4248-6 MAPEH Gr4

MAPEH
EDITION
4
Living with
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Music, Art,
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Physical Education,
and Health
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Teacher's Guide
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Living with Music, Arts, Physical Education, and
Health (K12) Gr. 4
K to12 Curriculum
Teacher’s Guide
ISBN 978-971-07-4248-6
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.
Artworks belong solely to Vibal Group, Inc.

Published and printed by Vibal Group, Inc.
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Table of Contents
MUSIC
UNIT I RHYTHM AND NOTATION
Lesson 1 Notes and Rests.................................................................................. 1
Lesson 2 Meters and Rhythmic Patterns............................................................
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2
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Lesson 3 Beats and Simple Time Signatures..................................................... 4
Lesson 4 Ostinato............................................................................................... 6
UNIT II MELODY, INTERVALS, AND THE SCALES
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Lesson 5 Pitch Names........................................................................................ 8
Lesson 6 Major Scale.......................................................................................... 10
UNIT III FORM, TIMBRE, AND DYNAMICS

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Lesson 7 Melodic Contour and Range................................................................
Lesson 8 Musical Phrase and Structure.............................................................

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14
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Lesson 9 Variations of Sound............................................................................. 15
Lesson 10 Volume of Sound................................................................................. 17
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UNIT TEMPO, TEXTURE, AND HARMONY

Lesson 11 Speed and Flow of Music.................................................................... 19
Lesson 12 Melodic Texture................................................................................... 20
Lesson 13 Harmony.............................................................................................. 22
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ART
UNIT I THE UNIQUE CULTURAL COMMUNITIES IN THE PHILIPPINES
Lesson 1 Doorways............................................................................................. 24
Lesson 2 A Portrait of the Filipino.......................................................................
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26
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Lesson 3 Woven Stories..................................................................................... 28
Lesson 4 The Art of Making Connections........................................................... 30
UNIT II UNFORGETTABLE PHILIPPINES LANDSCAPES
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Lesson 5 Island Hopping..................................................................................... 33
Lesson 6 Dream Weavers................................................................................... 36
UNIT III RELIEF PRINTMAKING

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Lesson 7 Festive Islands.....................................................................................
Lesson 8 The Country of Smiles and Music........................................................

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Lesson 9 Creating Relief Prints........................................................................... 43
Lesson 10 Relief Printing Using Ethnic Motif Designs.......................................... 45
Lesson 11 Creating a Relief Master...................................................................... 46
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Lesson 12 Creating Prints Out of Found Materials............................................... 49
UNIT IV ETHNIC FOLK ARTS AND DESIGNS

Lesson 13 The Colourful World of Tie-Dying........................................................ 51
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Lesson 14 The Dagmay Cloth of Mandaya........................................................... 52

Lesson 15 The Unique Mat Weaving Tradition of Basey, Samar.......................... 54
Lesson 16 Tawi-Tawi’s Woven Wonders............................................................... 55
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PHYSICAL EDUCATION
UNIT I PHYSICAL FITNESS AND TARGET AND FIELDING GAMES
Lesson 1 Physical Fitness................................................................................... 58
Lesson 2 Coordination, Muscular Strength, and Power......................................
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Lesson 3 Target Games...................................................................................... 62
Lesson 4 Striking and Fielding Game................................................................. 64
UNIT II PHYSICAL FITNESS AND INVASION GAMES
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Lesson 5 Muscular Endurance and Cardiovascular Fitness............................... 67
Lesson 6 Speed, Reaction Time, and Agility....................................................... 69
UNIT III PHYSICAL FITNESS AND LIKI FOLK DANCE

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Lesson 7 Invasion Games...................................................................................
Lesson 8 More Invasion Games.........................................................................

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Lesson 9 Flexibility and Body Composition......................................................... 75
Lesson 10 Balance................................................................................................ 77
Lesson 11 Folk Dance: Liki................................................................................... 79
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UNIT IV PHYSICAL FITNESS AND ALAHOY AND BA-INGLES

FOLK DANCES
Lesson 12 Folk Dance: Alahoy.............................................................................. 82
Lesson 13 Folk Dance: Ba-Ingles.........................................................................
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HEALTH
UNIT I THE FOOD WE EAT
Lesson 1 All About Food Labels.......................................................................... 86
Lesson 2 How to Keep Food Safe......................................................................
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Lesson 3 The Dangers of Food-Borne Diseases................................................ 89
UNIT II CONTROLLING AND PREVENTING DISEASES

Lesson 4 Communicable Diseases..................................................................... 91
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Lesson 5 Diseases are Transmitted.................................................................... 92
Lesson 6 Common Communicable Diseases..................................................... 94
UNIT III SUBSTANCE MISUSE AND ABUSE

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Lesson 7 Prevention and Control of Communicable Diseases...........................
Lesson 8 Uses and Types of Medicine............................................................... 97

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Lesson 9 Cases of Misuse and Abuse................................................................ 98
Lesson 10 The Dangers of Medicine Misuse and Abuse...................................... 100
Lesson 11 Proper Use of Medicines..................................................................... 101

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UNIT IV SAFETY AND FIRST AID

Lesson 12 Disasters and Emergency Situations................................................... 103
Lesson 13 Responding to Disasters or Emergency Situations............................. 104
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Lesson 14 Stay Safe at Special Events and Celebrations.................................... 106

Lesson 15 Celebrating Special Events................................................................. 107
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K to 12 BASIC EDUCATION CURRICULUM
GRADE 4
ELEMENTS OF MUSIC
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
FIRST QUARTER
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I. RHYTHM demonstrates creates rhythmic patterns 1. identifies different kinds of MISOSA4-
understanding of concepts in: notes and rests module6,7
1. Musical Symbols and pertaining to rhythm and 1. simple time signatures
Concepts: musical symbols 2. simple one-measure MISOSA5-
1.1 Notes and Rests ostinato pattern module1
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1.2 Meters
MU4RH-Ia-1
1.3 Rhythmic Patterns *Manwal ng
1.4 Simple Time Guro Umawit
Signatures at Gumuhit 4.
1.5 Ostinato Valdecantos,
Emelita C.
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1999. pp.7-9
2. organizes notes and rests MISOSA4-
according to simple meters module8
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(grouping notes and rests into
measures given simple *Umawit at
MU4RH-Ib-2
meters) Gumuhit 4.
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Valdecantos,
Emelita C.
1999. pp.8-12
3. states the meaning of the MISOSA4-
different rhythmic patterns MU4RH-Ic-3 module2,8
4. demonstrates the meaning of MISOSA4-

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rhythmic patterns by clapping module3,4,5
in time signatures
2 3 4 *Manwal ng
MU4RH-Ic-4
4, 4, 4 Guro Umawit
at Gumuhit 4.
Valdecantos,
Emelita C.
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K to 12 Music Curriculum Guide May 2016 Page 34of 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
1999. pp.7
I.I. RHYTHM demonstrates creates rhythmic patterns
understanding of concepts in:
1. Musical Symbols and pertaining to rhythm and 1. simple time signatures
Concepts: musical symbols 2. simple one-measure
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1.1 Notes and Rests ostinato pattern
1.2 Meters 5. uses the bar line to indicate MISOSA4-
1.3 Rhythmic Patterns groupings of beats in module3,4,5
1.4 Simple Time 2 3 4 MU4RH-Ic-5
Signatures 4, 4, 4
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1.5 Ostinato
6. identifies accented and MISOSA4-

unaccented pulses MU4RH-Id-6 module1
7. places the accent (>) on the
notation of recorded music MU4RH-Id-7
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8. responds to metric pulses of MU4RH-Ie-g-8 MISOSA4-
music heard with appropriate module3,4
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con
9. ducting gestures MISOSA5-
module6
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STANDARDS MATERIALS
SECOND QUARTER
II. MELODY recognizes the musical analyzes melodic 1. identifies the pitch name of MISOSA4-
symbols and demonstrates movement and range and each line and space of the G- module13
1. Musical Symbols and understanding of concepts be able to create and clef staff
Concepts: pertaining to melody perform simple melodies F
1.1 Intervals D
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1.2 Scales B
1.3 Melodic Contours G
1.4 Patterns of successive E
pitches of a C Major MU4ME-IIa-1
scale
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E
C
A
F
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2. identifies the pitch names of MISOSA4-
notes on the ledger lines and module13,14
spaces below the G-clef staff
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(middle C and D)
MU4ME-IIb-2
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3. recognizes the meaning and MISOSA4-
use of G- Clef module13
up
MU4ME-IIc-3
do re mi fa so la ti do
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STANDARDS MATERIALS
recognizes the musical analyzes melodic 4. identifies the movement of the MISOSA4-
II. MELODY symbols and demonstrates movement and range and melody as: module10
understanding of concepts be able to create and
1. Musical Symbols and pertaining to melody perform simple melodies - no movement MISOSA5-
Concepts: module8
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1.1 Intervals
1.2 Scales *Manwal ng
1.3 Melodic Contours Guro Umawit
1.4 Patterns of successive - ascending stepwise at Gumuhit 4.
pitches of a C Major Valdecantos,
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scale Emelita C.
1999. pp.28-
30
- descending stepwise
MU4ME-IId-4
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- ascending skip wise
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- descending skip wise
5. identifies the highest and MISOSA4-

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lowest pitch in a given module9
notation of a musical piece to
determine its range *Manwal ng
MU4ME-IIe-5
Guro Umawit
at Gumuhit 4.
Valdecantos,
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Emelita C.
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STANDARDS MATERIALS
II. MELODY 1999. pp.24-
recognizes the musical analyzes melodic 30
1. Musical Symbols and symbols and demonstrates movement and range and 6. sings with accurate pitch the MISOSA4-
Concepts: understanding of concepts be able to create and simple intervals of a melody module12
1.1 Intervals pertaining to melody perform simple melodies
1.2 Scales *Manwal ng
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1.3 Melodic Contours MU4ME-IIf-6 Guro Umawit at
1.4 Patterns of successive Gumuhit 4.
pitches of a C Major Valdecantos,
scale Emelita C. 1999.
pp.24-31
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7. performs his/her own created MISOSA4-
melody module12
*Manwal ng
MU4ME-IIg-h-
Guro Umawit at
7
Gumuhit 4.
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Valdecantos,
Emelita C. 1999.
xi
pp.30
THIRD QUARTER
III. FORM demonstrates performs similar and 1. identifies aurally and visually MISOSA4-
understanding of musical contrasting musical the introduction and coda module16,17
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1. Phrases in a Musical Piece phrases, and the uses and phrases (ending) of a musical piece
2. Structure of Musical Sound meaning of musical terms *Manwal ng
2.1 Antecedent (Question) in form MU4FO-IIIa-1 Guro Umawit at
Phrase Gumuhit 4.
2.2 Consequent (Answer) Valdecantos,
Phrase Emelita C. 1999.
2.3 Introduction pp.38-39
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2.4 CODA (ending)Phrase 2. identifies aurally and visually
the antecedent and MU4FO-IIIa-2
consequent in a musical piece
3. listens to similar and
MU4FO-IIIa-
contrasting phrases in
b-3
recorded music
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STANDARDS MATERIALS
4. identifies similar and
contrasting phrases in vocal
and instrumental music from
MU4FO-IIIc-4
the previous lessons
4.1 melodic
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4.2 rhythmic
5. sings similar and contrasting
phrases in music
MU4FO-IIId-5
5.1 melodic
5.2 rhythmic
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IV. TIMBRE demonstrates participates actively in a 6. distinguishes vocal and MISOSA4-
understanding of group performance to instrumental sounds module18
1. Variations of Sound variations of sound in demonstrate different
1.1 Vocal music (lightness and vocal and instrumental *Manwal ng
1.2 Instrumental heaviness) as applied to sounds MU4TB-IIIe-1 Guro Umawit at
vocal and instrumental Gumuhit 4.
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music Valdecantos,
Emelita C. 1999.
pp.39-49
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7. identifies as vocal or MISOSA4-
instrumental, a recording of module19
the following:
MU4TB-IIIe-2
7.1 solo
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7.2 duet
7.3 trio
7.4 ensemble
8. identifies aurally and visually MISOSA4-
different instruments module19
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*Manwal ng
MU4TB-IIIf-3 Guro Umawit at
Gumuhit 4.
Valdecantos,
Emelita C. 1999.
pp.45-49
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STANDARDS MATERIALS
IV. TIMBRE demonstrates participates actively in a 9. classifies the various musical MISOSA4-
understanding of group performance to instruments as: module19
1. Variations of Sound variations of sound in demonstrate different 9.1 string
1.1 Vocal music (lightness and vocal and instrumental 9.2 woodwind *Manwal ng
1.2 Instrumental heaviness) as applied to sounds 9.3 brass wind MU4TB-IIIf-h- Guro Umawit
vocal and instrumental 9.4 percussion 4 at Gumuhit 4.
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music Valdecantos,
Emelita C.
1999. pp.45-
49
V. DYNAMICS recognizes the musical applies forte and piano 10. recognizes the use of the MISOSA4-
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symbols and demonstrates to designate loudness and symbol p (piano) and f (forte) module20
1. Volume of Sound in understanding of concepts softness in a musical in a musical score
Music pertaining to volume in example *Manwal ng
music 1. singing Guro Umawit
MU4DY-IIIf-1
2. playing instrument at Gumuhit 4.
Valdecantos,
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Emelita C.
1999. pp.52-
54
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11. uses appropriate musical MISOSA4-
terminology to indicate simple module20
dynamics
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11.1 forte *Manwal ng
MU4DY-IIIf-h-
11.2 piano Guro Umawit at
2
Gumuhit 4.
Valdecantos,
Emelita C. 1999.
pp.52-54
FOURTH QUARTER
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VI. TEMPO demonstrates creates and performs 1. relates body movements to MISOSA4-
understanding of concepts body movements the tempo of a musical module21
1. Speed / Flow of Music pertaining to speed/flow appropriate to a given example
MU4TP-IVa-1
of music tempo *Manwal ng
demonstrates creates and performs Guro Umawit
understanding of concepts body movements at Gumuhit 4.
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STANDARDS MATERIALS
pertaining to speed/flow appropriate to a given Valdecantos,
of music tempo Emelita C.
1999. pp.57
2. uses appropriate musical MISOSA4-
terminology to indicate module21
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variations in tempo
2.1 largo *Manwal ng
2.2 presto MU4TP-IVb-2 Guro Umawit at
Gumuhit 4.
Valdecantos,
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Emelita C. 1999.
pp.56
VII. TEXTURE demonstrates sings two-part rounds 3. identifies aurally the texture of
MU4TX-IVc-1
understanding of concepts and partner songs with a music example
1. Simultaneous pertaining to texture in others 4. identifies aurally and visually
Occurrence of Multiple music an ostinato or descant in a MU4TX-IVd-2
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Melodic Lines musical example
2. Distinction Between 5. recognizes aurally and visually, *Manwal ng
Thinness and Thickness examples of 2-part vocal or Guro Umawit at
in Music instrumental music Gumuhit 4.
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MU4TX-IVe-3
Valdecantos,
Emelita C. 1999.
pp.59-63
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VIII. HARMONY demonstrates performs examples of 6. identifies harmonic interval (2 *Manwal ng
understanding of harmonic interval with pitches) in a musical example Guro Umawit at
1. Simultaneous harmonic intervals others Gumuhit 4.
MU4HA-IVf-1
Sounding of Two Valdecantos,
Tones / Pitches Emelita C. 1999.
pp.59-63
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7. recognizes aurally and visually, *Manwal ng
examples of harmonic Guro Umawit at
intervals Gumuhit 4.
MU4HA-IVg-2 Valdecantos,
Emelita C. 1999.
pp.59-63
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STANDARDS MATERIALS
8. creates examples of harmonic *Manwal ng
interval (2 pitches) with others Guro Umawit at
Gumuhit 4.
MU4HA-IVh-3
Valdecantos,
Emelita C. 1999.
pp.59-63
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GRADE 5
ELEMENTS OF MUSIC
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STANDARDS MATERIALS
FIRST QUARTER
I. RHYTHM recognizes the musical performs with a 1. identifies visually and MISOSA5-
symbols and demonstrates conductor, a speech aurally the kinds of notes module1,2
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Musical Symbols and understanding of concepts chorus in simple time and rests in a song MU5RH-Ia-b-1
Concepts pertaining to rhythm signatures *Musika at Sining 5.
1. Notes and Rests 1. choral Sunico, Raul M. et
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2. Meters 2. instrumental al, 2000. pp.8
3. Rhythmic Patterns 2. recognizes rhythmic MISOSA5-
4. Simple Time patterns using quarter module7,2
Signatures note, half note, dotted half
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MU5RH-Ia-b-2
note, dotted quarter note,
and eighth note in simple
time signatures
3. identifies accurately the MISOSA5-
duration of notes and rests module3,4,5
in 2 3 4
up
4, 4, 4 MU5RH-Ic-e-3 *Musika at Sining 5.
Sunico, Raul M. et
time signatures al, 2000. pp.8-10
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CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
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
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and textures Festivals
5. CONTRASTof colors
III. Process:
6. SCULPTURE and CRAFTS
6.1 puppets on a stick
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6.2 hand puppet
6.3 imaginary masks
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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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K to 12 Arts Curriculum Guide May 2016 Page 31of 102
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4.1 motifs objects used by the cultural Agta pp.123-126
groups. 1.2 VISAYAS – Ati
III. Process: 1.3 MINDANAO-Badjao, *Musika at Sining 5.
5. DRAWING writes a comparative Mangyan,Samal, Sunico, Raul M. et
5.1 drawing of figures of description of houses and Yakan, Ubanon, al, 2000. pp.136-
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different cultural utensils used by selected Manobo, Higaonon, 138
communities cultural groups from different Talaandig,
5.2 crayon etching of ethnic provinces. Matigsalog, Bilaan,
designs T’boli, Tiruray,
crayon resist of scenes Mansaka, Tausug
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from different cultural 2. distinguishes distinctive *Musika at Sining 5.
groups in the Philippines characteristics of several Sunico, Raul M. et
cultural communities in al, 2000. pp.130-
terms of attire, body 131
accessories, religious
practices, and lifestyles. *Umawit at
Gumuhit 3.
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Valdecantos,
Emelita C. 1997.
pp.134-136
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A4EL-Ib
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I. Elements: practices variety of culture in
1. LINES demonstrates the community by way of
1.1 organic and inorganic understanding of lines, attire, body accessories,
2. COLORS texture, and shapes; religious practices and
2.1 primary and secondary and balance of size and lifestyle.
3. SHAPES repetition of
3.1 stylized based on nature motifs/patterns through creates a unique design of
up
drawing houses, and other household
II. Principles: objects used by the cultural
4. REPETITION groups.
4.1 motifs
writes a comparative
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III. Process: description of houses and 3. adapts an indigenous *Manwal ng Guro
5. DRAWING utensils used by selected cultural motif into a Musika at Sining 3.
5.1 drawing of figures of cultural groups from different contemporary design A4EL-Ic Valdecantos,
different cultural provinces. through crayon etching Emelita C. 1997.
communities technique. pp.117-118
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5.2 crayon etching of ethnic
designs 4. identifies specific clothing, *Manwal ng Guro
crayon resist of scenes objects, and designs of Musika at Sining 3.
from different cultural the cultural communities Valdecantos,
groups in the Philippines A4PL-Id
and applies it to a drawing Emelita C. 1997.
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of the attire and pp.128-129
accessories of one of
these cultural groups.
5. shares ideas about the

practices of the different A4PR-Ie
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cultural communities.
6. translates research of the

artistic designs of the A4PR-If
xviii
cultural communities into a
contemporary design.
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7. creates a drawing after
close study and
observation of one of the A4PR-Ig
cultural communities’ way
of dressing and
accessories.
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8. produces a crayon resist MISOSA5-module7
on any of the topics: the
unique design of the A4PR-Ih *Musika at Sining 5.
houses, household objects, Sunico, Raul M. et
practices, or rituals of one al, 2000. pp.114-
of the cultural groups. 115
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9. uses crayon resist *Musika at Sining 5.
A4PR-Ii
technique in showing Sunico, Raul M. et
different ethnic designs or al, 2000. pp.114-
patterns. 115
GRADE 4- SECOND QUARTER
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I. Elements: The learner… The learner… The learner…
1. SHAPES
1.1 overlapping of shapes demonstrates sketches and paints a 1. discusses pictures of
2. COLOR understanding of lines, landscape or mural using localities where different
2.1 to show mood and color, shapes, space, shapes and colors appropriate cultural communities live A4EL-IIa
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atmosphere and proportion through to the way of life of the and understands that each
3. SPACE drawing. cultural community. group has distinct houses
3.1 showing foreground, and practices.
middle ground and realizes that the choice of 2. distinguishes the attire and *Musika at Sining 5.
background colors to use in a landscape accessories of selected A4EL-IIb Sunico, Raul M. et
gives the mood or feeling of a cultural communities in the al, 2000. pp.130-
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II. Principles: painting. country in terms of colors 131
4. PROPORTION of houses, and shapes.
buildings, fields, mountains, 3. appreciates the importance
xix
sky in a landscape of communities and their
culture. A4EL-IIc
III. Process:
5. PAINTING
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5.1 important 4. compares the geographical
landscape/famous location, practices, and A4EL-IId
landmark in a province festivals of the different
5.2 (indigenous houses) cultural groups in the
5.3 mural painting country.
5. sketches a landscape of a
cultural community based A4EL-IIe
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on researches and
observations made.
6. paints the sketched
landscape using colors A4EL-IIf
appropriate to the cultural
community’s ways of life.
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I. Elements: demonstrates sketches and paints a 7. exhibits painted landscapes
1. SHAPES understanding of lines, landscape or mural using to create a mural for the A4EL-IIg
1.1 overlapping of shapes color, shapes, space, shapes and colors appropriate class and the school to
2. COLOR and proportion through to the way of life of the appreciate.
2.1 to show mood and drawing. cultural community. 8. tells a story or relates
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atmosphere experiences about cultural
3. SPACE realizes that the choice of communities seen in the
3.1 showing foreground, colors to use in a landscape landscape.
middle ground and gives the mood or feeling of a
background painting.
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II. Principles:
4. PROPORTION of houses,
buildings, fields, mountains,
sky in a landscape A4EL-IIh
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III. Process:
5. PAINTING
3.2 important
xx
landscape/famous
landmark in a province
3.3 (indigenous houses)
3.4 mural painting
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GRADE 4- THIRD QUARTER
I. Elements: The learner… The learner… The learner… *Manwal ng Guro
1. LINES Musika at Sining 4.
1.1 organic, inorganic demonstrates creates relief and found 1. explores the texture of A4EL-IIIa Valdecantos,
up
(mechanical) understanding of objects prints using ethnic each material and Emelita C. 1999.
2. COLORS shapes and colors and designs. describes its characteristic. pp.77-80
2.1 earth or natural colors the principles of
3. TEXTURE repetition, contrast, and presents research on relief
3.2 from a variety of emphasis through prints created by other 2. analyzes how existing
materials printmaking (stencils) cultural communities in the ethnic motif designs are A4PL-IIIb
4. SHAPES country. repeated and alternated.
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4.1 geometric/2-dimensional 3. discovers the process of
Shapes produces multiple copies of a creating relief prints and
relief print using industrial appreciates how relief
II. Principles: paint/natural dyes to create prints makes the work A4PL-IIIc
5. CONTRAST decorative borders for more interesting and
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5.1 smooth vs. rough boards, panels etc. harmonious in terms of the
5.2 curves vs. straight lines elements involved.
5.3 small shapes vs. big 4. draws ethnic motifs and
shapes create a design by A4PR-IIId
6. HARMONY repeating, alternating, or
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by radial arrangement.
III. Process:
5. creates a relief master or A4PR-IIIe
7. PRINTMAKING
mold using additive and
7.1 relief print
subtractive processes.
7.2 glue print
7.3 cardboard print 6. creates simple,
found objects print interesting, and
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harmoniously arranged
relief prints from a clay
design.
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A4PR-IIIf
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demonstrates
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I. Elements: understanding of creates relief and found 7. prints reliefs with adequate
1. LINES shapes and colors and objects prints using ethnic skill to produce clean prints
1.1 organic, inorganic the principles of designs. with a particular design A4PR-IIIg
(mechanical) repetition, contrast, and motif (repeated or
2. COLORS emphasis through presents research on relief alternated).
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2.1 earth or natural colors printmaking (stencils) prints created by other
8. prints reliefs using found
3. TEXTURE cultural communities in the A4PR-IIIh
materials and discusses the
3.1 from a variety of country.
finished artwork.
materials
4. SHAPES produces multiple copies of a
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9. creates the relief mold
4.1 geometric/2-dimensional relief print using industrial
using found material: hard
Shapes paint/natural dyes to create
foam; cardboard shapes
decorative borders for A4PR-IIIi
glued on wood; strings and
II. Principles: boards, panels etc.
buttons, old screws, and
5. CONTRAST
metal parts glued on wood
5.1 smooth vs. rough
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or cardboard.
5.2 curves vs. straight lines
5.3 small shapes vs. big
shapes 10. displays the finished
6. HARMONY
xxii
artwork for others to A4PR-IIIj-1
critique and discuss.
III. Process:
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7. PRINTMAKING 11. participates in a
7.1 relief print school/district exhibit and
7.2 glue print culminating activity in A4PR-IIIj-2
7.3 cardboard print celebration of the National
found objects print Arts Month (February).
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GRADE 4- FOURTH QUARTER

I. Elements: The learner… The learner… The learner…
1. COLOR
1.1 dyes can be combined to demonstrates applies individually the 1. researches and
create new colors understanding on color intricate procedures in tie- differentiates textile traditions,
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2. VALUE/TONE (dyes), values, and dyeing in clothes or t-shirts e.g. tie-dye done in other
light and dark repetition of motifs and compares them with one countries like China, India,
through sculpture and another. Japan, and Indonesia in the A4EL-Iva
II. Principles: 3-D crafts olden times and presently,as
3. REPETITION replicates traditional skills in well as in the Philippines, e.g.
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3.1 motifs, colors mat weaving from indigenous theTinalak made by the
material like abaca tapestries. T’bolis.
III. Process:
2. presents pictures or actual MISOSA5-module13
4. SCULPTURE and 3- researches on tie-dyed crafts
samples of different kinds of
dimensional crafts of the T’boli and presents
mat weaving traditions in the A4EL-Ivb
5. Textile craft: designs made by
Philippines.
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5.1 tie-dye (one color; 2 them;presents research on
colors) tie-dyed products of other
3. discusses the intricate A4EL-IVc MISOSA5-module13
5.2 Mat weaving (buri) cultural communities to
designs of mats woven in the
xxiii
compare their designs and
Philippines:
colors.
3.1 Basey, Samar buri
mats
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3.2 Iloilo bamban mats
3.3 Badjao&Samal mats
3.4 Tawi-tawilaminusa
mats
3.5 Romblon buri mats
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4. emphasizes textile crafts
like tie-dyeing which
applies individually the demands careful practices
intricate procedures in tie- and faithful repetition of A4PL-Ivd
I. Elements: demonstrates dyeing in clothes or t-shirts the steps to produce good
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1. COLOR understanding on color and compares them with one designs.
1.1 dyes can be combined to (dyes), values, and another. 5. gives meaning to the
create new colors repetition of motifs A4PL-Ive
designs, colors, patterns
2. VALUE/TONE through sculpture and replicates traditional skills in used in the artworks.
light and dark 3-D crafts mat weaving from indigenous
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material like abaca tapestries. 6. creates a small mat using MISOSA5-module13
II. Principles: colored buri strips or any
3. REPETITION researches on tie-dyed crafts A4PR-IVf
material that can be
3.2 motifs, colors of the T’boli and presents woven, showing different
designs made by designs: squares, checks
III. Process: them;presents research on zigzags, and stripes.
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4. SCULPTURE and 3- tie-dyed products of other 7. weaves own design A4PR-IVg MISOSA5-module13
dimensional crafts cultural communities to similar to the style made
5. Textile craft: compare their designs and by a local ethnic group.
5.1 tie-dye (one color; 2 colors. 8. creates original tie-dyed
xxiv
colors) textile design by following
5.2 Mat weaving (buri) the traditional steps in tie- A4PR-IVh
dyeing using one or two
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colors.
GRADE 5

up
Grade 5- FIRST QUARTER
I. Elements: The learner… The learner… The learner… MISOSA5-module4
1. LINES
1.1 crosshatching technique demonstrates creates different artifacts and 1. identifies events, A5EL-Ia
to simulate 3-dimensional understanding of lines, architectural buildings in the practices, and culture
effect and visual texture shapes, and space; and Philippines and in the locality influenced by colonizers
the principles of rhythm using crosshatching who have come to our
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GRADE 4
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Assessment of The learner . . . The learner . . . The learner . . .
physical activities and 1. describes the physical PE4PF-Ia-16
physical fitness demonstrates participates and activity pyramid
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understanding of assesses performance 2. explains the indicators for
PE4PF-Ia-17
participation and in physical activities. fitness
Target games assessment of 3. assesses regularly
(Tumbangpreso, physical activities and assesses physical participation in physical
PE4PF-Ib-h-18
tamaang-tao/batuhang physical fitness fitness activities based on
ba
bola, tatsing), physical activity pyramid
striking/fielding 4. explains the EASE PE - module 2. pp. 6-7, 12-
games (syato, basagang nature/background of PE4GS-Ib-1 13.
palayok, kickball) the games
5. describes the skills EASE PE - module 2.
Note: Games are not involved in the games PE4GS-Ib-2
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limited to the above
6. observes safety
listed activities PE4GS-Ib-h-3
precautions
7. executes the different
xxv
PE4GS-Ic-h-4
skills involved in the game
8. recognizes the value of
participation in physical PE4PF-Ib-h-19
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activities
9. displays joy of effort,
respect for others and fair
PE4PF-Ib-h-20
play during participation
in physical activities
10. explains health and skill
related fitness PE4PF-Ia-21
up
components
11. identifies areas for
improvement
PE4PF-Ib-h-22
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K to 12 Physical Education Curriculum Guide May 2016 Page 26 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
SECOND QUARTER/ SECOND PERIOD
The learner . . . The learner . . . 12. describes the Philippines PE4PF-IIa-16
Assessment of physical activity pyramid
physical activities and demonstrates participates and 13. explains the indicators
PE4PF-IIa-17
physical fitness understanding of assesses performance for fitness
participation in and in physical activities.
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14. assesses regularly
Invasion games assessment of participation in physical
PE4PF-IIb-h-18
(agawan base, lawin at physical activities and assesses physical activities based on
sisiw, agawanpanyo) physical fitness fitness physical activity pyramid
15. explains the
Note: Games are not
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nature/background of the PE4GS-IIb-1
limited to the above games
listed activities 16. describes the skills
PE4GS-IIb-2
involved in the games
17. observes safety
PE4GS-IIb-h-3
precautions
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PE4GS-IIc-h-4
skills involved in the game
participation in physical PE4PF-IIb-h-19
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activities
respect for others and fair
PE4PF-IIb-h-20
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play during participation
in physical activities
related fitness PE4PF-IIa-21
components
PE4PF-IIb-h-22
improvement
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THIRD QUARTER / THIRD GRADING
Assessment of The learner . . . The learner . . . 23. describes the Philippines
PE4PF-IIIa-16
physical activities and physical activity pyramid
physical fitness demonstrates participates and 24. explains the indicators for
PE4PF-IIIa-17
understanding of assesses performance fitness
Folk (Liki/Ba-Ingles), participation and in physical activities. 25. assesses regularly PE4PF-IIIb-h-
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indigenous, ethnic, assessment of participation in physical 18
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CONTENT PERFORMANCE
STANDARDS STANDARDS
traditional and physical activity and assesses physical activities based on
creative dances physical fitness fitness physical activity pyramid
26. explains the
nature/background of the PE4GS-IIIb-1
Note: Dances available dance
in the area can be 27. describes the skills
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PE4GS-IIIb-2
selected. involved in the dance
28. observes safety
PE4GS-IIIb-h-3
precautions
skills involved in the PE4GS-IIIc-h-4
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dance
PE4PF-IIIb-h-
participation in physical
19
activities
respect for others during PE4PF-IIIb-h-
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participation in physical 20
activities
related fitness PE4PF-IIIa-21
xxvii
components
PE4PF-IIIa-22
improvement
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FOURTH QUARTER/ FOURTH PERIOD
Assessment of The learner . . . The learner . . . 34. describes the Philippines
PE4PF-IVa-16
physical activities and physical activity pyramid
physical fitness demonstrates participates and 35. explains the indicators for
PE4PF-IVa-17
understanding of assesses performance fitness
Folk (Liki/Ba-Ingles), participation and in physical activities. 36. assesses regularly
up
indigenous, ethnic, assessment of participation in physical
traditional and physical activity and assesses physical activities based on PE4PF-IVb-h-18
creative dances physical fitness fitness Philippines physical
activity pyramid
Note: Dances available 37. explains the
in the area can be nature/background of the PE4RD-IVb-1
selected. dance
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CONTENT PERFORMANCE
STANDARDS STANDARDS
38. describes the skills
PE4RD-IVb-2
Assessment of The learner . . . The learner . . . involved in the dance
physical activities and 39. observes safety
PE4RD-IVb-h-3
physical fitness demonstrates participates and precautions
understanding of assesses performance 40. executes the different
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participation and in physical activities. skills involved in the PE4RD-IVc-h-4
Folk (Liki/Ba-Ingles), assessment of dance
indigenous, ethnic, physical activity and assesses physical 41. recognizes the value of
traditional and physical fitness fitness participation in physical PE4PF-IVb-h-19
creative dances activities
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Note: Dances available respect for others during
in the area can be PE4PF-IVb-h-20
participation in physical
selected. activities
related fitness PE4PF-IVa-21
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components
PE4PF-IVb-h-22
improvement
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GRADE 4

CONTENT CODE LEARNING MATERIALS
STANDARDS STANDARDS COMPETENCY
Grade 4 – NUTRITION – 1ST QUARTER (H4N1)

A. Reading Food Labels The learner... The learner... The learner...
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1. Name and Description
of Food 1. understands 1. Understands the 1. identifies
H4N-Ia-22
2. Nutrition Facts the importance significance of information provided
(nutrition information of reading food reading and on the food label
panel, ingredients list) labels in selecting interpreting food
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3. Advisory and Warning healthier and label in selecting 2. explains the
Statements safer food healthier and safer importance of
4. Directions for Use and food reading food labels
H4N-Ib-23
Storage 2. understands in selecting and
5. Date Markings the importance 2. practices daily purchasing foods to
(Expiration Date and of following food appropriate food eat
safety principles
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‘best before’ date) safety habits to
in preventing 3. demonstrates the
prevent food-
common food- ability to interpret
borne disease Buying Wisely. A&E. NFE Accreditation and
borne diseases the information H4N-Icde-
xxix
Equivalency Learning Material. DepED. 2001.
provided in the food 24
pp.11-13
3. understands label
the nature and
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prevention of 4. analyzes the
food borne nutritional value of
two or more food
diseases
products by H4N-Ifg-
comparing the 25
information in their
food labels
up
B. Food Safety Principles 5. describes ways to
Edukasyong Pangkatawan, Kalusugan, at Musika I.
1. Keep clean keep food clean and
H4N-Ifg- DepED. Abejo, Mary Placid Sr. et.al. 1991. pp.221-
2. Wash hands properly safe
26 222
before preparing and
eating food
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K to 12 Health Curriculum Guide August2016 Page 40 of 95
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3. Separate raw from The learner... The learner... 6. discusses the

cooked foods importance of H4N-Ihi-
4. Cook food thoroughly 1. understands 1. Understands the keeping food clean 27
particularly chicken the importance significance of and safe to avoid
5. Keep food at safe of reading food reading and disease
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Edukasyong Pangkatawan, Kalusugan, at Musika I.
temperature labels in selecting interpreting food
DepED. Sr Abejo, Mary Placid Sr. et.al. 1991.
6. Use clean and safe healthier and label in selecting
pp.221-222
water in washing safer food healthier and safer
foods and food
cooking/eating utensils 2. understands
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7. Protect food from flies the importance 2. practices daily
and pests that can of following food appropriate food
transmit disease safety principles safety habits to
C. Food-borne Diseases in preventing
prevent food- 7. identifies common
1. Diarrhea common food-
borne disease food-borne diseases H4N-Ij-26
2. Typhoid Fever borne diseases
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3. Dysentery
4. Cholera 3. understands
5. Amoebiasis 8. describes general
the nature and
6. Food poisoning signs and symptoms
xxx
prevention of
of food-borne H4N-Ij-27
7. Hepatitis A food borne diseases
diseases
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Grade 4 – PREVENTION AND CONTROL OF DISEASES AND DISORDERS – 2ND QUARTER (H4DD)
A. Communicable diseases The learner… The learner… The learner… Pilot School MTB_MLE Health Grade 3. Q2 W1&2
1. Characteristics of 1. describes H4DD-IIa-
Communicable Disease understands the consistently communicable 7
2. Germs or Disease nature and practices personal diseases
Agents(pathogen) prevention of and environmental 2. identifies the
up
2.1. Bacteria common measures to various disease H4DD-IIb-
Iwasan ang Mikrobyo. A&E. NFE Accreditation
2.2. Virus communicable prevent and control agents of 9
and Equivalency Learning Material. DepED. 1998.
2.3. Fungi diseases common communicable
pp.6-9
2.4. Parasites communicable diseases
3. Elements of the Chain The learner… diseases
of Infection
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3.2. Disease Agent understands the 3. enumerates the

(pathogen) nature and different elements H4DD-
3.3. Reservoir prevention of in the chain of IIcd-10
Iwasan ang Mikrobyo. A&E. NFE Accreditation
3.4. Portal of Exit common infection
and Equivalency Learning Material. DepED. 1998.
3.5. Mode of communicable
pp.6-9
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Transmission diseases
3.6. Portal of Entry
3.7. Susceptible Host
4. Transmission of
Communicable 4. describes how
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diseases(routes for communicable H4DD-
spread of infectious diseases can be IIef-11
diseases) transmitted from
4.1 direct transmission one person to
e.g. skin to skin another.
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4.2 indirect Pilot School MTB_MLE Health Grade 3. Q1 W1&2
transmission such as pp.27
airborne e.g. common
xxxi
colds, influenza,
tuberculosis vector
borne e.g. malaria,
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dengue, rabies,
leptospirosis
B. Common Communicable 5. describes common 1. Headways in Science and Health Today 5.

Diseases communicable H4DD- Apolinario, Nenita 2000. pp.23-29.*
up
1. by Virus (dengue diseases IIgh-12 2. Headways in Science and Health Today 5.
fever, common colds, Teacher’s Manual. Fallaria, Rebecca, et. al.1999.
influenza, chickenpox, pp.13-14.*
measles, mumps) 3. INTO THE FUTURE: Science and Health 5.
2. by Bacteria ( boil, sty, Teacher’s Manual. Llarinas, Jose. et. al. 1999.
tuberculosis) pp.16-21.*
3. by Fungi
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(ringworm,hletes foot, The learner… The learner…

tineaflava“an-an”)
4. by Parasites understands the consistently
4.1 parasitic nature and practices personal
worm(roundworm, prevention of and environmental
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tapeworm, hookworm) common measures to
4.2 pediculosis communicable prevent and control
C. Prevention and Control of diseases common 6. demonstrates ways 1. Pilot School MTB_MLE Health Grade 3. Q2 W1&2
Common Communicable communicable to stay healthy and pp.28-29
Diseases (Breaking the Chain diseases prevent and control H4DD-IIij- 2. Headways in Science and Health Todays 5.
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of Infection at respective common 13 Apolinario, Nenita. 2000. pp.31-34.*
points) communicable 3. Headways in Science and Health Today 5.
1. Disease Agent (ex. diseases Teacher’s Manual. Fallaria,Rebecca,et.al.1999.
sterilization, pp.13-14.*
disinfection)
2. Reservoir (ex. 7. identifies ways to
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environmental break the chain of H4DD-IIij-
Pilot School MTB_MLE Health Grade 3 Q2 W1&2
sanitation) infection at 14
pp.28-29
3. Portal of Exit (ex. respective
cough etiquette)
xxxii
4. Mode of Transmission
(ex. proper hygiene)
5. Portal of Entry (ex. 8. practices personal H4DDIIij-
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1. Pilot School MTB_MLE Health Grade 3. Q2 W1&2
protective clothing) habits and 15
pp.28-29
6. Susceptible Host environmental 2. Let’s clean the environment . A&E. NFE
(ex.vaccination, sanitation to prevent Accreditation and Equivalency Learning Material.
proper nutrition, and control common DepED. 2001. pp.24-26.
enough sleep, regular communicable
exercise) diseases
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Grade 4 – SUBSTANCE USE AND ABUSE – 3RD QUARTER (H4SU)

A. Uses of Medicines The learner… The learner… The learner… Edukasyong Pangkatawan, Kalusugan, at Musika
1. Protection I. DepED. Abejo, Mary Placid Sr. et.al. 1991.
2. Prevention Demonstrates Practices the 1. Describes uses of pp.286-287
H4S-IIIa-1
3. Cure understanding of proper use of medicines
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the proper use of medicines
B. Types of Medicines medicines to 2. Differentiates Edukasyong Pangkatawan, Kalusugan, at Musika
1. Over-the-counter prevent misuse prescription from I. DepED. Abejo, Mary Placid Sr. et.al. 1991.
(non-prescription) and harm to the non-prescription H4S-IIIb-2 pp.288-289
2. Prescription body medicines
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C. Medicine Misuse and Abuse 3. Describes ways on Edukasyong Pangkatawan, Kalusugan, at Musika
1. Self- Medication how medicines are H4S-IIIcd- I. DepED. Abejo, Mary Placid Sr. et.al. 1991.
2. Improper use misused and abused 3 pp.290-293
(overdosage,
excessive use)
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3. Dependence
4. Addiction
xxxiii
D. Potential Dangers 4. describes the H4S-IIIde-
Associated with Medicine potential dangers 4
Misuse and Abuse associated with
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1. Physical harm such as medicine misuse and
deafness due to
abuse
antibiotic misuse
2. Psychological harm
E. Proper Use of Medicines 5. describes the proper Edukasyong Pangkatawan, Kalusugan, at Musika
H4S-IIIfg-
1. Use under adult use of medicines I. DepED. Abejo, Mary Placid Sr. et.al. 1991.
5
supervision pp.290
up
2. Read and check labels ,I
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3. Consult with physician 6. explains the

4. Follow instructions and The learner… The learner… importance of H4S-IIIij-6
medical prescription reading drug
5. Check expiration date Demonstrates Practices the information and
6. Observe proper understanding of proper use of labels, and other Edukasyong Pangkatawan, Kalusugan, at Musika I.
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storage the proper use of medicines ways to ensure DepED. Abejo, Mary Placid Sr. et.al. 1991. pp.288-289
7. Buy from reliable medicines to proper use of
source prevent misuse medicines
and harm to the
body
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Grade 4 – INJURY PREVENTION, SAFETY AND FIRST AID – 4TH QUARTER(H1IS)
A. Safety guidelines during The learner… The learner… The learner… 1. Headways in Science and Health Today 5.
disasters and other Apolinario,Nenita. 2000 pp.232-234.*
emergency situations demonstrates practices safety 1. recognizes disasters H4IS-IVa- 2. Science for Daily Use 5. Teacher’s Manual. Tan,
1. Typhoon understanding of measures during or emergency 28 Conchita.2000. pp.102-105.*
2. Storm Surge safety guidelines disasters and situations 3. INTO THE FUTURE: SCIENCE AND HEALTH 2.
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3. Flood during disasters, emergency Teacher’s Manual. Estrella, Sonia,et.al. 1997
4. Landslide emergency and situations. pp.138-141.*
5. Volcanic eruption other high-risk
6. Earthquake situations 2. demonstrates 1. Headways in Science and Health Today 5.
xxxiv
7. Tsunami proper response H4IS-IVb- Apolinario,Nenita. 2000 pp.235-237.*
before, during, and d-29 2. Science for Daily Use 5. Teacher’s Manual. Tan,
after a disaster or Conchita. 2000. pp.102-105.*
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an emergency 3. INTO THE FUTURE: SCIENCE AND HEALTH 2.
situation Teacher’s Manual. Estrella, Sonia,et.al. 1997
pp.138-141.*
3. relates disaster 1. Headways in Science and Health Today 5.

preparedness and H4IS-IVe- Apolinario,Nenita. 2000. pp.236-237.*
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proper response 30 2. INTO THE FUTURE: SCIENCE AND HEALTH 2.
during emergency Teacher’s Manual. Estrella, Sonia,et.al. 1997
situations in p.139.*
preserving lives
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B. Safety guidelines for other The learner… The learner… 4. describes

situations or events that appropriate safety
may lead to injury or demonstrates practices safety measures during
H4IS-IVfg-
emergency understanding of measures during special events or
31
1. Firecrackers during safety guidelines disasters and situations that may
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holidays especially during disasters, emergency put people at risk
New Year emergency and situations.
2. Alcohol drinking and other high-risk
rowdy crowds during situations 5. describes the
fiestas, parties, dangers of
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holidays and other engaging in risky
H4IS-
special events behaviors such as
IVhij-32
use of firecrackers,
guns, alcohol
drinking
6. advocates the use
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of alternatives to
firecrackers and H4IS-
alcohol in IVhij-33
celebrating special
xxxv
events
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MUSIC:
I
U N IT
Rhythm and Notation
.
Lesson Notes and Rests
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QUARTER 1st Quarter DURATION 1 day
I. Objectives
At the end of the lesson, the pupils will be able to:
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• identify different notes and rests;
• draw the different notes and rests; and
• demonstrate the rhythmic value of each note and rest.
II. Subject Matter

TOPIC:Notes and Rests
A. Concepts/Ideas
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• The basic notes and rests are whole, half, quarter, and eighth.
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• Note is a symbol that shows the pitch and duration of a tone by its shape and posi-
tion on the staff.
• Rest is a symbol that stands for a period of silence in a measure.
• Common Time is a musical meter marked by four beats per measure with the quar-
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ter note receiving a single beat.
B. Materials
pictures of notes and rests, visual aids
C. References
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Reyes, Enrico Benjamine N., et.al. Living with Music, Art, Physical Education, and
Health 4. Quezon City: Vibal Publishing Inc., 2018.
III. Procedures
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A. Motivation
• Refer to textbook p. 4. Motivate the pupilss with the activity Numbers on the Beat.
Directions: As the teacher plays a steady beat, follow the instructions for clapping:
1. Clap once per beat.
2. Clap once every two beats.
3. Clap once every four beats.
4. Clap twice every beat.
1
B. Presentation
• Start the discussion by asking the pupils if anyone in the class plays any musical
instrument. If none, ask them which instrument/s they are interesting in learning
how to play. Relate this to the lesson on musical notes.
• Show the class the different types of notes and discuss each one of them.
• Label and discuss the parts of a note.
• Demonstrate the rhythmic value of each note through clapping.
• Discuss the purpose of rest and its kinds. Guide the pupils in properly placing rests
on the staff.
.
• Demonstrate the rhythmic value of each rest.
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C. Other Activities
• Refer to the activity Draw the Notes and Rests on textbook p. 7. Ask the pupils to
draw five times each note and rest.
D. Application
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• Ask the pupils the following questions:
1. What are the basic notes and rests used in music?
2. Why do you think there are different kinds of notes?
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3. How does a kind of note affect sound duration?
4. What is the significance of rests in a musical piece?
IV. Evaluation
• Divide pupils into groups of five members. Have them do the activity Making Rhythmic
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Music on p. 8. Ask each group to perform in class its short rhythmic piece.
V. Assignment
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• Write the following patterns on the board or on a cartolina. Ask the class to copy the
patterns on their notebooks or music pads. For their homework, ask the pupils to label
each note used in the three patterns.
1. *Pattern 1
2. *Pattern 2
3. *Pattern 3
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Lesson 2 Meters and Rhythmic Patterns

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I. Objectives
• organize notes and rests according to simple meters; and
• state the meaning of the different rhythmic patterns.
2
II. Subject Matter
TOPIC:Meters and Rhythmic Patterns
A. Concepts/Ideas
• Notes and rests can be grouped into measures in different meters: two, three, and
four counts each.
• Duple is marked by two or a multiple of two beats per measure of music.
• Triple is marked by three beats per musical measure.
• Quadruple is marked by four beats per measure.
• Bar lines are used to divide notes and rests into measures.
.
B. Materials
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visual aids
C. References
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III. Procedures
A. Motivation
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• Refer to the activity Divide and Clap! on Get Started, p. 11.
Directions: Group the following notes and rests by putting a line between groups.
1. Four counts per group
2. Three counts per group
3. Two counts per group
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Answer Key:
1.
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2.
3.
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B. Presentation
• To initiate the discussion, refer to the motivation activity and have the class clap
each rhythmic pattern.
• Explain to the class the process of clustering notes and rests.
Vi
• Using the same examples in the Motivational activity, discuss the different kinds
of meters.
• Emphasize the importance of organizing notes and rests. Discuss what happens
if the grouping is not properly done.
• Ask the pupils to create different rhythmic patterns.
3
C. Other Activities
• Prepare different rhythmic patterns. They should be a mix of patterns with correct
and incorrect groupings.
• Let the class identify the incorrectly grouped notes and rests.
• Ask the pupils to correct the previously identified patterns.
D. Application
• Let them answer the following questions:
1. How are notes and rests organized into groups?
.
2. What is the importance of grouping notes and rests?
3. What do you think will happen if notes are not properly grouped?
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IV. Evaluation
• Divide pupils into groups of five members. Have them do the activity Make Rhythmic
Music! on p. 15. Ask each group to perform its short rhythmic piece.
,I
• Alternatively, you may divide the class into two groups. Ask the whole class to sing a
nursery rhyme/s of your choice. Ask Group 1 to perform the rhythmic pattern by clap-
ping and Group 2 by tapping on the desk.
V. Assignment
•
up
Using the three patterns labeled in Lesson 1 Assignment, ask the pupils to properly
cluster the notes and rests into groups.
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Lesson 3 Beats and Simple Time Signatures
lG
I. Objectives
• demonstrate the meaning of rhythmic patterns by clapping in time signatures;
• identify accented and unaccented pulses;
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• place the accent (>) on the notation of recorded musics; and

• respond to metric pulses of music heard with appropriate conducting gestures.
II. Subject Matter

Vi
TOPIC:Beats and Simple Time Signatures

A. Concepts/Ideas
• Accent indicates greater stress given to one musical tone compared to its neighbors.
It marks the beginning of a measure.
• Time signatures can be used to identify the meter from written music. They can be
4/4, 3/4, or 2/4.
• Conduct means to direct a performance of musicians or singers. A conductor leads
4
and guides the group for proper time signature.
B. Materials
a picture of a conductor with an orchestra; visual aids; sheet music of Row, Row, Row
Your Boat
C. References
.
III. Procedures
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A. Motivation
• Let the pupils do the activity below. Guide them in placing accents on the first beat
of every measure.
1. Four counts per group
,I
2. Three counts per group
3. Two counts per group

up
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Answer Key
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1. sa
2. sa
3. sa
B. Presentation
• Show the class a picture of a conductor with an orchestra. Ask the pupils what they
ba
think is the importance of the conductor in such performance.

• Discuss the definition and importance of time signature. Demonstrate to the class
the gestures used in conducting the 2/4, 3/4, 4/4 time signatures.
• Guide the pupils in counting notes in a given measure.
• Explain to the class how to identify accented and unaccented pulses.
Vi
C. Other Activities
• Let the pupils answer the activity A on Time to Practice, p. 21. Guide them in iden-
tifying the time signature for each line.
Answer Key:
1. 3/4
5
2. 4/4
3. 3/4
4. 3/4
5. 4/4
D. Application
1. How can we identify the meter of music?
2. What is the importance of time signature in interpreting a musical piece?
.
3. What do you think will happen if an orchestra performs without a conductor?
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IV. Evaluation
• Divide the class into groups of six members. Have them do the activity Mark and Con-
duct under Level Up, p. 22. Encourage the class to clap the rhythm while the presenting
group conducts its musical piece.
,I
V. Assignment
• Using the same groupings in the Evaluation activity, ask each group to choose other
up
nursery rhymes to present in class. Three members will conduct, while the other three
clap the rhythm of the song.
4
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Lesson Ostinato
lG
I. Objectives
• clap the correct rhythmic pattern that matches the time signature of the music;
• create an ostinato that matches the given song; and
• notate rhythmic patterns correctly.
ba
II. Subject Matter

TOPIC:Ostinato
A. Concepts/Ideas
• Ostinato is a musical figure repeated persistently at the same pitch throughout a
Vi
composition. It is a way of using rhythmic patterns. Its pattern must be in the same
time signature as the music it accompanies.
• Accompaniment is music played in support of a person singing or playing an instru-
ment.
B. Materials
musical recordings with 2/4, 3/4, and 4/4 time signatures
6
C. References
III. Procedures
A. Motivation
• Refer to the activity under Get Started on p. 25. Play the musical recordings you
prepared and let the pupils clap the correct pattern of ostinatos.
.
B. Presentation
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• Discuss the definition and importance of an ostinato.
• Demonstrate and explain to the class how to create an ostinato.
• Play a musical recording and let the pupils clap the correct rhythmic pattern. After-
wards, ask them to create an ostinato based on the identified pattern.
• Guide the pupils in notating the rhythmic pattern.
,I
C. Other Activities
• Group the class into five (5) and ask them to answer the activity under Time to Prac-
tice on p. 28.
29. Use the for evaluation.
D. Application
up
• Let the pupils accomplish the activity under Level Up: Create an Accompaniment, p.

ro
1. What is an ostinato?
2. What is the importance of creating an ostinato?
IV. Evaluation
lG
• Divide pupils into groups of five members. Play musical recordings other than the ones
used in the Motivation activity. One by one, the groups will clap the correct rhythmic
pattern that matches the time signature of the music.
V. Assignment
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• Divide the class into three groups. Ask each group to prepare a short song presentation
with one of the members conducting them. Remind the groups to observe proper time
signature.
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7
II
Melody, Intervals, and the Scales
U N IT
.
Lesson Pitch Names
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QUARTER 2nd Quarter DURATION 1 day
I. Objectives
,I
• identify the pitch name of each line and space of the G-clef staff;
• identify the pitch names of notes on the ledger lines and spaces below the G-clef staff
(middle C and D); and
• sing in correct pitch.
II. Subject Matter

TOPIC:Intervals
A. Concepts/Ideas
up
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• Interval is the distance between two notes. It is important in reading notes on a staff.
• An interval is a step if it refers to the distance between two notes that are next to
each other. It is a skip if it refers to the distance between two notes that are sepa-
rated by other notes.
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• Staff is a set of horizontal lines wherein music is written. The space in between the
lines are called stave.
• Treble clef, also known as G clef, is a symbol placed on the second line of the staff. It
places the G above middle C.
B. Materials
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Visual aid with the following text:

La = A
So = G
Mi = E
Vi
Re = D
Do = C
C. References
8
III. Procedures
A. Motivation
• Ask the pupils to sing the pitch o your choice on the prepared visual aid. Ask them
to repeat the letter equivalent of each pitch to help remember.
B. Presentation
• Ask a volunteer to draw two staves on the board. Make sure he or she draws them
one above the other.
• Label the parts of the staff and explain to the class the importance of each.
.
• Ask five volunteers to stand in front of class. They must be an arm’s length away
from each other. Ask each of them to hold the name tags Do, Re, Mi, respectively.
nc
• Ask Do and and Re to step forward. Have Do to raise his or her left arm sideways to
touch Re’s shoulder.
• Relate this scenario to the lesson on interval and its first kind—step.
• Ask Re to step backward and Mi to step forward. Have Do and Mi raise left and right
,I
hands, respectively, to meet each other’s fingertips.
• Relate this scenario to the lesson to introduce the skip interval.
• Draw a G clef on the staves and discuss its purpose. Demonstrate to the class how
to draw the G clef properly.
up
• Ask them to use a hand in practicing how to draw it in the air. Afterwards, have the
pupils draw three G clefs on their notebooks.
• Going back to the staves on the board, add notes on each. Use these in discussing the
lesson on melodic and harmonic intervals.
ro
C. Other Activities
• Have the class answer the Activity A on Time to Practice, p. 39. Ask the pupils to
identify the letter names of each note on the staff.
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Answer Key:
1. E G G
2. C A G E
3. F A D E
4. G F E
5. G C C F
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6. A F G
D. Application
1. What do you call the distance between two notes?
Vi
2. What are the two kinds of interval?
IV. Evaluation
• Divide the class into three groups. Refer to textbook on p. 40 and ask the pupils to do
the activity A Simple Melody. Ask them to write on a manila paper or cartolina a simple
one-line melody that they will perform in front of the class. Remind them to use time
9
signature/s and bar lines.
V. Assignment
• Ask the pupils to write a reflection of at least four sentences on the importance and
application of intervals in life.
Lesson 6 Major Scale
.
2nd Quarter 1 day
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QUARTER DURATION
I. Objectives
• recognize the meaning and use of G-clef;
,I
• identify the notes in the C major scale; and
• sing intervals in correct pitch.
II. Subject Matter

TOPIC:Scales
A. Concepts/Ideas
up
• Scale is a set of organized notes going up or down in pitch.
• Major scale is a scale of eight notes. There are half steps between the third and
ro
fourth notes and between seventh and eighth notes, and whole steps between all the
others.
• C major scale is from Do to Do or C to C. It is the most commonly used scale.
lG
B. Materials
Visual aid with the following text:
Ti = B
La = A
So = G
Fa = F
ba
Mi = E
Re = D
Do = C
C. References
Vi
III. Procedures
A. Motivation
• Refer to the activity on Get Started, p. 43.
10
• Ask the pupils to sing the song “Do-Re-Mi” from the musical “The Sound of Music.”
Ask them to incorporate movements while singing the song.
• The question under Carry On, p. 43 may be given to the pupils after the activity.
B. Presentation
• Start the discussion by asking the pupils if they recent ups and downs in life that
they are comfortable to share.
• Ask the class what they think these changes do to a person’s personality or life in
general.
.
• Ask them what they think it will be like if there are no ups and down in life.
• Relate this discussion to the lesson on scales.
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• Introduce the C major which is the commonly used scale. Have them sing the scale
going up and going down.
C. Other Activities
• Ask the class to open the textbooks to page 44. Ask them to sing again the song Do-
,I
Re-Mi aloud.
D. Application
up
1. What do you call a series of music tones going up or down in pitch?
ro
2. Why are they important in a musical piece?
IV. Evaluation
• Have the class do the activity Your Own Scale on p. 48. Divide the class into three
lG
groups. Ask each group to compose their own scale by picking some notes and arranging
them in the order of their choice. Remind them to use changes in pitch. Have them per-
form their piece in front of the class.
V. Assignment
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• Ask the pupils to have an advance reading for the next lesson.
Lesson 7 Melodic Contour and Range

Vi
I. Objectives
• identify the movement of the melody as:
- no movement,
11
- ascending stepwise,
- descending stepwise,
- ascending skip-wise,
- descending skip-wise;
• sing intervals in correct pitch.
• identify the highest and lowest pitch in a given notation of a musical piece to determine
its range; and
• perform his or her own created melody.
.
II. Subject Matter
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TOPIC:Melodic Contour and Range
A. Concepts/Ideas
• Contour is the outline of a figure, body, or surface.
• In music, melodic contour helps give shape to music. It is the line formed when the
pitch changes.
,I
• Different kinds of melodic contour:
- No movement – notes are all on the same pitch;
- Ascending stepwise – notes go up one at a time; and
B. Materials
up
- Descending stepwise – notes go down one at a time.
musical recording, visual aid with the following text:

Ti = B
ro
La = A
So = G
Fa = F
Mi = E
lG
Re = D
Do = C
C. References
ba
III. Procedures
A. Motivation
• Refer the class to the activity on Get Started, p. 51. Discuss the activity and explain
to them the following instructions:
Vi
1. Tell whether the notes move in steps, skips, or are repeated.

2. Walk around if you hear the notes move in steps.
3. Skip around if you hear the notes move in skips and do not move if you hear a
repeated sound of notes.
B. Presentation
• Have the class recite the solfege three times. Ask them what they noticed about the
12
progression of the pitch.
• Present the visual aid with the different musical contours. Using the solfege, provide
examples of each contour.
C. Other Activities
• Divide the class into groups of five members. Each group must present a line from a
song for each musical contour.
D. Application
• Ask the pupils the following question:
.
1. What do you call the shape formed by a series of notes going up or down?
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IV. Evaluation
• Using the same groupings in the previous activity, ask the pupils to do the activity under
Level Up, 56. Set deadline for submission of work and explain the rubric for evaluation.
,I
V. Assignment
• Ask the pupils to identify the contour/s present in the chorus of their favorite song.
up
ro
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13
III
Form, Timbre, and Dynamics
U N IT
8 Musical Phrase and Structure
.
Lesson
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QUARTER 3rd Quarter DURATION 1 day
I. Objectives
• identify aurally and visually the introduction and coda (ending) of a musical piece;
,I
• identify phrases in music;
• identify aurally and visually similar and contrasting phrases; and
• sing similar and contrasting phrases.
II. Subject Matter

TOPIC:Musical Phrase and Structure
A. Concepts/Ideas
up
• Introduction is a kind of musical phrase that helps listeners and performers know
ro
that start of a song.
• Coda is a kind of musical phrase that indicates the end of the song.
B. Materials
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different musical recordings, music videos of songs with and without introduction
and coda
C. References
ba
III. Procedures
A. Motivation
• Refer to textbook p. 62 and ask the pupils to do the activity Sing and Respond. Play
Vi
the musical recordings you prepared and pause after a phrase of your choice.
• The question under Cary On may be given to the pupils after the activity.
B. Presentation
• Play a song with introduction and coda to the class and pause it after the first verse.
Let the pupils identify the introduction.
• Ask them if they think the introduction starts at the first note or first word in the
14
song.
• Explain to that the introduction is the non-lyrical phrase at the beginning of the
song that sets the mood or tone of the song.
• You may ask them what they think about the introduction of the song you played.
You may used also the question: “Does the introduction let you know right away the
mood of the song? Is it upbeat?”
• Continue playing the song up to the coda. Explain to them that the coda “closes” the
song or that it lets the listeners know that song is about to end.
.
C. Other Activities
• Show the pupils the music video you prepared. After each video, ask them if it uses
nc
a song with introduction and coda.
D. Application
• Divide the class into four (4) groups and ask them to accomplish the activity on Level
Up, p. 67. Set deadline for submission of work and explain the rubric for evaluation.
,I
• Ask the pupils how to identify a song’s introduction and coda.
IV. Evaluation
•
V. Assignment
•
up
Ask the class to accomplish Musical Notes on p. 69.
Ask the pupils to do the Activity C under Time to Practice, p. 66.

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Lesson 9 Variations of Sound
lG
I. Objectives
• distinguish vocal and instrumental sounds;
ba
• identify aurally and visually different instruments; and

• categorize instruments according to sound.
II. Subject Matter

TOPIC:Variations of Sound
Vi
A. Concepts/Ideas
• Music can either be vocal or instrumental.
• Vocal music is sung.
• Instrumental music is played only by instruments and in the absence of lyrics.
• Instruments produce different kinds of sounds. They are categorized into:
a. string;
15
b. woodwind;
c. brass; and
d. percussion.
• String instruments produce sound from string vibration.
• Examples: guitar, violin, cello, double bass
• Woodwind instruments produce sound when wind is blown through a reed.
• Examples: flute, recorder, oboe, clarinet
• Brass instruments produce sound from the vibration caused by the musician’s lip
tension and air flow.
.
• Example: trumpet, French horn, tuba, trombone
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• Percussion instruments produce sound from striking or shaking.
• Example: drums, maracas, cymbal
B. Materials
• pictures of musical instruments (at least three of each)
,I
• Benjamin Britten’s Young Man’s Guide to Orchestra recording
• sound recordings of the musical instruments discussed in the lesson
C. References
up
III. Procedures
A. Motivation
ro
• Ask the pupils to sing “Twinkle, Twinkle, Little Star.” Afterwards, play the recording
of Mozart’s version of the song. Ask the class what they noticed are the differences
between the two versions and which one they liked better.
lG
B. Presentation
• Start the discussion by asking for a volunteer to share his or her experience watch-
ing an orchestra. Ask the student what instruments were used in the performance.
• Show the pictures of musical instruments available one by one. Ask the class to re-
cite the names of each. Keep the pictures displayed in front of the class.
ba
• Start explaining the each kind of musical instruments. After each kind, ask the
pupils to choose among the pictures the instruments that belong to that particular
classification.
C. Other Activities
• Play the sound recordings you prepared. Let the pupils tell what musical instru-
Vi
ment is playing in every recording.
D. Application
• Ask the pupils to write a paragraph with at least four sentences on the musical
instrument are interested in learning. Have them tell why these chose that instru-
ment.
16
IV. Evaluation
• Play the recording of Benjamin Britten’s Young Man’s Guide to Orchestra. Ask the pu-
pils to identify the instrument category playing for every section.
V. Assignment
• Ask the pupils to watch a performance of any local orchestra. Have them observe what
other instruments were used in the performance that were not mentioned in the dis-
cussion.
.
nc
Lesson 10 Volume of Sound
,I
I. Objectives
• recognize the use of the symbol p (piano) and f (forte) in a musical score; and
TOPIC:Volume of Sound
A. Concepts/Ideas
up
• use appropriate musical terminology to indicate simple dynamics.
II. Subject Matter

ro
• Dynamics is the volume of sound. It can be soft or loud.
• Forte (f) refers to loud volume.
• Piano (p) refers to soft volume.
• Dynamic levels are used to suggest moods and emotions.
lG
B. Materials
• Visual aid with lyrics of “Are You Sleeping, Brother John?”
• Visual aid with music sheet of Twinkle, Twinkle, Little Star
C. References
ba
III. Procedures
A. Motivation
Vi
• Ask the pupils to sing the song “Are You Sleeping, Brother John?” Instruct them to
sing it twice—first softly, then loudly.
• Right after singing, ask the question: “How is the song best performed? By singing
it softly or loudly? Why?”
B. Presentation
1. Relate the Motivation activity to the lesson on dynamics. Explain how the musical
17
volume affects the mood of the song.
2. Introduce the concepts forte and piano and give examples of each.
3. Draw on the board the symbols for forte and piano. Ask the pupils to practice draw-
ing the symbols on their notebooks.
4. Show to the class the music sheet of Twinkle, Twinkle, Little Star. Assist the class in
identifying the dynamics.
C. Other Activities
• Instruct the class the make the ssshh sound when you say the word piano and the
.
ha on a regular volume when you say the word forte.
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D. Application
1. Ask the pupils the question: How does dynamics affect music?
2. Divide the class into two groups. Have the Group A do the activity Follow the f-p on
textbook page 85. On the other hand, instruct Group B to sing the same song but
with the reverse dynamics. Ask each group to perform the song, then ask them to
,I
sing in chorus (using the dynamics assigned to them).
IV. Evaluation
•
up
Have the pupils do the activity Your Own Dynamics under Level Up on textbook page
86.
V. Assignment
ro
• Ask the pupils to list their top 3 favorite songs and have them identify their dynamics.
lG
ba
Vi
18
IV
Tempo, Texture, and Harmony
U N IT
11
.
Lesson Speed and Flow of Music
nc
QUARTER 4th Quarter DURATION 1 day
I. Objectives
,I
• relate body movements to the tempo of a musical example; and
• use appropriate musical terminology to indicate variations in tempo (largo, presto).
II. Subject Matter

TOPIC: Speed and Flow of Music
A. Concepts/Ideas
up
• Tempo is the rate of speed of music.
• Largo is a term used to describe a very slow tempo.
ro
• Presto is a term used to describe rapid, agile, or fast tempo.
B. Materials
• At least three sound recordings of slow music
lG
• At least three sound recordings of upbeat music

• Sound recordings of slow and fast waltz
C. References
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III. Procedures
A. Motivation
• Ask the pupils to stand up and instruct them to dance in their places to the two
songs you are going to play. First, play one slow music for less than a minute. Play
Vi
a fast song afterwards. The pupils are most likely to simply sway to the slow music
and move more freely to the faster one. Ask them how they figured what movements
to do to the songs with different tempo.
B. Presentation
• Relate the Motivation activity to the lesson on tempo. Discuss how the speed of the
music affect the overall mood or tone.
19
• Introduce the different tempo markings and concepts such as largo and presto.
• Play the other sound recordings you prepared and let the pupils identify their tem-
po. Ask them to clap continuously for presto and stomp continuously for largo.
C. Other Activities
• Let the pupils choose their partner, preferably their seatmate. Ask them to do the
activity Waltzes in Tempo under Level, p. 96. The pupils must dance to the beat, con-
sidering the tempo of the song.
D. Application
.
nc
1. What are the different rates of speed in music?
2. What are some terms used to indicate speed in music?
3. How does tempo affect music?
IV. Evaluation
,I
• Divide the class into two groups and ask them to sing the song “Old King Cole.” The
groups must sing the song in the correct tempo.
V. Assignment
• up
Ask the pupils to choose their favorite Filipino folk song and have them indicate the
tempo markings of the song.
ro
Lesson 12 Melodic Texture
lG
I. Objectives
• identify aurally the texture of a music example;
• recognize aurally and visually, examples of two-part vocal or instrumental music; and
ba
• sing two-part round and partner songs with others.
II. Subject Matter

TOPIC:Multiple Melodic Lines
A. Concepts/Ideas
Vi
• A round song is a musical piece sung by two or more persons in a single melodic line.
It begins on the same note and is continuously repeated.
20
• A partner song are melodies sung by two persons or groups that create a harmoni-
ous sound.
B. Materials
• Visual aid with the lyrics of “Row, Row, Row Your Boat” (Note: Label each line 1 and
2 alternately.)
• Visual aid with the lyrics of “Three Blind Mice”
C. References
.
nc
III. Procedures
A. Motivation
• Facilitate the activity under Get Started, p. 99. Explain to them the instruction be-
,I
low:
1. In groups, form two lines if you hear a thick sound. If not, form a straight line.
• Right after the activity, the question from Carry On may be given to the pupils.
B. Presentation
up
• Divide the class into two groups based on the seating arrangement. Show to the
class the visual aid with the lyrics of “Row, Row, Row Your Boat.” Group A will sing
the lines marked with 1 and Group B will sing the lines marked with 2.
• Explain to the class that “Row, Row, Row Your Boat” is a good example of a round
ro
song, a musical piece where two persons or groups sing the same melody at different
times. Demonstrate to the class how to count the rounds in the song.
• Show to the class the prepared lyrics of “Mary Had a Little Lamb” and “London
Bridge is Falling Down.” Using the same grouping earlier, ask Group A to sing the
lG
“Mary Had a Little Lamb”; Group B, “Three Blind Mice,” at the same time.
• Ask the pupils if the two songs sounded well when sung together. Introduce the con-
cept of a partner song.
C. Other Activities
• Have the pupils perform the activity on Time to Practice, p. 104. Use the same group-
ba
ing used in the previous actvities.
D. Application
• Ask the following questions:
1. What are the different ways of singing or playing two or more melodies together?
Vi
2. How do you differentiate round song from a partner song?
IV. Evaluation
• Ask the pupils to perform the activity “Sing More Partner Songs” on textbook page 105.
21
V. Assignment
• Ask the pupils to list down three round songs and three partner songs.
Lesson 13 Harmony
QUARTER 4th Quarter DURATION 2 days
I. Objectives
.
nc
• identify harmonic interval (two pitches) in a musical example;
• recognize aurally and visually, examples of harmonic intervals; and
• create examples of harmonic interval (two pitches) with others.
,I
II. Subject Matter
TOPIC:Harmony
A. Concepts/Ideas
up
• Harmony is the blending of tones.
• Harmonic interval refers to the vertical relationship of tones in a musical piece.
Unison – two notes on the same pitch
Seconds – interval spanning two consecutive notes the scale
Thirds – interval spanning three consecutive notes on the scale
ro
Fourths – interval spanning four consecutive notes on the scale
Fifths – interval spanning five consecutive notes on the scale
Sixths – interval spanning six consecutive notes on the scale
B. Materials
lG
• sound recording of “This is My Father’s World”

• visual aid with a sample scale showing harmonic intervals
• samples of the different kinds of harmonic intervals
C. References
ba
III. Procedures
A. Motivation
Vi
• Divide the class into two groups. Ask them to do the activity “Sing Them Together”
under Get Started, p. 108.
B. Presentation
• Write on the board the word harmony. Ask the class what comes to their minds when
22
they hear the word written on the board and where it is usually manifested.
• Show to the class the visual aid you prepared. Introduce the concept of harmony and
explain each kind of harmonic intervals. Present examples of each.
• Demonstrate to the class how to distinguish the kinds of intervals on a scale.
C. Other Activities
• Ask the pupils to answer Time to Practice, p. 113.
Answer Key:
1. unison
.
2. thirds
nc
3. fifths
4. seconds
5. fourths
D. Application
,I
1. How do you define harmony?
2. How do you distinguish the kind of harmonic interval in a musical piece?
IV. Evaluation
•
up
Ask the pupils to perform the activity on textbook page 114 as a class.
V. Assignment
ro
• Ask the pupils to write a reflection on the lessons they learned throughout Music 4. Ask
them how they can apply these learnings to their everyday lives.
lG
ba
Vi
23
ART:
I
U N IT
The Unique Cultural

Communities in the Philippines
.
Lesson 1 Doorways
nc
I. Objectives
At the end of the lesson, the pupils are expected to:
,I
• learn about the three cultural communities in the Philippines by studying the architec-
ture of their homes;
• learn the basic architectural terms and definitions as well as materials;
•
• up
use doors as a device to frame a picture; and
write a comparative description of the houses from different provinces.
II. Subject Matter

TOPIC: Doorways
ro
A. Concepts/Ideas
The Philippines is rich in variuos cultural communities that are different from one
another. We can know them better by seeing their homes . The materials use, available
resources, location, environment, and climate where their homes are built tell their way
lG
of living.
B. Materials
oil pastels, chalk pastels, illustration board, photos/illustrations of houses of differ-
ent tribes/communities in the Philippines, photos/illustrations of Ivatan, Ati and B’laan
houses
ba
C. References
Vi
III. Procedures
A. Motivation
• Ask the pupils to describe their homes like the materials used, location, and availa-
ble resources.
B. Presentation
24
• Ask the following guide questions to the pupils.
1. Have you visited other people’s home before?
2. Is there any similarities or differences that you noticed?
• Show to the pupils the different houses of different tribes/communities in the Phil-
ippines.
• Discuss the three cultural communities in the Philippines: Ivatan, Ati, and B’laan,
then show some examples of their homes.
• Explain the materials used in their homes, location, environments, available re-
sources in the area and their needs.
.
• Call one student at a time to read the architectural definitions. Explain it to the
nc
class afterwards.
C. Other Activities
• Ask the pupils to do Level Up: Open the door. Grade their performance using this
rubric.
,I
Criteria Needs Practice Fair Good Very Good
1 3 4 5
CLEANLINESS
The work is
neat and tidy.
CREATIVI-
TY The work
up
is unique and
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artistic.
PUNCTUAL
The work was
done and sub-
lG
mitted on time.
PREPARED-
NESS The
materials used
were correct
ba
and complete.
CORRECT-
NESS The
directions were
Vi
followed.
Total:
D. Application
• Ask the pupils to compare the houses from different provinces.
25
IV. Evaluation
• Ask the pupils to match tribes/communites to the right picture of their houses. (Prepare
photos needed for the exercise)
1. Ivatan a. Picture of Gaddang house
2. Ifugao b. Picture of Ivatan house
3. Badjao c. Picture of Manobo house
4. Manobo d. Picture of B’laan house
5. T’boli e. Picture of Ati house
6. Mansaka f. Picture of Ifugao house
.
7. B’laan g. Picture of Higaonon house
nc
8. Ati h. Picture of Mansaka house
9. Gaddang i. Picture of T’boli house
10. Higaonon j. Picture of Badjao house
k. Picture of Samal house
Answer Key:
,I
1. b
2. f
3. j
4. c
5. i
6. h
7. d
8. e
up
ro
9. a
10. g
V. Assignment
lG
• Have the pupils answer Looking Back, p. 126.

• Advice them to have an advance reading for the next lesson.
Lesson 2 A Portrait of the Filipino

ba
I. Objectives
Vi
• learn about the accessories and clothing used by cultural communities;

• learn about patterns and symbols used by cultural communities;
• appreciate indigenous tattoos; and
• use patterns and symbols of things to show who they are.
26
II. Subject Matter
TOPIC:A Portrait of the Filipino
A. Concepts/Ideas
A portrait is an artwork that represents a person. It can be a sculpture, a painting or a
photograph. Many tribes/communities use accessories and tattoos to express their cultural
identity.
B. Materials
illustration boards, oil pastels, pencil, eraser, thick black marker
.
C. References
nc
III. Procedures
,I
A. Motivation
• Divide the class into four groups. Let them play “Pahabaan” using what they have
inside their pockets, accessories, shoes or clothes. The team who made the longest
line in two minutes wins.
B. Presentation up
• Have the pupils find their partner and let them talk about the following questions:
1. What pieces of clothing and accessories did you use?
2. Were you able to put many to extend the line?
ro
• Make a quick recap of the previous lesson and help them recite the tribes/communi-
ties mentioned last meeting.
• Show pictures of different cultural tribes in the Philippines. Describe the clothes
and accessories they use.
lG
• Explain tattoos and its use in expressing cultural identity, as well as the patterns
and symbols used.
C. Other Activities
• Ask the pupils to do Activity 1: Portrait of a Filipino on p. 134.
ba

1 3 4 5
The work is
neat and tidy.
Vi
The specified
materials were
used for the
project.
Instructions
were followed.
27
The work
shows creativity
and imagina-
tion.
The work was
completed and
submitted on
time.
.
TOTAL
nc
D. Application
• How do cultural communities show cultural identity aside from clothes and accesso-
ries?
• What is the importance of keeping cultural identity?
,I
IV. Evaluation
• Ask the pupils to answer Activity 1: Which is which? on p. 133(Prepare photos needed
•
for the Activity.)
V. Assignment
up
Give them an assignment to complete My Sketchbook and Travel Log. Advice them to
have an advance reading for the next lesson.
ro
Lesson 3 Woven Stories
lG
I. Objectives
• identify different cultural motifs; and
ba
• use repeating shapes and lines when creating a design.
II. Subject Matter

TOPIC:Woven Stories
Vi
A. Concepts/Ideas
The patterns and symbols developed by different cultural communities are mostly in-
spired by nature. Cultural communities used them to decorate fabric and garments which
shows their own cultural identity.
B. Materials
illustration boards, oil pastels, pencil, eraser, thick black marker
28
C. References
III. Procedures
A. Motivation
• Show the photos/illustrations of various fabrics from different tribes/communities in
the Philippines. Afterwards, bring out photos of a closer look for each fabric.
• Ask the following guide questions to the pupils:
.
1. What did you notice about the pattern?
nc
2. Can you identify the shapes used?
B. Presentation
• Define the terminologies under Check the Meaning on p. 141.
• Discuss different cultural motifs for each tribe and based on their location.
,I
C. Other Activities
• Ask the pupils to do Activity 1: Fabric Design (Part One) on p. 143.
Criteria
The work is
neat and tidy.
1 up
Needs Practice Fair
3
Good
4
Very Good
5
ro
The specified
materials were
used for the
project.
lG
Instructions
were followed.
The work
shows creativity
and imagina-
ba
tion.
The work was
completed and
submitted on
Vi
time.
TOTAL
D. Application
• Ask the pupils to answer Time to Practice on. p. 142.
Answer Key:
Organic Shapes
29
1
3
4
5
7
8
9
Geometric Shapes
2
.
6
nc
10
IV. Evaluation
• Ask the pupils to write down the clothes worn by each tribe:
,I
1. Yakan cultural dress
2. Yakan man’s shirt
3. Maranao
4. Maguindanao
5. Yakan Trouser
Answer Key:
1. Semmek
2. Badju Yakan
up
ro
3. Malong
4. Malong
5. Yakan Sawal
lG
V. Assignment
• Ask them to accomplish their Art Pad, p. 145. Advice them to have an advance reading
for the next lesson.
ba
Lesson 4 The Art of Making Connections

I. Objectives
Vi

• learn about the basic concept of weaving materials together;
• identify the different products that our fellow Filipinos weave;
• identify various materials that can be used for weaving; and
• make a banig or mat by following the procedure.
30
II. Subject Matter
TOPIC:The Art of Making Connections
A. Concepts/Ideas
Weaving has been practiced through the years even before Spanish dominated the Philip-
pines. It is used to make baskets, mats, and fabric.
B. Materials
work from previous class, scissors, glue, ruler, pencil, black cartolina, oil pastel, Pho-
tos/Illustrations of different baskets from different tribes/communities in the Philip-
.
pines
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C. References
,I
III. Procedures
A. Motivation
• Show the photos/illustrations of different baskets from different tribes/communities
in the Philippines.
up
• The pupils may be asked about the following:
1. What did you notice about the pattern?
2. Can you identify the shapes used?
B. Presentation
ro
• Teach the pupils the basic concept of weaving and how it works.
• Explain the materials used for weaving. Also, provide examples of objects or prod-
ucts made by weaving.
lG
C. Other Activities
• Ask the pupils to do Activity under Level Up: Fabric Design (Part Two), pp. 151-152.

1 3 4 5
ba
The work is
neat and tidy.
The specified
materials were
used for the
Vi
project.
Instructions
were followed.
31
The work
shows creativity
and imagina-
tion.
The work was
completed and
submitted on
time.
.
TOTAL
nc
D. Application
• Ask the pupils to do the activity under Time to Practice, p. 150.
IV. Evaluation
,I
• Have the pupils answer this identification part.
IDENTIFICATION. Identify the terms used in each sentence.

1. It is strung over the loom vertically and holds the tension while you weave.
up
2. The person who weaves banig is called ________.
3. It is the method of stripping off the material.
4. It is a wooden cub, hammered when weaving.
5. It is the method of keeping the leave soft by rolling the leaves into a ball or cyl-
inder.
ro
6. It is the frame of the entire mat
7-8. Give at least two materials used for weaving.
9-10. Give at least two products that can be made by weaving.
lG
Answer Key:
1. warp
2. pagriras
3. manugbanig
4. sampok
5. paglikid
ba
6. Taytay
7-8. abaca fiber, pineapple, cotton, bark cloth, buri, lemon grass
9-10. clothes, mats, bags, baskets
Vi
V. Assignment
• Ask them to accomplish their Art Pad, p. 154. Advice them to have an advance reading
for the next lesson.
32
II
U N IT
Unforgettable Philippines
Landscapes
.
Lesson 5 Island Hopping
nc
I. Objectives
,I
• identify the different landscapes that can be seen in the Philippines;
• tell what the people do in these terrains; and
• describe the land where the Ivatan, Ifugao, and T’boli live.
II. Subject Matter

TOPIC:Island Hopping
A. Concepts/Ideas
up
The livelihood of the people depends on the terrain of the area in which they live.
ro
B. Materials
pen, book, notebook, board, pictures
lG
C. References
III. Procedures
A. Motivation
ba
• Have the pupils observe the pictures of different terrains on Get Started, p. 158.
• After observing the pictures, ask them to answer the questions from Carry On and
Listen to their answers.
B. Presentation/Discussion
Vi
• Recall the different landforms and water forms in the Philippines and let them iden-
tify where the mentioned different landforms and water forms can be found. Ask
also the learners to answer the following:
1. What do you think is the primary livelihood of those people who lived near in the
different water forms?
2. What do you think is the primary livelihood of those people who lived near in the
different landforms?
33
• Show the map of Batanes, Cordillera, and South Cotabato.
• Ask the pupils on what have they observed in these three different places and what
do they think is the primary livelihood of the people living in these places.
• Have the pupils describe the land where they live and discuss with the class its ge-
ographical location.
• Ask the pupils on what do they think their places affects the way they lived.
• After analyzing the question, discuss and describe the land where they lived and
how does their location helps them in their daily lives.
.
C. Other Activities
• Let the pupils accomplish the exercise below.
nc
Directions: Write TRUE if the statement is correct and if it is false, changed the un-
derlined word with the correct answer.
__________ 1. In Cordilleras, the wealthy or the upper class, are known as
kadangyan.
,I
__________ 2. Ivatan live in the mountain of Cotabato near three major lakes;
Lake Sebu, Lake Lahit, and Lake Selutan.
__________ 3. Ifugaos are fisher folk and they depend on the sea for their livelihood.
up
__________ 4. Since Cordilleras is a characterized by rugged terrain, river valleys,
and massive forest so their livelihood revolves around rice.
__________ 5. Batangas is rich and diverse biological ecology, from flora to fauna,
from rolling hills to wondrous beaches.
ro
Answer Key:
1. True
2. T’boli
3. True
lG
4. True
5. Batanes
• The activity on the book from the part Time to Practice, p. 163 may also be given as
an additional activity to the pupils.
D. Application
ba
• Ask the pupils to accomplish the activity under Level Up, pp. 164-165. Explain the
rubric for evaluation.

1 3 4 5
Vi
The work is
neat and tidy.
The specified
materials were
used for the
project.
34
Instructions
were followed.
The work
shows creativity
and imagina-
tion.
The work was
completed and
.
submitted on
nc
time.
TOTAL
IV. Evaluation
• Ask the pupils to answer the formative test.
,I
Directions: Fill in the blanks with the correct answer.
1. The Philippines is divided into three group of islands: Luzon, _____, and Mindanao.
up
2. _____ and farming is the principal work in the cordilleras.
3. 3. T’boli are also known as _____.
4. The highest point in the country is the peak of Mount Apo found in _____.
5. _____ is one of the most famous site in the province of Ifugao and once been hailed
the “eight wonder of the world”.
ro
Answer Key:
1. Visayas
2. Agricultural terracing
3. metalsmiths
lG
4. Mindanao
5. Banaue Rice Terraces
V. Assignment
• Bring cut-out pictures of different livelihood found near the valley and near the water
ba
forms.
• Ask the pupils to do their Art Pad on p. 167.
Vi
35
Lesson 6 Dream Weavers
I. Objectives
• appreciate the art of dream weaving from the T’boli;
• discuss the T’nalak festival; and
• understand how they tap into their dreams to create something that is integral to their
culture.
.
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II. Subject Matter
TOPIC:Dream Weavers
A. Concepts/Ideas
T’nalk fabrics are unique. Designs are kept within the family and passed on from genera-
,I
tion to generation. They can only be exchanged upon marriage.
B. Materials
pen, book, different types of fabric, T’nalak, art materials
C. References
up
ro
III. Procedures
A. Motivation
• Preapare pictures of different types of fabrics in the Philippines and paste them on
the board. Let the pupils guess the names and identify which part of the Philippines
lG
can be found the given photos. Have them also share with the claas their insights
about the photos.
• Tell the pupils that there are different types of fabrics in the Philippines used by our
natives and one of them is the T’boli and they are known as “dream weavers.”
ba
• Show examples of T’boli’s weavings and discuss how do they value their works.
• Introduce and discuss the history of the art of making T’nalak.
• Provide an example of T’nalak and demonstrate how to make their traditional fab-
ric hand-woven from Abaca fibers or show an example of a finish product of their
Vi
hand-woven design.
• Ask the pupils of the question: “What is the importance of T’nalak to the T’bolis’
culture and how does it contribute to our country.
C. Other Activities
• Have the pupils answer the exercise below.
1. T’boli are not only known as fisher folk, but more also as _________.
36
2. _________ is the traditional fabric hand-woven from Abaca fibers of T’boli.
3. The _________ of T’boli start learning the craft starting from a young age.
4. T’nalak has traditionally three primary colors – red, black, _________.
5. The _________ is taken from the three, cleaned, dried, and then separated into
strands.
Answer Key:
1. dream weavers
2. T’nalak
.
3. Women
4. original color of abaca leaves.
nc
5. Abaca fiber
• The activities from the part Time to Practice on pp. 172-172 may be given as an ad-
ditional activity to the pupils.
D. Application
,I
• Discuss the activity for Level Up on pp. 173-174. Set deadline for submission of work.
Explain for the evaluation.
up
Rubrik for Painting Making
Used tools, ideas, and process skillfully
Produced well-crafted project
showed creativity and originality in forming design
ro
applied art elements and principles of design in neat
visual details
Used time and materials wisely
lG
TOTAL
Very Good .......................................10 points

Good ................................................10 points
Average ...........................................10 points
ba
Needs Improvement .......................10 points
IV. Evaluation
• Ask the pupils to bring out their art materials (water color or oil pastel, bond paper, and
pencil) and let them create their own design using the art materials.
Vi
V. Assignment
• Ask the pupils to answer the following questions:
1. What is T’nalak?
2. How do T’boli create T’nalak?
3. Why is it very unique and treated with care than other fabric cloth?
37
• Ask them to answer their Art Pad.
Lesson 7 Festive Islands

I. Objectives
.
• focus on one festival study the costumes that they wear during;
nc
• take a closer at the accessories that they wear; and
• look at the designs and colors, and see their significance in the community’s culture.
II. Subject Matter
,I
TOPIC:Festive Islands
A. Concepts/Ideas
Kaamulan Festival is a gathering of the seven tribes in the Province of Bukidnon. They
are Bukidnon, Higaonon, Talaandig, Manobo, Matigsalug, Tigwahonon, and Umayammon.
tion of the province of Bukidnon.

B. Materials
up
It starts in the middle of February and lasts until the 10th of March, on the day of the founda-
pen, book, notebook, video clip or slideshow presentation

ro
C. References
lG
III. Procedures
A. Motivation
• Show a video clip or slideshow that shows the different festivals of the Philippines.
• After the presentation, ask the pupils of the following questions:
ba
1. Which among the festivals shown have you gone to?

2. Do you enjoy watching it?
3. Can you describe their costumes?
B. Presentation
Vi
• Introduce the history of festival in the Philippines (You may also use trivia in the
discussion).
• Show picture of Kaamulan Festival and let the pupils identify where is the celebra-
tion being held. From the picture, tell the pupils that the Kaamulan Festival is also
known as the Festival of Seven Tribes.
• Show the traditional garbs wear by the natives by the use of the picture and discuss
its design’s meaning.
38
• After the discussion, have a brief generalization of the topic.
C. Other Activities
• Have the pupils answer the exercise below.
Directions: Write True if the statement is correct and False if the statement is in-
correct.
______ 1. The Kaamulan Festival is also known as the Festival of Seven Tribes.
______ 2. One of the first seven tribes are the Maranao.
______ 3. The MassKara Festival starts in the middle of February and lasts until
.
the 10th of March.
______ 4. The women of Talaandig tribe are expert embroiderers and patchwork
nc
makers.
______ 5. The Tigwahonon tribes are known as traders.
Answer Key:
1. True
,I
2. False
3. False
4. True
•
to the pupils.
D. Application
5. True
up
The activity from Time to Practice on p. 182 may be given as an additional activity
ro
• Discuss the activity for Level Up, pp. 182-184. Set deadline for submission of work.
Rubrik for Mural Making

lG
Used tools, ideas, and process skillfully

Produced well-crafted project
showed creativity and originality in forming design
applied art elements and principles of design in neat
visual details
ba
Used time and materials wisely

TOTAL
Very Good .......................................10 points

Vi
Good ................................................10 points

Average ...........................................10 points
Needs Improvement .......................10 points
39
IV. Evaluation
Directions: Read each statement below. Identify the materials being described in each
item.
______ 1. It is a regular carrying bag of a datu where kamana, panaru and other things
are placed.
______ 2. It is a triangular in shape and is decorated with beads, hairs of goats as edg
ing.
______ 3. This design is used as a crown of the supreme datu or the high priest.
.
______ 4. It is a small bag made of rattan decorated with beads, buttons, hair of wild
nc
animals edging.
______ 5. It is a necklace made out of thread and logbak and is attached to both ears.
Answer Key:
1. Kalupi
,I
2. Tangkulo
3. Solang-solang
4. Tangkulo
5. Balaring
V. Assignment
•
up
Ask the pupils to cut-out pictures of costumes that represents the seven tribes during
Kaamulan Festival.
ro
• Ask them to do their Art Pad on p. 186.
8 The Country of Smiles and Music

lG
Lesson
I. Objectives
ba
• discuss the history and significance of the event; and

• demonstrate understanding of the designs and colors of the costumes and see their sig-
nificance in the community’s culture.
II. Subject Matter

Vi
TOPIC:The Country of Smiles and Music

A. Concepts/Ideas
Ati-atihan is a festival that is celebrated in Aklan, Panay, in honor of the first settlers of
this island, the Ati. The festival’s name means “to be like the Ati.” It commemorates the arrival
of Malay settlers in the island, or how they became one with the locals, and how they became
40
“like the Ati.”
B. Materials
pen, book, notebook, art materials
C. References
III. Procedures
.
A. Motivation
nc
• Ask the pupils what they already know about the island, “Kalibo, Aklan.” Let the
them express their insights about the place.
B. Presentation
• From their answers, tell to the pupils that one of the feast annually held in Kalibo,
,I
Aklan is the Ati-atihan which commemorates the arrival of Malay settlers in the
island, or how they became one with the locals, and how they became “like the Ati.”
• Show a map of Region 6 and point out the location of Kalibo, Aklan. Discuss its geo-
val which is Ati-atihan.

up
graphical location and its brief history.
• Present the different cultures and values of Kalibo, Aklan and focus on their Festi-
• Discuss how Ati-atihan started and when it is celebrated. Ask the pupils about what
they think is the significance of Ati-atihan festival.
ro
• Show pictures of Ati-atihan Festival and discuss how this feast celebrated.
• Tell the pupils to observe on the designs and colors of their costume and ask them
what have they notice and observe and then discuss it.
• Have a short generalization of the topic.
lG
C. Other Activities
• Ask the pupils to prepare their art materials (coloring materials, pencil, and bond
paper) and let them create their own design of costumes in Ati-atihan festival.
• The activity from Time to Practice, p. 190 may be given as an additional activity to
the pupils.
ba
D. Application
• Discuss the activity for Level Up, pp. 191-192. Set deadline for submission of work.
Vi
IV. Evaluation
• Ask the pupils to answer the formative test below.
Directions: Write TRUE if the statement is correct but if it iss false, change the under-
lined word to make the whole statement true.
_____ 1. MassKara Festival is one of the oldest fiestas celebrated in the country.
_____ 2. There are about 10 to 50 fiestas being celebrated in towns, cities, and provinc
41
es around the Philippines each month.
_____ 3. Ati-atihan fiesta celebrates an important time in the Aeta’s history.
_____ 4. Ati-atihan is a festival that is celebrated in January in Aklan, Panay, in honor
of the first settlers of the island, the Ati.
_____ 5. The phrase “Hala Bira! Pwera Pasma!” is chanted as they danced along the
streets from morning unril sundown, rain or shine.
Answer Key:
1. Ati-atihan
.
2. 70 to a hundred
3. True
nc
4. True
5. True
V. Assignment
,I
• Have the pupils explain how Ati-atihan is celebrated in Kalibo, Aklan in 7 to 10 sentenc-
es.
• Ask them to accomplish their Art Pad on p. 194.
up
ro
lG
ba
Vi
42
III
U N IT
Relief Printmaking
Lesson 9 Creating Relief Prints
.
nc
I. Objectives
• discover the process of creating relief prints;
,I
• appreciate how relief prints make the work more interesting and harmonious in terms
of the elements involved;
• identify and explain the different types of relief prints;
•
•
up
enumerate the materials used in relief printing; and
create relief prints using potato and clay.
II. Subject Matter

TOPIC:Creating Relief Prints
ro
SUBTOPICS: Relief Printsdf Relief Printing and Its Various Types, Relief Printing Technique
A. Concepts/Ideas
Relief print is the most ancient form of printmaking. It is created by printing the
surface of an object and by inking the surface and impressing it on paper or cloth or by
lG
rubbing the paper over the textured object using crayons or pastel.
B. Materials
pen, book, notebook, paint, bond paper, relief printing sample
C. References
ba
Author, et al. Living with Music, Art, Physical Education, and Health 4, Quezon City:
Vibal Group, Inc., 2018.
III. Procedures
A. Motivation
Vi
• Show a finish product of relief printing and ask the pupils if they know what type of
printing is the artwork.
• From the motivational part, tell the pupils that the printed thing is called relief
printing and made of woodcut and it is one of the most widely used form of a relief
printing.
43
• Introduce the relief printing and its various types.
• Show a demonstration how relief printing is made and discuss the different relief
printing techniques by the use of visual materials.
• Have a short generalization of the topic and ask the student of what have they learn
in the topic.
C. Other Activities
• Ask the pipils to bring out their art materilas (leaf, textile paint or fabric paint, bond
paper, and news papers).
.
• Ask them to create their own relief prints guided by the procedure below.
a. Choose leaves that is dry and still fresh.
nc
b. Lay newspapers down in your work surface.
c. Choose any color and paint the surface of the leaf with paint.
d. Flip the leaf paint side down onto the paper and make sure that it is firmly press
in the paper.
,I
e. Peel the leaf from the paper.
f. Repeat with same leaf and different leaves and form your design.
D. Application
IV. Evaluation
•
up
• Ask the pupils to do Level Up on pp. 204-205.
Ask the pupils to answer the formative test.

ro
1. ________ is the most ancient form of printmaking.
2. ________ originated in China about 105 AD.
3. ________ first appeared in Europe around the 15th century.
4. ________ is the most widely used form of relief printing where a wooden block is used
lG
to produce the image.

5. In ________ technique, the artist collect random objects of varied textures to glue
onto a plate.
6. ________ is produced by carving out certain areas of a drawing in a linoleum or rub-
ber sheet.
ba
7. In ________, ink is applied to the raised surface of the block.

8. ________ is a steel tool with a V-shaped cutting tip caused by artists to engrave fine
lines on a wooden block.
9. Use ________ to press the back paper of the paper on the block to transfer the image
from the block to the paper.
Vi
10. Apply ________ on the raised surface using a roller or bray.
Answer Key:
1. relief printing 6. linocut
2. Printmaking 7. woodcut techniques
3. relief printing 8. burin
4. woodcut techniques 9. barren or flat object
5. collagraph 10. ink
44
V. Assignment
• Ask the pupils to do the following:
1. Briefly discuss the history of relief in five sentences.
2. Explain the different techniques used in relief printing.
Lesson 10 Relief Printing Using Ethnic

Motif Designs
.
nc
I. Objectives
• distinguish whether an ethnic motif designs show repeated, alternated, or radial pat-
,I
tern;
• draw ethnic motifs and create a design by repeating, alternating, or by radial arrange-
ment; and
• appreciate a work of art.
II. Subject Matter

TOPIC:
up
Relief Printing Using Ethnic Motif Designs
SUBTOPICS: Ethnic Motif Designs
ro
A. Concepts/Ideas
In alternated ethnic motif design patterns are drawn alternately either vertically or
horizontally while in repeated ethnic motif shapes, colors, and other elements or designs
are used repeatedly.
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B. Materials
pen, book, notebook, art materials, visual aids, bond paper
C. References
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III. Procedures
A. Motivation
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• Have the pupils observe the picture on Get Started, p. 208 and ask them to answer
the follow up questions on Carry On.
• From the Get Started part, tell the pupils that the ethnic designs shown on the prod-
ucts have different patterns.
• Recall the previous lesson about relief printing.
• Show different patterns of designs and tell them that these are the examples of eth-
45
nic motif designs.
• Discuss the ethnic motif designs by showing an example of it and let the pupils dis-
tinguish the patterns of each designs which is used by the ethnic group.
• Ask the pupils how ethnic motif designs classified and follow it with discussion.
• Have a short generalization of the topic.
C. Other Activities
• Ask the pupils to draw in a one whole sheet of paper the different ethnic motif de-
signs and color it.
.
D. Application
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• Ask the pupils to answer Activity B under Time to Practice, p. 213.
• Let the pupils do Level Up: Appreciating Artworks on p. 214-215. Explain the rubric
for evaluation.
IV. Evaluation
,I
Directions: Study and identify the given pictures of ethnic motif designs. What pattern
was used in each design. Write alternated, repeated or radial on the blank.
Answer Key:
1. Geometric motifs
2. Natural motifs
3. Stylized motifs
up
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4. Abstract motifs
5. Geometric motifs
V. Assignment
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• Ask the pupils to bring any cloth that has different ethnic motif designs for tommorow’s
discussion.
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Lesson 11 Creating a Relief Master

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I. Objectives
• create a relief master or mold using additive and subtractive process;
• create the relief mold using found material, hard foam, cardboard shapes glued on wood,
strings and buttons, old screws, and metal parts glued on wood or cardboard; and
• display the finished artwork for others to critique and discuss.
46
II. Subject Matter
TOPIC:Creating a Relief Master
A. Concepts/Ideas
Relief master is a tool created to serve as a pattern or matrix to replicate designs or
print. There are two process in creating a relief master: additive and subtractive.
B. Materials
pen, book, notebook, material things use in relief painting
C. References
.
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III. Procedures
A. Motivation
,I
• Show an example of a relief master to the pupils and let them identify what kind of
art is it.
• Ask the pupils of the following:
1. What do they know about relief master?
2. How was it form?
up
• Tell the pupils that relief master is a tool created to serve as a pattern or matrix to
replicate designs or print and there is two process in creating it which is additive
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and subtractive.
• Show an example of additive process and subtractive process and ask the pupils to
differentiate it and what have they observed in each picture.
• From their answers discuss each differences and how is it done.
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• Demonstrate how they can create a relief master through additive and subtractive
process and discuss it.
C. Other Activities
• Ask the pupils to create their own relief master using additive and subtractive pro-
cess.
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D. Application
• Ask the pupils to do Activities under Level Up, pp. 222-223. Set deadline for submis-
sion of works and explain the rubric for evaluation.
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1 3 4 5
The work is
neat and tidy.
47
The specified
materials were
used for the
project.
Instructions
were followed.
The work
shows creativity
.
and imagina-
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tion.
The work was
completed and
submitted on
time.
,I
TOTAL
IV. Evaluation
•
up
Ask the pupils to answer the formative test.
Directions: Identify the process in creating relief master. Write additive or subtractive
on the blank.
________ 1. Show a picture or illustration of a boy who is assembling found
materials to form a toy car.
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________ 2. Show a picture of a man who is carving the wood to form an image.
________ 3. Show a picture of a girl who is forming an image using clay.
________ 4. Show a picture or illustration of a girl who is assembling found materials
to form a doll.
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________ 5. Show a picture of a boy or girl who is carving a potato to form a letter.
Answer Key:
1. Additive
2. Subtractive
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3. Subtractive
4. Additive
5. Subtractive
V. Assignment
Vi
• Ask the pupils to create their own design of additive and subtractive process and have
name on it and bring it next meeting.
48
Lesson 12 Creating Prints Out of Found Materials
I. Objectives
• explore the texture of each material and describe its characteristic;
• print reliefs using found materials and discuss the finished artwork; and
• participate in a school, district, division exhibit and culminating activity in celebration
.
of the National Arts Month (February).
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II. Subject Matter
TOPIC:Creating Prints Out of Found Materials
A. Concepts/Ideas
We can make art by the things we can found in the environment. Everything that we
,I
can see in our environment can be used in printing.
B. Materials
pen, book, art materials, leaf, stone, empty bottle
C. References up
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III. Procedures
A. Motivation
• Show a leaf, stone, and an empty bottle to the pupils and ask them if what kind of
art can be made from the materials presented.
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• From their answers tell the pupils that they can create art in everything that they
found in their environment.
• Ask the pupils of the question: “What are the things that they have seen around
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them and let them enumerate it.

• Discuss how those materials they have seen in their environment can be used in art.
• Show and explain to the pupils how they can be creative in making an art through
the things that they’ve seen in the environment.
C. Other Activities
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• Ask the pupils to go outside to pick at least five (5) material things that they have
seen in the environment and let them think what art they can produce to it (Give
them enough time to make their own artwork).
D. Application
• Ask the pupils to do Activities under Level Up, pp. 230-231. Set deadline for submis-
sion of works and explain the rubric for evaluation.
49
1 3 4 5
The work is
neat and tidy.
The specified
materials were
used for the
.
project.
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Instructions
were followed.
The work
shows creativity
and imagina-
,I
tion.
The work was
completed and
submitted on
time.
TOTAL
up
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IV. Evaluation
Directions: Write True if the statement is correct and False if incorrect..
________ 1. Materials found in the environment have the same textures.
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________ 2. Everything that you see in your environment cannot be used in printing.
________ 3. A tactile texture is the actual texture of the object when touched.
________ 4. Visual texture is the perceived texture of an object as the viewer sees it,
and may or may not be its actual texture.
________ 5. You can use different textures in making designs.
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Answer Key:
1. False
2. False
3. True
4. True
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5. True
V. Assignment
• Ask the pupils to create their own greeting card designs with the use of things they’ve
seen in their house.
50
IV
U N IT
Ethnic Folk Arts and Designs
13 The Colorful World of Tie-Dyeing
.
Lesson
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I. Objectives
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• differentiate tied-yeing traditions in China, Japan, Indonesia, and the Philippines;
• demonstrate understanding of value as an element of art; and
• create a tie-dye project.
II. Subject Matter

TOPIC:The Colourful World of Tie-Dyeing
A. Concepts/Ideas
up
Tie dye is a technique of dyeing fabrics using bright colors as many as you want.
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Processes used in tie-dye are folding, twisting, pleating, crumpling and binding.
B. Materials
t-shirt papers, coloring materials, pictures, white cotton handkerchief, rubberbands,
baby wipes, clothes pin, paper towels, old newspaper
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C. References
III. Procedures
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A. Motivation
• Provide several t-shirt papers (the size of the t-shirt can be 1/4 bond paper). Then,
distribute these to the class.
• Let the pupils have their own design on the t-shirt using any coloring materials.
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• The activity will last within five minutes.
B. Presentation
• Introduce to the class the tie-dyeing and its method of designing.
• Present to the class the following pictures:
1. Chinese tie-dye
2. Japanese tie-dye
51
3. Indonesian tie-dye
4. Philippine tie-dye
• Have the pupils observe the different design of each t-shirt. Then, discuss the meth-
ods and designs of tie-dyeing of each country.
• Then present to the class the modern tie-dying.
• Highlight to the class the definition of value in tie-dyeing.
• Refer to pp. 240-244 of the textbook for content reading.
C. Other Activities
.
• Have the pupils prepare the materials need and discuss the procedures for Level Up
on p. 246.
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• Use the rubric on p. 247 for the checking.
D. Application
• Ask the pupils to answer Time to Practice on p. 245.
,I
Answer Key
1. Tie-dyeing
2. Dye
IV. Evaluation
3. Shibori
4. Pelangi
5. Mandaya
up
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• Ask the pupils to do a reflection about the things they have learned about the lesson.
Use Art Pad on p. 249
V. Assignment
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• Have an advance reading about dagmay cloth refering on pp. 250-252.
Lesson 14 The Dagmay Cloth of Mandaya

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I. Objectives
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• identify the tiedyed crafts of the Mandaya Tribe;

• demonstrate understanding of the need for careful practice and faithful repetition of the
steps to produce good designs; and
• create a tie-dyed tshirt following a step-by-step procedure.
52
II. Subject Matter
TOPIC: The Dagmay Cloth of Mandaya
A. Concepts/Ideas
Dagmay is an abaca woven cloth with intricate designs. It is distinguished from other
tribal weaving by the intricate figures and patterns depicting the folklores and beliefs of the
Mandaya Tribe. The Mandaya tribe use human and crocodile motifs to their highest expres-
sion weaving.
B. Materials
.
picture, 5 dagmay cloths, laptop and projector, fabric dye, item to be dyed, table salt, rub-
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ber bands, large pot or container, long-handled utensil, rubber gloves, large towel, cleaning
items, old newspaper
C. References
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Video Link: https://www.youtube.com/watch?v=s4QExFHv2QE
III. Procedures
A. Motivation
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• Provide the pictures in Get Started on p. 250. Have them describe and differentiate
the clothing used by the Filipino cultural communities;
• After that, let them answer Carry On on the same page.
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B. Presentation
• Have a short introduction about the dagmay.
• Provide five samples of real dagmay cloth and pass them all to the class.
• Call several pupils to describe the characteristics of the dagmay they have looked
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over.
• Discuss thoroughly the topic about the dagmay cloth refering on pp. 251-252.
• Let the pupils watch a video on how to make dagmay. Use the video link below:
https://www.youtube.com/watch?v=s4QExFHv2QE
C. Other Activities
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• Have the pupils do the activity in Level Up on pp. 254-255. Provide the needed ma-
terials and the things to do. Use the rubric for the checking.
D. Application
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Answer Key
1. cultural communities
2. richest cultural heritage
3. human, crocodile
53
4. muds, roots
5. blanket
IV. Evaluation
Use Art Pad on p. 257.
V. Assignment
• Have an advance reading about banig of Basey Samar refering on pp. 258-260.
.
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Lesson 15 The Unique Mat Weaving Tradition of
Basey, Samar
,I
I. Objectives
•
•
•
up
At the end of the lesson, the pupils will be able to;
discuss the intricate designs of mats woven in Basey, Samar and Romblon;
create one’s own woven place mat; and
use a combination of colors to show the principle of repition.
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II. Subject Matter
TOPIC: The Unique Mat Weaving Tradition of Basey Samar
A. Concepts/Ideas
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Weaving is an ancient form of arts handed over from genereation to generation. It

is the interlacing of two or more threads or pieces of material in order to create a joined
structure.
B. Materials
bond paper, coloring materials, laptop and projector, 2 construction paper of different
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colors, ruler, pencil, scissors, glue
C. References
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III. Procedures
A. Motivation
• Ask the pupils to bring out their bond paper.
• Ask them to fold the paper four times horizontally then open the paper. Then, fold
again the paper three times vertically to form a paper 16 by 8.
54
• Let the pupils have their own design on the paper by coloring the boxes. After that,
let the pupils show the finish product to the class.
• The activity must be done within five minutes.
B. Presentation
• Call several pupils to describe and identify the usage of banig.
• Then, proceed to the discussion about the mat weaving tradition of Basey Samar
refering on pp. 259-260.
• Play a video that shows how the naglalara and tagaburda do a banig.
.
C. Other Activities
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• Let the pupils provide the materials needed on the activity. It is important to discuss
first the instructions on what to do before executing the activity. Use Level Up on pp.
262-263.
D. Application
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Answer Key
1. true
2. false
3. false
4. true
5. true
up
6. true
7. false
8. false
9. true
10. true
11. false
12. true
13. false
14. true
15. true
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IV. Evaluation
• The class will be ask to do their Art Pad on p. 265.
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V. Assignment
• Have an advance reading about mats in Tawi-Tawi refering on pp. 267-268.
16
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Lesson Tawi-Tawi’s Woven Wonders

I. Objectives
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• discuss the intricate designs of mats woven by the Badjao and Samal in Tawi Tawi;
• weave one’s own friendship bracelet; and
• instill the importance of respecting others opinion by appreciating one’s choice.
II. Subject Matter
55
TOPIC:Creating Paper Bead Jewelry
A. Concepts/Ideas
Cultural Communities use different designs, colors and materials in weaving to
showcase their culture and traditions.
B. Materials
pictures, map of the Philippines, yarn, chip board, scissors, circle template
C. References
.
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III. Procedures
A. Motivation
• Provide images of the following:
,I
1. Badjao mat
2. Samal mat
• Ask the pupils to describe and observe each picture.
B. Presentation
up
• Provide a map of the Philippines. Then, pin-point Tawi-Tawi on the map. Ask the
pupils to describe the island of Tawi-Tawi base on the Philippine map.
• Proceed to the discussion about the mats in Tawi-Tawi.
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• Describe and discuss thoroughly the characteristics of Badjao mat and Samal mat
refering on pp. 267-268.
C. Other Activities
• Have the pupils work on Level Up on p. 270-271. It is important to provide the need-
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ed materials and discuss first the procedure before doing the said activity. Use the
following rubric for the checking.
D. Application
• Let the pupils answer Time to Practice on p. 269.
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Answer Key:
1. c
2. c
3. c
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4. d
5. n
6. c
7. d
8. d
56
IV. Evaluation
Use Art Pad on p. 273.
V. Assignment
• Prepare for Unit Test.s
.
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up
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ba
Vi
57
PHYSICAL EDUCATION:
I
U N IT
Physical Fitness and Target and

Fielding Games
.
Lesson Physical Fitness
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I. Objectives
,I
• identify the different fitness components; and
• describe the Filipino Pyramid Activity Guide.
II. Subject Matter

TOPIC: Physical Fitness
A. Concepts/Ideas
up
Physical fitness refers to the ability of the body to function well. Having a physically
fit and healthy body helps in accomplishing daily activities properly. The two categories
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of fitness are health-related and skill-related fitness components.
B. Materials
pictures of physical activities, instructional materials, bond paper
lG
C. References
III. Procedures
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A. Motivation
• Post pictures of physical activities on the board. Then ask the pupils to look at the
pictures. Call for some pupils to tell what physical activities are shown in the pic-
tures.
• Read clearly the instructions and let the pupils answer Get Started on p. 278. The
Vi
answers of the pupils may vary.

• Then ask them the following questions:
1. Are you familiar with the activities above?
2. How many pictures did you cross out?
3. Why are they considered inactive activities?
58
B. Presentation
• Post the term physical fitness on the board. Call several pupils to share what they
know and have them provide examples about it.
• Enumerate the fitness components related in health. Elaborate to the class the
meaning of each component. Then give examples of each. Call several pupils to prac-
tice the activities that are related to each component.
• Give the definition of each skill-related fitness components or the so-called motor
fitness. Provide some concrete examples of each.
• Discuss and present the Filipino Pyramid Activity Guide to the class. Then give its
.
importance to the health of each Filipinos.
nc
• After the discussion, explain to the pupils the importance of knowing different phys-
ical activities that are good for the body.
C. Other Activities
• As the pupils to fill up the Filipino Pyramid Activity Guide on Level Up, p. 286.
,I
D. Application
• Ask the pupils to bring out their quiz pad and answer the following questions:
1. What are the different fitness components?
IV. Evaluation
•
up
2. What is Filipino Pyramid Activity Guide? Tell something about it.
Ask the pupils to answer the Time To Practice, p. 285.

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Answer Key:
HEALTH-RELATED FITNESS SKILL-RELATED FITNESS

COMPONENTS COMPONENTS
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Body Composition Agility

Cardiovascular Fitness- Balance
Flexibility Coordination
Muscular Strength Power
Muscular Endurance Reaction Time
Speed
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V. Assignment
• Ask the pupils to do the Fitness Card on p. 289.
• Ask them to have an advance reading on the next lesson, Coordination, Muscular
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Strength, and Power.
59
Lesson 2 Coordination, Muscular Strength, and
Power
I. Objectives
• explain coordination, muscular strength, and power as fitness components;
• identify areas for improvement of fitness level;
.
• participate in exercises to improve fitness; and
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• self-evaluate fitness levels of coordination, muscular strength, and power.
II. Subject Matter

TOPIC: Coordination, Muscular Strength, and Power
,I
A. Concepts/Ideas
Coordination is a skill-related fitness component that uses different parts of the
body. Muscular strength is a health-related fitness component where maximum force
is exerted against resistance. And power is a skill-related fitness component that com-
B. Materials
up
bines strength and speed in doing an activity.
instructional materials, handkerchief

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C. References
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III. Procedures
A. Motivation
• Read the instructions on Get Started, p. 290.
• Call two to three pupils and ask them to describe what the children are doing on the
illustration.
• Ask them the following questions:
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1. Can you think of the fitness components they are using?

2. Do you think you can do the same?
• Have the class realize that the activities on the following pictures are targeting
games and striking/fielding games. Have a short introduction about the said games.
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B. Presentation
• After explaining, discuss to the pupils how target games and striking/fielding games
can help our body to be healthy.
• Discuss the fitness components used to utilize the games (coordination, muscular
strength, and power).
• List five to six sports then discuss the related fitness components of the first two
sports. The rest of the sports will be tackled by the pupils.
60
C. Other Activities
• Ask the pupils to do the activities on Level Up, pp. 296-300. Grade their performance
using the rubric below. Circle the number that best described the performance. Let
1 be the lowest and 5 be the highest.
Handkerchief Throw
Were you able to throw the handkerchief to the desired height and direction
1 2 3 4 5
Were you able to catch the handkerchief after being thrown?
.
1 2 3 4 5
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Can you throw and catch the handkerchief while walking and not stopping?
1 2 3 4 5
Were you able to catch the handkerchief with different body parts?
1 2 3 4 5
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Burpees
Were you able to perform the burpee properly?
1 2 3 4 5
D. Application
2
up
Did you do the repetitions quickly?
3 4 5
• Ask the pupils to bring out their quiz pad and have them answer the following:
1. What are the fitness components?
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2. How well did you perform in the exercises?
IV. Evaluation
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• Ask the pupils to answer the first exercise on Time To Practice, p. 294.
Answer Key:
1. Muscular strength, Power
2. Coordination, Power
3. Muscular strength
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5. Coordination, Muscular strength, Power
7. Coordination, Muscular strength
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V. Assignment
• Ask the pupils to answer the Fitness Card, p. 302.
• Have an advance reading on the next lesson, Target Games.
61
Lesson 3 Target Games
I. Objectives
• participate in target games;
• display joy of effort, respect for others, and fair play during participation in physical
activities; and
.
• improve your coordination and power skills.
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II. Subject Matter
TOPIC:Target Games
A. Concepts/Ideas
Target games are played by aiming to hit or throw a particular object. These games uses
,I
the coordination component to throw objects properly. These kind of games help in improv-
ing fit and healthy body.
B. Materials
can
C. References
up
pictures of targeting and striking/fielding games, instructional materials, slippers,
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III. Procedures
A. Motivation
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• Provide some pictures of the following:

a. hockey goal
b. dart board
c. tin can
d. stack of cups
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e. basketball ring
f. football goal
• Call several pupils to identify and describe each picture. Then let them answer the
following questions.
1. What are the pictures shown above?
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2. Have you used any of these?

3. Where do you think they are used?
4. What do they have in common?
B. Presentation
• Discuss to the class about target games. Make use of the pictures in motivation to
help the pupils visualize the concept of the target game.
62
• Introduce to the class the game Target 5 by giving its meaning and demonstrating
how the game works.
• Then bring out a set of slippers and a can. Let the pupils guess the name of the game
is or have them share their thoughs about the game is. Introduce them Tumbang
Preso.
• It is important for the class to highlight the mechanics of the following games before
proceeding to the actual game.
• After the discussion, explain to the pupils the importance of target games for a
healthy and fit body.
.
C. Other Activities
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• Divide the class into half. The first half will be playing Target 5 and the second half
will be playing Tumbang Preso.
• Divide the first half of the class into small groups composed of four to five members.
Then provide them the following materials needed:
,I
a. 3 balls each group
b. 5 cones per group each group
c. 5 objects of various sizes and weights each group
• Then, the second half of the class are going to play Tumbang Preso. Assign some
prisoners to protect the can.
up
• Facilitate both games at the same time, and after 20 minutes, the two groups will be
shift into different games.
• Rate the pupils using the following rubrics. Also rate their performance and give
feedback for their improvement. Let 1 be the lowest and 5 be the highest score
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Target 5
Self-Assessment
Able to throw the ball underhand 1 2 3 4 5
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Throw can reach the target line 1 2 3 4 5

Can hit a target 1 2 3 4 5
Teacher Assessment
Consistently throws the projectile underhand 1 2 3 4 5
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Smooth movement when throwing underhand 1 2 3 4 5

Can hit the target 1 2 3 4 5
Confident throwing a projectile 1 2 3 4 5
Displays respect and fair play 1 2 3 4 5
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Tumbang Preso
Self-Assessment
Able to throw the “pamato” 1 2 3 4 5
63
Can hit the target with the “pamato” 1 2 3 4 5
Can hit the target and knock it down 1 2 3 4 5
Quick enough not to get tagged 1 2 3 4 5
If it, able to protect the target (if prisoner) 1 2 3 4 5
If it, able to tag another player (if prisoner) 1 2 3 4 5
D. Application
1. Did you have fun participating in target games?
.
2. Do you think your coordination and power has improved?
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IV. Evaluation
• Ask the pupils to answer the Level Up, p 308. Use the rubric below to grade the pupils.
Also give feed back for improvement. Let 1 be the lowest and 5 be the highest score.
,I
Teacher Assessment
Consistently throws the projectile underhand 1 2 3 4 5
Smooth movement when throwing underhand 1 2 3 4 5
Can hit the target
Confident throwing a projectile
Displays respect and fair play
up 1
1
1
2
2
2
3
3
3
4
4
4
5
5
5
V. Assignment
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• Ask the pupils to answer the Fitness Card on p. 310:
List down activities or actions that you do that has a target you aim at. After this
lesson, what will you do to improve your skills?
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Lesson 4 Striking and Fielding Game

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I. Objectives
• describe the skills involved in the game or sport of kickball;
• execute the different skills involved in the game of kickball;
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• practice the fundamental skills required in the game; and

activities.
II. Subject Matter

TOPIC: Striking and Fielding Game
SUBTOPICS: Kickball
64
A. Concepts/Ideas
Kickball is a target game with a goal like baseball. But unlike baseball, a big rubber ball is
needed to play this game.
B. Materials
any kind of ball, instructional materials
C. References
.
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III. Procedures
A. Motivation
• Show any kinds of ball to the class. Let the pupils enumerate the sports that corre-
sponds to the ball. Have them elaborate the things they do to the ball to execute the
,I
sports (ex. throwing, dribbling, kicking, passing, etc.).
• Then give the class the following questions:
1. Have you heard of the sport kickball before?
B. Presentation up
2. Do you know the skills required in the sport?
• Introduce to the class the kickball. Highlight to the class that kickball is closely re-
lated to baseball. Then discuss the components and the rules in playing kickball.
• Post to the class the instructions in playing kickball. It is important for the pupils to
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understand the instructions to execute the said sports.
C. Other Activities
• Ask the pupils to do the Level Up on p. 316:
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Play the game of kickball and let the pupils rate themselves on how they thin
they performed. Also, rate the pupils using the rubric below and give feedback
for improvement.
O – Outstanding
VG – Very Good
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G – Good
S - Satisfactory
Assessment:
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Understand the rules of the game O VG G S

Can catch the ball O VG G S
Has the correct timing to approach the ball O VG G S
Kicks the ball with strong force O VG G S
Displays respect and fair play O VG G S
D. Application
65
1. What is kickball?
2. What are the fitness components used in playing kickball. Explain each.
IV. Evaluation
• Ask the pupils to answer the Time To Practice on p. 315.
Answer Key:
1. nfield
.
2. First Base, Second Base, Third Base, and Home Plate
nc
3. Outfield
4. another base to the right
V. Assignment
• Ask the pupils to answer the Fitness Card on p. 318.
,I
• Have an advance reading in Muscular Endurance and Cardiovascular Fitness.
up
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lG
ba
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66
II
U N IT
Physical Fitness and
Invasion Games
5 Muscular Endurance and Cardiovascular
.
Lesson
Fitness
nc
I. Objectives
,I
• define cardiovascular fitness and muscular endurance as fitness components;
• perform exercises for cardiovascular fitness and muscular endurance; and
•
II. Subject Matter

TOPIC:
up
improve personal fitness levels in these components.
Muscular Endurance and Cardiovascular Fitness

A. Concepts/Ideas
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Showing concern for others means showing kindness and giving help even to people who
are not belong to our family and school.
B. Materials
lG
pictures of any kinds of sports, dictionary, instructional materials
C. References
ba
III. Procedures
A. Motivation
• Post several pictures of a sports on the board. Ask the pupils to observe the pictures.
Call for some pupils to tell what sports are shown in the pictures and what are the
things they know about those sports.
Vi
• Ask the pupils to open their books on page 324. Have them read the instructions and
ask them to check their favorite sports.
1. Do you know these sports? Which of these sports have you played?
2. Which sports do you think need the players to run for a long period of time?
3. Which fitness components do you think are very important for these kind of
67
sports?
B. Presentation
• Ask the pupils the first thing that comes on their mind when they hear the words
cardiovascular and muscular. Let them use dictionary to look for the meaning of the
those words.
• Discuss the cardiovascular fitness and muscular endurance. Give the relationship of
the two fitness component and several activities or scenarios regarding these.
• After the discussion, explain to the pupils the importance of cardiovascular fitness
.
and muscular endurance in keeping fit and healthy body.
nc
C. Other Activities
• Ask the pupils to do the Level Up, pp. 328-331:
Read the instructions on the book, guide them in doing the activities, and grade
them according to their performance by using the rubrics below.
,I
O – Outstanding
VG – Very Good
G – Good
S – Satisfactory
1.
2.
3.
Jumping Jacks
Arm Press
Squats
up O
O
O
VG
VG
VG
G
G
G
S
S
S
ro
4. Crunches O VG G S
5. High Knees O VG G S
D. Application
lG
1. What have you learned about cardiovascular fitness and muscular endurance?
2. What exercises have you learned? How do you think will those exercises improve
your fitness?
IV. Evaluation
ba

Write down whether the following actions, activities, or sports need only muscular
endurance, or need both cardiovascular fitness and muscular endurance.
Answer Key:
Vi
1. Muscular endurance, Cardiovascular fitness

4. Muscular endurance
68
9. Muscular endurance
10 Muscular endurance
.
nc
V. Assignment
• Ask the pupils to do their Fitness Card on p. 333.
• Have an advance reading on the next lesson, Speed, Agility, Reaction Time.
,I
Lesson 6 Speed, Reaction Time, and Agility
I. Objectives
•
•
•
up
define speed, agility, and reaction time as fitness components;
identify tests that combine these fitness components;
determine the fitness level you are in these components; and
ro
• improve fitness levels for these components.
II. Subject Matter

TOPIC: Muscular Endurance and Cardiovascular Fitness
A. Concepts/Ideas
lG
Speed refers to the movement of the body or a body part in a fast manner. Reaction time
means how fast or slow it takes to react to an object. Agility is the ability of a person to accu-
rately change his body position or direction.
B. Materials
tape measure, marking cones, stopwatch, dictionary, pictures of several sports, in-
structional materials
ba
C. References
Vi
III. Procedures
A. Motivation
• Post the following pictures in front of the class.
a. volleyball
b. basketball
c. table tennis
d. tag
69
e. badminton
f. bowling
g. golf
• Then, let the pupils choose of the pictures of the activities where they can move
quickly.
• Then, ask the following questions to the pupils:
1. How many activities did you circle?
2. How are they different from the activities you did not cross out?
3. What activities forces you to move quickly?
4. Which fitness components do you think are very important for these kinds of
activities?
.
nc
B. Presentation
• Post in front the class vertically the Speed, Reaction Time, and Agility which are
written on a cartolina strip. Let the pupils tell what they know about the fitness
components.
• Write the meaning of the three components below each cartolina strip. Have a dis-
,I
cussion regarding these. Use some video clips to help the pupils visualize what the
components imply.
• Call several pupils to give a concrete scenario where the three fitness criteria are
being highlighted.
C. Other Activities up
• Ask the pupils to do the Activity B on Time to Practice, p. 340.
• Ask the pupils to do Level Up on pp. 341-345. Grade the pupils according to their
ro
performance using the rubric below.
O – Outstanding
VG – Very Good
G – Good
lG
S – Satisfactory
1. Follows the instructions O VG G S

2. Moves confidently O VG G S
3. Changes direction without stopping O VG G S
ba
4. Changes direction quickly O VG G S
D. Application
1. What have you learned about speed, agility, and reaction time as fitness compo-
Vi
nents?
2. How well did you perform during the drills? What should you do to improve your
performance?
IV. Evaluation
• Ask the pupils to answer the Activity A on Time To Practice, pp. 338-340.
70
Answer Key:
1. Reaction time, Speed, Agility
2. Reaction time, Speed
V. Assignment
.
• Have an advance reading on the next lesson, Invasion Games.
nc
Lesson 7 Invasion Games
,I
I. Objectives
•
•
•
up
identify the characteristics of invasion games;
participate in recreational invasion games; and
display joy of effort, respect for others and fair play during participation in physical
activities.
ro
II. Subject Matter
TOPIC: Muscular Endurance and Cardiovascular Fitness
A. Concepts/Ideas
lG
Invasion game is a fun game with the goal of attacking the opponents and invading their
territory. This is usually played by two groups, or a loosing player, also called the It, against
other players. Some sports like basketball or soccer are also included in this game.
B. Materials
instructional materials
ba
C. References
Vi
III. Procedures
A. Motivation
• Ask the pupils to illustrate the courts of basketball, football, and hockey. Base on the
illustration they have made, let them observe the common characteristics of each
court.
• Have them observe the common ways of executing each game.
71
B. Presentation
• Have the pupils look for the definition of invade in dictionary. Let the pupils read
clearly its meaning.
• Discuss the characteristics of invasion game. Show several pictures of these (basket-
ball, hockey, soccer, rugby, etc.).
• Discuss and show the game mechanics of “Buwan-Buwan” and “Lawin at Sisw.” Pro-
vide a videoclip that shows Filipinos playing “Buwan-Buwan” and “Lawin at Sisiw.”
C. Other Activities
.
• Ask the pupils to do the Level Up on p. 353. Grade the pupils according to their per-
formance using the rubric below.
nc
O – Outstanding
VG – Very Good
G – Good
,I
S – Satisfactory
1. Was able to grasp the rules of the games O VG G S

2. Showed skill in reaction time O VG G S
3.
4.
5.
6.
Showed skill in speed
Showed skill in agility up
Showed confidence in participating in the activities
Displayed joy of effort, respect for other, and fair play
O
O
O
O
VG
VG
VG
VG
G
G
G
G
S
S
S
S
ro
D. Application
1. How are invasion games different from other games? Explain
2. Which fitness components do you think are very important in playing invasion
lG
games?
3. How can you improve your fitness level in these fitness components?
IV. Evaluation
ba
Answer Key:
1. YES
2. YES
3. NO
Vi
4. NO
5. NO
6. NO
7. YES
8. YES
9. NO
10. NO
72
V. Assignment
• Have an advance reading on the next lesson, More Invasion Games.
Lesson 8 More Invasion Games

QUARTER 2ndQuarter DURATION 1 day
.
I. Objectives
nc
• participate in more competitive invasion games;
• execute the different skills involve in the game;
• develop physical fitness through play;
,I
• identify the fitness components used in the games; and
activities.
II. Subject Matter

TOPIC:More Invasion Games
SUBTOPICS:
up
Patintero, Stealing Bases (Agawan Base)
A. Concepts/Ideas
ro
A Patintero is a popular Filipino game usually played by two teams on the streets with a
goal of reaching the end line and going back to the starting line without getting tagged by the
opponents. Stealing Bases or Agawan Base is a game with a goal of invading and touching the
base of the other team to score a point.
lG
B. Materials
video clip of a soccer game, instructional materials
C. References
ba
III. Procedures
A. Motivation
• Play the video clip of a soccer game and let the pupils watch. After the video played,
Vi
ask for volunteer to describe what is the video about.

• Ask the class the following questions:
1. What sport is shown in the picture?
2. Is this sport considered an invasion game? Why or why not?
B. Presentation
• Ask the class if they ever played Patintero and Stealing Base or Agawan Base. If
73
there is someone in the class who already played the games, ask them how they are
doing the rules of the games.
• Discuss deeply the topics about Patintero and Stealing Base. Elaborate the mechan-
ics of each game and the equipments to be used.
• After the discussion, explain to the pupils why Patintero and Stealing Bases are not
just games but also physical activities that are good for the body.
C. Other Activities
• Ask the pupils to do the Time To Practice on p. 360.
.
D. Application
nc
1. What is invasion game?
2. What specific fitness components are enhance in invasion game? Elaborate each.
IV. Evaluation
,I
• Let the pupils play the games on Level Up, pp. 361-362. Explain the rubrics for evalua-
tion.
V. Assignment
•
•
up
Ask the pupils to do their Fitness Card on p. 364.
Have an advance reading on the next lesson, Flexibility and Body Composition.
ro
lG
ba
Vi
74
III
U N IT
Physical Fitness and Liki Folk
Dance
.
Lesson Flexibility and Body Composition
nc
I. Objectives
,I
• define flexibility and body composition as fitness components;
• discuss how dancing develop your flexibility and body composition; and
• perform activity to develop your fitness level in flexibility and body composition.
II. Subject Matter

TOPIC: Flexibility and Body Composition
A. Concepts/Ideas
up
Flexibility refers to the ability to move the muscle or joint in its full range. Body compo-
ro
sition refers to the contents of our body and it is measured by getting the body mass index or
BMI.
B. Materials
lG
weighing scale, height ruler or measuring tape, instructional materials
C. References
ba
III. Procedures
A. Motivation
• Facilitate a simple dance.
• Highlight that dancing exercises involves flexibility and body composition of an in-
Vi
dividual
• Then ask them why dancing develop our physical fitness.
B. Presentation
• Post the words flexibility and body composition and their definition on the board. Let
the pupils read the definition of each term one at a time.
• Discuss the flexibility and provide with pictures to help the pupils visualize the topic
(ex. gymnast, dancer, etc).
75
• Through body composition, introduce to the class the Body Mass Index (BMI) and
its formula. Highlight that people with higher BMI numbers are more at risk with
health problems associated with obesity.
C. Other Activities
• Guide the pupils in getting their body mass index. Get the weighing scale and let the
pupils weigh themselves after one another, ask them to take down their weight on
their notebook. After that, ask them to stand beside the height ruler or measuring
tape and get their height. Ask them to write their height beside their weight. Let
.
them solve for their body mass index by using the formula found in the lesson. Let
them write the result on their notebooks and check each of them if they have a nor-
nc
mal BMI or not.
• Ask the pupils to do the Level Up, pp. 376-381.
Guide the pupils in doing the stretching exercises. Grade them according to their
performance using the rubric below. Let 1 be the lowest and 5 be the highest.
,I
CREATERIA CALF HIP AND THIGH SITTING HAMSTRING PECTORAL
Did the
correct
procedure of
stretch.
Alternated
up
between left
ro
and right.
Did the
correct set
of time and
lG
repetitions.
Showed deter-
mination to
do the stretch.
ba
Displayed joy
of effort and
respect for
other.
Vi
D. Application
1. What did you learn about flexibility and body composition?
2. How did you feel when doing the stretching exercises?
IV. Evaluation
• Ask the pupils to answer the Time To Practice, pp. 374-375.
76
Answer Key:
1. Person doing a split
2. Thin person
3. Thin person
4. Muscular person
5. Person standing while trying to touch the floor.
V. Assignment
• Ask the pupils to do their Fitness Card on p. 383:
.
• Have an advance reading on the next lesson, Balance.
nc
Lesson 10 Balance
,I
I. Objectives
•
•
•
•
up
define the concept of balance as a fitness component;
explain the importance of balance in dancing;
identify the types of balance; and
determine and improve your fitness level in balance.
ro
II. Subject Matter
TOPIC: Balance
A. Concepts/Ideas
lG
Balance refers to the ability to keep the body’s equilibrium. The tow kinds of balance is
static and dynamic. Static balance is observed when not moving or when in a stationary po-
sition while dynamic balance is used when moving.
B. Materials
pictures of folk dances in the Philippines, instructional materials, audio player, stop-
ba
watch, gymnastic balance beam / 4 inches wide plank of wood
C. References
Vi
III. Procedures
A. Motivation
• Use the instructions on Get Started, p. 384 and let the pupils answer the activity.
Provide the following pictures:
a. chair
77
b. ladder
c. gymnastics ball
d. balance beam
e. tightrope
f. wood bridge
g. rope bridge
h. box
1. Which of pictures can support a standing person?
.
2. Which of the pictures do you think are difficult to stand on?
nc
3. Why do you think are they difficult to stand on?
B. Presentation
• Present to the class the word Balance. Call several pupils to give their thoughts
about the given word. The pupils are free to use dictionary to have its definition.
,I
• Use the Network Tree type of graphic organizer. Discuss about balance and its two
types, static and dynamic balance. Call for someone to demonstrate the static and
dynamic balance work.
cal activities.
C. Other Activities
up
• After the discussion, explain to the pupils the importance of balance in doing physi-
• Ask the pupils to do the Level Up, pp. 388-389:

Guide the pupils in doing the Static Balance Test and Dynamic Balance Test.
ro
Grade them according to their performance using the rubric below.
Static Balance Test

RATING SCORE (SECONDS)
lG
Excellent > 50
Good 40-50
Average 25-39
Fair 10-24
ba
Poor < 19
Dynamic Balance Test

RATING SCORE (SECONDS)
Vi
Excellent > 50
Good 40-50
Average 25-39
Fair 10-24
Poor < 19
D. Application
78
1. What have you learned about balance?
2. What is the difference between stationary balance and moving balance?
3. How did you feel after learning your fitness level in balance?
IV. Evaluation
• Ask the pupils to do the Time To Practice on p. 387.
Answer Key:
.
1. Static balance
nc
2. Static balance
3. Dynamic balance
4. Dynamic balance
5. Dynamic balance
,I
V. Assignment
• Ask them to have an advance reading for the next lesson.
Lesson 11 Folk Dance: Liki

up
ro
I. Objectives
lG
• describe what folk dances are;

• execute the steps of Liki;
• perform the folk dance Liki; and
• display joy of effort and respect for others.
II. Subject Matter

ba
TOPIC: Folk Dance: Liki

A. Concepts/Ideas
Folk dances are very important part of the tradition and culture of a community. These
are commonly performed during special gatherings and occasions. One example is the Liki
Vi
dance from Bago, Negros Occidental. Liki is a Visayan dance from Bago, Negros Occidental
that they perform during their special gatherings.
B. Materials
pictures of folk dances in the Philippines (Itik-Itik, Tinikling, Pandanggo sa Ilaw,
Maglalatik), music player, Liki dance song
79
C. References
III. Procedures
A. Motivation
• Post the pictures of different folk dances in the Philippines. Then ask some volun-
teers to name and describe the folk dances shown in the pictures.
• Then post a picture of people dancing the Liki. Have the pupils describe the picture.
.
• Let the class know that the picture shown is a dance called Liki.
nc
B. Presentation
• Have an introduction about Liki. Discuss the ways how Liki is being danced.
• After the discussion, demonstrate the actual dance of Liki. Call a student partner to
execute the dance steps.
,I
• Ask the pupils to stand and choose their partners to imitate the dance. Facilitate
and guide them each pair.
• After the discussion, explain to the pupils the importance of folk dances.
C. Other Activities
up
• Ask the pupils to do the Level Up on p. 397:
Guide the pupils in performing the Liki. Grade them according to their perfor-
mance using the rubric below.
ro
O – Outstanding
VG – Very Good
G – Good
S – Satisfactory
lG
1. Performed the steps correctly according to instructions O VG G S

2. Showed fluidity and gracefulness of movements O VG G S
3. Did not disrupt the flow of the dance for others O VG G S
4. Showed confidence in performing the steps O VG G S
ba
5. Displayed joy of effort and respect for others O VG G S
D. Application
1. Tell something about the dance Liki.
Vi
2. Give several steps in dancing Liki.
IV. Evaluation
• Ask the pupils to do the Time To Practice: Activity A on p. 396.
80
Answer Key:
1. F
2. T
3. F
4. F
5. F
V. Assignment
• Ask the pupils to do their Fitness Card on p. 399 and answer the following:
.
1. How do you think dancing Liki improves physical fitness?
nc
2. How can you show value and appreciation of Philippine folk dances?
3. What other Philippine folk dances have you danced before? Relate the experience.
,I
up
ro
lG
ba
Vi
81
IV
U N IT
Physical Fitness and Alahoy and
Ba-Ingles Folk Dances
12
.
Lesson Folk Dance: Alahoy
nc
I. Objectives
,I
• execute different steps used in the Alahoy dance;
• perform the Alahoy dance; and
• display joy of effort and respect for others during participation in physical activities.
II. Subject Matter

TOPIC: Folk Dance: Alahoy
A. Concepts/Ideas
up
Alahoy dance is a Philippine folk dance performed in social mixers.
ro
B. Materials
audio player, instructional materials
C. References
lG
III. Procedures
A. Motivation
ba
• Read the instructions on Get Started on p. 404 and ask for volunteers to answer the
given question.
• Ask them whether they heard of the Alahoy dance.
B. Presentation
Vi
• Introduce to the class the Alahoy dance. Give a trivia about the said dance. Then
discuss the formation and steps in dancing Alahoy.
• After the discussion, demonstrate the actual dance of Alahoy. Call a student partner
to execute the dance steps.
• Ask the pupils to stand and choose their partners to imitate the dance. Facilitate
and guide them each pair.
82
C. Other Activities
• Ask the pupils to do the Time to Practice on p. 407.
Let the pupils practice the steps in dancing Alahoy. Grade them according to
their performance using the rubric below.
O – Outstanding
VG – Very Good
G – Good
S – Satisfactory
.
nc
2. Performed the steps in sync with the music O VG G S
3. Did not disrupt the flow of the performance O VG G S
4. Showed confidence in performing the dance O VG G S
,I
D. Application
1. What have you learned from the Alahoy dance?
IV. Evaluation
•
up
2. How well have you performed the steps and the actual dance of Alahoy?
Ask the pupils to do the Level Up on p. 408.

ro
1. What have you learned from the Alahoy dance?
2. How well have you performed the steps and the actual dance of Alahoy?
O – Outstanding
lG
VG – Very Good
G – Good
S – Satisfactory

ba

Vi
V. Assignment
• Ask the pupils to do their Fitness Card on p. 410 and answer the follwoing:
1. How did the Alahoy dance improved your physical fitness?
2. Recall dances you have performed before. Were these dances performed with a part-
ner?
3. Can you identify specific fitness components developed by dancing Alahoy? How
were these components improved?
83
Lesson 13 Folk Dance: Ba-Ingles
I. Objectives
• discuss the origins of Ba-Ingles dance;
• execute the different skills involved in Ba- Ingles;
• perform Ba-Ingles dance; and
.
• display joy of effort and respect for others during participation in physical activity.
nc
II. Subject Matter
TOPIC:Folk Dance: Ba-Ingles
A. Concepts/Ideas
Ba-Ingles is a folk dance brought in the Philippines with its name derived from the words
,I
Baile and Ingles which means English dance.
The second part of the Ba-Ingles dance is divided into two, Change Places and Honor
Partner. A Saludo step can be followed after the two steps.
up
The third part of the Ba-Ingles dance is divided into five, Forward and Backward, Solo,
Change Places, Honor Partner, and Saludo.
B. Materials
audio player, instructional materials
ro
C. References
lG
III. Procedures
A. Motivation
• Read the instructions on Get Started, p. 411 and ask volunteers to answer the given
question.
• Then ask if they ever heard of the Ba-Ingles dance?
ba
B. Presentation
• After getting the answers of the pupils, discuss the following:
1. What is Ba-Ingles?
2. How to perform the Ba-Ingles
Vi
• After the discussion, explain the importance of studying Ba-Ingles as part of physi-
cal activity.
C. Other Activities
• Ask the pupils to do the Time to Practice on p. 413. Guide the pupils in practicing
the steps of Ba-Ingles dance. Grade them according to their performance using the
rubric below.
84
O – Outstanding
VG – Very Good
G – Good
S – Satisfactory

.
nc
D. Application
1. What have you learned from the Ba-Ingles dance?
,I
2. What have you learned from the Ba-Ingles dance?
3. How well was your performance of the Ba-Ingles dance?
4. Which part of the dance do you find easy to perform and which part do you find
difficult?
IV. Evaluation
•
up
Ask the pupils to do the Level Up on p. 414. Grade them according to their performance
using the rubric below.
ro
O – Outstanding
VG – Very Good
G – Good
lG
S – Satisfactory

ba
V. Assignment
• Ask the pupils to do their Fitness Card on p. 416 and answer the following:
Vi
1. How did the part of Ba-Ingles dance studied in this lesson improved your physical
fitness?
2. What other dances do you know that is of English origin? Can you cite the specific
fitness components improved in this lesson? How were these components improved?
85
HEALTH:
I
U N IT
The Food We Eat
.
Lesson All About Food Labels
nc
QUARTER 1st Quarter DURATION 2 days
I. Objectives
,I
• identify the information in food labels;
• explain the importance of reading food labels in choosing and buying food to eat;
• interpret the information in a given food label; and
TOPIC: All About Food Labels

SUBTOPICS: Nutrition Facts Panel
up
• compare food products through the information in their food labels.
II. Subject Matter

ro
A. Concepts/Ideas
Food labels found in food products are called nutrition facts panel. Nutrition Facts
Panel determines how large one serving is and tells the number of calories and amounts
of nutrients in a serving.
lG
B. Materials
Food products that have nutrition facts panel. (ex. box of cereals, one pack of oat-
meal, liquid or powdered choco or milk, any kind of junk food, juice in tetra pack, box
of cereals, one pack of oatmeal, liquid or powdered choco or milk, any kind of junk food,
and juice in tetra pack.)
ba
C. References
Vi
III. Procedures
A. Motivation
• Have the pupils answer the Get Started and Carry On, p. 420. The pupils’ answers
may vary. Ask them to share it with the class.
• Let them read Check the Meaning on p. 423 as the terms will be tackled in the lesson
discussion.
86
B. Presentation
• Let the pupils bring some food products with food label of nutrition facts panel found
at the back of the package.
• Bring also your own sample of a food product with nutrition facts value.
• Discuss how to identify each nutrition facts panel on your food product as well as
their food products.
• Explain the importance of reading its nutrition facts panel in choosing and buying
food to eat.
• Have them get a partner and assess and compare the nutrition facts panel in each
.
food products they have brought with them.
nc
C. Other Activities
• Ask the pupils to answer Time to Practice: Activity A on p. 424.
D. Application
• Have the pupils read the Think About It and Great Idea on p. 421.
,I
• Ask them what is the importance of nutrition facts panel in each food products that
they will choose and consume.
IV. Evaluation
•
•
up
Ask the pupils to answer Level Up: Activity B, pp. 426-427 in their notebooks. Their an-
swers may vary. Rate their work using the rubric indicated in the textbook.
Have them read Looking Back on p. 428 and check if the objectives in the lesson have
been learned.
ro
V. Assignment
• Ask the pupils to do the following:
lG
1. Answer Health Check on p. 429.

2. Have an advance reading for the next lesson.
Lesson 2 How to Keep Food Safe

ba
I. Objectives
Vi
• describe ways to keep food clean and safe; and

• recognize food that is no longer safety to eat.
II. Subject Matter

TOPIC: How to Keep Food Safe
SUBTOPICS: Food Safety Tips
87
A. Concepts/Ideas
Different food safety tips on how to prevent getting food-borne illnesses coming from
unsafe and unclean food that we eat.
B. Materials
video about the proper washing of hands
C. References
.
nc
III. Procedures
A. Motivation
• Call some pupils to answer the Get Started and Carry On on p. 430.
Answer Key:
,I
Get Started
1. T
2. F
3. T
4. F
5. T
Carry On
Answers may vary.
up
ro
• Let them read Check the Meaning as the terms will be tackled in the lesson discus-
sion on p. 436.
B. Presentation
lG

a. Why do you need to wash your hands before and after eating?
b. What is the proper way of washing your hands?
c. What are the other things you can do to keep food clean and safety?
• Discuss why we need to wash our hands.
• Demonstrate the proper way of washing your hands using the video about the prop-
ba
er washing of hands.
• Show other ways to keep food clean and safety mentioned in the textbook.
C. Other Activities
• Have the pupils answer Time to Practice: Activity A on p. 437.
Vi
Answer Key:
1. Salmonella, Amoeba, Insects
2. E. coli, HAV, S. aureus
3. Amoeba, Salmonella
4. rodents
5. S. aureus
88
D. Application
• Ask them to cite different ways on how to keep food clean and safe.
IV. Evaluation
• Have the pupils answer Level Up on p. 438. Rate their work using the rubric indicated
in the textbook.
• Let them read Looking Back, p. 439 and check if the objectives in the lesson have been
learned. They may write a summary of some points that they have learned in the lesson.
.
V. Assignment
nc
• Have the pupils accomplish the following:
1. Answer Health Check on p. 440.
2. Have an advance reading for the next lesson.
,I
Lesson 3 The Dangers of Food-Borne Diseases
I. Objectives
QUARTER 1st Quarter
upDURATION 1 day

• identify common food-borne diseases;
ro
• describe general signs and symptoms of food-borne diseases; and
• practice good hygiene and cleanliness to prevent having food-borne disease.
II. Subject Matter

lG
TOPIC: The Dangers of Food-Borne Diseases

SUBTOPICS: Signs and Symptoms of Food-borne Diseases, Diarrhea, Dysentery, Amoebiasis,
Cholera, Hepatitis A, Food Poisoning, and Typhoid Fever
A. Concepts/Ideas
Food-born diseases are food that are contaminated or that has not been prepared
ba
properly. There are general signs and symptoms of food-borne diseases that can help
determine what type of food-borne disease one caught. Also, practice good hygiene and
cleanliness to prevent the food from having food-borne disease.
B. Materials
Vi
visual aids
C. References
89
III. Procedures
A. Motivation
• Ask the pupils to group themselves into seven groups.
• Let them choose one food disease per group.
• They will have to re-enact the signs and symptoms corresponding to the disease that
they have chosen.
• Check if it is the right signs and symptoms of the said disease that they have chosen.
• After the re-enactment, have them answer the Carry On, p. 441 in their textbook.
.
discussion.
nc
B. Presentation
1. What will happen if those signs and symptoms are neglected?
2. What will you do to prevent these food disease from happening again?
,I
• Discuss the different food-borne diseases and its general signs and symptoms.
C. Other Activities
• Have them answer Time to Practice. on p. 446.
Answer Key:
1. 3
2. 4
3. 6
up
ro
4. 1
5. 5
6. 7
7. 2
lG
D. Application
• Have them read the Think About It and Great Idea on p. 442.
• Ask each of them to give an example of food-borne diseases and its general signs and
symptoms.
ba
IV. Evaluation
• Have them answer Level Up, p. 447.
• Have them read Looking Back on p. 448 and check if the objectives in the lesson have
been learned.
Vi
V. Assignment
• Have them answer Health Check, p. 449.
• Have them read for the next lesson.
90
II
Controlling and Preventing
U N IT
Diseases
.
Lesson Communicable Diseases
nc
I. Objectives
,I
• identify characteristics of communicable diseases; and
• describe different kinds of pathogens.
II. Subject Matter

TOPIC:Communicable Diseases up
SUBTOPICS: Pathogens - Virus, Bacteria, Fungi, and Parasites
A. Concepts/Ideas
Communicable diseases are caused by small living things called pathogens. Patho-
ro
gens are the germs or disease agents that is responsible for communicable diseases and
can transfer from person to person contact in different ways.
B. Materials
lG
C. References
ba
III. Procedures
A. Motivation
• Let the pupils answer the Get Started and Carry On in their textbooks.
Vi
discussion.
B. Presentation
1. Is cough and cold a communicable disease?
2. Give other example of a communicable disease.
3. What do you think causes it?
4. Give situations where you can caught it.
91
• Discuss what is a communicable disease.
• Discuss the four kinds of pathogens.
C. Other Activities
• Have them answer Time to Practice: Activity A on p. 457.
Answer Key:
1. interferes with normal functioning of mind or body
2. spreads to people by other people, animals, or things
3. cause malaria
.
4. causes chicken pox
nc
5. cures chicken pox
6. causes athlete’s foot
D. Application
,I
• Ask them to answer the question: “What can you do to prevent yourself from getting
these pathogens?” in their notebooks.
IV. Evaluation
•
•
up
Have them answer Level Up on p. 458.
Have them read Looking Back and check if the objectives in the lesson have been learned.
V. Assignment
ro
• Have them answer Health Check in their textbooks.
• Have them an advance reading for the next lesson.
lG
Lesson 5 Diseases are Transmitted

I. Objectives
ba

• classify elements in the chain of infection; and
• know how communicable diseases are spread.
Vi
II. Subject Matter

TOPIC: Diseases are Transmitted
SUBTOPICS: Pathogen, Reservoir, Portal of Exit, Mode of Transmission, Portal of Entry, Sus-
ceptible Host
A. Concepts/Ideas
There are six elements of how diseases are transmitted. These are Pathogen, Reser-
voir, Portal of Exit, Mode of Transmission, Portal of Entry, and Susceptible Host.
92
B. Materials
marker, cartolina
C. References
III. Procedures
A. Motivation
.
• Have the pupils answer the Get Started and Carry On on p. 461.
nc
discussion.
B. Presentation
,I
1. What is the most appropriate way how to cover your nose and mouth when you
cough or sneeze?
2. How do you think the germs or bacteria get transmitted?
• Discuss the six elements in the chain of infection.
up
• Cite an example on your own and relate it to the six elements.
• Classify each six elements and then give examples of each.
C. Other Activities
• Ask them to answer Time to Practice: Activity 1 on p. 465.
ro
Answer Key:
1. Pathogen, Reservoir, Portal of Exit, Mode of Transmission, Portal of Entry,
and Susceptible Host.
lG
2. The six elements explains how communicable disease spread from person to
person.
D. Application
• Have them read the Think About It and Great Idea, p. 462
• Explain the six elements of chain of infection by citing an example on their own in
ba
a diagram.
IV. Evaluation
• Have them answer Level Up on p. 466. Rate their work using the rubric indicated in the
textbook.
Vi
• Let them read Looking Back on p. 467 and check if the objectives in the lesson have been
learned.
V. Assignment
• Have them answer Health Check in their textbook.
93
Lesson 6 Common Communicable Diseases
I. Objectives
• identify the different common communicable diseases
II. Subject Matter
.
TOPIC:Common Communicable Diseases
nc
SUBTOPICS: Pathogens and its causes
A. Concepts/Ideas
There are four common communicable diseases. These are virus, bacteria, fungi, and
parasite.
,I
B. Materials
cartolina, marker
C. References
up
III. Procedures
A. Motivation
ro
• Ask the pupils to answer the Get Started and Carry On on p. 469.
• Let them read Check the Meaning, p. 476 as the terms will be tackled in the lesson
discussion.
lG
B. Presentation
• Ask the following questions:
1. Did you have the following diseases?
Cold
Cough
ba
Flu
Dengue fever
Chicken pox
Measles
Mumps
Vi
Ringworm
2. Where did you got them?
3. What do you think causes these diseases?
• Discuss the four pathogen and its causes.
C. Other Activities
• Have them answer Time to Practice: Activity A, p. 477.
94
Answer Key:
Parasites - Roundworm
Virus - Chicken pox
Fungi - Athlete’s foot
Bacteria - Tuberculosis
D. Application
• Define the causes virus, bacteria, fungi, and parasite and give example of each.
.
IV. Evaluation
nc
textbook.
• Let them read Looking Back on p. 479 and check if the objectives in the lesson have been
learned.
,I
V. Assignment
• Have them answer Health Check on p. 480.
•
Lesson
Have them read the next lesson.
7
up
Prevention and Control of Communicable
ro
Diseases
lG
I. Objectives
• identify how to prevent and control common communicable diseases; and
• enumerate ways on how to prevent and control common communicable diseases
ba
II. Subject Matter

TOPIC:Prevention and Control of Communicable Diseases
SUBTOPICS: Six chains of infection
A. Concepts/Ideas
Communicable diseases can be prevented and controlled in every stage in the six
Vi
chains of infection.
B. Materials
visual aids
C. References
95
III. Procedures
A. Motivation
• Have the pupils answer the Get Started and Carry On, p. 481.
discussion.
B. Presentation
.
nc
1. What are the things you did when you got sick?
2. What will you do to prevent getting sick again?
• Discuss the six chains of infection and how each chain can be prevented and con-
trolled.
• Cite an example of your own.
,I
C. Other Activities
• Have them answer Time to Practice on p. 484.
Answer Key:
1. pathogen, disinfect
2. places, cleaned
3. etiquette
4. transmission
up
ro
5. masks
6. susceptible host
7. Vitamin C
8. alcohol
lG
9. disinfected
10. handkerchief
D. Application
• Have them read the Think About It and Great Idea, p. 482.
• Ask the pupils to name the six chains of infection and give example of each on how
ba
to prevent and control it in a box.
IV. Evaluation
Vi
textbook.
been learned.
V. Assignment
• Have them answer Health Check on p. 487.
96
III
Substance Misuse and Abuse
U N IT
.
Lesson 8 Uses and Types of Medicine
nc
I. Objectives
,I
• describe the uses of medicines;
• define the types of medicines; and
• differentiate forms of medicines.
II. Subject Matter

TOPIC:Uses and Types of Medicines
up
SUBTOPICS: Vaccines, Antibiotics, Antihistamines, OTC drugs, Prescription drugs
A. Concepts/Ideas
ro
A medicine is a substance that is used to treat a disease or to relieve pain, medicines
usually in the form of a pill or a liquid. Medicines can be also be classified as OTC or
prescription.
lG
B. Materials
visual aids
C. References
ba
III. Procedures
A. Motivation
Vi
discussion.
B. Presentation
1. What medicines have you taken already before when you got sick?
2. What can you say about it?
3. Did you liked the taste of it?
97
4. Is the medicine you took effective?
• Discuss what is medicines?
• Guide questions:
1. How can it help people from their sickness?
2. Define the forms and uses of medicines.
3. Differentiate OTC and prescription drugs
C. Other Activities
• Have them answer Time to Practice: Activity 1 on p. 496.
.
Answer Key:
nc
1. Multivitamins, Vitamin C, etc.
2. Antibiotics, etc.
3. Analgesics
4. Paracetamol, Cough syrup, Antihistamines, etc.
5. Throat lozenges, etc
,I
D. Application
•
up
• Cite an example of a OTC and prescription drug of each and write its type and form.
IV. Evaluation
Have them answer Level Up on p. 497. Rate their work using the rubric indicated in the
textbook.
ro
been learned.
V. Assignment
lG
1. Have them answer Health Check part of the lesson.

2. Have them read the next lesson.
9 Cases of Misuse and Abuse

ba
Lesson
I. Objectives
Vi

• identify medicine misuse and abuse
II. Subject Matter

TOPIC:Cases of Misuse and Abuse
SUBTOPICS: Self-medication, Overdosed, Drug dependence, Drug addiction
A. Concepts/Ideas
98
How medicines can be misused and abused in different ways.
B. Materials
visual aids
C. References
III. Procedures
.
A. Motivation
nc
discussion.
B. Presentation
,I
1. Have you ever don self-medication? overdosed? drug dependence? drug addic-
tion?
2. What did you do about it?
up
• Discuss how medicines can be misused and abused in different ways mentioned
above.
C. Other Activities
ro
• Have them answer Time to Practice, p. 504.
D. Application
• Describe one misused and abused and give example of each in a table.
lG
IV. Evaluation
• Have them accomplish Level Up on p. 505.
• Have them read Looking Back, p. 506 and check if the objectives in the lesson have been
learned.
ba
V. Assignment
1. Have them do their Health Check on p. 507.
2. Have them read the next lesson.
Vi
99
Lesson 10 The Dangers of Medicine
Misuse and Abuse
I. Objectives
• identify the potential dangers associated with medicine misuse and abuse
.
nc
II. Subject Matter
TOPIC:The Dangers of Medicine Misuse and Abuse
SUBTOPICS: Physical and psychological effects of medicines
A. Concepts/Ideas
There are physical and psychological effects to misuse and abuse of medicines.
,I
B. Materials
visual aids
C. References
up
III. Procedures
ro
A. Motivation
• Let them read Check the Meaning, p. 511 as the terms will be tackled in the lesson
discussion.
lG
B. Presentation
1. What did you experience by taking medicine?
2. Any physical effect? psychological effect?
ba
• Discuss the physical and psychological effects one can have when taking medicines.
C. Other Activities
• Have them do Time to Practice in their textbooks.
D. Application
Vi
• Cite one example of physical and psychological effect and ways how to stop it.
IV. Evaluation
• Have them answer Level Up on p. 513.
100
learned.
V. Assignment
• Ask them to do their Health Check on p. 515.
Lesson 11 Proper Use of Medicines
.
3rd Quarter 1 day
nc
QUARTER DURATION
I. Objectives
• describe ways on proper use of medicines; and
,I
• execute proper use of medicines.
II. Subject Matter

TOPIC:Proper Use of Medicines
SUBTOPICS: Prescription of medicines
A. Concepts/Ideas
up
Ways on how to take proper medication.
ro
B. Materials
visual aids
C. References
lG
III. Procedures
A. Motivation
• Have them answer the Get Started and Carry On, p. 516
ba
discussion.
B. Presentation
• Ask them to do the following activity:
Vi
a. Group yourselves into five to seven groups and think five ways on how to
properly use medicines.
101
• Discuss ways on how to take proper medication.
C. Other Activities
• Have them answer Time to Practice: Activity A on p. 519.
Answer Key:
1. do
2. True
3. True
4. do
.
5. True
nc
D. Application
• Ask them to give one example of sickness and five ways on how to properly use med-
icine for it.
,I
IV. Evaluation
• Have them answer Level Up on p. 520.
•
V. Assignment
•
up
Have them read Looking Back and check if the objectives in the lesson have been learned.
Have them do their Health Check on p. 522.

• Have them read the next lesson.
ro
lG
ba
Vi
102
IV
U N IT
Safety and First Aid
12
.
Lesson Disasters and Emergency Situations
nc
I. Objectives
,I
• identify disasters and emergency situations
II. Subject Matter

TOPIC:
SUBTOPICS:
nami
A. Concepts/Ideas
up
Disasters and Emergency Situations
Typhoon, Flood, Storm Surge, Landslide, Volcanic eruption, Earthquake, Tsu-
Disasters and emergency situations arise when human life is endangered or drasti-
ro
cally affected especially on nature calamities.
B. Materials
pictures of typhoon, flood, storm surge, landslide, volcanic eruption, earthquake, tsu-
lG
nami affected areas
C. References
ba
III. Procedures
A. Motivation
• Ask the pupils to answer the Get Started and Carry On, p. 528.
• Let them read Check the Meaning as the terms will be tackled in the lesson discus-
Vi
sion.
B. Presentation
• Ask the pupils to look at the the following pictures of disasters situations.
a. typhoon
b. flood
c. storm surge
d. landslide
103
e. volcanic eruption
f. earthquake
g. tsunami
1. Can you identify what disaster is it?
• Discuss each disasters.
C. Other Activities
.
Answer Key:
nc
Let’s Practice/Checking Learning
The difference of storm surge and tsunami is that storm surge is the rise of the wa-
ters along a coastline as a result of a storm while tsunami is the rise of the waters
as a result to an earthquake.
,I
D. Application
• Have the pupils choose one disaster and describe it. Citing examples of affected area.
IV. Evaluation
•
•
up
Have them do Level Up on p. 532. Set deadline for submission of work. Rate their work
using the rubric indicated in the textbook.
Have them read Looking Back on p. 533 and check if the objectives in the lesson have
ro
been learned.
V. Assignment
• Ask them to do their Health Check on p. 534.
lG
Lesson 13 Responding to Disasters or Emergency

ba
Situations
I. Objectives
Vi

• describe what to before, during, and after a disaster or an emergency situation; and
• practice how preparedness and proper response during emergency situations.
II. Subject Matter

TOPIC: Responding to Disasters or Emergency Situations
104
SUBTOPICS: How to prepare in a disaster or emergency situations
A. Concepts/Ideas
Responding to disasters and emergency situations before, during, and after.
B. Materials
visual aids
C. References
.
nc
III. Procedures
A. Motivation
• Have them answer the Get Started and Carry On, p. 535.
,I
discussion.
B. Presentation
• Ask them the following question:
up
1. What will you do if there is a typhoon?
• Discuss ways on how they can be prepared on responding typhoon, volcanic erup-
tions, and earthquake.
C. Other Activities
ro
D. Application
• Have them read the Think About It and Great Idea on p. 536. Afterwards, ask the
lG
following question:
1. Why you need to be prepared on responding typhoon, volcanic eruptions, and
earthquake?
IV. Evaluation
ba
• Have them answer Level Up on p. 540. Rate their work using the rubric indicated in
the textbook..
been learned.
Vi
V. Assignment
• Have them accomplish their Health Check on p. 542.
105
14
Stay Safe at Special Events and
Lesson
Celebrations
I. Objectives
• define appropriate safety measures during special events or situations that may put
people at risk; and
.
• identify the dangers of engaging in risky behaviors.
nc
II. Subject Matter
TOPIC:Stay Safe at Special Events and Celebrations
SUBTOPICS: Safety measures
,I
A. Concepts/Ideas
Special Events and Celebrations and its appropriate safety measures.
B. Materials
visual aids, marker
C. References up
ro
III. Procedures
A. Motivation
• Ask the pupils answer the Get Started and Carry On, p. 543.
lG
discussion.
B. Presentation
1. In what situations do you think what bad will happen in a large event?
ba
2. What will you do to be safe in a large event?

• Discuss appropriate safety measures in a special events and celebrations.
C. Other Activities
Vi
D. Application
• Let the pupils answer a question: “Why you need to be safe in a special events and
celebrations?”
106
IV. Evaluation
textbook.
• Have them read Looking Back and check if the objectives in the lesson have been
learned, p. 548.
V. Assignment
• Have them do their Health Check on p. 549.
• Ask the pupils to have an advance reading for the next lesson.
.
nc
Lesson 15 Celebrating Special Events
QUARTER 4th Quarter DURATION 2 days
,I
I. Objectives
II. Subject Matter

TOPIC:Celebrating Special Events
up
• define alternatives to risky behavior during special celebrations; and
• describe alternatives to risky behavior during special celebrations.
ro
SUBTOPICS: Safety ways to celebrate
A. Concepts/Ideas
Plan alternatives to risky behavior in celebrating special events
lG
B. Materials
visual aids
C. References
ba
III. Procedures
A. Motivation
• Let the pupils answer the Get Started and Carry On on p. 550.
Vi
discussion.
B. Presentation
1. What do you usually do on New Year’s Eve?
• Discuss safety measures on celebrating special events such as new Year’s Eve, spe-
cifically on alcoholic beverages and firecrackers.
107
C. Other Activities
• Have them do Time to Practice on p. 553
D. Application
• Ask them to plan a party and write some guidelines on how to be safe.
IV. Evaluation
.
textbook.
nc
learned.
V. Assignment
• Ask the pupils to do thier Health Check on p. 556.
,I
• Ask them to prepare for the Unit Test.
up
ro
lG
ba
Vi
108

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UNIT II MELODY, INTERVALS, AND THE SCALES

UNIT III FORM, TIMBRE, AND DYNAMICS

Lesson 8 Musical Phrase and Structure.............................................................

UNIT TEMPO, TEXTURE, AND HARMONY

UNIT II UNFORGETTABLE PHILIPPINES LANDSCAPES

UNIT III RELIEF PRINTMAKING

Lesson 8 The Country of Smiles and Music........................................................

Lesson 12 Creating Prints Out of Found Materials............................................... 49

UNIT IV ETHNIC FOLK ARTS AND DESIGNS

Lesson 14 The Dagmay Cloth of Mandaya........................................................... 52

UNIT II PHYSICAL FITNESS AND INVASION GAMES

UNIT III PHYSICAL FITNESS AND LIKI FOLK DANCE

Lesson 8 More Invasion Games.........................................................................

UNIT IV PHYSICAL FITNESS AND ALAHOY AND BA-INGLES

UNIT II CONTROLLING AND PREVENTING DISEASES

UNIT III SUBSTANCE MISUSE AND ABUSE

Lesson 8 Uses and Types of Medicine............................................................... 97

Lesson 11 Proper Use of Medicines..................................................................... 101

UNIT IV SAFETY AND FIRST AID

Lesson 14 Stay Safe at Special Events and Celebrations.................................... 106

4. demonstrates the meaning of MISOSA4-

6. identifies accented and MISOSA4-

5. identifies the highest and MISOSA4-

CONTENT PERFORMANCE LEARNING

GRADE 4- FIRST QUARTER

5. shares ideas about the

6. translates research of the

GRADE 4- FOURTH QUARTER

CONTENT PERFORMANCE LEARNING

CONTENT PERFORMANCE LEARNING

Grade 4 – NUTRITION – 1ST QUARTER (H4N1)

CONTENT PERFORMANCE LEARNING

3. Separate raw from The learner... The learner... 6. discusses the

CONTENT PERFORMANCE LEARNING

3.2. Disease Agent understands the 3. enumerates the

B. Common Communicable 5. describes common 1. Headways in Science and Health Today 5.

CONTENT PERFORMANCE LEARNING

(ringworm,hletes foot, The learner… The learner…

CONTENT PERFORMANCE LEARNING

Grade 4 – SUBSTANCE USE AND ABUSE – 3RD QUARTER (H4SU)

CONTENT PERFORMANCE LEARNING

3. Consult with physician 6. explains the

3. relates disaster 1. Headways in Science and Health Today 5.

CONTENT PERFORMANCE LEARNING

B. Safety guidelines for other The learner… The learner… 4. describes

Rhythm and Notation

II. Subject Matter

ter note receiving a single beat.

Lesson 2 Meters and Rhythmic Patterns

QUARTER 1st Quarter DURATION 1 day

• place the accent (>) on the notation of recorded musics; and

II. Subject Matter

TOPIC:Beats and Simple Time Signatures

3. Two counts per group

think is the importance of the conductor in such performance.