THE PHILIPPINES: ITS FAMILIES AND COMMUNITIES
There are three lessons in this unit. Lesson 6 The Philippines: A Part of the World Lesson 7 The National Symbols of the Philippines Lesson 8 The Filipino Family
To be proud of the Philippines as part of the world, and to identify and appreciate its symbols as well as the pleasant nature of the Filipino family that make up the population of our blessed country
• • •
State that the Philippines is a small portion of land on earth made up of several islands that make the Philippines an archipelago Identify the location of the Philippines on earth using the globe or map Identify the countries near the Philippines and the bodies of water surrounding it Tell the fundamental directions: above, below, to the right, to the left, in front , at the back or behind
TOPICS Globe, page 68; Countries Near the Philippines, page 69; Directions, page 70; Other Directions, page 71
Basic text, maps, globe, pictures, and slides, Filipinism CD-ROM 1 IV.
Appreciate the strategic location of the Philippines on the map or globe
Preparation 1. Motivate the pupils by presenting a globe and ask what this thing is. 2. Give the characteristics of a globe and compare it with a map. 3. Compare and contrast map of the Philippines and map of the world. Ask: How are they alike and how are they different?
Use properly the globe, map, and fundamental directions in identifying the location of the Philippines Follow instructions in locating things and places Point to the location of the Philippines in relation to the nearby countries and bodies of water
The Philippines is a part of the world. It can be identified on the globe or map by identifying the location of countries near it and bodies of water that surround it, and by using the directions. I.
THE PHILIPPINES: A PART OF THE WORLD (15 days)
Appreciate the countries near the Philippines and the bodies of water surrounding our country Say with pride that the Philippines is the country of the Filipino people
Development of the Lesson 1. Show the pictures on pages 67-68. 2. Explain that the Philippines is made up of about 7,107 islands of different sizes and shapes. Explain that this group of islands is called an archipelago. 3. Have the pupils answer the question on page 69.
4. By following directions, have the pupils identify the bodies of water that surround the Philippines. Use a map in this activity. Bodies of water surrounding the Philippines are: a. To the right — Pacific Ocean b. To the left — South China Sea c. Below our country — Celebes Sea 5. Have the pupils answer Check Yourself on page 70. 6. Study the pictures on pages 69-70. Show the places using the directions to locate things and places. 7. Have the pupils answer the questions on page 71. 9. Let the pupils identify where things are located on the picture on page 72. 10. Have the pupils answer Check Yourself on page 72. 11. Let the pupils read Things to Remember on page 73. 12. Picture Puzzle. Prepare an outline map of the Philippines in a manila paper or newspapers. Then cut it out in several pieces. Ask the pupils to join the pieces again until the map of the Philippines appears. 13. Guide the children to recall the concepts they learned. Ask, “What did we learn today?” Guide the pupils on thes expected answers: a. The Philippines is a part of the world. b. The Philippines is made up of big and small islands. That is why it is called an archipelago. 14. Practice using the primary directions in locating things and places at home, in school, and in the community.
Application of Skills 1. Guide the pupils in accomplishing Things I Can Do on pages 76-77. 2. Have the pupils answer exercises on pages 73-76. 3. Ask the pupils to point to the map of the Philippines on the globe on page 68.
4. Use the primary directions in locating the countries and bodies of water near the Philippines on page 69. You can also practice yourskills in identifying directions by clicking on this website: http://www.meddybemps.com/9.691.html. V.
EVALUATION Encircle the letter of the best answer. 1. The Philippines is part of the _________. a. world*
2. The countries near the Philippines are Indonesia, Brunei, Vietnam, and _________. a. India
3. An archipelago is a group of big and small _________. a. islands*
bodies of water
4. The Philippines is the home of of the _________ people. a. Chinese
5. The body of water to the right of the Philippines is the ____. a. Celebes Sea b. Pacific Ocean* c.
South China Sea
ANSWERS TO EXERCISES IN LESSON 6 ˛
Check Yourself, page 69 1.
Malaysia, Vietnam, Indonesia, China, Thailand, Singapore
Check Yourself, page 70 Directions used in locating bodies of water surrounding the Philippines are: above, below, to the right, to the left.
Check Yourself, page 71 Answers may vary.
Check Yourself, page 72 Answers may vary.
Things I Learned, pages 73-75 A. 1. a 2. B.
To the right
2. cabinets 4. bookshelves Things I Will Do, page 75 Answers may vary but the best answers are: 1. a 3. a 2. a 4. c
THE NATIONAL SYMBOLS OF THE PHILIPPINES (15 days)
MAJOR CONCEPT Our national symbols stand for our country and people. They tell about our identity as Filipinos. We should respect and be proud of our national symbols.
Say with pride the national symbols of our country Show appreciation for our national symbols by discussing their meaning and importance Show respect for our national symbols by doing the following: — standing at attention during flag ceremony — singing the national anthem sincerely Show appreciation for other national symbols — wearing the barong Tagalog and baro’t saya — taking care of the sampaguita plant — describing furniture made of narra — speaking Filipino always — visiting and offering flowers on Dr. Jose Rizal’s monument — learning how to dance the Cariñosa — learning how to play sipa
Psychomotor • • • •
Identify our national symbols such as national flag, hero, tree, flower, anthem, language, costume, and other symbols Describe each of our national symbols and give their meaning
Affective • •
1. Have the children copy in their notebook or piece of paper the concepts learned in this lesson. a. The Philippines is part of the world. This is an archipelago made up of about 7, 100 big and small islands. b. The bodies of water surrounding the Philippines are the Pacific Ocean, South China Sea, and Celebes Sea. 2. Let the pupils draw the globe in their notebook. 3. Have the pupils tell the things they see in front of; to the left; to the right; and at the back of the classroom.
Show ways of respecting the flag and other national symbols Draw and color the national symbols Dance the Cariñosa Play sipa
TOPICS National Flag, page 79; National Anthem, page 80; Pledge of Loyalty, page 81; National Language, page 82; National Hero, page 82; National Tree, page 84; National Flower, page 84; National Costume, page 84; National Bird, page 85; National Dance, page 85; National Animal, page 86; National Game, page 86; National Fish, page 86; National Leaf, page 87; National Fruit, page 87
III. MATERIALS Basic text, Filipinism CD-ROM 1,pictures/posters, magazine, newspaper, crayola, tape, computer IV.
Preparation 1. Ask why we are given our names. Guide the children to say that we are known or could be identified by our names. If you are called by your name then you know that it is you they are calling. Your name stands for yourself. The family name stands for the family. Show a family photograph and identify the members of the family. Example: The Cruz family is known for music. Members of the Cruz family are - Mr. and Mrs. Cruz, Mila Cruz, Leo Cruz, and Belen Cruz. 2. Relate the example to the symbols of the Philippines. Develop the concept of symbol. 3. Using the Filipinism CD-ROM 1, view a slide show of the national symbols of the Philippines.
Development of the Lesson 1. Say, “We have a lot of things that stand for our country. When we see them, they make us remember our country. They also tell something about our people.” 2. Pupils may read page 79. The Philippine flag stands for the Philippines. When we wave our flag, it identifies in which country we belong. Our flag will identify or tell us that we are Filipinos. 3. Show a colored Philippine flag. Ask the pupils the meaning of each color. Let them find this out on page 79. 4. Have the pupils draw and color our flag. They should also draw the three stars and the sun with eight rays. 5. March around the room waving the flag to the beat of the drum.
6. Conduct the national anthem inside the classroom. Recall what they sing during their flag ceremony in school. Show how to respect the flag. a. Stand at attention. b. Look at the flag. c. Put the right hand over the left part of the chest. d. Sing the Lupang Hinirang with other children. e. Do not make noise until the flag ceremony is over. f. Listen to other children as they recite the Pledge of Loyalty. 7. Present other symbols. Look around if there are plants like anahaw, sampaguita, narra, and mango. Read about them on pages 84 and 87. 8. Form four groups to research or interview somebody on the meaning and importance of the following symbols. a. Group 1 — anahaw c. Group 3 — narra b. Group 2 — sampaguita d. Group 4 — mango 9. For other symbols, read pages 84-86. 10. To appreciate our national language, encourage the children to speak in Filipino. Let the pupils read the text on page 82. 11. Look at Jose Rizal’s picture on page 82. Read this page to find out what makes him a hero. Explain to children how Rizal loved his country. 12. Present Cariñosa, our national dance. On page 85, find out what ladies and men use when dancing. 13. Show two dolls wearing our national costume or picture of barong Tagalog for men and baro’t saya for women. Say that our national costume is just right for the kind of weather we have. It is comfortable to wear during sunny days. 14. Read about our national bird on page 85. The Philippine eagle is a very strong bird. It is the symbol of strong Filipinos. Philippine eagles live in the forest that is why it is important to save our forest. 21
16. 17 18.
Other national symbols are found on page 86. Ask: What is the carabao a symbol of? How important is the carabao to the farmer? Does it help the farmer plow the field? Ask the pupils what makes sipa our national game. Guide them in giving their own answer. Ask the pupils if they have eaten milkfish or bangus. Do they like this fish? How is bangus prepared? Group the class into three to make further research on other symbols presented in this lesson. They can interview their parents for this. a. Group 1 — haribon (Philippine eagle) b. Group 2 — carabao c. Group 3 — milkfish Guide the children on what to find out in their research. Examples: • What Filipino traits are identified with haribon/carabao/ milkfish? • In how many ways can we cook milkfish? Have pupils report to the class what they have found out about their assigned symbol in addition to those found in pages 82-87. Read these pages again and have the pupils answer all Check Yourself questions. Put in a chart the concepts or meanings of the national symbols. The groups can refer to this chart.
Application of Skills 1. Read and explain the national symbols learned on pages 82-87. 2. Pick out a national symbol from the chart and tell a story about it. 3. Turn to page 91 and do Things To Learn on My Computer. 4. Learn to sing Lupang Hinirang by singing along the videoke found in the Filipinism CD-ROM 1.
EVALUATION Take the interactive quiz on Philippine national symbols found in the Filipinism CD-ROM 1.
ANSWERS TO THE EXERCISES IN LESSON 7 ˛
Check Yourself, page 83 1. a 3. 2. c 4.
5. c 6. a
Check Yourself, pages 87-88 1. b 4. a 2. b 5. b 3. b 6. c
7. b 8. b 9. c
Things I Learned, page 90 1. e 3. d 2. a 4. b Things I Will Do, page 90 1. ✓ 2. ✓ 3. ✗
ENRICHMENT ACTIVITIES 1. Have the pupils draw and color the national symbol that they like best. Let them show their drawing and tell something about it to the class. 2. Guide the pupils in reciting Panatang Makabayan very clearly. 3. Prepare a mock flag ceremony in the classroom and observe the pupils’ behavior. Find out how they respect the flag. 4. Have the pupils make research on other national symbols.
THE FILIPINO FAMILY (15 days)
MAJOR CONCEPT Cooperation among family members is important. Family size has something to do with the increasing number of community population in the country.
• • • • •
Show concern for family members Show respect to immediate and other family members Show pride in one’s family
Psychomotor • • • •
Identify the family members and other immediate relatives or the extended family Compare and contrast the different family sizes Explain the relation of family size to the population of the community and of the country Describe one’s own family Explain that family size depends upon the number of family members
Affective • • •
Show cooperation in all home chores and ways of earning a living Draw one’s family, big or small Draw and compare and contrast a big and a small family Act out some ways of helping the family in earning a living
TOPICS Members of the Filipino Family, page 93; Size of the Family, pages 94-96; Needs of a Family, page 97; Population, pages 98 -99
III. MATERIALS Basic text, pictures, chart, pocket chart, sandtable, posters, coloring book IV.
2. Show pictures of family members helping one another in doing household chores.
Preparation 1. Present on the bulletin board several Filipino families. Show families with extended family members like aunts, uncles, or grandmother and grandfather. Show families of different sizes – small and big families.
Development of the Lesson 1. Ask the pupils to analyze the pictures on pages 92-93. Talk about family members. 2. Give the pupils the opportunity to introduce one’s family. (By previous assignment, let them bring to class a photograph of their own families.) 3. Encourage the pupils to tell what family members do at home and how they help one another. 4. Ask the pupils to tell how many they are in the their own family. Let them show this by counting off. 5. Let the pupils conclude what a family is. Find this out on page 92. Say this, “The family is the smallest group that lives together in a community.” 6. Show on a sand table a community that is made up of families. Cut out pictures of different families and mount them on a cardboard and let them stand in the sand table. Cut out also pictures of houses, trees, plants, and animals. Ask the pupils to say this, “The community is made up of families.” Find this out on page 92. 7. Have a simulation game. Ask the pupils to act out in the classroom what is shown on page 93. Have the children show what they do at home. 8. Transform the classroom into a community. Assign pupils who will form families in a community. These families will show how they help and cooperate in their community in cleaning and making it beautiful. 9. Call the pupils’ attention to family size. Find this out on pages 95-96. Analyze the pictures that show a small family on pages 94-95. Ask: What are the things that a small family needs? Is it too much or just enough? Follow this up on family income. Say: A small family can easily meet the things they need even if the income or earning is not so much. 23
Find out on pages 95-96 what a big family is. Analyze the pictures on pages 95-96. Ask: When is a family big? Tell the pupils that the more children there are, the bigger the family becomes.
Ask: When do we have an extended family? Ask the children who among them have relatives that stay with their family like uncles, aunts, grandmother, grandfather, and cousins. Other relatives who live together with the family make the family big.
Know more about small and big population on pages 98-99. Have the pupils answer Check Yourself on page 99.
Cut out pictures of food and clothing that the family needs. Arrange them in a plastic pocket chart. On the sand table, set two groups of families — one small and one big family. Ask the pupils to play buying food in the pocket chart store. Place the amount of food needed by a small family. Do the same with clothing. Observe and give comments on family size and family needs. Say, “A big family needs more food and clothes than a small family.”
— Cooperation at home — Concern for those who are working to earn and be able to meet family needs — Respect for elders — Industrious, helpful, and thoughtful — Religious/God-loving
Compare and contrast a small family and a big family. Let them read page 97 and find out what family size can easily meet their needs. Say that the total number of all family members living in a community or barangay is called population. Compare and contrast big and small population.
Set up on the sand table two contrasting communities. Community A with small population and B with big population. Let the pupils find out which community will need more food, clothing, and shelter. Let them also find out which community is crowded and which is not and why.
Discuss the size of population in relation to a family’s income. Talk about different occupations, industries, and other means of earning a living. Discuss the good traits of the Filipino family, especially in helping earn a living. Examples:
Ask the pupils to bring pictures of other relatives staying with them. Tell them that these relatives make the family big.
— Proud of honest way of earning money — Practices of self-reliance, patience, and perseverance
Who are the people that make up the population of the barangay? What do they do? Let the children name the people they know in their barangay — men, women, children, elders, laborers, officers, authorities, etc.
Role-play how to be respectful and obedient as young citizens.
Application of Skills 1. Have the pupils read Things to Remember on page 100. Explain each. Write on the board or on the chart the generalizations given. 2. Give situations that will make pupils show the following: a. How family members help one another b. How groups of families help or get involved in community projects c.
How the amount of family needs is dependent on family size
d. How family size make up the population of the community
Give the following situations to the class. Let the pupils answer them on their own. 1. The Santos family is a big family. Encircle the members of the family that makes it a big one. father mother uncle
aunt sister baby
grandmother brother grandfather ˛
2. The Reyes family is a small family. Encircle the members of this family. father mother uncle
aunt sister baby
grandmother brother grandfather
Things I Will Do, page 101 Teacher may guide the pupils in answering this activity. Things I Can Do, page 102 A. 1. Mendoza 4. Yes 2. Gomez 5. 6 3. 9 6. Gomez B. Read the instruction first. The teacher may help the pupils play this game. Give three more examples. C. Answers may vary. Summary, page 104 B. 1. Yes 2. Yes 3. Yes 4. No 5. Yes C. 1. b 2. a 3. c 4. c
6. 7. 8. 9. 10. 5. 6. 7.
Yes Yes Yes Yes Yes c a a
ANSWERS TO THE EXERCISES ON LESSON 8 ˛ ˛
Check Yourself, page 96 1. b Check Yourself, page 97 1. C 2.
Check Yourself, page 99 Answer: a
Things I Learned, pages 100-101 1. T 6. F 2. F 7. T 3. T 8. T 4. T 9. F 5. F 10. T
b 3. S
ENRICHMENT ACTIVITY 1. Ask the students to dramatize the good traits of the Filipino families. The class may form in groups in doing this activity. 2. Ask the pupils to form a circle. Let them count off from 1 to 3. All number 1 will form Group 1; all number 2 will form Group 2; all number 3 will form Group 3. The teacher may give each group a situation on some good traits of the Filipino families for them to dramatize. Guide the pupils in their dramatization and give them enough time to practice. a. Group 1 — Show a big family with the parents, brothers and sisters helping earn a living. Show what are the needs of a big family and ways on how to meet these needs. 25
b. Group 2 — Show a small family with enough income to meet their needs. Show the things the family do to make both ends meet. c. Group 3 — Show a big family with only the parents working. Show how this family meet their needs.
UNIT TEST I.
IDENTIFICATION Put a check (✓) mark on the blank that tells about our national symbols. _____ ✓ 1. A white and fragrant flower _____ ✓ 2. A hardworking animal _____ 3. A bamboo plant _____ 4. A strong bird _____ ✓ 5. A heart-shaped fruit _____ ✓ 6. Its wood is used for making furniture. _____ ✓ 7. A rattan ball is used for kicking it over the net. _____ 8. A kind of dance that uses a fan and hardkerchief. _____ ✓ 9. He wrote Noli Me Tangere and El Filibusterismo. _____ ✓ 10. It is raised up the pole as we sing the national anthem _____ ✓ 11. It is used to make leis. _____ ✓ 12. It has a sun with eight rays. _____13. It is usually worn everyday. _____14. It is recited during flag ceremony. _____15. Its words were originally written by Julian Felipe. _____ ✓ 16. We can hear it being spoken in local news. _____ ✓ 17. It can fly above tall trees. _____ ✓ 18. It is colored yellow when ripe. _____ ✓ 19. It has big horns. _____20. Bamboo poles are used when it is performed.
MULTIPLE CHOICE Circle the letter of the correct answer 1. What is the model of the world? a. map b. globe*
2. Which talks about directions? a. in front and at the back or behind b. to the left and to the right c. both a and b* 3. Why is it important to know about directions? a we can go in any place we want b. we can easily locate a thing or a place* c. we will know more about other countries 4. Why should Filipinos speak the national language? a. to understand each other better* b. to tell others that we have a language c. to study our lessons better 5. What are the important needs of a family? a. house, dog house b. rice, television, toys c. food, clothing, shelter* 6. What makes the Philippines an archipelago? a. It is composed of big and small islands.* b. It is surrounded by bodies of water. c. It has many large rivers. 7. How did Dr. Rizal inspire the Filipinos to fight for their freedom? a. By leading a revolution b. By writing about the abuses of the Spanish authorities* c. By doing nothing
8. What is the size of a family that is composed of the father, mother, and one child? a. big family b. small family* c. average sized family 9. What do you call the total number of people living in a community? a. population* b. barangay c. census 10.
Which among the item is not a national symbol of the Philippines? a. mango b. tinikling* c. sampaguita
TRUE OR FALSE Write T if the statement is true and F if the statement is false. _____ 1. The Philippines is a part of the world. T _____ 2. Big islands like Luzon, Visayas, and Mindanao make up F an archipelago _____ 3. Andres Bonifacio is our national hero. F _____ 4. Lupang Hinirang is the title of our national anthem. T _____ 5. Dancers of the Cariñosa use a fan and a handkerchief. T _____ 6. Basketball is our national game. F _____ 7. Anahaw is used for making furniture. F _____ 8. Other members of a family are grandparents, uncles, T aunts, and cousins. _____ 9. Big families have only two children. F _____ T 10. A small family can meet the needs easily.
DECISION-MAKING Circle the letter of the best answer. 1. You belong to a big family. You know that the income of your parents can hardly meet the needs of your family. What will you do to help? a. spend for more for toys
b. take care of myself so I will not get sick* c. play around until your clothes get worn out and very dirty 2. Your mother keeps a sari-sari store to add up to the income of your family. What help can you do? a. eat the cookies my mother is selling in the store b. take turns in watching the store while mother is washing clothes nearby* c. play inside the store and don’t look if somebody comes to buy something 3. Your neighbor has a television set. They are very happy watching a sports program. What will you do? a. feel bad b. ask my parents to buy a T.V. set instead of finishing your house c. ask permission from my parents to let me watch T.V. in our neighbor’s house while I have no classes* 4. You belong to a small family. The income of your parents is more than enough to meet your family’s basic needs. Your parents want to save a little more so that you can spend a vacation in Baguio City. How can you help so that this vacation will push through? a. help save water and electric bills so my your parents will not pay so much for them.* b. spend more than I need by having a big party at home c. get a summer job good for big people 5. Your house is big enough for your family. How can you make use of other empty rooms? a. put a sign outside telling that we will accept boarders to add up to our family income b. provide rooms for those who want to stay with your family* c. leave the rooms empty to save us from cleaning them 27