
A. Motivation
Start the class by asking a question about the previous lesson. Have them answer
orally the activity said on Get Started and Carry On, p. 142.
,I
B. Presentation
• Lead the discussion on how texture is all about.
• Show pictures that emphasize different kinds of texture. Using the given pictures
Great Idea, p.143.
C. Other Activities
up
presented to the class, have them talk about what is said on Think About It and
• Ask the pupils to collect pictures about having different kinds of textures.
ro
D. Application
• Let the class do Time to Practice on p. 145.
IV. Evaluation
lG
• Ask the pupils to carry out what is said on Level Up, p. 146.
• Highlight the today’s lesson said on Check the Meaning and Keep In Mind, p. 144 and p.
147.
• Listen to what the class evaluation about today’s lesson on Look Back, p. 147.
ba
V. Assignment
• Do the assignment on p. 148, Art Pad. Bring sample pictures related to the next lesson.
Vi
28
Lesson 4 Emphasis and Contrast
I. Objectives
• define emphasis and contrast;
• create a design that features emphasis and contrast; and
• appreciate emphasis and contrast as important principles of art
.
II. Subject Matter
nc
TOPIC: Emphasis and Contrast
SUBTOPICS:
A. Concepts/Ideas
Emphasis is the principle of art which is used by artists to create focus or center of interest
,I
in a work. Contrast used to emphasize a center of interest in a given art work.
B. Materials
pictures about the lesson, visual aids, powerpoint presentations, art work materials
C. References up
ro
III. Procedures
A. Motivation
• Have the pupils bring out their assignment pictures. Ask some of them to describe
the things can be seen in their handled pictures in front of the class.
lG
• Let the pupils answer orally the activity on Get Started and Carry On, p. 149.
B. Presentation
• The pupils may be asked about the following:
1. What do they notice about the picture?
ba
2. Are those things seen in the pictures really caught attention?

• Present some pictures pointing up contrast and emphasis. Start the discussion by
asking the class if they see the difference on the two.
• Highlight the definition of emphasis and contrast to the class. Give more examples
of pictures showing contrast and emphasis.
Vi
C. Other Activities
• Give another activity to the pupils observing what the contrast and emphasis in new
sample pictures.
D. Application
• Discuss and introduce to the pupils the content written on Great Idea, p. 150.
• The class will do the activity on Time to Practice, p. 152. Guide the pupils as they do
29
their art work activity.
• Highlight the information said on Keep in Mind, p. 154.
IV. Evaluation
• Ask the class do the activity on Level Up, p. 153. Guide the pupils as they do their
art work activity.
• Let the class evaluate their understanding on Look Back, p. 154.
V. Assignment
.
• Have an advance reading for the next lesson.
nc
Lesson 5 Artistic Sketching
,I
I. Objectives
up
• define what is artistic sketching;
• enumerate basic line shading techniques that can be used to enhance and give a visual
texture to a sketch; and
• apply the spatial concepts of background, middle ground and foreground.
ro
II. Subject Matter
TOPIC: Artistic Sketching
SUBTOPICS:
lG
A. Concepts/Ideas
A sketch is a rapidly executed freehand drawing. It is not usually intended as a finished
work.
B. Materials
ba
pictures about the lesson, visual aids, powerpoint presentations, art work materials
C. References
Vi
III. Procedures
A. Motivation
• Let the pupils watched a video about “How To Draw Manga Anatomy Quick Tips for
Beginners” (https://www.youtube.com/watch?v=yuo4KLVrq34) Have them be inter-
ested in today’s topic about sketching.
30
B. Presentation
• Let the pupils answer orally the activity on Get Started and Carry On, p. 156.
• Show pictures of beautiful places like the examples on the book. Show more pictures
to them for further appreciation.
• Start the discussion by asking the class their background knowledge on a sketch.
• Emphasize the following as you discuss each topic:
- definition of a sketch
- uses of a sketch in arts
- steps in making a sketch (preparing the right materials, identify what you are
.
going to sketch, carefully study the scene that you are going to sketch, practice
nc
sketching, define your pencil strokes and apply shading, and cleaning your sketch)
C. Other Activities
• Let the pupils answer orally the question, “What do you think is the importance of
sketching in art?”
,I
D. Application
• Discuss and introduce to the pupils the content written on Great Idea, p. 157.
• Let the class do the activity on Time to Practice, p. 160. Guide the pupils as they do
their art work activity.
IV. Evaluation
up
• Ask the class do the activity on Level Up, p. 161. Guide the pupils as they do their
ro
art work activity.
• Highlight the information said on Keep in Mind, p. 162.
• Let the class evaluate their understanding on Look Back, p. 162.
lG
V. Assignment
• Do the Art Pad about the lesson. Review lessons for the upcoming unit test.
ba
Vi
31
II
U N IT
Creating Masterpieces
.
Lesson 6 Color and Its Properties
nc
I. Objectives
,I
• enumerate and explain the three properties of color;
• identify ways on how to create other set of colors and color harmony;
• create colorful artworks by mixing different colors; and
•
up
appreciate color as an important element of art.
II. Subject Matter

TOPIC: Sample
SUBTOPICS:
ro
A. Concepts/Ideas
Color is a very important element of art. It also has a set of properties which can
make us understand its nature. We need to understand its properties so that we can
make good choices in mixing or combining other set of colors to create more aesthetical-
lG
ly appealing artworks.
B. Materials
cartolina or manila paper
C. References
ba
III. Procedures
Vi
A. Motivation
• Ask the pupils to close their eyes for five (5) minutes and imagine the rainbow that
have seen before.
• Ask the following questions:
1. What do you feel you see a rainbow?
2. What are the names of seven colors of a rainbow?
• Process the answers of some pupils guided by Carry On on p. 168. Connect the activ-
32
ity to lesson by asking the question; What element of art is present in a rainbow?
B. Presentation
• Start the lesson by defining briefly some terminologies or concepts used in the les-
son. Use as a reference the Check The Meaning on p. 171.
• Lead the discussion on concept about color as an element of art.
• As you discuss the lesson, emphasize the following subtopics:
1. warm
2. primary hues
.
3. secondary hues
4. tertiary hues
nc
• Discuss also the creating harmony with color part on the book.
• The questions under Think About It on p. 169 may be given to the pupils after of the
discussion.
C. Other Activities
,I
• Ask the pupils to bring out their assignment art materials and explain to them the
activity on Time To Practice. Set deadline for submission of work. Explain the rubric
for evaluation.
Criteria
CLEANLINESS
- The work is
Needs Practice up Fair Good Very Good
neat and tidy.

ro
CREATIVITY
- The work is ar-
tistic and unique.
lG
PUNCTUAL
- The work was
done on time.
CORRECT-
NESS
ba
- The directions
were followed.
Total
D. Application
Vi
• Ask the pupils of the following questions:

1. Why is color an important element of art?
2. What are the ways that can you do to create harmony in an artwork?
33
IV. Evaluation
• Let the class answer the Enumeration Test orally.
The primary colors are:

1. ______________________________________
2. ______________________________________
3. ______________________________________
.
Give 3 secondary color:
nc
4. ______________________________________
5. ______________________________________
6. ______________________________________
,I
Give 4 intermediate or tertiary colors:
7. ______________________________________
8. ______________________________________

Give at least 2 warm colors:
up
9. ______________________________________
10. ______________________________________
ro
Answer Key:
1. red
2. blue
3. yellow
lG
4. green
5. orange
6. violet
7. blue green
8. yellow orange
9. violet
ba
10. green
V. Assignment
Vi
• Do the Art Pad on p. 175.

• Bring the following art materials: oslo paper, colored papers, scissors, glue, pencil, com-
pass, ruler,coloring materials, marker, paint, solid objects (tissue core, sea shells, paper
cups, paper plates, yarn, etc), marker
34
Lesson 7 Shape and Form
I. Objectives
• identify how shapes can be used in creating art;
• distinguish the difference between shape and form;
.
• classify shapes of the objects around if it is geometric or organic; and
nc
• appreciate the importance of shape and form in creating expressive art works and as
important elements of art.
II. Subject Matter
,I
TOPIC: Shape and Form
SUBTOPICS:
A. Concepts/Ideas
All things around us have shape or form. Shape and form are important elements in art
up
because it makes us appreciate the objects around us. In our environment for example, we are
different in shape, form or color to one another. These difference makes us unique and creates
harmony to one another.
B. Materials
ro
silhouettes of the following: dog, key, bottle, cloud, electric fan, hanger, book, and
slippers, manila paper or cartolina
C. References
lG
III. Procedures
A. Motivation
ba
• Prepare silhouette pictures of the following objects:

1. dog
2. key
3. bottle
4. cloud
Vi
5. electric fan
6. hanger
7. book
8. slippers
35
• Show each picture to the class and have the pupils name those objects by their sil-
houettes.
• After they got the correct answer, introduce the lesson guided by Carry On on p. 176.
B. Presentation
• Give the meaning of the words under Check the Meaning on p. 178.
• Discuss what is meant by shape.
• The two kinds of shape which are geometric and organic shapes will be discussed
also to the pupils.
.
• Facilitate the discussion guided by the following questions under Think About It on
p. 177.
nc
C. Other Activities
• Ask the pupils to answer Time to Practice on p. 179.
,I
Answer Key:
1. dog
2. rabbit
3. carabao
4. horse
5. frog up
• Let the pupils perform the activity A under Level Up on p. 180. Allot time for the
pupils to accomplish their artworks. Explain the rubric for evaluation. Allow pupils
to explain their artworks.
ro
Criteria Needs Practice Fair Good Very Good
1 3 4 5
lG
CLEANLINESS
- The work is
neat and tidy.
CREATIVITY
- The work is ar-
ba
tistic and unique.

PUNCTUAL
- The work was
done on time.
CORRECT-
Vi
NESS
- The directions
were followed.
Total
D. Application
36
• Discuss the activity B under Level Up, p. 181. Set deadline for submission of work.
Explain the rubric for evaluation.
IV. Evaluation
• Let the pupils answer the given exercises.
Instructions: Classify each shape if it is geometric of organic shape. Write GS on the

blank if it is geometric; OS if it is organic shape.
.
_____1. silhouette of circle
nc
_____2. silhouette of a fish
_____3. silhouette of a chair
_____4. silhouette of a star
_____5. silhouette of a parallelogram
_____6. silhouette of a pencil
,I
_____7. silhouette of a diamond
_____8. silhouette of aspoon
_____9. silhouette of rectangle
_____9. silhouette of kettle
Answer Key:
1. GS
up
2. OS
ro
3. OS
4. GS
5. GS
6. OS
lG
7. GS
8. OS
9. GS
10. OS
ba
V. Assignment
• Do the Art Pad activity on p. 183. Have an advance reading for the next lesson.
Vi
Lesson 8 Perceiving Nature

I. Objectives
• identify the elements and principles of art that can be found in nature;
37
• enumerate ways in presenting nature in paintings;
• sketch and paint an object that can be found in nature applying the principle of harmo-
ny; and
• appreciate nature as the ultimate source of subjects and inspiration in art.
II. Subject Matter

TOPIC: Perceiving Nature
SUBTOPICS:
A. Concepts/Ideas
.
Nature is always the best source of inspiration in creating art. One can feature its beauty
nc
through our art. Harmony is an important principle of art. It combines related art elements to
create an overall pleasing appearance.
B. Materials
oslo paper, colored papers, scissors, glue, pencil, compass, ruler, coloring materials,
,I
marker, paint, and solid objects (tissue core, sea shells, paper cups, paper plates, yarn,
etc), manila paper or cartolina
C. References
III. Procedures
up
ro
A. Motivation
• Tour the class in the library and ask them to observe the paintings and take note of
the ideas or thoughts comes to their minds about the paintings. Point also to them
the example of a landscape painting.
lG
• After the activity, ask the following questions:

1. Which landscape painting you like the most? Why?
2. What do you think is the reason why the artist of these paintings painted these
masterpieces?
• After the pupils have answered and expressed their thoughts through the guide
questions, introduce the lesson title to the class guided by Get Started part on pp.
ba
184-186.
B. Presentation
• Give the meaning of the terminologies under Check the Meaning on p. 186.
• Discuss the concept of Landscape painting.
Vi
• Emphasize the following points as you discuss the lesson:

1. different example of landscape paintings
2. the importance of different art elements
3. creating harmony in an art work
• After the discussion, ask the pupils the question under Think About It on p. 185.
• Occasionally ask the pupils to refer to the textbook for content reading.
38
C. Other Activities
• Have the pupils perform the Activity 1 under Time To Practice on p. 187. Allot time
for the pupils to accomplish their artworks. Explain the rubric for evaluation. Allow
pupils to explain their artworks.

1 3 4 5
CLEANLINESS
- The work is
.
neat and tidy.
nc
CREATIVITY
- The work is ar-
tistic and unique.
PUNCTUAL
,I
- The work was
done on time.
CORRECT-
NESS
- The directions
were followed.
Total
up
ro
D. Application
• Discuss the activity under Level Up, p. 188. Set deadline for submission of work.
Explain the same rubric for evaluation.
lG
IV. Evaluation
Instructions: Complete each sentence. Choose the missing word from the box. Write it
on the blank.
1. _____ painting is a work of art depicting a natural scenery.
2. _____ is creating a pleasing picture by making art elements work together.
ba
3. The elements of art are texture, color, lines, shape, form, and ____.
4. _____ is always the best source of inspiration in creating art.
5. Harmony can be achieved by choosing related _____, shapes, and texture.
Answer Key:
Vi
1. landscape
2. harmony
3. space
4. nature
5. colors
39
V. Assignment
• Bring the following art materials: 2 pcs 1/8 sized illustration board, watercolor or oil
pastel, pencil, basket containing tropical fruits, cloth, paint brushes
Lesson 9 Painting Masterpieces

.
I. Objectives
nc
• explore other subjects that can be used in paintings;
• differentiate subject from content in art;
• create a masterpiece that features different elements and principles of art; and
,I
• apply the knowledge of planes in a landscape (background, middle ground, foreground)
in making a masterpiece.
II. Subject Matter

TOPIC: Painting
SUBTOPICS:
A. Concepts/Ideas
Masterpieces
up
An art that is meaningful and skillfully done can be called masterpiece. A master-
ro
piece refers to an artwork that has been given much critical praise. It is set apart for the
outstanding skills and artistry used to create it.
B. Materials
2 pcs of 1/8 sized illustration board, watercolor or oil pastel, pencil, basket contain-
lG
ing tropical fruits, cloth, and paint brushes
C. References
ba
III. Procedures
A. Motivation
• Prepare a sample picture of a painting that shows Philippine culture. Post it on the
board and ask the following questions:
Vi
1. What do you think is happening in the scene?

2. Can you tell a story out of the painting?
• After the pupils have answered and expressed their thoughts through the guide
questions, introduce the lesson title to the class guided by Carry On part on p. 191.
B. Presentation
• Before proceeding to the lesson proper, define first the terminologies under Check
40
the Meaning on p. 193.
• Discuss what is meant by masterpiece. Lead the discussion on how to make a mas-
terpiece.
• Facilitate the discussion guided by the following questions:
1. Why is it important to know how to apply the elements and principles of art in
creating a masterpiece?
2. How important is the knowledge about applying the elements and principles of
.
art in creating a masterpiece?
nc
3. What is subject in art?
4. How does art become a masterpiece?
• The question under Think About It may also be given to the pupils after the discus-
sion.
,I
C. Other Activities
• Ask the pupils to bring their assignment art materials and refer them on the activ-
ity under Art Pad, p. 190. Explain the procedure of the activity and set deadline for
submission of work. Explain the rubric for evaluation.
Criteria
CLEANLINESS
Needs Practice
1
upFair
3
Good
4
Very Good
5
ro
- The work is
neat and tidy.
CREATIVITY
- The work is ar-
lG
tistic and unique.

PUNCTUAL
- The work was
done on time.
CORRECT-
ba
NESS
- The directions
were followed.
Total
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C. Application
• Prepare the class for the activity and ask them to bring their assignment materials.
• Let them do the Activity B under Level Up on p. 196. Explain the procedure to the
class and set deadline for submission of work. Explain the rubric for evaluation.
41
1 3 4 5
CLEANLINESS
- The work is
neat and tidy.
CREATIVITY
- The work is ar-
tistic and unique.
.
PUNCTUAL
nc
- The work was
done on time.
CORRECT-
NESS
,I
- The directions
were followed.
Total
IV. Evaluation up
• Let the pupils answer the given exercise.
Instruction: Read each statement below. Write T on the space provided before each
ro
number if it is true; write F if it is false.
_____ 1. Anyone can make a masterpiece. (true)
_____ 2. Making a masterpiece is telling a story. (true)
_____ 3. Art is about about beauty alone. (false)
lG
_____ 4. subject is the main message of an artwork. (false)

_____ 5. A masterpiece refers to an artwork that has been given much praise.
Answer Key:
1. T
ba
2. T
3. F
4. F
5. T
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V. Assignment
• Do the activity under Art Pad on p. 198 and prepare for the Unit Test for the next Meet-
ing.
42
III
U N IT
Other Ways of Creative
Expression
.
Lesson 10 Repetition and Emphasis
nc
I. Objectives
,I
• define repetition and emphasis;
• create a design that features repetition and emphasis; and
• appreciate repetition and emphasis as important principles of art.
II. Subject Matter

TOPIC: Repetition
SUBTOPICS:
and Emphasis
up
A. Concepts/Ideas
ro
Repetition is used in arts to highlight or give focus on something. It is an important
principle of art where same elements are used repeatedly which makes an artwork in-
teresting.
lG
B. Materials
cartolina and pentel pen
C. References
ba
III. Procedures
A. Motivation
• Divide the class into five group and play the game “Pass the Message.” The first per-
Vi
son in the line will read a phrase and will pass the message. The last person in line
should say the phrase correctly. The first group to finish it wins the game.
B. Presentation
1. Were you able to remember the phrase in a short period of time?
2. How many times did you ask for the phrase to be repeated?
43
• Explain the meaning of repetition and emphasis.
• Show some illustrations consisting repetition and emphasis from the book to the
pupils.
C. Other Activities
• Let the pupils answer Time To Practice on p. 207.
D. Application
• Ask the pupils the question of, “How can you improve your artwork using repetition
and emphasis as principle of art?”
.
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IV. Evaluation
• Ask the pupils to do Level Up: Creating a Stencil. Their performance will be graded us-
ing this rubric:
,I
Criteria Needs Fair Good Very
Practice Good
1 3 4 5
CLEANLINESS The work is neat and
tidy.
CREATIVITY The work is unique and
artistic
up
PUNCTUAL The work was done and
ro
submitted on time.
PREPAREDNESS The materials used
were correct and complete.
lG
CORRECTNESS The directions were

followed.
TOTAL
V. Assignment
ba
• Let the pupils do their Art Pad on p. 209.
11 Printmaking Ideas
Vi
Lesson
I. Objectives
• discover other creative ways on how to create a print;
• create wonderful prints using alternative and available materials; and
44
• demonstrate patience and creativity while creating prints.
II. Subject Matter

TOPIC: Printmaking Ideas
SUBTOPICS:
A. Concepts/Ideas
The technique of transferring an artwork or a design from one surface to the other like
fabric is called printmaking. Through this, distribution of designs is easier and faster. It also
allows everyone to be creative and adventurous in using varietu of materials.
.
nc
B. Materials
bag with printed design, shirt with printed design, old news paper, cardboard, cor-
rugated paper, organic materials, paint, special paper, sandpaper, old crayons of good
quality, a white cloth or eco bag, flat iron
,I
C. References
III. Procedures
A. Motivation
up
• Show photo of a bag and a shirt with a printed design to the pupils.
• Facilitate the activity guided by the following:
ro
1. What did you notice on these items?
2. How do think these designs were made?
B. Presentation
• Start the discussion with printmaking techniques.
lG
• Discuss the step-by-step procedure in silkscreen printing, collagraphy and sandpa-

per printing.
C. Other Activities
• Let the pupils do the Activity B: Calligraphy under Level Up on p. 218.
ba
D. Application
• Ask the pupils the following questions:
1. How can you use your creativity using different printmaking techniques?
2. What skills can you improve in printmaking?
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IV. Evaluation
• Let the pupils do Activity C: Designing and Printing Eco-Friendly Bags under Level Up
on p. 219. Guide the pupils as they make their own designs and help them in flat iron-
ing. Their performance will be graded using this rubric:
45
Practice Good
1 3 4 5
tidy.
artistic
.
submitted on time.
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followed.
,I
TOTAL
V. Assignment
• Do Art Pad on p. 221.
Lesson 12 Designing a Logo

up
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I. Objectives
lG
• define logo,
• enumerate and explain the characteristics of a good logo;
• explain the relevance of a good logo in our modern day living; and
• create a carefully planed and well-designed logo for a specific advocacy.
ba
II. Subject Matter

TOPIC: Designing a Logo
SUBTOPICS:
A. Concepts/Ideas
Logo is created to give identity on a certain brand or organization. It is expected to be
Vi
remarkable for branding and marketing purposes. It is also unique yet simple to easily reach
the target audience.
B. Materials
46
pictures of logos (apple, starbucks, instagram, twitter)
C. References
III. Procedures
A. Motivation
• Bring out photos of logos and let the pupils name each one of them.
.
nc
1. How many logos were you able to identify?
2. Can you remember them easily?
B. Presentation
• Discuss the definition of a logo under Great Idea, p. 223.
,I
• Highlight what logo is and its characteristics. Give emphasis to every sample pic-
tures shown on pp. 224-225.
C. Other Activities
D. Application up
• Let the pupils answer orally Time To Practice on p. 227.

1. What is the importance of logo in building a brand or marketing a particular
ro
organization?
2. How can you apply these characteristics in creating your own logo?
IV. Evaluation
lG
• Let the pupils do Level Up: Drafting a Logo on p. 228. Their performance will be
graded using this rubric:
Practice Good
1 3 4 5
ba

tidy.
artistic
Vi

submitted on time.
followed.
47
TOTAL
V. Assignment
Lesson 13 Making Catchy Posters
.
nc
I. Objectives
• define poster;
• enumerate and explain the characteristics of a good poster;
,I
• explain the relevance of a good poster in spreading awareness and information; and
• create a carefully planed and well-designed poster for a specific advocacy.
II. Subject Matter

TOPIC: Making
SUBTOPICS:
A. Concepts/Ideas
Catchy Posters up
Posters are creatively made in any piece of paper to catch the attention of the target
ro
audience for various reasons. It can be use to dessiminate infromation, to promote a
product or service, to provide public awareness, and to promote an advocacy.
B. Materials
lG
oslo paper, coloring materials, examples of poster (competition, tree planting activi-
ty, current issue)
C. References
ba
III. Procedures
A. Motivation
• Bring out the sample posters and ask the pupils to answer the following questions:
1. What did you notice about the colors use in the poster?
Vi
2. What about the messages they are trying to relay?
B. Presentation
• Start the discussion by defining poster.
• Explain the characteristic of a good poster.
• Highlight the definition of a poster under Great Idea, p. 233.
48
C. Other Activities
• Let the pupils answer Time to Practice on p. 235.
C. Application
1. Why do we to gather information about the products or service we are buying?
2. How will you show that you are a responsible consumer?
IV. Evaluation
.
• Let the pupils do Level Up: Handmade Posters on p. 236.
nc
Practice Good
1 3 4 5
,I
tidy.
artistic
submitted on time.
up
ro
followed.
TOTAL
lG
V. Assignment
ba
Vi
49
IV
U N IT
Stirring Your Cultural and Artistic
Senses
.
Lesson 14 Festivals: The Filipino Way
nc
I. Objectives
,I
• enumerate and describe selected festivals in the Philippines;
• design and create a headdress and mask inspired from Philippine festivals using recy-
cled or found materials; and
no.
II. Subject Matter

up
• appreciate festival as an important part of our cultural heritage and identity as Filipi-
TOPIC: Festivals: The Filipino Way

ro
SUBTOPICS: Festival in the Philippines
A. Concepts / Ideas
Filipinos express gratitude to the Supreme Being and celebrate cultural traditions
in creative and unique ways.
lG
B. Materials
photos, visual aids, pencil, book, chalk and board
C. References
ba
III. Procedures
A. Motivation
Vi
• Ask the pupils to do a greeting card for their family and friends in celebrating Christ-
mas season.
• Prepare the following materials:
1. Construction paper
2. coloring materials (crayons, water colors, and markers)
3. Pencils
50
4. Scissors
• Let the pupils do the activity guided by the instruction:
1. Cut one sheet of construction paper the size you want your card to be when open.
Fold it in half
2. Use a pencil to draw santa hat and designs.
3. Color them with water colors and crayons.
4. Write your message inside of the card.
5. Decorate the card with designs according you want. (They may use glitters and
.
ribbons)
nc
B. Presentation/Discussion
• Instruct the pupils to do the activity under Get Started on p. 244.
• Have the pupils answer Carry On orally on p. 244.
• Define terminologies under Check the Meaning on p. 248.
• Proceed to the discussion about Festivals under pp. 245-248. Emphasize the follow-
,I
ing main points:
1. Explain the meaning of Festivals
2. Ati-atihan Festival.
3. Panagbenga Festival
4. Sinulog Festival
5. MassKara Festival
6. Kadayawan Festival
7. Giant Lantern Festival
up
ro
8. Pintados Festival
• Have the pupils answer orally the Think About It on p. 245 and highlight what is
said on Great Ideas on the same page.
lG
C. Other Activities
• Ask the pupils do the role play under Time to Practice on p. 249.
D. Application
• The pupils will be asked to accomplish Level Up on pp. 250-251.
ba
IV. Evaluation
• The pupils will be asked to answer Look Back on p. 252.
V. Assignment
Vi
• Accomplish the activity under Art Pad on p. 253.

• Have an advance reading for the next topic.
51
Lesson 15 Legends and Myths
I. Objectives
• enumerate characters in Philippine myths and legends;
• explore other fascinating Filipino myths and legends;
.
• create drawings based on the characters of different legends and myths.
• appreciate legends and myths as important parts of Filipino cultural heritage.
nc
II. Subject Matter
TOPIC: Legendsand Myths
SUBTOPICS: Characters of different legends and myths
,I
A. Concepts/Ideas
Legends and myth makes Filipino art and literature unique, interesting and excit-
ing.
B. Materials
up
photos, visual aids, pencil, coloring materials, chalk and board
C. References
ro
III. Procedures
lG
A. Motivation
• Start the class by asking the pupils, “What kind of story is a myth?”
• Have a simple activity over under weaving using strips of paper two inches wide.
After the weaving is complete, the pupils will cut out shapes to create a more inter-
esting design.
ba
• Let the pupils place their work in the classroom bulletin board.
• Discuss a short introduction about the lesson, Get Started on p.254.
• Have the pupils answer Carry On orally, p. 254.
Vi

• Proceed to the discussion about the topic on pp. 255-256. Emphasize the following
main points:
1. Explain the meaning of Legend
2. Explain the meaning of Myths
52
3. Characters of different legends and myths
• Have the pupils answer Think About It orally, p.255.
• Read the Great Ideas and let the class give their own explanation for each concept/
ideas, p. 255.
C. Other Activities
• Let the pupils do the activity on Time to Practice orally on p. 257.
Answer key
.
1. D
nc
2. C
3. B
4. A
D. Application
,I
• Let the pupils do the Activity A, Exploring Myths and legends on Level Up, p. 258.
• Ask the pupils do the Activity B, Drawing Mythical and Legendary Figures on Level
Up, p. 259.
IV. Evaluation
up
• Ask the pupils to answer orally the activity from Look Back on p. 260.
V. Assignment
ro
• Accomplish the Art Pad on p. 261.
• Have an advance reading on the next lesson.
lG
Lesson 16 Designing and Creating Puppets

I. Objectives
ba

• identify different styles of puppets made in the Philippines;
• create puppets based on a character in a legend, myth or story using recycled materials;
and
• appreciate puppetry as a unique and fascinating form of art.
Vi
II. Subject Matter

TOPIC: Designing
and Creating Puppets
SUBTOPICS: Different
styles of puppets made in the Philippines
A. Concepts/Ideas
• Puppets can be used to tell stories about Philippine traditions, culture, and customs
53
in a more creative way.
B. Materials
• photos, visual aids, pencil, chalk and board
C. References
.
III. Procedures
nc
A. Motivation
• Tell to the pupils to get or choose a partner. Let them prepare paper and pen. Write
the following questions below on the board.
• Name:_____________________________________
,I
1. What types of pets do you have?
2. What types of pets do you wish to have?
3. What is your puppet’s name?
4. Where does your puppet live?
5. Who are your puppet friends?
up
6. What does your puppet do for fun?
7. How do you show love and care for your puppet?
• Face his/her partner, let them ask their partner about the given questions on the
board and list down the answer of his/her partner in the paper.
ro
• After they get each information and answer all the questions, let them present it in
front of the class by their partner.
B. Presentation/Discussion:
lG
• Discuss the short introduction about the lesson on Get Started on p. 262.
• Ask the pupils to answer the questions on Carry On orally, p. 262.
• Define terminologies under Check The Meaning on p. 264.
• Proceed to the discussion about the topic under pp. 263-264. Emphasize the follow-
ing main points:
ba
1. Define Puppetry and Puppeteers

2. Different kinds of puppets
• Have the pupils answer Think About It orally, p. 263.
• Let the class read the concept under the Great Ideas and give specific explanation
for each concept/ideas to the class, p. 263.
Vi
C. Other Activities
• Let the pupils do Time to Practice, p. 265.
54
D. Application
• Have the pupils do the Activity A, Stick Puppets and Activity B, Sock Puppets on
Level Up on p. 266.
IV. Evaluation
• Have the pupils do the Activity C: Paper Bag Puppets on Level Up on p. 266.
• Let the pupils answer the short evaluation under Look Back on p. 268 and talk about
it in the class.
.
V. Assignment
nc
• Accomplish the Art Pad on p. 269.
• Have an advance reading of the next topic.
,I
Lesson 17 Telling a Story through Puppetry
I. Objectives: up
• act out a character in a myth, legend or story by manipulating puppets;
ro
• showcase creativity and artistry by performing as puppeteers; and
• appreciate puppetry as a unique and fascinating form of art.
II. Subject Matter

lG
TOPIC: Telling a Story through Puppetry

SUBTOPICS:
A. Concepts/Ideas
In performing a puppet play, you must aim not only to entertain the audience, but
to instill good values.
ba
B. Materials
photos, internet, visual aids, pencil, coloring materials, chalk and board
C. References
Vi
55
III. Procedures
A. Motivation
• Let the class play “The Mirror Game.” Tell to the pupils that each of them will be the
actor. Instruct them to stand still and make eye contact.
• One partner goes first. They silently make movement or small actions, facial ges-
tures while maintaining eye contact with their partner at all times. The other part-
ner acts as their “mirror” and copies exactly what their partner is doing, as if they
are looking in the mirror. There is no noise and no talking, only silent gestures.
Partners switch roles and the other partner acts as the “mirror.”
.
B. Presentation
nc
• Discuss the short introduction about the lesson on Get Started and Carry On on p.
270.
• Proceed to the discussion on pp. 271-272. Emphasize the following main points:
,I
1. Ways to consider to become a successful puppet play.
2. Explain Storytelling
• Have the pupils to answer Think About It orally, p. 271.
• Read and give explanation about the art of Puppetry and Great Ideas, pp. 271-272.
C. Other Activities up
D. Application
ro
• Ask the pupils to do the Preparing for Puppet Play on Level Up, p. 274.

Practice Good
lG
1 3 4 5
tidy.
artistic
ba

submitted on time.
Vi

followed.
TOTAL
56
IV. Evaluation
• Let the pupils answer Look Back orally on p. 275.
V. Assignment
• Accomplish Art Pad on p. 276.
• Review Lessons 1-4 and Prepare for a Unit Test.
.
nc
,I
up
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lG
ba
Vi
57
PHYSICAL EDUCATION:
I
U N IT
Body Awareness
Lesson 1 Body Positions

QUARTER 1st Quarter DURATION 2 days
.
nc
I. Objectives
• describe body shapes and actions;
• demonstrate body shapes and actions; and
,I
• create body shapes and actions.
II. Subject Matter

TOPIC: BodyPositions
A. Concepts/Ideas
up
The body can perform many shapes and actions by different movements and posi-
tions. Some examples of types of body positions are: standing position, kneeling position,
lying position and sitting position.
ro
B. Materials
pictures of different body positions: standing, kneeling, lying, and sitting
C. References
lG
III. Procedures
A. Motivation
ba
• Sing the nursery song “Paa, Tuhod, Balikat, Ulo” and ask the pupils to perform the
song with body gestures while sitting in their chairs, then while kneeling, and then
standing. Afterwards, call a volunteer to perform the song while lying on the teach-
er’s table.
Vi
B. Presentation
1. What are the movements you can do while standing?
2. What are the movements you can do while kneeling?
3. What are the movements you can do while lying?
4. What are the movements you can do while sitting?
• Using the pictures of different body positions, discuss and demonstrate the different
58
types of standing, kneeling, lying, and sitting positions.
• After the discussion, ask the pupils to identify and perform the positions while show-
ing the pictures of different body positions.
C. Other Activities
• The pupils will be asked to answer the Matching Type under Time To Practice on p.
290.
Answer Key:
Matching Type
.
1. Hook Sit
nc
2. Front Lying
3. Cross Sit
4. Wide Stand
5. V-Sit
6. Half-kneel with one leg extended to the side
,I
7. Narrow Kneel
8. Twisted Stand
9. Long Sit
10. Half Squat
D. Application
up
• The pupils will be asked to enumerate and demonstrate two types of standing, kneel-
ing, lying and sitting positions.
ro
IV. Evaluation
• Divide the class into four groups. Assign each group to perform 3 types of each positions
(standing, kneeling, lying, sitting). Each group will demonstrate the positions in front of
lG
the class and the remaining pupils should identify what kind of position is being demon-
strated and the name of the position.
V. Assignment
• Do the following:
ba
1. Answer Fitness Card on the book, p. 294.

2. List down the body positions you do each day
3. Bring cut out pictures of a star, square, chicken and cup.
4. Have an advance reading on the next lesson, “Body Movements.”
Vi
59
Lesson 2 Symmetrical and Asymmetrical
I. Objectives
• identify symmetrical and asymmetrical;
• demonstrate symmetrical and asymmetrical body shapes; and
• create symmetrical and asymmetrical body shapes.
.
nc
II. Subject Matter
TOPIC: Symmetrical and Asymmetrical
SUBTOPICS:
A. Concepts/Ideas
,I
Symmetrical shapes are shapes, if divided in the middle, both sides have similar or
exact shape. While asymmetrical shapes, if divided in the middle, both sides will not
have a similar shape. Our body can also create symmetrical and asymmetrical shapes
through static body positions.
B. Materials up
pictures of different examples of symmetrical and asymmetrical shapes and body
shapes
ro
C. References
lG
III. Procedures
A. Motivation
• Ask the pupils to bring out their assignment of pictures of a star, square, chicken
and cup.
• Have them fold the pictures in the middle. After folding, ask them to tell their obser-
ba
vations about the folded pictures.
B. Presentation
• After telling their observations, define symmetrical and asymmetrical shapes. Af-
terwards, show the images to give an example of symmetrical and asymmetrical
Vi
shapes.
C. Other Activities
• Ask the pupils to find a partner and together they will demonstrate the symmetrical
and asymmetrical body positions. Ask them also to answer Activity 2 Time To Prac-
tice, p. 299.
60
Answer Key:
Write if the shape is symmetrical or asymmetrical between left and right.
.
nc
,I
up
ro
lG
D. Application
• Ask the class this question, “What is the difference between symmetrical and asym-
metrical shapes and positions?”
• Let the pupils give their own examples of symmetrical and asymmetrical shapes.
ba
IV. Evaluation
• Let the pupils answer the Activity 1 under Time To Practice, p. 299.
Answer Key:
bend forward- symmetrical
Vi
bend back- symmetrical

bend right- asymmetrical
bend left- asymmetrical
wide stand- symmetrical
twist stand- asymmetrical
• Divide the class into four groups and each group will create and perform their own ex-
ercise routine using symmetrical and asymmetrical body positions. Guide the class in
61
doing this activity.
V. Assignment
• Answer the Fitness Card and also the following:
1. What is the importance of symmetrical and asymmetrical body positions and shapes?
2. Define what is a body posture.
3. Give 2 examples of body posture.
.
3 Conditioning and Flexibility
nc
Lesson
I. Objectives
,I
• define posture;
• distinguish good posture from bad posture.;
II. Subject Matter

TOPIC: Conditioning and Flexibility
up
• identify conditioning and flexibility exercises that improve body posture.; and
• demonstrate conditioning and flexibility exercises that improve body posture.
ro
A. Concepts/Ideas
Body posture is the proper alignment of the body while standing, sitting or other
body movements. Correct body posture will help us to be comfortable with our move-
ments, while incorrect body posture will create aches and pains in our body. There are
lG
conditioning and flexibility exercises that help improve body posture.
B. Materials
pictures of correct and incorrect body postures, illustrations of conditioning and flex-
ibility exercises
ba
C. References
III. Procedures
Vi
A. Motivation
• Ask the pupils to place a book on top of their heads while sitting, then they will try
stand up and walk with the book not falling from their heads.
B. Presentation
• Have the pupils describe and compare the different pictures under Get Started, p.
304.
62
• After describing and comparing the figures, define body posture and its importance.
• Show the images of correct and incorrect body postures.
.
nc
,I
• Call pupils in front of the class while discussing the conditioning and flexibility
up
exercises, these pupils will demonstrate the exercises while being assisted by the
teacher.
• After the discussion and demonstration, ask the following:
1. How can you describe a person with good posture?
2. How can you describe a person with bad posture?
ro
C. Other Activities
• Divide the class into five groups. Each group will stand in front of the class. Tell
them randomly the conditioning and flexibility exercise discussed and let them iden-
tify and demonstrate it.
lG
• After the discussion, the pupils will be asked to answer the Activity A Time To Prac-
tice, p. 311-312.
D. Application
• Let the class answer the following questions:
ba
1. What are the importance of good body posture to children, teens, and adults?
2. Aside from exercising, what are the other things you can do to improve body
posture?
IV. Evaluation
Vi
• Show illustrations of conditioning and flexibility exercises and let the pupils identify
and name each exercises.
• Each pupil will be asked to make a checklist:
Conditioning and Flexibility Exercises Did you make it? Who watched?
PLANKS
BACK EXTENSIONS
63
YTWL
SEATED TWIST
a. Each pupil will perform the conditioning and flexibility exercises in front of a
classmate
b. The pupil will check the Did you make it? column after demonstrating the exercise
in front of a classmate who will write his or her name in Who watched? column.
.
V. Assignment
nc
1. Define what is posture.
2. Answer Fitness Card on p. 315.
3. Enumerate at least three physical activities or games that can be done inside the
classroom.
,I
4 Physical Activities
Lesson
I. Objectives
QUARTER 1st Quarter up DURATION 1 day

ro
• recognize the importance of warm-up; and
• perform different physical activities.
II. Subject Matter

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TOPIC: Physical Activities

A. Concepts/Ideas
Warm up exercises are important before doing any physical activities or games.
Warm up makes our body ready to any activities and to avoid any injury. There are dif-
ferent fun activities and games that can be play by the whole class.
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B. Materials
pictures and illustrations of warm up exercises, first aid kit
C. References
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III. Procedures
A. Motivation
• Ask the pupils to enumerate the games they usually play with their friends and also
ask if they had experienced any injury while playing. Let them share their stories in
the class.
B. Presentation
• After telling their experiences, emphasize the importance of warm up exercises be-
fore doing any physical activities.
.
• Show the illustrations of different warm up exercises and demonstrate it in front of
the class.
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• After the discussion, let the pupils do the warm up exercises in groups. Be a keen
observer to assist them and see if they are doing it correctly.
• After doing the warm up exercises, explain the mechanics of the game Frozen Tag,
The Boat is Sinking, and Human Alphabet before playing the actual game. Let them
,I
play all of these as long as it is time concerned.
C. Other Activities
• Let the class group with five members, each group will do warm up exercises before
D. Application
up
playing any of their chosen games.
• Let the class answer the following questions:

1. What do you think will happen if we don’t warm up before doing any physical
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activities?
2. What does warm up exercises do to our body?
3. Why do we need to do physical activities?
4. What do you feel every time you play a game?
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IV. Evaluation
• Ask the pupils to do the activity under Level Up, p. 323.
• Ask the pupils about their experience and what they learn during the warm up exercis-
es and physical activities.
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V. Assignment
• Answer Looking Back p. 324 and Fitness Card p. 325.
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II
Space Awareness
U N IT
5 Locations and Directions
.
Lesson
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I. Objectives
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• differentiate personal space from general space;
• define location and direction;
• identify different locations and directions;
up
• describe movements in locations and directions;
• recognize non- locomotor, locomotor, and manipulative skills;
• identify and use space efficiently; and
• demonstrate respect for other’s personal space.
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II. Subject Matter
TOPIC: Locationsand Directions
SUBTOPICS:
A. Concepts/Ideas
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Directions are the movement of the body to a certain space or where your body is
facing. All body movements have direction, these directions are called: Linear, Lateral,
and Multidirectional. While location refers to where a certain thing is placed or its re-
lation to another object.
B. Materials
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illustration of an arrow, illustrations of example pictures of locations
C. References
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III. Procedures
A. Motivation
• Ask the pupils to name the things they see when they look up, then when they look
down, when they look at the left, then at the right.
66
.
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B. Presentation
up
• After describing what they see, discuss the kinds of direction using the arrow illus-
tration.
• Discuss and give an example to the types of Linear Directions, Lateral Directions,
and Multidirectional.
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• After the discussion, using the image below, ask the pupils:
1. What letter is on the left of letter H? Answer: G
2. What letter is on the right of letter Q? Answer: R
3. What letter is on the upper left of letter G? Answer: A
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4. What letter is on the upper right of letter S? Answer: O

5. What letter is on the lower left of letter R? Answer: V
6. What letter is on the lower right of letter D: Answer: J
• Discuss also the types of locations by using example pictures.
• After the discussion of locations, call pupils to answer these questions:
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1. What is above you?

2. Who is sitting beside you?
3. Who is sitting in front of you?
4. Who is sitting behind you?
5. What is under your desk?
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6. What is on your desk?

7. What is inside your bag?
C. Other Activities
• Let the pupils answer the Checking Learning, Activity 1.
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Answer key:

A G E
D F C
H B I
• Determine if it is Linear direction, Lateral direction or Multidirectional
1. Front-left
.
2. Right
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3. Left
4. Back-right
5. Forward
6. Back-left
7. Backward
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8. Front-right
Answer Key:
1. Multidirectional

2. Lateral direction
3. Lateral direction
4. Multidirectional
5. Linear direction
up
6. Multidirectional
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7. Linear direction
8. Multidirectional
D. Application
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• The pupils will be asked to give two examples of directions and locations. The pupils
should cite the examples using the things inside the classroom. (example: on top of
the blackboard is the eraser)
• Provide an example and the pupils will determine if it is a direction or a location.
IV. Evaluation
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• Have the pupils answer Time To Practice A and B, pp. 343-344.

• On a piece of paper, let the pupils draw the following:
a. a cup is on the table
b. a ball is under the table
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c. on the left of the cup is a pencil

d. on the right of the ball is a book
V. Assignment
1. Answer Fitness Card, p. 347.
2. Review about the types of locations and directions.
3. Bring crayons.
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Lesson 6 Levels, Pathways, and Planes
I. Objectives
• differentiate high, mid, and low levels;
• identify different pathways;
• demonstrate different planes.
.
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II. Subject Matter
TOPIC: Levels, Pathways, and Planes
A. Concepts/Ideas
Levels which are consist of high, mid, and low determine how high or low an object
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is. Pathways which are in straight, curve, and zigzag are ways which have a beginning
and ending points. While planes which are horizontal, vertical, and diagonal have two
points that are joined by a straight line.
B. Materials
up
stick, chalk or whiteboard marker, example picture of pathways
C. References
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III. Procedures
A. Motivation
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• Ask the pupils if they already experienced to ride on a roller coaster, bicycle, air-
plane, ferris wheel, elevator, escalator, or car.
• Ask the following questions:
1. What is your reaction when you ride those?
2. How do you feel every time it goes up or down and turned left or right?
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B. Presentation
• After the sharing, connect the riding experiences on levels, pathways, and planes.
• Lead the discussion on the kinds of levels by using the stick and showing the high,
mid, and low levels through body parts. Then, show and demonstrate the levels of
body positions.
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• Use the following images to explain the differences of various pathways:

• Using also the stick, discuss the different kinds of planes.
• After the discussion of planes, call pupils to answer the word search by looking at it
horizontally, vertically, and diagonally:
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.
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up
• Have the pupils read and review the discussion of levels, pathways, and planes in
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the book on pp. 349-355
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ba
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C. Other Activities
• Have the pupils answer Time To Practice, Activity A and Activity B, pp. 356-357.
Answer key:
A
1. high
2. high
3. low
4. mid
.
5. mid
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D. Application
• Have the pupils cite their own examples of high, mid, and low levels.
• Ask also the pupils to draw on a piece of paper their own example of pathways. As-
sist them during the execution of activity.
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IV. Evaluation
• Let the class do Activity C under Time to Practice and Level Up, pp. 357-358.
V. Assignment
up
• Accomplish the Fitness Card and have an advance reading on the next lesson.
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Lesson 7 Activities for Space Awareness
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I. Objectives
• participate in activities teaching locations, directions, and levels; and
• display joy of effort, respect for others, and fair play during participation in physical
activities.
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II. Subject Matter

TOPIC: Activities for space Awareness
SUBTOPICS:
A. Concepts/Ideas
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It is important to know the movement of our body in facing different directions and
locations so that we can be more aware to our surroundings and we can avoid injuries
and bumping to other people or objects.
B. Materials
whistle, plastic chairs, medium-size boxes, jumping ropes, ball, first-aid kit, manila
paper, marker
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C. References
III. Procedures
A. Motivation
• Group the pupils with five members. Each group will review the movements for
warm up exercises. Then each group will demonstrate warm up exercises one by one
.
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B. Presentation
• After warming up, discuss the mechanics of the activities, the groupings during the
warm up exercise will be the same.
• Each group will be asked to choose their leader and assistant leader. Each leader
will make sure that their group mates will not cheat and that no one will get injured,
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while the assistant leader will keep track about the activities done by the members .
• Assist each group during the activities, a table will be checked by the assistant lead-
ers to keep track if the activities are properly done by each group.
Direction Activity
Level Activity
Locations and Movement Activity
up
• Use the following illustration for the checklist in manila paper:
C. Other Activities
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• Ask for volunteers to do the activity under Checking Learning while the other pupils
will observe and cheer for their classmates.
D. Application
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• Facilitate discussion to the class about the following questions:

1. Why is it important to know the movements, levels, and directions of the body?
2. What do you feel before, during, and after the activities?
3. What do you think will happen if you do all the activities with your eyes closed?
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IV. Evaluation
• Have the pupils write on a piece of paper their experiences during the activities.
• Ask them also to answer Fitness Card, p. 368.
V. Assignment
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• Do the following at home:

1. Ask your parents to list down the things they do everyday in their work, and identify
if it is level, direction, or locations movement.
2. Review about pathways, body positions, and levels.
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Lesson 8 More Activities For Space Awareness
I. Objectives
• participate in physical activities with pathways, levels, and directions; and
.
activities.
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II. Subject Matter
TOPIC: More Activities For Space Awareness
A. Concepts/Ideas
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Knowing how to follow the pathways on roads is important in our surroundings to
avoid accidents. Moving to different levels and directions in pathways is also important
because sometimes, we cannot make our own pathways and have to follow.
B. Materials
up
chalk, plastic chair, first aid kit
C. References
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III. Procedures
A. Motivation
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• Ask the pupils to share with the class what will happen if:
a. they do not walk on the pedestrian lane
b. they enter in the exit area
c. they exit in the entrance
d. they do not follow the path in the garden
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B. Presentation
• After the activity, connect the question on the importance of following pathways and
following the movements of levels and directions.
• Explain and demonstrate the mechanics of the game “Follow the Leader.” All pupils
will be encouraged to participate in the said activity. Do warm up exercises before
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doing the activity.

• Consider the following as additional activities:
a. Draw straight, curve, and zigzag pathways on the ground using a chalk, the
lines should be at least 2-meter long.
73
b. Group the pupils with five members, each group will have a leader.
ACTIVITY GROUP 1 GROUP 2 GROUP 3 GROUP 4 GROUP 5
RUN FORWARD
SIDE STEPS FACING TO

THE RIGHT
BACK PEDAL/WALK
.
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SIDE STEPS FACING TO
THE RIGHT
c. The leader will be the only one looking at the pathways, all members should
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WALK TALL WITH YOUR
ARMS UP HIGH
BEND YOUR
SLIGHTLY AND
KNEES
FORM A DUCK WALK
CRAWL
PER- up
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have their eyes closed.
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GO OVER TO THE BOX
GO UNDER THE ROPE
RUN AROUND THE

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CHAIR
GO OVER THE ROPE
GO AROUND THE BOX

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RUN BACK TO THE

STARTING LINE
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d. The leader will be in the front line while other members are in the back with
their hands raised in the shoulder of the one in front of them.
e. The leader will guide everyone and will make sure that the members will not
step outside the pathway lines.
f. All groups should be able to pass through all the pathway lines, the teacher will
time the activity per group. The group with the shortest time will be the winner.
C. Other Activities
• Have the pupils answer Time To Practice on p. 371.
.
• Ask the pupils to demonstrate the following movements:
a. Squat then walk backwards in a straight line
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b. Stand straight and walk sideways in a zigzag
c. Sit on your toes, hug your knees. Try to walk in a curve or wavy lines.
D. Application
• Let the pupils have an oral participation using the following questions:
,I
1. What do you think will happen if you do not follow pathways?
2. What do you think will happen if you enter a place with a DO NOT ENTER
sign?
IV. Evaluation up
• Ask the pupils to answer and have a short evaluation under Looking Back, p. 373.
• Let them answer Fitness Card, p. 374.
• Have them also write on a piece of paper what they learned about today’s lesson and
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listen as they all share in class.
V. Assignment
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1. Review all lessons on Unit 2:
a. Direction and Location
b. Levels, Pathways, and Planes
2. Bring a stop watch
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III
Effort
U N IT
Lesson 9 Time
.
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I. Objectives
• define time;
• recognize speed in relation to time;
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• demonstrate understanding of movement in relation to time; and
• accurately perform movements involving time.
II. Subject Matter

TOPIC: Time
SUBTOPICS:
A. Concepts/Ideas
up
Time can determine the speed of a movement. Time is the duration of a movement,
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fast movements have short time record while slow movements have long time record.
B. Materials
stop watch, whiteboard marker/chalk
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C. References
III. Procedures
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A. Motivation
• Look for five volunteer pupils, each volunteers will try to walk, run, and crawl from
one point to another. Record the time of each pupil.
B. Presentation
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• After the race, compare each time record.

• Used the table below. Write on the blackboard or whiteboard.
• Proceed with the discussion of how time determines the speed of a movement.
• Using the table, discuss which time is the fast, faster, and fastest and the slow, slow-
er, and slowest:
C. Other Activities
76
• Ask the pupils to do Activity A Time To Practice, p. 381.
D. Application
• Let the pupils have an oral participation using the following questions
1. What are the things you do before going to school? What do you think is the
fastest and slowest?
2. Do you think we should eat fast or slow? Why?
3. During discussions, do you think the teacher should talk fast or slow? Why?
4. What will happen if we move fast? What will happen if we move slow?
.
IV. Evaluation
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• Ask the pupils to do this sample activity.
Directions: Determine which of the time is the fast, faster, and fastest.
1. 8 minutes and 3 seconds
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3. 6 minutes and 1 second
Answer key:
1. fast

2. fastest
3. faster up
Directions: Determine which of the time is the slow, slower, and slowest.
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2. 5 minutes 4 seconds
3. 7 minutes
Answer key:
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1. slowest
2. slow
3. slower
• The Activity B under Time To Practice, p. 382 may also be given as an additonal evalu-
ba
ation for the pupils.
V. Assignment
• Do the following at home:
1. Ask your parents to record your time while tying your shoelaces three times. Deter-
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mine your fast, faster, and fastest time.

2. Ask your parents to record your time while writing your name on a piece of paper
three times. Determine your slow, slower, and slowest time.
3. Define what is force.
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Lesson 10 Force
I. Objectives
• define what force is;
• differentiate light from strong force;
• identify movements that need light and strong force.
.
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II. Subject Matter
TOPIC: Force
A. Concepts/Ideas
Force is used in every movement of the muscles in the body. There are light and
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strong forces needed in order to move an object, it depends on how light or heavy the
object is.
B. Materials
C. References
up
illustrations of people using force
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III. Procedures
A. Motivation
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• Ask the pupils to do the following:

a. Create an origami boat using a piece of paper (those who do not know how to
create an origami boat will be assisted).
b. Place the origami boat on top of the desk.
c. Gently blow the origami boat, then blow it hard.
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B. Presentation
• The pupils will be asked by the following question:
1. What happened to the origami boat when you blow it gently?
2. What happened to the origami boat when you blow it hard?
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• After sharing, connect the answers of the pupils to the discussion of force. Use the
illustrations from the book, pp. 389-393.
• To demonstrate the movements of force, the pupils will be asked to push, pull, and
lift their armchairs.
• To demonstrate the movements of light and strong force, the pupils will be asked to
jump, walk, and put hands together.
78
NAME WALKING TIME RUNNING TIME CRAWLING TIME
PUPIL 1
PUPIL 2
PUPIL 3
PUPIL 4
PUPIL 5
.
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• Encourage the pupils to give their own example of movements using light and strong
force.
C. Other Activities
• Have the pupils do Time To Practice, p. 394.
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5 minutes and 2 seconds FAST SLOWEST
4 minutes and 3 seconds FASTER SLOWER
1 minute and 5 seconds
D. Application
up FASTEST SLOW
• Let the pupils have an oral participation using the following questions
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1. What do you think will happen if you kick the door hard to open or close it?
2. What do you think will happen if you close the bottle of ketchup lightly?
3. If the object is small, what force do you think you need to lift it? Light or strong
force?
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4. If the object is big, what force do you think you need to lift it? Light or strong force?
IV. Evaluation
• Ask the class to answer these simple activities.
Instructions: Write if the following movement is light or strong force:
1. Spiking a volleyball
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2. Pressing the keyboards

3. Lifting a pillow
4. Throwing a basketball
5. Lifting a table
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Answer key:
1. strong force
2. light force
3. light force
4. strong force
5. strong force
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• Instructions: Perform the following movement and tell if it is a light or strong force:
1. Punch in front of you (avoid hitting a classmate)
2. Walk backwards
3. Wave your hands
4. Squat and then jump
5. Blink twice
Answer key:
.
1. strong force
2. light force
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3. light force
4. strong force
5. light force
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V. Assignment
• Ask the pupils to answer the Fitness Card on p. 398 and have an advance reading on the
next lesson.
Lesson 11 Flow
QUARTER 3rd Quarter
up DURATION 1 day
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I. Objectives
• define flow;
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• differentiate free flow and bound flow; and

• perform movements of free flow and bound flow.
II. Subject Matter

TOPIC: Flow
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SUBTOPICS:
A. Concepts/Ideas
Flow is the movement of the body continuously and smoothly. Doing many actions or
movements without stopping or delay is called free flow. While moving with resistance
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or controlled is called bound flow.
B. Materials
CD player or any music player, chalk/whiteboard marker
C. References
80
III. Procedures
A. Motivation
• Ask for two volunteers to stand in front of the class.
• The first volunteer will try to do jumping jacks while the second volunteer will sing
a short song. The first volunteer will try not to stop jumping until the second volun-
.
teer is finished singing.
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B. Presentation
• Connect the motivation in discussing flow. Singing is an example of a free flow action
while jumping jacks are example of bound flow action.
• Use the sample illustrations of free flow and bound flow on pp. 400-402:
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C. Other Activities
• Ask the pupils do the activities under Time To Practice, p.403.
D. Application
up
• Have the class an oral participation using the following questions:
1. What do you think will happen if there isj only free flow movements?
2. What do you think will happen if there is only bound flow movements?
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IV. Evaluation
• Ask the pupils to list the things they do everyday in a piece of paper, determine if it is a
free or bound flow.
• Ask them to perform the following movement and tell if it is a free flow or bound flow:
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1. Waving both hands

2. Reading page 2 of the book and page 30
3. Clapping
4. Walking in zigzag
5. Sleeping
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Answer key:
1. free flow
2. bound flow
3. free flow
4. bound flow
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5. free flow
V. Assignment
1. Answer Looking Back.
2. Review about speed and force.
81
Lesson 12 Physical activities with Time, Force,
and Flow
I. Objectives
• demonstrate understanding of movement in relation to time, force, and flow;
• perform movements accurately involving time, force, and flow; and
.
• demonstrate joy of effort, respect for others, and fair play during participation in physi-
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cal activities.
II. Subject Matter

TOPIC: Physicalactivities with Time, Force, and Flow
,I
A. Concepts/Ideas
Time, force, and flow movements can all be done at the same time. Each movements
and actions are connected to each other. A person can do strong force faster, and light
force slower or flow movements can be done fast and slow.
B. Materials
up
rope, first-aid kit, chalk/whiteboard marker, candies or sweets (prize for the activi-
ties)
C. References
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III. Procedures
A. Motivation
• Ask the pupils to do the warm up exercises.
• After the warm up exercises, ask the pupils to execute the following:
a. Run in their place only.
b. Clap both hands.
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c. Raise right hand and then the left hand.

d. Put down both hands.
e. Then raise both hands.
f. Then squat.
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g. Repeat doing letters a to f fast, faster, and fastest.

h. Repeat doing letters a to f slow, slower, and slowest.
B. Presentation
• After the motivation, ask the pupils which of the movements they demonstrate is for
time, force, and flow.
• Review the pupils about time, force, and flow.
82
• Discuss the mechanics of the activities with speed, force, and flow.
• The pupils will be asked to observe good sportsmanship and avoid hurting their
classmates.
• Make sure that the movements and actions are properly done to avoid injuries.
Those who will win in each activities will get a candy as a prize.
C. Other Activities
• Ask the pupils to do Time To Practice, p. 411.
D. Application
.
• Facilitate discussion about the following questions:
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1. What do you think will happen if you do not apply strong force while clapping?
2. What do you think will happen if you write slowly? What will happen if you write
FREE FLOW BOUND FLOW

walking pushing a heavy box
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running traveling in zigzag pathway
dancing writing while looking at the book
fast? up
3. What do you think will happen if a car is driving fast in a zigzag line?
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IV. Evaluation
• Instruct the pupils to do the following:
a. Copy the table below in a piece of paper.
b. Find a partner and exchange papers. Perform each activity and your partner will
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write a check on the table if you did it fast or slow.

c. Write the following movements in the same piece of paper (at the back). They will
perform the movements and identify if they use light or strong force:
1. Push-ups
2. Fly kick
3. Shake your head
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4. Whistle
5. Sit and then jump
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V. Assignment
• Instruct the following:
1. Ask your parents about the movements they do in their work. Identify what speed
(fast, faster, fastest or slow, slower, slowest), force (light and strong), and flow (free
flow or bound flow) are their movements.
2. Write what you have learned and experience about time, force, and flow.
.
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up
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ba
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84
IV
U N IT
Relationships
Lesson 13 Solo Activities
.
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I. Objectives
• perform movements that can be done solo; and
• engage in fun and enjoyable physical activities.
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II. Subject Matter
TOPIC: Solo Activities
A. Concepts/Ideas
up
There are physical activities that you can do solo and there are physical activities
that do not require any equipment or material.
B. Materials
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magic carpet or yoga mats, illustration of examples of individual activities, first aid
kit
C. References
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ACTIVITY FAST? SLOW?

WALKING BACKWARDS
JUMPING SIDEWARDS
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BLINKING TEN TIMES

RUNNING IN ZIGZAG
85
III. Procedures
A. Motivation
1. Who are your favorite action stars or favorite character in a video game?
2. What moves of these actors/characters are your favorite?
3. What makes the move special?
4. Do you think you can also do the moves?
B. Presentation
.
• Connect the questions to define physical activities that can be done solo.
• Before discussing the movements of physical activities, ask the pupils to do warm up
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exercises.
• Use the illustrations of individual physical activities in the discussion. Use the pic-
tures in the book, pp. 419-423.
• After the discussion, group the pupils with eight members. Each member will choose
,I
to demonstrate one individual physical activity. One by one, each member will stand
in front of the class and demonstrate an activity, the remaining pupils will identify
which activity is being demonstrated.
C. Other Activities
up
• Have them answer Time To Practice, p. 424.
D. Application
• Ask the class to answer the following questions:
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1. What do you think is the difference of a solo physical activity to any exercises?
2. What will happen if you perform an individual solo activity without practicing
first?
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IV. Evaluation
• Ask the learners to answer Level Up, p. 425.
V. Assignment
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• Answer the Fitness Card, p. 427.

• Answer the following questions, you may ask your parents for help:
1. What solo activity would you like to master?
2. What do you think are the benefits of doing solo activity?
• Review the individual physical activities.
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• Read the next lesson about pair and group activities.
86
Lesson 14 Pair and Group Activities
I. Objectives
• perform activities with a partner;
• perform activities with a group; and
.
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activities.
II. Subject Matter

TOPIC: Pair
and Group Activities
A. Concepts/Ideas
,I
Teamwork is important in pair and group activities. Working together makes the
work get done easier and faster.
B. Materials
aid kit
C. References
up
magic carpet or yoga mats, illustration of examples of pair and group activities, first
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III. Procedures
A. Motivation
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• Instruct the pupils to form a big circle and do the warm up exercises.
• Then group them with seven members. Ask them to play “Paint Me A Picture.”
• Tell the following scenarios and the group will “paint the picture” by acting the sce-
narios until you yell “Freeze!”:
a. Paint me a picture of a wedding
ba
b. Paint me a picture of a restaurant

c. Paint me a picture of a playground
d. Paint me a picture of a church
e. Paint me a picture of a party
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B. Presentation
• After playing “Paint Me A Picture”, explain the importance of cooperation in doing
activities.
• In the discussion about playing in pairs, pair the pupils. The pair will try to perform
each dual movements that is being discussed while you assist them.
87
• While in the discussion of group activities, ask for volunteers to demonstrate the
activities (everyone should be able to participate in group activities by taking turns).
C. Other Activities
• Ask them to do Time To Practice, p. 435.
D. Application
1. What do you think will happen if you do not talk to your partner during dual
stunt?
.
2. What do you think will happen if one person in group stunt will not coordinate?
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3. Aside from stunts, what other activities need cooperation?
IV. Evaluation
• Have the pupils do the activities A and B under Level Up, p. 437.
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V. Assignment
• Let the pupils do the following:
1. Answer Fitness Card, p. 438.
up
2. Review the pair and group activities.
3. List down at least three skills that you can do.
4. Bring a handkerchief and a ball.
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Lesson 15 Manipulatives Skills
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I. Objectives
• learn how to manipulate and move certain objects;
• develop skills with object; and
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• have fun learning and playing with manipulatives .
II. Subject Matter

TOPIC: Manipulatives Skills
A. Concepts/Ideas
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Objects in our surrounding can be moved or manipulated. These objects can be car-
ried, tossed, or bounced or any actions that can make it move. These movements can be
practiced to improve our skills and the coordination of our body to our movement.
B. Materials
ball, handkerchief/ towel, pictures of people with special skills
88
C. References
III. Procedures
A. Motivation
• Show the following pictures:
.
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,I
up
Then ask the pupils of the following:
1. Can you do the skills in the picture?
2. How many times do you think they practice everyday to perfect the skill?
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3. Who are your favorite athletes in the Philippines or international?
B. Presentation
• Connect the pictures in discussing skills with manipulatives.
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• Demonstrate the skills in using a handkerchief/towel based on pp. 440-441. Addi-

tional mechanics, the pupils will:
a. Find a partner
b. Stand facing each other, throw the handkerchief to your partner.
c. Move two steps backward. Your partner will throw the handkerchief back to you,
make sure both of you will catch the handkerchief.
ba
d. After each turns, move two steps backwards and see if how far you and your part-
ner will reach until you no longer can throw or catch the handkerchief.
• Discuss the skills and movements using a ball written on pp. 441-442.
• The pupils will use the table below to check how many times were they able to do the
Vi
skills with the handkerchief and the ball.
HANDKERCHIEF/TOWEL HOW MANY TIMES DID YOU DO IT?

High, catch it above your head
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Mid, catch it about your waist
Low, catch it just before it hit the
ground
Throw both hands, turn, catch with
one hand
Throw in the air, turn, catch it in a
high level
.
mid level
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low level
,I
BALL HOW MANY TIMES DID YOU DO IT?
Rolling
Bouncing
Dribbling
Bouncing and catching
C. Other Activities
up
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• Have the pupils accomplish the activity under Time To Practice, p. 445.
D. Application
lG
1. What are the other skills that you want to practice?

2. Look around you, what other things can be moved or manipulated?
3. What are the things that you should not move or manipulate? (ex. knife)
IV. Evaluation
ba
• Have the pupils do the activity under Level Up, p. 446.
V. Assignment
• Answer Fitness Card, p. 448. Ask your parents what skill can they do with a handker-
chief/towel and a ball.
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• Define Folk Dance. Watch videos of different Folk Dance, describe what you have watched
and write it in your notebook.
90
Lesson 16 Folk Dance
QUARTER 4th Quarter DURATION 2 days
I. Objectives
• learn what folk dances are;
• perform folk dance Kunday-kunday;
.
• perform the steps with confidence; and
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• perform the steps in sync with the music. .
II. Subject Matter

TOPIC: Folk
Dance
A. Concepts/Ideas
,I
Folk dances are part of our culture and tradition. These dances are being danced by
our ancestors in gatherings and occasions, even today. There are many folk dances in
the Philippines which originated from different provinces.
B. Materials
CD player or music player
C. References
up
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III. Procedures
A. Motivation
lG
• Ask the pupils to name the dances that they know. Then ask who is their favorite
dancer.
• Ask also if the pupils know any folk dance here in the Philippines.
B. Presentation
ba
• Define what is folk dance and show pictures of different folk dances in the Philip-
pines.
• Group the pupils with five pairs. Each group will form a circle and do warm up ex-
ercises. Each group will also choose one pair as their leaders, preferably a boy and a
girl.
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• Discuss Kunday-Kunday folk dance by showing the video: https://www.youtube.com/

watch?v=EjvPPtI4GdY
• Before proceeding to the lesson proper, study the steps of Kunday-Kunday. Ask for a
volunteer partner to demonstrate the steps since it should be in pair.
• The teacher with her student partner will proceed in teaching the steps in Kun-
day-Kunday as the paired pupils copy their movements.
91
C. Other Activities
• Ask all the groups to practice rehearsing the Kunday-Kunday (since this lesson is
for 2 days, the first day will be their practice and the second day will be the group
performance, complete with costume)
D. Application
1. Why do you think we should learn our folk dances?
2. What is the difference of folk dance with the modern dance?
.
3. Do you think the steps in Kunday-Kunday is hard to follow?
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IV. Evaluation
• Ask the pupils to do the activity under Time To Practice.
V. Assignment
,I
• Accomplish the Fitness Log and watch other videos of folk dances in the Philippines.
up
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lG
ba
Vi
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HEALTH:
I
U N IT
You are Healthy and Strong
Lesson 1 Healthy and Happy
.
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I. Objectives
• describe a healthy person;
,I
• know what is malnutrition; and
• tell the signs and effects of malnutrition.
II. Subject Matter

TOPIC: Healthy
SUBTOPICS:
A. Concepts/Ideas
and Happy
up
Malnutrition is a condition where the body has too little or too much of nutrients. We
ro
can prevent malnutrition by eating the right amount of nutrients.
B. Materials
old magazine, scissors, paste, 1/8 , coloring materials
lG
C. References
III. Procedures
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A. Motivation
• Ask the pupils to draw and describe on a bond paper the appearance of a thin and
sad boy.
• Once the pupils are done, pick 3-5 volunteers to share and describe their drawing to
the class.
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• The activity on the book from the part Get Started on p. 460 may also be given as an
additional motivation to the pupils.
B. Presentation
• Facilitate the defining of the terminologies under Check the Meaning on p. 464.
• Discuss what is meant by malnutrition. Then, ask the pupils to write their insights
about the topic in the concept map.
93

MALNUTRITION
.
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• Discuss also the following important points from the lesson:
1. Two Kinds of Malnutrition
2. Signs and Effects of Malnutrition
• Guide questions:
1. What is malnutrition?
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2. What is undernutrition?
3. What are some signs and effects of malnutrition?
• At the end of the discussion, correct any misconceptions and summarize the main
points.
C. Other Activities
up
• Facilitate the answering of activity under Time To Practice on p. 464.
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Answer Key:
(an obese boy eating chips and soft drinks) - w/o color
(a healthy girl eating banana) - with color
(an underweight girl feeling tired) - w/o color
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(an underweight sad boy looking at other kids playing) - w/o color
D. Application
• Discuss the Activity B Nutrition Rhyme from Level Up on p. 466. Set deadline for
submission of work. Explain the rubric for evaluation.
ba
Criteria Very Good Good Fair Make it better

4 stars 3 stars 2 stars next time
1 star
Complete signs
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and effects
from the lesson
Artistic
Neatness
Total number
of Stars
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IV. Evaluation
• Let the pupils accomplish Activity A Level Up on p. 466.
Answer Key:
1. fruits and vegetables
2. malnourished
3. Undernutrition
4. Overnutrition
.
5. less
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6. more
7. overweight
8. sickly and unhappy
V. Assignment
,I
• Accomplish the activity under Health Check on p. 468.
• Bring the following materials: old magazine, scissors, paste, 1/8 , coloring materials
Lesson 2 Effects of Malnutrition

QUARTER 1st Quarter
up
DURATION 1 day
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I. Objectives
• know what malnutrition can do to your body;
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• describe some diseases that are caused by malnutrition; and

• cite ways to prevent malnutrition.
II. Subject Matter

TOPIC: Effects of Malnutrition
SUBTOPICS:
ba
A. Concepts/Ideas
Malnutrition can makes you very ill. Visiting a doctor regularly and eating right amount
of nutritious food will prevent malnutrition.
B. Materials
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word-puzzle, visual aids, art materials, subject book
C. References
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III. Procedures
A. Motivation
• Rewrite on a manila paper the word puzzle on p. 469 and post on the board. Let the
pupils find words that are connected to malnutrition.
• After answering, ask the following questions:
1. How many words did you find?
2. What word do you like most? why?
B. Presentation
.
• Before proceeding with the lesson proper, define the terminologies from Check the
Meaning on p. 472.
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• Discuss what is meant for malnutrition. Then, encourage the pupils to share their
insights and ask questions about the topic.
• Emphasize the following important points on pp. 470-472.
1. sickness brought by malnutrition
,I
2. ways to prevent malnutrition
• After the discussion, have the pupils answer the questions under Think About It on
p. 470.
C. Other Activities
up
• Let the pupils answer orally the Time To Practice on p. 473.
Answer Key:
1. Rickets
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2. Beriberi
3. Goiter
4. Osteoporosis
5. Anemia
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6. Night blindness
7. Scurvy
8. Kwashiokor
ba
D. Application
• Discuss the Activity B Malnutrition Buster Poster on Level Up on p. 474. Let the
pupils perform the activity. Set deadline for submission of work. Explain the rubric
for evaluation.
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Criteria Very Good Good Fair Make it better

4 stars 3 stars 2 stars next time
1 star
Creativity
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Wide range of
food samples per
item
Neatness
Total number of
Stars
IV. Evaluation
.
• Have the pupils answer orally the Activity A Level Up on p. 474.
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Answer Key:
1. anemia - iron
2. goiter - iodine
3. osteoporosis - calcium
,I
4. night blindness - vitamin A
5. beri beri - vitamin B
6. rickets - vitamin D
V. Assignment up
• Accomplish the activity under Health Check on p. 476.
• Materials to bring: 1/4 illustration board, pentel pen, pencil, ruler, and coloring materi-
als.
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Lesson 3 Healthy Living
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I. Objectives
• know ways to keep a healthy lifestyle;
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• check own healthy lifestyle; and

• practice healthier lifestyle habit.
II. Subject Matter

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TOPIC: Healthy Living

SUBTOPICS:
A. Concepts/Ideas
We can do many things if we are healthy. Eating a balanced meal, drinking lots of water,
doing physical activities, getting enough rest and sleep, and keeping your body clean are some
ways of having a healthy lifestyle. We need to keep our body healthy and strong.
97
B. Materials
speaker, cd player, 1/4 illustration board, pentel pen, pencil, ruler, and coloring ma-
terials
C. References
III. Procedures
.
A. Motivation
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• Facilitate the activity under Get Started on p. 477.
• After the sing and dance activity, let the pupils share with the class their thoughts
about the questions from Carry On on the same page.
B. Presentation
,I
• Ask the class to read the meaning of the terminologies under Check The Meaning on
p. 483.
• Start the discussion with the question: “What outdoor activity/activities you love to
do?” Have them share their experiences with the class.
strong such as: up

• Lead the discussion on the topic. Emphasize the following ways to stay healthy and
1. Eat more fruits and vegetables.

2. Eat a healthy balanced meal.
3. Drink lots of water.
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4. Be active each day.
5. Set limited time for watching TV and using electronic gadgets.
6. Set time for rest and sleep.
7. Keep the body clean.
lG
• Facilitate the discussion guided of the questions under Think About It on p. 478.
C. Other Activities
• Let the pupils find out if they are having a healthy lifestyle through the activity on
the book under Health Lifestyle Check Up on pp. 480-482.
ba
• After the activity, ask them to compute the total number of check they put in each
column and explain to them their results.
• Encourage them to share how they fell after they found out the result of Health Life-
style Check Up activity on p. 483.
D. Application
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• Ask the pupils to bring out their materials for slogan making and discuss the pro-
cedure of the activity under Level Up, p. 485. Allot thirty (30) minutes for them to
accomplish the work. Explain the rubric for evaluation.
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Criteria Very good Good 3 Fair 2 stars Make it
4 stars stars better next
time 1 star
Originality
Clear message
Neatness
.
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IV. Evaluation
Ask the pupils to answer Time To Practice on p. 484.
Answer Key:
> eat more fruits and vegetables
,I
> eat a healthy balanced meal
> drink lots of water
> be active everyday
up
> set limited time for watching TV and using electronic gadgets
> set time for for and sleep
> keep the body clean
V. Assignment
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• Accomplish Health Check on p. 487.
• Prepare for Unit Test on next meeting.
lG
ba
Vi
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II
U N IT
Keep Away from Sickness
Lesson 4 Sickness Makes You Sad

.
nc
I. Objectives
• describe a healthy and an unhealthy person;
• identify common childhood diseases; and
,I
• describe common childhood diseases.
II. Subject Matter

TOPIC: Sickness
SUBTOPICS:
A. Concepts/Ideas
Makes You Sad
up
A healthy child is active, lively, strong and happy while an unhealthy child is weak,
and always sickly.
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B. Materials
pictures, powerpoint presentation, book
C. References
lG
III. Procedures/Discussion
A. Motivation
ba
• Ask the pupils if they were gotten sick lately. Let them share their experiences to the
class.
• After the short sharing, ask the following questions:
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- How do you feel when you are sick?

- Which is better – a healthy or unhealthy person? Why?
• Start the discussion by showing pictures of a healthy and unhealthy child. Have the
pupils differentiate the two.
• Highlight the following topics:
- qualities of a healthy and unhealthy child
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- common childhood diseases.
C. Other Activities
• Ask the class to share what they think the most contagious disease of all. Listen to
their insights on how they will take care of themselves. Let them share it in front in
the class.
D. Application
• Let the pupils explain their insights in front of the class by answering the questions
on Think About It, p. 493.
.
• Ask the pupils to answer the activity on Time to Practice, on p. 496.
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Answer Key:
A.
1. :)
,I
2. :)
3. :(
4. :(
5. :(
6. :)
7. :(
8. :)
9. :)
up
10. :)
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IV. Evaluation
lG
• Give the pupils time to answer silently the questions on Level Up A-B, p. 497. Explain
the rubrics to the class on how they will be graded on Activity B.
• Highlight the today’s lesson said on Keep In Mind, p. 499. Let the class evaluate how
their lesson went well on Look Back on a same page.
V. Assignment
ba
• Answer Health Check, p. 500. Have an advance reading for the next lesson.
5 Risk Factors
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Lesson
I. Objectives
• define risk factor;
• discuss different risk factors of diseases; and
101
• give examples of conditions under each risk factor.
II. Subject Matter

TOPIC: Risk Factors
SUBTOPICS:
A. Concepts/Ideas
Risk factors are conditions that increase your chance of getting sick.
.
B. Materials
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C. References
,I
III. Procedures
A. Motivation
up
• Using the strategy of Think-Pair-Share, assign pairs for the class and have them
talk about questions said on Get Started, p. 501.
B. Presentation
• After the sharing, ask the class the following questions:
1. Were you and your partner affected by the same disease?
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2. Did you both go through the same experience?
3. What do you think are the reasons why you got sick?
• Start the discussion by showing pictures of several germs that can possible enter to
a body. Highlight the following topics:
lG
1. conditions or situations that increases risk of getting sick

2. risk factors
• Have the pupils understand the words said on Check the Meaning, p. 506.
C. Other Activities
ba
• Ask the class to share what risk factors that really affected them. Instruct them to
share it in front of the class.
D. Application
• Let the pupils explain their insights in front of the class by answering the questions
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on Think About It, p. 502.

• Ask the pupils to answer orally the activity on Time to Practice, p. 507.
Answer Key:
1. Germs
2. factor
3. malaria
102
4. heredity
5. pneumonia
6. lung cancer
7. environment
8. hypertension
IV. Evaluation
• Give the pupils time to answer silently the questions on Level Up, p. 508. Explain the
.
rubrics for them on how they will be graded.
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• Highlight the today’s lesson said on Keep In Mind, p. 509. Let the class evaluate on how
their lesson went well on Look Back said on the same page.
V. Assignment
,I
• Answer the Health Check, p. 510. Have an advance reading for the next lesson.
6 Sickness Buster
Lesson
I. Objectives
QUARTER 2nd Quarter up
DURATION 1 day
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• list some of the common diseases;
• know ways to prevent common diseases; and
• state the importance of hygiene, sanitation, healthy lifestyle, and regular check up
lG
II. Subject Matter

TOPIC: Sickness Buster
SUBTOPICS:
A. Concepts/Ideas
Childhood diseases can be prevented through proper hygiene, environment sanitation,
ba
healthy lifestyle and regulat check up.

B. Materials
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C. References
103
III. Procedures/Discussion
A. Motivation
• Give the word puzzle activity under Get Started on p. 511 to the pupils and have
them answer it orally.
Answer Key:
1. environment
2. disease
.
3. common
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4. cough
5. tonsils
6. hygiene
7. dental
8. risk factor
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9. flu
10. heredity
11. health
12. lifestyle
B. Presentation up
• After this, ask the pupils to answer the guide questions on Carry On, p. 511.
1. How many words did you find?
2. Can you define three of the words you found?
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3. Make a sentence using one word from the puzzle.
• Facilitate discussion about the effects of common diseases by showing pictures.
• Highlight the ways for preventing common diseases by discussing each one of them.
• Have the pupils understand the words on Check the Meaning, p. 514.
lG
C. Other Activities
• Ask the pupils to explain their own insights said on Great Idea, p. 512.
D. Application
• Ask the pupils to accomplish Time to Practice on p. 515.
ba
IV. Evaluation
• Have the pupils do the activity under Level Up, p. 516.
• Highlight the today’s lesson said on Keep in Mind, p. 517.
Vi
• Ask the pupils to answer the questions orally under Look Back on p. 517.
V. Assignment
• Accomplish Health Check on p. 518. Review for the upcoming Unit Test.
104
III
U N IT
You Choose and Buy Wisely
Lesson 7 Power to Choose
.
nc
I. Objectives
• define consumer;
• identify the components of consumer health; and
,I
• enumerate the different factors that influence the choice of products and services.
II. Subject Matter

TOPIC: Power
SUBTOPICS:
to Choose
A. Concepts/Ideas
up
We buy products or services to fulfill our daily needs. As buyers, also known as
consumers, it is important to know our rights and responsibilities. This is necessary to
ro
protect our health and make sure that we pay for quality products and services.
B. Materials
pencil, colored papers, marker, pair of scissors, glue, old Magazine or newspaper, old
lG
buttons, basket/shopping bag, photos/illustration of vegetables, food, and other non-food

grocery items
C. References
ba
III. Procedures
A. Motivation
• Bring out the photos or illustrations from the basket or shopping bag. Let the pupils
Vi
look at the pictures on Get Started, p. 522.

1. Can you name the items from the shopping bag?
2. Where can you find these items?
3. Have you been to a grocery store or supermarket?
105
B. Presentation
• Start the discussion by explaining what consumer pertains to.
• Explain the components of consumer’s health.
• Enumerate and explain the factors the influence consumer’s choices.
C. Other Activities
• Let the pupils answer Time To Practice, p. 527.
Answer Key:
.
1. buys
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2. Health
3. Health services
4. Budget
5. Health products
6. Personal choice
,I
7. Budget
8. Emotion
9. Values
10. Environment
D. Application
up
1. What is the importance of knowing our rights and responsibilities as consumers?
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2. What are the things that influence you when buying a product or service?
IV. Evaluation
lG
• Ask the pupils to do Level Up: Word Collage. Rate their performance using this rubrics:
Criteria Very Good Fair Needs Im-

Good (3) (2) provement
(4) (1)
ba
Covers all factors

Creativity
Neatness
Vi
V. Assignment
• List down the things you want to buy considering a budget of P30.00. Explain why you
choose to buy these products.
106
Lesson 8 The Wiser, The Better
I. Objectives
• enumerate the skills of a wise consumer; and
• show consumer skills in some situations.
.
II. Subject Matter
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TOPIC: The Wiser, The Better
SUBTOPICS:
A. Concepts/Ideas
We buy products and services not just based on our needs but also on our wants. It can
be a bit pricey to just buy what we want that is why we have to possess skills to become wise
,I
consumers.
B. Materials
C. References up
cartolina, pentel pen/marker, candies, pencil
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III. Procedures
A. Motivation
• Bring out a candy and a pencil. Ask the pupils which of the two items will they buy
lG
if they are to choose. Take note which of the two was chosen by the majority of the
class.
B. Presentation
1. Why did most of you chose this product?
ba
2. Do you think your parents or guardian will agree with the product you chose?
• Discuss the skills a wise consumer should posses such as budgeting, bargaining,
data collection, comparison buying, and communication.
• Read stories or provide scenarios for each skills to make it easier for the pupils to
understand their meanings.
Vi
C. Other Activities
D. Application
• Let the class have an oral participation and answer the question, “Why do we need
to possess these skills?”
• Ask the pupils to do Level Up: A on pp. 539-540.
107
IV. Evaluation
• Ask the pupils to do Level Up: Role Play on p. 540. Divide the group into five groups and
give them the scenarios mentioned. Rate their performance using this rubrics:
Criteria Very Good Good Fair Needs Im-

(4) (3) (2) provement
(1)
All group members are perform-
ing
.
Performance
nc
Correct presentation of the skill
Total Number of Stars
V. Assignment
,I
• Accomplish the Health Check on p. 542.
• Answer to your notebook: What is consumer rights?
Lesson 9 Know Your Rights

QUARTER 3rd Quarter
up
DURATION 1 day
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I. Objectives
• enumerate the basic consumer rights; and
lG
• practice basic consumer rights when buying.
II. Subject Matter

TOPIC: Know Your Rights
SUBTOPICS:
A. Concepts/Ideas
ba
As consumers, we have to to know our rights not just to make a good decision in choosing
the best products and services but also to protect ourselves from harm that these items can
cause. It is wise to include them as factors to consider when buying any product or service.
B. Materials
Vi
oslo paper, colored papers, scissors, glue, pencil, compass, ruler, coloring materials,
marker, paint, and solid objects (tissue core, sea shells, paper cups, paper plates, yarn,
etc), manila paper or cartolina
108
C. References
III. Procedures
A. Motivation
• Show an old pair of shoes to the pupils. Let them observe the shoes for a moment.
• After the activity, ask a question, “If I am to sell this pair of shoes, will you buy it?
Why or why not?”
.
nc
B. Presentation
• Start the discussion by explaining the consumer rights as mandated by law or The
Consumer Acts of the Philippines.
• Explain the eight (8) basic consumer rights – right to basic needs, right to safety,
right to information, right to choose, right to representation, right to redress, right
,I
to consumer education, and right to healthy environment.
C. Other Activities
• Divide the class into four groups. Let them choose at least two basic consumer rights
up
and ask them to do a role play showing how they can exercise these rights. Rate
their performance using this rubric:

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Good provement
(4) (3) (2) (1)
All group members are per-
forming
lG
Performance
D. Application
ba

1. Why is important to know the basic consumer rights?
2. How will you exercise your rights when you buy products or services in the fu-
ture?
Vi
IV. Evaluation
Answer Key:
1. e
2. g
109
3. a
4. h
5. b
6. d
7. f
8. c
V. Assignment
.
• Accomplish the Health Check on p. 552.
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Lesson 10 Responsible Consumer
,I
I. Objectives
up
• enumerate the responsibilities of the consumers; and
• identify reliable sources of health information.
II. Subject Matter

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TOPIC: Responsible Consumer
SUBTOPICS:
A. Concepts/Ideas
We practice our basic rights as consumers when we buy products and services. These
lG
rights that we take advantage of also come with responsibilities.
B. Materials
cartolina, pentel pen, old pair of shoes
C. References
ba
III. Procedures
A. Motivation
Vi
• Ask five volunteers from the class to do charades. The rest of the pupils need to guess
what product is being asked.
a. toothpaste
b. soap
c. stuff toy/teddy bear
d. backpack
e. cellphone
110
B. Presentation
• After the game, ask the following questions:
1. Do you use these products everyday?
2. What factors do you consider before buying or using these products?
• Start the discussion by enumerating and explaining the five consumer responsi-
bilities – critical awareness, action, social concern, environmental awareness, and
solidarity.
• Advise the pupils of reliable sources of health information such government agen-
cies, professional practitioners, and reading materials produced legitimate health
.
organizations.
nc
C. Other Activities
• Divide the class into four groups. Ask them to do a role play showing consumer
responsibilities and reliable sources of health information. Rate their performance
using this rubric:
,I
Good (3) (2) provement
All group members are per-

forming
Performance
up (4) (1)

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C. Application
lG
1. Why is important to know the basic consumer rights?

2. How will you exercise your rights when you buy products or services in the fu-
ture?
IV. Evaluation
ba
Answer Key:
1. help
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2. quality
3. action
4. impact
5. price
6. reliable
7. consumption
8. reduce, reuse, recycle
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V. Assignment
• Do the Poster Making under Level Up, p. 558.
.
nc
,I
up
ro
lG
ba
Vi
112
IV
U N IT
You are Safe and Secure
Lesson 11 Road Safety Rules for Pedestrians
.
nc
I. Objectives
• define pedestrian;
,I
• enumerate road rules for padestrian; and
• practice road safety rules.
II. Subject Matter

TOPIC:
SUBTOPICS: Road Rules for Pedestrian
A. Concepts / Ideas
up
Road Safety Rules for Pedestrian
• Obeying traffic rules and road signs will keep us safe, avoid accident, and harm.
ro
B. Materials
photos, visual aids, pencil, coloring materials, book, chalk and board
C. References
lG
III. Procedures
A. Motivation
ba
• Have the pupils place their ballpen on the edge of their desk. Ask them, “What will
happen to the ballpen when it goes off to the edge?” Let the pupils share their in-
sights to the class.
• Give them follow-up questions:
1. Who among you have experienced crossing the street?
Vi
2. What do you do before crossing the street?

• Explain to them that the word edge means the line between safe and being danger.
• Show a photo of pedestrian lane. The given link can be used as a reference. (https://
pixabay.com/en/pedestrian-crosswalk-30910/)The pupils will be asked to guess what
the picture represents. Encourage them to share their different ideas to the class.
113
• Have the pupils do Get Started on p. 564.
• Facilitate discussion on the following guide questions on Carry On orally, p. 564.
• Define terminologies under Check the Meaning, p. 567.
• Facilitate discussion about the following main points:
1. Road Safety Rules
2. Importance of road safety rules
• Have the pupils answer Think About It orally on p. 565.
.
• Ask volunteer from the class to read the important details on Great Idea, p. 565.
nc
C. Other Activities
• Let the pupils do the activity on Time to Practice, p. 568.
• Let the class act out some different scenarios. Tell them to stand up. They will going
to pretend that they are in a pedestrian, staying in their place and not walking or
,I
moving around the classroom.
• Read them the following scenarios:
1. Which way do you go when you walk on the sidewalk? (hold up left hands)
2. How do you move at the side of the road? ( head held high)
up
3. How do you walk with your guardian? (hold hands together)
4. What do you do before you step into the road? (look left-look right)
5. How do you move across the driveway? (head held high)
D. Application
ro
• Let the pupils accomplish the following activities in Activity A and B Level Up, p. 570.
• Tell them to draw the road and different safety rules.
IV. Evaluation
lG
• Ask the pupils to answer the short evaluation under Look Back, p. 571.
• Let the pupils answer the given exercises.
Instructions: Read each statement below. Write the correct answer on the blank provid-
ed.
________1. It should also follow by the pedestrian aside from crossing procedures.
ba
________2. Assigned person who implement traffic rules.

________3. A person who is walking along the road.
________4. Three words to remember whenever you are on the road.
________5. It is a concrete path along the side of the street for pedestrians.
Vi
Answer Key:
1. Traffic ligts
2. Traffic enforcer
3. Pedestrian
4. STOP, LOOK, and, LISTEN
5. sidewalk
114
V. Assignment
• Accomplish Health Check on p. 572. On a piece of paper, list down three (3) things that
you have learned from the lesson and two (2) things on how you can apply the lesson in
real life. Have an advance reading for the next topic.
Lesson 12 Road Safety Rules for Passengers
.
nc
I. Objectives
• define passenger;
,I
• explain road safety practices as a passenger;
• show road safety practice as a passenger;
• understand the meaning of traffic signals and road signs; and
•
II. Subject Matter

TOPIC: Road
SUBTOPICS:
up
enumerate road hazards and accident prevention.
Safety Rules for Passengers

ro
A. Concepts/Ideas
• Passengers should obey road safety rules, traffic signals, and road signs.
lG
B. Materials
photos, visual aids, pencil, coloring materials, chalk and board
C. References
ba
III. Procedures
A. Motivation
• Let the pupils share with the class their memorable experiences when they are riding
Vi
on a public transportation.
• Direct the pupils do the activity on Get Started, p. 573. Have the pupils answer the
questions under Carry On orally on the same page.
• Proceed to the discussion. Emphasize the main points.
1. Meaning of passenger
115
2. Road safety rules for passengers
3. Meaning of Traffic Signals and Road Signs
4. Road Hazards
• Have the pupils answer the questions under Think About It orally on p. 574.
• Read the Great Ideas on p. 574 and give explanation for each concept/ideas to the
class.
C. Other Activities
• Ask the pupils do the Star Match activity on Time to Practice, p. 579.
.
• Divide the class into four (4) groups. Ask them to make a poster that represents for
passengers, road safety rules, traffic signals, road signs, and road hazards.
nc
• Choose one of the group member to present and explain the poster.
D. Application
• Have the pupils answer Activity A on Level Up, p. 580.
• Show pictures of different signs such as No Pedestrian Crossing, No Loading, Bus
,I
Stop. Ask the pupils about the sign meaning and where it is seen. Point out that
signs are also seen in school. Have them name some signs they are familiar with.
Rubric
CRITERIA up Very Good
4 stars
Good
3
stars
Fair
2
stars
Needs Im-
provement
1 star
ro
Able to show correct safety practice as
passengers
All members of the group performed
Overall Performance.
lG
IV. Evaluation
• Ask the pupils to answer the short evaluation under Look Back, p. 582.
• Let the class answer the true-or-false test orally.
Read each statement below. Write T if the statement is correct and F if not.
ba
1. Passengers should obey traffic signals and road signs.

2. Passengers should be aware of road hazards.
3. Passengers is a vehicle that travels from one place to another.
Vi
4. Passengers are the authority to solve road hazards.
Answer Key:
1. T
2. T
3. F
116
4. F
V. Assignment
• Accomplish Health Check on p. 583. Have an advance reading on the next lesson.
Lesson 13 Hazards in the Community
.
nc
I. Objectives
• enumerate natural hazards in the community; and
• identify human-caused hazards in the community
,I
II. Subject Matter
TOPIC: Hazards in the Community
SUBTOPICS:
A. Concepts/Ideas up
• Hazard is any source of harm or damage to life, health, buildings, houses, or the envi-
ronment.
B. Materials
ro
clay, cutter, colouring materials, paint, photos, visual
C. References
lG
III. Procedures
A. Motivation
• Prepare a photo of the following community hazards and place it on the board.
ba
1. Flooding
2. Landslide
3. Typhoon
• Tell to the pupils to write at least two (2) actions that they will do if natural hazards
happen in their community.
Vi
• Discuss a short introduction about the lesson under Get Started, p. 584. Ask the pu-
pils to answer the questions on Carry On.
• Proceed to the discussion. Emphasize the following main points.
1. Natural Hazards
117
2. Human-caused Hazards
• Have the pupils answer orally the questions under Think About It, p. 585.
• Read and give explanation about Hazard. said on Great Ideas, p. 585.
C. Other Activities
• Instruct the pupils do Time to Practice, p. 588.
D. Application
.
• Have the pupils do the activity A on Level Up, p. 589.
nc
CRITERIA Very Good 4 Good 3 Fair 2 Needs Im-
stars stars stars provement 1
star
,I
Covers all the hazards
Creativity
Organized
Neatness
IV. Evaluation
up
• Instruct the pupils to answer the short evaluation under Look Back, p. 591.
ro
• Have the pupils do some group reporting. Each of the group will share short trivia and
reporting about Natural Hazards.
• Divide the class into five (5) groups. Assign them the following Natural Hazards.
1. Volcanic eruption
lG
2. Earth quake
3. Typhoon
4. Landslide
5. Tsunami
ba
V. Assignment
• Accomplish Health Check on p. 583. Have an advance reading on the next lesson.
Vi
118
Lesson 14 Safety First
I. Objectives:
• know safety rules to avoid accidents in the community; and
• tell preventative action for safe community
.
II. Subject Matter
nc
TOPIC: Safety First
SUBTOPICS:
A. Concepts/Ideas
• Everyone should know safety guidelines to help prepared from hazards in the commu-
,I
nity.
B. Materials
photos, internet, visual aids, pencil, coloring materials, chalk and board
C. References
up
III. Procedures
ro
A. Motivation
• Let the pupils analyze the given situation, “You are about to cross the street when
suddenly the stop light turns red, what will you do?”
lG
B. Presentation
• Ask the class do the coloring activity under Get Started, p. 593. Facilitate discussion
on the questions under Carry On said on the same page.
• Define terminologies under Check the Meaning, p. 596.
• Facilitate discussion about Safety guidelines. Have the pupils answer questions un-
ba
der Think About It orally on p. 594.

• Read and give explanation about Disaster said on Great Ideas, p. 594.
C. Other Activities
• Instruct and guide the pupils do Time to Practice p. 597.
Vi
D. Application
• Have the pupils answer silently to their notebook under activity A Level Up, p. 598.
Answer key
1. invite
2. disaster
3. careful
4. strangers
119
5. suspicious
6. accept
7. safe
8. help

CRITERIA Very Good Good Fair Needs Im-
4 stars 3 stars 2 provement
stars 1 star
.
Covers all the guidelines
nc
Creativity
All members are participating
Overall Performance
,I
IV. Evaluation
• Instruct the pupils to answer the short evaluation under Look Back, p. 599.
V. Assignment
up
Accomplish Health Check on p. 600. Have an advance reading for the previous les-
sons for the upcoming Unit Test.
ro
lG
ba
Vi
120
Rubric for Essay Writing
Criterion Standard Score

Content and 5 – very clear, well-focused on the given topic; main ideas are
Development well-supported by detailed information
3 – relatively clear and focused on the given topic with most
main ideas supported with details
.
1 – the topic and main ideas are mostly vague or unclear
nc
Organization and 5 – well-organized; clear introduction, body; and conclusion
Structure with smooth transitions
3 – adequately organized; may have some abrupt or illogical
shifts in the flow of ideas
,I
1 – vague introduction, structure, and/or conclusion
Critical Thinking 5 – includes in-depth and skillful evaluation of information
gathered from observation, experience, and reflection
3 – adequate evaluation and analysis of information
Sentence Structure,
Grammar, Mechanics,
up
1 – insufficient reasoning and lacks of analysis of information
and issues
3 – well-constructed sentences and error-free grammar,
mechanics, and spelling
and Spelling 1 – some errors in sentence construction, grarmmar,
ro
mechanics, and/or spelling
0 – most sentences are poorly-constructed with multiple
errors in grammar, mechanics, and or spelling
lG
Adherence to Standard 2 – adheres to standard format and paper length

Format and Paper 1 – does not adhere to standard format or paper length
Length 0 – fails to adhere to both the standard format and paper
length
Total Score
ba
Vi
121
Rubric for Poetry Writing
Criterion Standard Score

Idea/Content 5 – very clear, complete and well-developed idea/s effectively
supported with details
3 – relatively clear and developed idea/s with some supporting
details
.
1 – ideas are somewhat vague and/or not supported with
details
nc
Organization and 5 – well-organized; each stanza focuses one one central idea;
Structure lines effectively tie with the details together
3 – adequately organized; stanzas loosely focused and/or
some lines are misplaced
,I
1 – not well-organized; stanzas and lines show little or no
focus
Language/Word Choice 5 – very good rhythm and flow of language; makes ample use
up
of literary devices to appropriately present message
according to its audience and topic
3 – satisfactoy rhythm and flow of language; some literary
devices may not be appropriate to audience and topic
1 – lacks rhythm and flow of language; message is not so
appropriate for audience and topic
ro
Conventions/Mechanics 5 – adheres to the conventions of poetry writing including
stanza breaks with error-free grammar, mechanics, and
spelling
3 – does not adhere to the conventions of poetry writing or
lG
some errors in grammar, mechanics, and/or spelling

1 – does not adhere to the conventions of poetry writing and
erros in grammar, mechanics, and/or spelling
Total Score
ba
Vi
122
Rubric for Banner-making
1= Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong
Criteria Score
The banner accurately illustrates the positions, beliefs, or platform of the 1 2 3 4 5
individual or group it represents or promotes.
The message of the banner is clear and appropriate to the topic. 1 2 3 4 5
.
nc
The banner is concise, creative, catchy, and effective. 1 2 3 4 5
The banner is clean and neat, and the information on it is well-organized. 1 2 3 4 5
The spelling, punctuation, and grammar of any text on the slogan or banner are 1 2 3 4 5
accurate.
,I
Any artwork on the banner is appropriate and carefully executed. 1 2 3 4 5
The banner demonstrates understanding of the topic and related concepts. 1 2 3 4 5
up
The banner fulfills the requirements of the assignment.
The student/group did a good job presenting the banner to the class.
Overall, the final product represents the student’s/group’s full potential.
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
Total
ro
lG
ba
Vi
70
123
Rubric for Slogan Making
1= Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong
Criteria Score
The slogan accurately illustrates the positions, beliefs, or platform of the 1 2 3 4 5
individual or group it represents or promotes.
.
The message of the slogan is clear and appropriate to the topic. 1 2 3 4 5
nc
The slogan is concise, creative, catchy, and effective. 1 2 3 4 5
The slogan is clean and neat, and the information on it is well-organized. 1 2 3 4 5
The spelling, punctuation, and grammar of any text on the slogan or slogan are 1 2 3 4 5
accurate.
,I
Any artwork on the slogan is appropriate and carefully executed. 1 2 3 4 5
The slogan demostrates understanding of the topic and related concepts. 1 2 3 4 5
up
The slogan fulfills the requirements of the assignment.
The student/group did a good job presenting the slogan to the class.
Overall, the final product represents the student’s/group’s full potential.
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
ro
Total
lG
ba
Vi
71
124
Rubric on Oral Presentation
Criteria 4 3 2 1
(Very Good) (Good) (Fair) (Poor)
All group members participate equally.
All group members speak clearly and are
easy to understand.
.
All group members speak to the entire
nc
audience.
Information is presented in an organized
way.
Oral presentation includes many details.
,I
Presentation is visually organized and
complete.
TOTAL:
up
ro
lG
ba
Vi
73
125
Evaluation Rubric for Video Making
Criteria 4 3 2 1
(Very (Good) (Fair) (Poor)
Good)
Planning
Group members research independently and write a
compelling and creative script. The storyboard is planned
carefully and all group members do their parts.
.
nc
Production
There is no technical errors in the final production.
Equipment is carefully cared for, respected, and always
stored properly.
Content
,I
The information used in the video is factual and presented
in a creative manners. Dialogue is clear and
understandable.
Participation
up
All students in the group participate actively during the
entire process of video making.
TOTAL:
ro
lG
ba
Vi
74
126

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UNIT II PITCH AND MELODY

III SINGING, PLAYING INSTRUMENTS, AND DYNAMICS

Lesson 11 Different Sounds, Different Sources.................................................... 17

Lesson 12 Sing Soft, Sing Loud............................................................................ 19

UNIT IV TEMPO AND TEXTURE

Lesson 15 Let Us Sing in Rounds......................................................................... 23

III OTHER WAYS OF CREATIVE EXPRESSION

Lesson 10 Repetition and Emphasis..................................................................... 43

Lesson 12 Designing a Logo................................................................................. 46

Lesson 13 Making Catchy Posters........................................................................ 48

UNIT IV STIRRING YOUR CULTURAL AND ARTISTIC SENSES

Lesson 14 Festivals: The Fillipino Way................................................................. 50

Lesson 16 Designing and Creating Puppets......................................................... 53

Lesson 17 Telling a Story through Puppetry......................................................... 55

UNIT II SPACE AWARENESS

Lesson 12 Physical Activities with Time, Force, and Flow.................................... 82

Lesson 14 Pair and Group Activites...................................................................... 87

Lesson 15 Manipulative Skills............................................................................... 88

Lesson 16 Folk Dance.......................................................................................... 91

UNIT II KEEP AWAY FROM SICKNESS

Lesson 6 Sickness Buster................................................................................... 103

UNIT III YOU CHOOSE AND BUY WISELY

Lesson 10 Responsible Consumer....................................................................... 110

IV YOU ARE SAFE AND SECURE

Lesson 11 Road Safety Rules for Pedestrians..................................................... 113

Lesson 13 Hazards in the Community.................................................................. 117

Lesson 14 Safety First.......................................................................................... 119

RUBRICS ............................................................................................................................... 121

2. sings songs with correct *Musika at Sining 3.

5. plays simple ostinato patterns Pilot School MTB-

K to 12 Music Curriculum Guide May 2016 Page 27of 94

4. identifies and compares the Pilot School MTB-

GRADE 3- FIRST QUARTER

5. creates new tints and PILOT SCHOOL –

Grade 3- THIRD QUARTER

CONTENT PERFORMANCE LEARNING

GRADE 4- FIRST QUARTER

THIRD QUARTER/ THIRD GRADING

Suggested learning activities

FOURTH QUARTER/ FOURTH GRADING

Suggested learning activities

CONTENT PERFORMANCE LEARNING

Grade 3 – NUTRITION – 1ST QUARTER (H3N)

CONTENT PERFORMANCE LEARNING

B. Nutritional Guidelines for 6. identifies the nutritional Science and Health

CONTENT PERFORMANCE LEARNING

as small fish and

CONTENT PERFORMANCE LEARNING

CONTENT PERFORMANCE LEARNING

CONTENT PERFORMANCE LEARNING

Sleep 1. Pilot School